Student experiences

Overview and research

A browse through the table of contents of a book released in 2006 titled 'Doctorates Downunder: Keys to successful doctoral study', edited by two Australian Deans of Graduate Studies, Carey Denholm (Tasmania) and Terry Evans (Deakin) provides a helpful overview of aspects of the candidate experience.

 

For example, the first chapter is about setting out on the journey. The journey metaphor is frequently used in discussing the doctoral experience, unfortunately it is usually associated with quite negative experiences during the journey. Rather than the journey being described as a mutual one of candidate and supervisors there are descriptions of powerfully unequal relationships. No doubt this is why chapters two and three focus on selecting, and working with, supervisors.

However, the book moves to a position similar to the one taken with this web site, and that it, that while supervisors and relationships with them are critical, it is the relationships with others that will assist the candidate through their journey. For example, librarians, technical support and lab staff, not to mention family, friends and peers.

No doubt we have all seen the candidate who is a very competent student, but who is simply not strategic and who sits and waits for 'it' to happen to them. There is considerable research to suggest that the successful candidate is the one who takes charge and works strategically. Many candidates, particularly younger ones, often need to be encouraged to operate in this manner.

Other aspects of the experience, as outlined in the book, point to the skill learning and development that the candidate undergoes, for example, critical thinking, thinking like a researcher and specific research skills. Other skills that the book suggests are important in the experience are the more affective ones, e.g. 'stickability', and maintaining motivation and determination.

For many candidates, the concept of communicating their research is not something which they necessarily anticipate, and they often commence their research experience with little in the way of skill and experience in communicating research in ways which are appropriate within the discipline. Communicating includes oral and written communication as well as networking skills. However, probably one of the more difficult skills for most candidates are those related to structuring and arguing a sound case in writing the dissertation.

Affective skills are also well and truly exercised during the examination process. Even the most confident and competent candidate can turn to jelly at the thought of being 'intellectually exposed' during the submission and examination process, particularly in cases where there is an oral examination. Add to this the need for patience while waiting for results and then the emotional strength to accept and work with comments that are returned. For some candidates, the thought of having to do additional work on their dissertation is all too much and the 'revise and resubmit' becomes in fact a 'fail' not because the work was not good enough, simply because it was not resubmitted. However, this is not the only difficulty encountered toward the end of candidature. For candidates who have been working full-time for three or four years on one topic, the thought of moving on can be quite challenging!

Clearly, the good supervisor is the one who is able to make that journey with her/his candidate, being aware of many of these potential pitfalls and gently guiding the candidate around them rather than allowing them to drop headlong 'into the chasm'!

The above text was based on the following research:

C. Denholm & T.Evans (Eds.), Doctorates downunder: Keys to successful doctoral study in Australia and New Zealand. Melbourne: ACER.

Ideas and tools

It might be worth suggesting to candidates that they set up a quite specific support group. I belong to such a group. A candidate whom I know, and whose project I am interested in, but certainly not to the extent that I could, or would, be involved in supervision asked me, and five other colleagues, to be on his 'support team'. Our role is to email him every now and then to see how he is going, offer emotional support and 'cheer from the side'. Clearly such a strategy only works if the candidate wants it to, but worth a thought.

ANU information

All Australian doctoral graduates are asked to complete the Postgraduate Research Experience Questionnaire (PREQ) a few months after finalising their result.

The Survey is related to the candidate experience, and interestingly includes the following (note that the statements are in numerical order on the survey, not clustered within the six scales):

Supervision

1	Supervision was available when I needed it
7	My supervisor/s made a real effort to understand difficulties I faced
13	My supervisor/s provided additional information relevant to my topic
17	I was given good guidance in topic selection and refinement
21	My supervisor provided helpful feedback on my progress
24	I received good guidance in my literature search

Skill Development

6	My research further developed my problem-solving skills
10	I learned to develop my ideas and present them in my written work
14	My research sharpened my analytical skills
20	Doing my research helped me to develop my ability to plan my own work
26	As a result of my research, I feel confident about tackling unfamiliar problems

Intellectual Climate

5	The department provided opportunities for social contact with other postgraduate students
9	I was integrated into the department's community
16	The department provided opportunities for me to become involved in the broader research culture
22	A good seminar program for postgraduate students was provided
23	The research ambience in the department or faculty stimulated my work

Infrastructure

3	I had access to a suitable working space
8	I had good access to the technical support I needed
12	I was able to organise good access to necessary equipment
18	I had good access to computing facilities and services
27	There was appropriate financial support for research activities

Thesis Examination

2	The thesis examination process was fair
8	I had good access to the technical support I needed
25	The examination of my thesis was completed in a reasonable time

Goals and Expectations

4	I developed an understanding of the standard of work expected
11	I understood the required standard for the thesis
19	I understood the requirements of thesis examination

Overall Satisfaction

28	Overall, I was satisfied with the quality of my higher degree research experience

 

For College-specific information contact:

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College of Medicine and Health Sciences

Alternatively, contact the College Associate Dean (HDR) for more general college information.