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Expectations

Expectations. What do student want and expect from the PhD process?. The PhD as process.

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Expectations

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  1. Expectations What do student want and expect from the PhD process?

  2. The PhD as process I don’t see the only goal as getting the PhD, or training in research, or making an original contribution to psychology. I value the journey of discovering, exploring and inhabiting new spaces. If it hasn’t been a critically important journey for you, then you haven’t got much more than a piece of paper saying you have a PhD. Conti, et. al. in Mercer and Bartlett

  3. For discussion: • What do you think motivates people to embark on a PhD? • What do you think prospective students might expect from you as a supervisor? • What makes a good research student? What values, attributes, skills or characteristics might s/he bring to the process?

  4. Reasons for doing a PhD (at induction) • New friends • Academic networking (x2) • Academic enterprise • Enjoyment of research topic (x3) • Gain advancement of subject area/discipline • Western methodology • Improvement of skills (x2) • Learn new languages • Thirst for knowledge • Professional / career development (x5) • Challenge • Money • To become a Dr. (x2)

  5. Student Expectations of the Supervisor (at induction). • Disciplinary knowledge • Research Skills / academic practice • Advice / support on thesis writing • Personal attributes

  6. Disciplinary knowledge • Expertise (x3) • Font of knowledge • Research – new leads • Suggestions for literature / research

  7. Thesis writing • Deadline setting • Provide motivation, framework and baseline standards • Constructive criticism (x2) • Feedback (x2) • Set targets • Provide structure / framework

  8. Research skills / academic practice • Mentoring/role model • Help with funding/grant applications • Direction/guidance (research and administrative) (x2) • Contacts and networks (x2) • Advice on presenting at conferences (x2) • Help with publication • Skills mentoring • Encourage outreach activities

  9. Personal attributes • Active interest • Support (x4) • Give freedom to make mistakes • Accessibility / contact (x4) • Friendly and approachable • Reliability • Inspiration • Communication • Integrity • Fairness • Critical friend

  10. Potential obstacles / difficulties • Money (x5) • Boredom – needing to change subject (x2) • Time management (x3) • Work / life / ’real’ job balance • Resources – finding, lack of, understanding • Managing teaching responsibilities • Managing opportunities • Isolation (x3) • Stress • Focus / sense of relevance • Confidence – work being good enough and on time • S.A.D (weather / cold) (x2) • Home sickness / culture clash (x3) • Language barrier (x3) • Lack of motivation • Lack of support • Supervisor relationship • Supervisor’s commitment to student • Training in research techniques • How to judge good academic writing

  11. The PhD process The central theme of books for PhD students and supervisors […] has been on how to get it done […] within the current academic climate, it has to be recognized that the writing of the thesis is of little value unless it is put into perspective. […] Supervisors can help students to put the thesis into perspective by initiating and maintaining a broader, more contextualized approach. Supervisors can help students to realize that the submission of the thesis is not the end, it’s the beginning. Collins, et. al. in Mercer and Bartlett (2001)

  12. The PhD process I don’t see the only goal as getting the PhD, or training in research, or making an original contribution to psychology. I value the journey of discovering, exploring and inhabiting new spaces. If it hasn’t been a critically important journey for you, then you haven’t got much more than a piece of paper saying you have a PhD. Conti, et. al. in Mercer and Bartlett

  13. Employment of Arts and Humanities PhD students 2003 – 5 • Arts and Humanities PhD graduates made up 13% of all PhD graduates in 2005, down from 14% in 2003 and 4. • Over two thirds were employed in education (predominantly HE) in all 3 years. • University Lecturer was the most popular occupation, but fell from 30% to 26%. • Total entering research roles fell from 21% to 17% and entry into post-doc roles in HE fell from 16% to 12%. • Self-employment increased from 6% to 8% which is almost double that for PhD graduates overall.

  14. Employment of Social Sciences PhD graduates 2003-5 • PhD graduates from the Social Sciences made up 10% of all UK PhD students in 2005, down from 11% in 2003. • Two thirds are employed in the education sector (predominantly in HE). • University Lecturer was the most popular occupation, but fell from 39% to 32%. • Between 22% and 25% entered research roles, two thirds of whom were employed as post-docs in universities. • Self-employment rose from 5% to 9%, well above the 3% - 4% average across all disciplines.

  15. Employment of PhD graduates from the North-West 2004 • 49.6% of NW graduates who entered employment entered the education sector, predominantly Higher Education. • 47% of those working in education were post-doctoral researchers and 36% were in university teaching roles (mainly lectureships). • Overall, 24% of PhD graduates (including from elsewhere) working in the North West were working as post-docs. • 4.1% of NW graduates were unemployed, higher than the 3.2% national average. • The University of Manchester is by far the largest producer of PhD students in the northwest (710 in 2004 – Liverpool is next with 280)

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