Reflections Of The Past Academic Year Part A
There are no formally set “terms” or “semesters” on a Ph.D. You are responsible for organising your holiday periods and this should be based on the status of your work. The nature of the Ph.D. entails difficulty in planning exactly when to organise time off (if you wanted to plan a while ahead) because you cannot tell what leads and possible directions that shall come about because of your reading, experimenting and analysis of the data. This is both exciting and challenging: challenging because some people cannot handle uncertainty and the relative academic freedom that a Ph.D. entails, but exciting because those who can handle uncertainty and relative academic freedom shall feel energised and determined.
It is usually around this time I have a short amount of time off from the Ph.D. to recharge my batteries. I try to keep it around August / September time but it has been a little late this year because I really wanted to complete the outlining, structuring and drafting of the literature reviews and the methodology chapter as much as can be achieved at this point in time. I also wanted to update the searching, selecting and sorting of literature as much as can be completed at this point in time. Evaluation of the literature shall take place following the short time off. Plenty of blog post material here!
Before I take some time off I usually enter a period of reflecting and planning. It has been quite a year between the previous September to this September (traditionally defined as the academic year) with various important milestones achieved:
Successfully Passed Upgrade Stage
When you first begin the Ph.D., you are not immediately placed on the Ph.D. course but are enrolled on the Master of Philosophy. Some people can get confused with the terminology here when referring to the term “Philosophy” in this context.
The term “Philosophy” in this context does not refer to you actually engaging with the academic discipline of Philosophy, but in my view (and many people will have other ideas) the philosophical aspects refer to the requirement of engaging your philosophical thinking. This engagement is at both the ontological and epistemological levels and such questions you might ask are: “what do I know?” “What can I know?” “How can I know?” “What are the limits to what I can know?” “How do I know what I know?” “What does it mean to know anything?” “Is knowing anything even possible?” “Can we acquire knowledge?” “How do we acquire knowledge?” “Does reality exist?” “How can we know reality?” The answer to these questions, and many others, form a part of the development of your research design, because how you answer these questions can determine the methodologies and methods that you can use in your research project. That being said, it’s not quite as straightforward and linear as what some introductory textbooks suggest as there is much fluidity depending on your discipline, your background, your research interests, and the problem context.
Transitioning from the Masters level to Ph.D. level involves writing what is known as an “upgrade paper” where you outline the background, provide some form of literature review, and be descriptive and explanatory of your research methodology and methods along with providing some initial research findings that you might have obtained through a trial study. I have talked much about this at significant length throughout the past year and a half on this blog, but it suffices to say that the upgrade paper eventually reached seven thousand words! And following changes that I knew I had to make, the University passed me through. I’ve been upgraded from Master of Philosophy to Doctor of Philosophy and this in my view is a defining moment. I was shocked and happy to receive the news. This does not mean, however, that I have or will actually receive a Ph.D., only that I am working at Ph.D. level.
Successful Conference Attendance and a subsequent Published Research Paper
These two are separate but related key achievements for me personally. Again I have written vastly on my conference experiences earlier this year on this blog, but it suffices to say that this really has been a milestone. Presenting at the conference has been beneficial for me personally as I feel more confident with presenting my own ideas and methodologies to a wider audience, and it has been beneficial academically as it has changed the structure of my thesis (shall discuss this more in part two), leading to what I think shall be a more detailed and comprehensive thesis. It really was an incredible experience and I am excited about any future conferences that I attend!
Relating to the conference is the publication of my second journal paper. This research paper was written as a critical review of my attendance and presentation experiences of the University of Warwick’s Centre of Educational Studies’ Fifth Annual Postgraduate Conference. Writing this paper was itself a beneficial experience for me personally and professionally. In the paper, I presented my ideas and arguments about the way in which attending conferences can be a positive experience in terms of thesis development and professional development. I also presented arguments about the existence of a relationship between our epistemological beliefs and the way that we perceive reality, and the way that we therefore engage with conferences. I am suggesting that our philosophical beliefs directly influence the way that we perceive and engage with conferences. I was pleased to have written this paper, and pleased that the editorial board accepted it for publication.
Part B is coming up!