Phd

“I am a PhD student.”

“Publish or perish!”

“Is there any wax left in the candle?”

O Lord, you have searched me and known me!

You know when I sit down and when I rise up;

    you discern my thoughts from afar.

You search out my path and my lying down

    and are acquainted with all my ways.

Even before a word is on my tongue,

    behold, O Lord, you know it altogether.

Psalm 139:1-4

I had a supervision meeting today and I came out of it feeling encouraged and refocused. It was not simply a matter of kind words or specific directions.  It was the way the conversations among my two supervisors and myself allowed one another to express, respond and reflect.

I usually audio record the meeting and listen to the recording as I write up the meeting notes. In the past, I would summarise what was said and wrote it in the third person, but lately, I’ve been writing it as a conversation and using the first person instead. Although it takes a longer time to represent the meeting in this manner, I derive great satisfaction from doing so.

Firstly, by replaying the meeting in my ears and mind, I recapture those aha moments, and pin down the triggers that caused particular responses. While the point might be, say, to focus on a particular research method, the conversation points that led to that are just as illuminating. By representing the exchange as a conversation, I am able to track my thought processes, and have a better appreciation of the advice given.

Secondly, the thought processes that are captured in this conversation format are unique to this particular meeting. I may have considered some of these points I made in my researcher journal or in conversations with others, but the way my ideas and my supervisors’ responses are woven together do not appear anywhere else. Had this meeting not taken place, I would not have certain conclusions or convictions about aspects of my research.

Finally, the ability to track my thought processes through roughly transcribed conversations, and the uniqueness of these conversations, contribute to my ongoing thinking about my research. This, to me, is invaluable for helping me shape my thesis writing. Perhaps it’s a bit strange to think of supervision meetings as reference material but I am certain that the things I have captured in conversation will inform the writing on methodology and analysis.

Making time for supervision conversations is important to me. Not just a meeting to report facts and receive advice, but a space for genuine dialogue and and gentle persuasion.

I’ve been reading and thinking a lot about interviews. I’m preparing to recruit research participants and the entry point into their lives is the interview. But setting aside the interview for a moment, my biggest challenge is to even get research participants. I know who I want, but will they want me?

The process of gaining entry into people’s lives appear to be quite matter of fact in so many reports. It could be a case where the researcher has an existing relationship with participants, e.g. classroom teacher, or has approached relevant gatekeepers, or has simply cast a net out and caught some fish. Yet whether it is a case of familiarity or looking for total strangers, any research involving human beings surely deals with having some kind of relationship with them – establishing one, maintaining it, and towards the end of the research, perhaps ending it or leaving it to wear off its novelty.

Even approaching gatekeepers is a matter of managing relationships. This is the stage I’m at. I find myself consciously courteous, watching for signals of disinterest. No one owes me my research participants, I tell myself as I carefully explain what I want to do and hope that they smile, nod, and say a few words. Perhaps be interested in my research? Offer me encouragement? Give me tips on how to approach their students?

Some of these gatekeepers are warm, some cold. Some appear genuinely supportive, others are managing my presence. Again, who am I to make demands? Who am I? Someone who needs them more than they need me. And this, too, will be the case with my participants.

In the earlier stage of planning the research and submitting the ethics application, my supervisors and I agreed that the incentive for students to take part in my research was the opportunity to be able to talk to someone and reflect on their learning. And now I’m thinking about why they would want to talk to me. Who am I? A friendly face who wants to chat? Someone who shares the colour of their skin? Someone who will shower her attention on them?

I will find out in the course of the next few weeks whether any student will respond to my call for participants. Perhaps they will be curious and come and talk to me. Perhaps they will be amused but turn away. I don’t need too many, ten will be nice, but I will need to earnestly seek them out till I find them.

I can’t really predict what these research relationships will be like. I feel a great responsibility towards my participants – not wanting to exploit them but eager to dig into their experiences. Relationships, especially new ones, are really made up of the moments and encounters that take place. I hope these moments and encounters hold some value for my participants. I’m not sure what, and I’d like to find out. If they let me.

The Postgraduate Studies Office at my university recently organised a postgraduate development workshop for students. It was a jam-packed programme with concurrent sessions covering a broad range of skills and strategies a PhD student would need in the course of his/her studies, and beyond.

I chose both academic and non-academic sessions. The academic sessions I attended were on thesis submission & examination, and strategies for getting published in journals. The non-academic sessions were about careers outside academia, and career planning & interviewing skills. The highlight of the event was a mock PhD oral exam that aimed to demystify the process.

Here are my main takeaways of the day:

1. Non-academic pathways for PhD holders

I decided to do a PhD because I wanted to work at a university and be involved in research related to international students’ learning. The workshop opened up the possibility of being involved in research in a non-academic setting, such as a government agency. In a competitive labour market, PhD holders would be wise to be open to both academic and non-academic positions.

I’m certainly open to non-academic positions, but I wonder if the university can create links to potential jobs and employers though internships. Getting jobs in New Zealand is often through contacts and prior relationships. Internships would be invaluable to PhD students for both academic and non-academic jobs.

2. Networking to build a network

I’m also more aware of the need to participate in networking opportunities, although sometimes, I admit, they seem to be taking up precious time I should be using for reading and writing. And then there is the matter of keeping up with contacts, which appears to me to be fairly superficial unless there are regular encounters with them.

But network I must! The session on career planning reminded me how important contacts were in New Zealand. And although I’m far from completing my PhD, waiting till I complete it to start making contacts would really be too late! I’m not about to go to very possible networking event and I can’t – my time is mostly devoted to study and family – I’m making each opportunity and encounter count by making a good impressions (hopefully!) and offering to help whenever I can.

3. Being smart means being strategic

Being strategic as a student means to make the time and effort you put into your writing, reading, etc. as productive as possible. It sounds like one giant economics equation but it’s not.

For me, it’s about being focused to complete tasks for the day, plan ahead, and be flexible to change things. The workshop didn’t deal directly with this but the session on being productive in writing and submitting journal articles led me to think that it is about having focused and practical plans that will lead to results.

I’ve just completed the first milestone of my PhD – confirmed enrolment. And in the past few days, I’ve been refocusing my thoughts and energy towards getting ready for data collection,  and making plans about what reading and writing I want to do. As the year draws to an end, I’m glad there’s the summer holiday to relax and recharge for the journey ahead.

This is a blog post I contributed to the Education New Zealand blog:

The PhD journey is often said to be lonesome. For those starting the journey or planning to, I can assure you that this is not an exaggeration. Part of making the PhD journey a meaningful one is to connect with others. Here are my top three tips for ensuring that your PhD journey isn’t a lonesome one.

1. Participate in activities for doctoral students

Usually, there are activities organised for doctoral students, whether at the university or faculty level. At my university, such activities include regular writing workshops, topical seminars and social lunches. My experience is that while many PhD students are often holed up in their offices, they do attend these activities, especially when the topic is a practical one for their study. 

If you keep saying you don’t have time for other things apart from studying, think about how these activities will enhance your research. Plan your time well so that you can make time to broaden your perspective, and at the same time, meet other people.

2. Network

When you attend an event or participate in an activity, do you meet new people? Or do you gravitate towards people you already know? If you do the latter, I guarantee you that your circle of friends will remain as small as it started!

I believe that networking, or making new contacts, is important for a PhD student. Knowing fellow PhD students from your faculty is important, but so is getting to know students from other faculties, and also people who are not PhD students. Establishing a network of contacts is especially important in New Zealand where careers are built on networks and relationships.

For me, knowing people from different disciplines and areas of work helped me to understand the university better. At times, they also provided different perspectives on an issue I was looking at.

3. Make it happen

If you find that there aren’t many activities to join in the first place, or any chance for networking, then here’s your opportunity to create them. If there’s a student association for doctoral or postgraduate students, why not join the committee and help organise activities that other students will find useful? Or perhaps speak to a staff member at your faculty who oversees PhD students? Perhaps make suggestions on how the faculty can help integrate PhD students better?

Personally, I have done both. I am a fairly sociable and outgoing person, and yet, I felt isolated and disconnected when I started my PhD, especially in the first few months. While there were several activities happening on campus and at my faulty, I felt more could be done to foster a sense of belonging for PhD students. I now actively advocate for, and contribute to, a community of doctoral students. 

Conclusion

Don’t believe that you are meant to be on the PhD journey alone. Whether or not you are an extrovert or introvert, having meaningful relationships with peers and others is an important aspect of your scholarly pursuit, as well as part of a well-balanced life.

Source: Tips to Ensure That the PhD Journey Isn’t Lonesome | Study in New Zealand