The Cloud Academic: Part 1

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There has been a fundamental shift in the way in which we work as academics. No longer are we tied to our desks, hard wired internet/intranet connections or dusty collections of texts and papers. It is now possible, and in some cases desirable and more productive, to work from home, from libraries, in the field, from coffee shops, anywhere that has a wireless internet connection – even bars… Much of the software technology that we use in our day to day lives however, is not compatible with this more light, flexible way of working. For this reason I have decided to embark on an experiment to see if I can undertake my daily duties using only online, free, cloud based software programmes. But is this practical on a day to day basis? can a busy academic really perform all of the duties expected of them using only free, online web programmes? This is what I hope to find out…

The Rationale for Change

I have never been a fan of desktop programmes such as Outlook, Word, Excel and the like. I find them slow, overcomplicated and vulnerable to crashes and lost data. Sometimes I would switch on my computer, click to start up my email programme, go and make a cup of coffee, and the program would still not have started up on my return. Many of the functions that are embedded into my word-processing and office software are redundant – I don’t need or want them. How many of us have suffered a crash or corruption of data – usually after we have written a good few hundred (or thousand) words and forgotten to press save…Increasingly these software technologies no longer adequately fit my workflow requirements. I need my software to be more agile, faster, more secure and resilient. I want to be able to access my data, to work and write on any device that I am using at the time – laptop, netbook, tablet, mobile phone etc.For these reasons I have decided to forgo all installed desktop software programmes (with the exception of a web browser) and move to lightweight, cloud based, browser focussed solutions.

There is increasingly a trend towards this method of working. The introduction of cloud based office programmes such as Google Docs, Zoho and Microsoft Office Web Apps now make it possible to create and edit documents without the need for installed software. File syncing services such as Dropbox, Box and Sugarsync allow access to all files from any location and any device. Google’s Chromebook computers do not allow installed software – they simply come with a browser and a chunk of online storage. There are a number of guides and blog posts advocating the move to an online, cloud based software ecosystem, but is this practical on a day to day basis? Is this relevant to those working in an academic environment? Can a busy academic really perform all of the duties expected of them using only free, online web programmes?

My Requirements 

The first step in this journey is to establish what tasks I need to undertake on a day to day basis. As I see it there are a number of things that I currently use desktop based software to achieve.

  • Prepare teaching material (presentations, papers, audio and video recordings etc)
  • Deliver teaching material (presenting in lecture theatres, seminar rooms etc)
  • Supervise graduate students (read and comment on drafts of work, supervise via email and video conferencing etc)
  • General admin work (file forms, email colleagues and students, process admissions etc)
  • Undertake research (currently much of my research is desk based social science type work)
  • Write and edit research papers (write, collaborate, draft and prepare for publication etc)

Any cloud based ecosystem that I use needs to be able to provide the ability for me to perform all of these tasks to at least the same level of functionality as my current system.

My Current System

Next I need to examine the system that I currently use. I moved from a primarily PC focussed ecosystem to a Mac based system in 2011 (the Macs were the product of a research grant) and now I don’t want to move back, however I still have a PC in the office and the main software I use is the same across both systems so my experiences should be common to all and much of the online, cloud based software is platform agnostic.

On the hardware front I regularly use:

  • 2011 MAcbook Pro  (for home use)
  • 2011 Macbook Air  (whilst out and about)
  • 2010 Dell PC  (In the office at work)
  • iPad
  • iPhone

As you may expect one of the main issues I have faced over the years is keeping all of these devices in sync with one another. This is another motivation for transitioning to an online system. As for the main software installed across the computers, I mainly rely on:

This is list is not exhaustive however – of course I also have a lot of other installed software packages which whist not essential for work, are used on a daily basis. The list includes iTunes and Spotify (for music), iMovie  and Camtasia (for editing teaching videos), Picassa (for managing and editing photographs) plus a whole host of programmes I have installed once, and then never again used (different internet browsers, alternative reference managers, various ‘helper’ programmes to manage data syncing, games etc).

Under my new system, all of the above have got to go so I have un-installed all of these programmes and returned my computers to their base state (eek!)

So can I really perform my day to day job using only free, online, cloud based software systems?

In Part 2 of this series I will examine the available software solutions and decide which I will use. Then I will begin the process of moving my files and data to the cloud…

What should an academic look like?

Dublin, trajeSince embarking on an academic career a  few years ago, I have found myself constantly struggling with the issue of my appearance at work – trying to strike a balance between being myself, and appearing suitably professional and authoritative. I know that this is an issue for others too and so thought I would reflect on the issue… So what should an academic look like?

Recently I was reminded by Dr @Nadine_Muller of a conversation we had last year about academics with tattoos – facial piercings etc, and what should you wear both for an academic interview and whilst working as a university lecturer. Others (@memories_child, @clioclothed, @tinyhippo1979) joined the conversation on twitter and suggested that this was something that they also struggled with.

There seems to be a perception that tattoos, piercings etc are not appropriate. I don’t think that this is an explicit requirement, more a general feeling from those of us who are pierced or painted, and silent dissaproval from some of our peers. This is perhaps down to a long held perception as to what an academic looks like based upon tradition, and probably says more about the insecurity of us as individuals that of the institutions that we work for. I am not aware of any academic institutions setting out specific dress code requirements (although of a lot of other organisations do). Whatever the reason, it seems that many academics feel the need to hide their art in order to get the job, or be taken seriously by students and peers once in a job.

In my case I do not have any tattoos  I have a nose piercing and two relatively small ear stretchers (10mm). Until relatively recently, I also had very long dreadlocks. To date I have only had one issue – I was asked whilst having some promotional photographs taken for a university business facing publication, to remove my nose ring. I refused  and the photo that was published was of the other side of my face.

Lately the issue for me has become more about what to wear. I am a jeans and t-shirt kind of guy and I guess kind of scruffy most of the time. I do not feel comfortable in a suit and can’t stand wearing a tie or a pair of stiff shoes. I tend to compromise when I am teaching by wearing an informal shirt over the jeans – but even then I generally feel underdressed. A quick look around at my colleagues reinforces these feelings. Some (male and female) spend their days in a full suit. Others seem to be able to pull of the smart jeans, shirt and shoes look. Some even sport the sports jacket with patches on the elbows cliche.

To be honest I look like a student…

This has its benefits and drawbacks. On the positive, students seem to identify with me a little more and I am told that makes me more approachable. From a negative perspective sometimes colleagues do not recognise me as a member of the academic staff and give me a quizical ‘why are you in this meeting?’ look. Sometimes students enter the lecture theatre and say ‘alright mate – has the lecturer not turned up yet…”. I also often have my experience questioned – although I am almost 38 years old – but look 10 years younger (apparently) and have had a long and varied career both in academia and industry. Thankfully all of these issues disappear once I start talking – but first impressions and all that…

Of course all of this is not ideal. The way that an individual looks should bear no relationship with their ability to do the job, and any suggestion that there is a standard ‘academic’ look is ridiculous. We should, of course, celebrate the diversity of mind and body within all society in general, and the academy should be no different. However I fear that many academics will continue to feel the need to cover up, dress up and ‘conform’ to the perceived image of a university academic.

As always I would love to hear what others think, so please use the comments to let me know if this is an issue for you…

Inductions, Admissions and Timetable Hell

Image courtesy of s.khai on Flickr

Well, here it is – the start of another teaching semester. I thought I would take a little time to reflect on the administrative nightmare that unfortunately distracts many of us from the important job of preparing inspiring teaching material  and actually teaching itself…

Induction Week - I love this time of year. No really! I love the sense of expectation in the air as new students arrive, existing ones return and staff wait eagerly to see what their teaching load looks like. It was induction week last week at my institution and a number of things stood out for me this year. Firstly, numbers are down – that is no surprise to anyone really given the changes to student fees, and the fact that the UK Borders Agency seems to think all international students are potential illegal immigrants. Secondly, and despite theses issues, we have a very interesting and diverse range of new students at both undergraduate and postgraduate level this year. We have over 20 different nationalities on our Project Management MSc programmes, and a healthy intake of international students on our undergraduate programmes, due in part to the Erasmus exchange programme. This is fantastic as it really adds some depth to the discussions that we have in seminars and better reflects the increasingly globalised context that we all work in. The third observation is that there appears to be a larger proportion of students at both levels who have returned to studying following a period of work experience. Perhaps this is a reflection on the continuing state of the global economy? As is often stated – the best thing to do in a recession it to retrain.

Admissions - New for me this academic year is the role of undergraduate admissions tutor. This came as some surprise to me as the first I heard of this new responsibility was it appearing on my workload model – the impossibly complicated document that is supposed to ensure that all staff members get equal working hours. Despite this, I am beginning to enjoy getting into the marketing and recruitment side of the university. It appeals to my distant background as a retail manager and surprisingly is not dissimilar – at the end of the day we are selling our programmes to an increasingly savvy group of students and their parents. Of course the stakes have risen this year with the introduction of higher fees, and the Key Information Sets (KIS) which will publish standardised information for all undergraduate courses such as student satisfaction, contact time and graduate employment statistics. I am looking forward to the first open day in October – watch this space…

Timetable Hell - Finally a bit of a rant…Timetables aghhhh! I don’t know if this is common among HE institutions, but the system that creates the timetables at my institution is clearly not fit for purpose. We don’t actually get our finalised timetables until the week we are teaching – which drives me mad (I can be a bit of a control freak at times I admit). This makes it difficult to plan where you need to be and when and manage your time effectively. The second issue is the location of the teaching rooms, and to some degree the timing. In one case I have a postgraduate lecture on the 4th floor of one building, followed immediately by an undergraduate lecture in the basement of a building on the other side of the campus. What this means is that I have to cut one lecture short, and/or start the next late – as well as very quickly changing gears intellectually from level 7 – level 4. Tough. And finally I have very variable seminar group sizes. A case in point – I have 20 in one group, but 5 in another (both seminars are for the same course). Of course the dynamics of these groups are very different and potentially I have to prepare different sessions for each – which is not really fair…

Anyway, despite all these issues and teething problems, its great to be back in the classroom and working with my wonderful students..

 

Annual leave, Grant proposals and Postgraduate teaching qualifications…

Break in transmission

It’s been over a month since my last post here. I thought that I owe it to my reader (hi mum!) to explain what has been keeping me from updating the blog and some reflections on the last few weeks…

Annual Leave

The first reason for my lacklustre blogging performance recently has been because I have been on annual leave for at least some of the last few weeks. I have a young family with two children under 6 years so I have to at least try to take some time off to be with them. Now annual leave is a strange thing in academia. Whilst you may officially be ‘out of the office’ and excused from teaching and admin duties, you are never really on holiday – at least not intellectually. Just because you have HOLIDAY! scrawled across your dairy or marked in your google calendar, this does not stop the creative ideas flowing, or the critical mind and analytical brain working (at least not mine!). Another issue is that for many academics and researchers, the summer is the only time we can really take leave, and also the only time many of us have to carry out research activities. The length of annual leave available to most academics is (in my experience) is very generous. However, fitting in this leave and having a meaningful research career can be tricky. Engaging in research activities can be difficult during the teaching semesters when you are flat out preparing material, teaching, assessing and managing the endless admin side of things – hence the summer is when the research active are active in research. In my role I teach between the last week of September through to around June each year, July is all about exam boards and graduation – early September is all about preparing for the new semester. That leaves around 11 weeks to take 7 weeks of leave with just 4 remaining for research. The result is many of us are still working when we are on leave, but hey – academia is a vocation, not a job.

Grant Proposal Writing

The second reason that I have been absent from your RSS feed, Inbox and twitter stream is that I have been trying to focus all my energies on an ESRC grant proposal (I promise to blog on this in full later). Now this situation helpfully illustrates the issue of leave I have just described. The call came through whilst I was on leave, and must be submitted before the new teaching semester begins. The result is I have been working on this during my holidays. Despite this I have really been enjoying the proposal writing process. Its nice to think about a potential new project and put some energy into generating an original piece of research. Now this is not my first attempt at the ESRC process. I wrote a proposal for an ESRC PhD Scholarship back in 2008 (and was successful). What has been interesting to me is how much has changed in terms of the kind of information that is required now as opposed to just 4 years previously. In 2008 the substantive information required was the ‘Case for Support’, ‘Project Summary’, ‘Budget’ and ‘Timeline’. In the current proposal I am still required to submit these documents, but also a ‘Lay Summary’ of the research – in other words a non-academic explanation of the proposed work that can could be understood by the public at large, and an ‘Impact Statement’ detailing exactly what impact the work will have beyond the academic world – i.e what will the real world impact on community and society be, and how I plan to disseminate this (beyond the academic spectrum). This all correponds or course, with the recent ‘impact agenda’ and move to  ’open source’ dessemination of acadmic research. In general I suppor this but  will record  more on my thoughts in a future post…

Post Graduate Teaching Qualifications 

The final thing that has been occupying my time and stopping me from bothering my reader (hi again mum!), is an attempt to complete my Post Graduate Certificate in Higher Education Practice (PGHEP). It is a contractual obligation of all new teaching staff at my institution that we must complete the PGHEP within two years of our appointment. Now I don’t have a problem with undertaking the training and gaining the qualification – the training is truly useful and I like to collect letters after my name ;) . I do however have a problem with the way in which we do this (in my institution). The training takes place over 1-2 years, and you fitting in the workshops when you can – which can be difficult during the teaching semesters. The result is that we are learning the theory and practice of teaching, at the same time as teaching. In other words the early lectures, seminars and even whole courses that we are responsible for are muddled through and it is only after the fact, enlightened to theory and good practice that we realise the errors in what we have been doing. Perhaps a better strategy would be a short, intensive, immersive experience before we are unleashed on unsuspecting young minds. The assessment method for most PGHEP style programmes is to produce a portfolio of work that illustrates you have met and demonstrated the specified learning outcomes. Again I don’t have a problem with this – but I do have a problem with the method with which we are forced to produce the portfolio. We have to use PebblePad – perhaps the worst piece of software I have ever had the misfortune of using. I find it clunky, cumbersome, un-intuitive and prohibitively time consuming – and I count myself as highly digitally literate. I guess my real issue is that we have to use this – it’s the compulsion that irritates me.

To sum up I have been busy of late and decided to take some time out of blogging to concentrate on the above tasks. So now I am blogging again have I completed all of the above? Hell no. I am on leave as I write this, have yet to complete the grant proposal and have deferred submission of my PGHEP portfolio until November. So much for focussing eh?

As usual if you have any thoughts on the above, please let me know in the comments. 

Developing an Academic Publishing Strategy

Last week I tweeted the fact that I had received a rejection email from a high ranking Journal less than 24 hours after I had submitted. The email stated that “We now have many more submissions for our refereeing process than we can cope with”. This annoyed me, not so much the rejection, more that it had taken me the best part of an afternoon to format the paper for this particular journals submission requirements and comply with the rather exacting requirements of Scholar One – when there was little or no chance of being accepted. Fellow twitter users suggested that such a situation may be due to a backlog of paper submissions as researchers seek to publish in time for the forthcoming Research Excellence Framework (REF) assessment in the UK. Others joined in and shared their arguably worse experiences of long delays – sometimes months – before ultimate rejection in some of the top journals, presumably again due to a backlog of papers for consideration. Eventually the conversation turned to the difficulties for early career researchers seeking to publish in the run-up to the REF and possible publication strategies. You an view the entire twitter discussion on my Storify page here.

So what have I learnt from this experience now I have had some time to reflect?

Getting a paper through to publication can take a long time – Firstly an article has to be screened for acceptance/rejection. Should your paper get to review stage, it can take many more months to receive feedback, redraft and resubmit. If rejected you need to find the time to reformat for submission in a different journal before the cycle begins again. All in all it can be years before your article sees the light of day, in fact in a recent post on the LSE Impact Blog, Aimee Morrison told of her horror of receiving a publication date 2 years in the future. Some fields, mine included, move fast. An article or idea expressed today can be out of date in a few months. I want to get my ideas out there now so the debate can be useful today.

Identifying the true scope of a journal is tricky – I have had two rejections recently which identified the scope of my paper as not fitting that of the journal. I had researched the journals carefully and was sure that my work did in fact meet the published scope. I guess this is something that I need to think more carefully about in the future and/or consider sending an abstract to the editor first to check.

Open Source or Subscription Journal – This is a big one for me. One of the reasons I pursued an academic career is that I believe that good research can change the world. I believe that my work has a contribution to make to society and as such it is my duty to disseminate it as widely as possible. In fact I believe that every academic has an obligation to do this. As such the idea of my work sitting in a journal archive where it can only be read by paying subscribers is abhorrent to me. The catch 22 is that if I need to publish in the top journals to build a successful career – I need to lock my work up in the big publication houses repositories. I guess it depends on what kind of academic career I want….

There is no 'one way' – Developing a research strategy is dependent on many factors. Your field of study. Your academic discipline. Your personal goals and aspirations. Your research institutions goals and aspirations. Many people give have given me advice over the last year or so on this. Nearly all of it conflicts. Academia at the moment is a moving target. There are big changes coming to publishing following the Finch Report (I am not going enter the debate on this here). There are also big changes going on in universities (in the UK at least) who are at the beginning of probably the biggest shake up of the industry in many years.

Keep at it – I love working as an academic and will continue to write and disseminate my work. I have yet to settle on any one particular strategy, and maybe never will. For now I am going to enjoy the process of research, enjoy writing those papers and presenting at those conferences and probably continue to submit to each and every journal in my field. However I suspect I will make more use of alternative forms or publishing such as this blog and others as well as open source research repositories such as that provided by my institution or the Social Science Research Network (SSRN). Maybe I'll even engage in a little Guerrilla Self Publishing…

As usual I would love to hear what others think in the comments!

 

10 PhD Viva Survival Tips

The PhD ‘viva voce‘ (Latin for ‘by live voice’) examination, or oral defence, is the final hurdle in the journey towards gaining the doctoral degree that you have worked for so long and hard over the last 3-6 years. The viva serves a number of purposes: to clarify any issues relating to specific parts of the thesis, to the thesis as a whole, and to the award; to ascertain that the thesis is the candidate’s own work, that they have developed research skills at this level, and that they understand the relationship of the thesis to the wider field of knowledge; and where the thesis and/or the candidate does not meet the criteria for the award, to try to determine the possible reasons (more detail can be found here).

What I thought I would do is collect some tips that helped me trough my viva, and set out my viva experience. But first, a little context….

Date of Examination: 22nd November 2011

Examiners: Professor Matthew Leach, Dr John Brady

Length of Exam: 1 hour 15 mins (very short!!)

Outcome: Pass – minor changes (hurray!)

Tip 1 – Pick the right examiners: Make sure that the examination team fits your subject area well, and are the best, most senior academics you can find. When I first heard this advice myself, it seemed counter-intuitive. What? pick the best, most experienced, most expert examiners I can find? no thanks…I want an inexperienced and  friendly examination team that wont give me a hard time thank you very much…..But think about it, in actual fact an inexperienced examination team are more likely to have a point to prove, or an axe to grind. They may want to demonstrate that they are rigorous academics, superoir to the student sitting oposite them. They may feel that they must give the candidate as hard a time as possible in order to justify their examination fee. Both of my examiners were (are) hugely experienced, at the top of their game, and had examined many doctoral students prior to my viva. They gave me a hard time, but no more than was necessary. They had nothing to prove. 

Tip 2 – Have a mock viva: Get your supervisors to arrange an informal mock viva examination. If possible see if you can get another academic who is not on your supervisory team to attend also as they will not have an in-depth knowledge of your research and so can offer a different perspective. I had a mock viva with my second supervisor and another impartial colleague and the experience was extremely useful. It prepared me for thinking on my feet and getting used to taking about my research in an academic environment. The best feedback however was generic and not related to my thesis. They pointed out that I tended to speak quite fast, which made it difficult to understand ome of my responses – particularly for my colleague for whom English is a second language. They advised me to have a glass of water present and take sips in between questions to calm and slow me down. In the examination I was able to remember this and make an effort to speak more slowly and clearly, using the water trick to give me  time to think before rushing into an answer.

Tip 3 – Explain your work to a non-academic: One thing that many PhD candidates struggle with is how to describe your thesis succinctly and in lay terms. It’s the question that we all dread – friends and family ask ‘So what are you doing you PhD in?’ and we freeze… We feel that we have to go into detail or else how will they understand, and consequently loose them at ‘Philosophically, I adopt a Neoclassical Jungian perspective…’…no one cares! Perhaps the first question you will be asked will be along the lines of ‘Briefly explain your work’. You should be able to sum it up in just 2 minutes and anyone should be able to understand it. I tired this on many people until I could successful explain my work without their eye’s glazing over.

Tip 4 – Prepare well: Write a list of all of the possible questions you think that you may be asked and think about your response. Practice these responses out loud – the viva is an oral examination, you will not be writing your answers down. Talk to your supervisors and others about their viva experiences and consider their advice. Read blogs and articles like this one and see if anything stands out for you. Prepare a list of the key authors you refer to in your thesis alongside the key findings of your research and main conclusions. Also think about the developments in the field since you completed the research – it is likely that things have moved on since you completed the analysis and this demonstrates that you are still engaged in your discipline and have an understanding of how to place your work in the academic discourse. My examiners also asked me to set out what was next for my research – a question I used to describe the papers that I was working on, and plans for post doc work.

Tip 5- Don’t over prepare: It is likely you will have a long wait between submitting your thesis and the viva examination, mine was over 2 months after submission. It is tempting to spend the whole time panicing and trying to prepare for every question and every eventuality, but I think that this is couter-productive. I read advice that suggested you rewrite each chapter in a one page synopsis or that you mark up your entire thesis with post-it notes (and indeed I began to do this)….but hang on, you have written this thesis and lived with it for a minimum of three years – you should know it by now!! I placed my trust in my in-depth knowledge of my work and realised that in actual fact this was enough. I used my time to relax and enjoy the feeling of accomplishment that comes with submitting the thesis (actually this is not strictly true – my second child was born in the time between submission and examination, so I spent much of the time changing nappies/diapers and trying to get some sleep). 

Tip 6 – Impact, Impact, Impact: One of the key determinants of a successful PhD are it’s contribution to knowledge, the ‘so what?’ question. Prepare this well and think about all of the key stakeholders in your research and the benefits to each. What is the contribution of your work academically? – have you published any journal articles, conference papers, poster presentations or produced any other outputs? How has your work contributed to society? have you improved health outcomes, access to the arts, societies understanding of nature etc.? – it’s likely your work has benefitted society in some way so tell them! How have you disseminated your research? presentations to peers, academics, community stakeholders? Impact is one of the key buzz words in academia at the moment so these issues are vital. 

Tip 7 – Challenge your examiners: What? challenge my examiners? they are accomplished academics, experts in their field! What do I know that they dont!….hang on…hang on…YOU undertook THIS study which means the YOU are the expert. The viva is an oral defence of your work (this does not mean that the viva should be an argument) so defend where you feel that you are correct. My examiners had a problem with one of my results chapters which was not as clear and flowing as it should have been. I was aware that this may be an issue – I had gone through every possible way of setting out this chapter of results, and could not find a solution I was happy with, so I compromised and did what I though was best. When they challenged me and said that perhaps I should re-write/re-structure this section of the thesis, I turned the question back on them, explained the issues I had with the structure, and asked if they could suggest a better way….In the end they gave my a wry smile and agreed that perhaps my solution was acceptable. 

Tip 8 – Enjoy it: Lighten up. As I said in my previous post, this is your chance to comunicate your research, your passion, to at least two leading academics. They will be genuinely interested in what you have done. Most examiners want to pass a student – despite the horror stories that are popular amongst PhD students. One of the key functions of the viva examination is to establish that your work is in fact your own, so the truth is in the majority of cases they will have already made a decision about whether to pass you or not and are merely seeking confirmation. The majority of candidates who make it to the viva examination pass it.

Tip 9 – Expect changes or revisions: Very few candidates pass without changes, so prepare yourself to be asked to make some. The issue is more likely the amount of changes necessary. The best outcome is minor changes – this could include anything from correcting typos and spelling errors, acknowledging a source that the examiners felt you missed, or inserting extra sentences to aid understanding in a particular area. Many candidates are asked to make major changes – this could include anything such as re-structuring the entire thesis, undertaking additional research in a specific area or re-visiting the analysis. Don’t get dis-heartened if you do have significant changes – think of it like this – you have been shown what you need to address in order to pass, and assuming that you address all the issues (you should be given a detailed breakdown of the necessary changes) you will pass eventually. In my case I was asked to make minor changes – mostly typos and formatting issues (thanks for nothing Endnote) and the insertion of two sentences – and completed them the next day.  

Tip 10 - Know yourself: Finally, and similar to the ‘All advice is Useless’ tip in my ‘Surviving a PhD’ post, each candidates viva examination experience will be unique, and all advice will be context dependant. You know what works best for you preparing for an exam, presentation, job interview etc., so listen to your heart and go with it! 

And Finally……

GOOD LUCK!!

Follow DrSustainable on Twitter! @DrSustainable

Surviving a PhD – 10 Top Tips…

I was awarded my PhD in January this year following a successful viva in November 2011, so thought I would try and summarise my experiences over the last 3-4 years and see if I could come up with some key points of advice from start to finish…

Tip 1 – Academics need you: Most are keen to speak to any potential student who has a good research idea as a good record of successful PhD supervisions is essential to build a successful academic career. Don’t be afraid to approach a potential supervisor directly. There were not any suitable advertised studentships in the are which I live (and I did not want to move as I have a young family here),  so I decided I needed to make my own opportunity. I developed a rudimentary research proposal and emailed every academic I could identify in my local region whose research interests seemed to fit. In the end I worked up a proposal with Newcastle University which we submitted for an ESRC 1+3 studentship in the open competition (I was awarded the scholarship but did not take it up, instead I opted to study via a different route – more on that in a subsequent post – but I thought the advice may be useful).

Tip 2 – Its YOUR PhD - Take ownership: Whether the research idea is your own, or you have been appointed to research a topic as an advertised position, YOU are the one working day and night and living the research. Whilst your supervisors will have opinions or perhaps an agenda which will shape the direction of your research, It is YOU alone who will have to defend it in the viva. I have spoken to many PhD researchers who felt that their research was not their own and they were merely doing the bidding of their supervisor. The result can be mixed – some drop out as the lack of control leads to a lack of interest or focus, some work day and night to please their supervisory team and burn out, many are successfully awarded their PhDs but feel that they are a sham as their work was not entirely their own. 

Tip 3 – Write up as you are going: I am always amazed when I speak to PhD students who are in the third year and entering their ”writing up stage” and tell me that they havent written more than a few thousand words. They feel daunted and overwhelmed by the huge task of meeting that 40-80,000 plus word count (depending on the discipline). “But you must have the literature review almost completed at least?” I say – but many just have pages and pages of notes. I had written complete drafts of my Introduction, Background, Literature Review, Methodology and Scoping Study by the Midpoint of my PhD – 18 months since I began. Sure, I would have to update and re-draft these sections – some of them extensively, but the knowledge that I had written about 40,000 words of what became a 90,000 document was of great comfort to me. I could also then pass these sections off to my supervisors for review whilst I embarked on my data analysis.

Tip 4 – Love to Hate your Thesis: You will at some point hate your thesis, trust me…This is OK, its normal – most people seem to go through it at some point – usually about two-thirds of the way through. This is completely normal and to be expected. Don’t panic, take a break – yes a break. PhD students need a holiday too, even if its just a break from the research to do something different. When you return your brain will have sorted out some of the problems you are struggling with on its own. 

Tip 5 – Finished is better than perfect: I am a perfectionist by nature – but I have had to learn over the last few years the finished is better than perfect. Perfection, like beauty, is in the eye of the beholder. If you are lucky enough to reach the mythical land of perfection (which only exists in your own head), it is still highly likely that readers, and more importantly, examiners will find fault. This is what examiners are paid to do. The same advice applies to writing papers too. This leads into Tip 6 below…

Tip 6 – The written Thesis is just part of the PhD: The majority of PhDs have some form of wording on the fist page which states something like the document is “submitted in partial fulfilment of the requirements of the University for the degree of Doctor of Philosophy” . Spot the keyword? “partial”. Before and during the viva the examiners will be considering many criteria in addition to the thesis such as the administration of the PhD, your training record,  publications and impact activities to name a few. The point is, the Thesis does not have to be – nor is expected to be – perfect. The examiners will always have an opinion on how you have presented the results or the approach you took. You will not know what this opinion is until you put the work in front of them – so don’t try to second guess but ensure that you can defend why you took a certain approach as opposed to another. You made the decision (see Tip 2) based on the evidence in front of you at the time and you are the expert in this subject. So defend. 

Tip 7 – Enjoy the Viva!: No, really. This is your chance to comunicate your research, your passion, to at least two leading academics – sounds scary, but they will be genuinely interested in what you have done. Most examiners want to pass a student – despite the horror stories that are popular amongst PhD students. The truth is in the majority of cases they will have already made a decision about whether to pass you or not. You can read about my viva experience and top viva survival tips here

Tip 8 – Have a plan for life post PhD: By this I dont mean start looking for a job etc…although of course this is important – more how are you going to fill the void? And it is a void. You will have been immersed in a particular subject and culture for at least 3 years, probably more. Once you have completed any changes demanded post viva and submitted the final completed thesis – the silence is deafening…

Tip 9 – It is worth it: Completing the PhD, for me at least, was an anti-climax. There were no trumpets or angels, no being carried through the university on the shoulders of my peers, no huge pay-rise or immediate offers of employment, not even any champagne (although there was, strangely, many flavours of Schnapps..). However 6 months on from the viva and corrections it feels worth it. Its a validation of your research skills and prowess., you feel a little more authoritative when speaking to peers or students (although inside you know that you are not any smarter that before), and you have survived – almost mentally intact….

Tip 10- Ignore tips 1-9: In the words of Richard Butterworth,

The only way to find out how to do a PhD is to do one. Therefore all advice is useless….

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