5 really helpful tips for completing your PhD

5 really helpful tips for completing your PhD

The doctoral journey is well known for its highs and lows. PhD Student Emily Dowdeswell took a look for us – consulting both the internet and experienced academics to bring us this awesome list of tips.

Invest in Your Support System

Find a way to remind yourself you are not alone in the struggle. Support will look different for each of us. Some of us will need support with working, others will need support with relaxing. Many of us will need to be reminded of the simple joys of conversation.

Dr Donna Peach’s Online Writing Rooms bring students together to share support, knowledge and friendship for example. The twitter account @virtualnotviral offers support for doctoral students working in troubled times as well as regular Twitter chats. The EERA Emerging Researchers’ Group has a LinkedIn group to help you connect to other researchers around the globe.

Keep a Research Journal

You will be probably be doing a lot of thinking, evaluating and questioning this year. Value this confusion as a seed field for your journey. Develop an alternative space for jotting down your thinking. For some ideas on why and how to keep a research journal try Dr Anuja Cabraal’s post or Srivina Rao’s reasons for why you should always carry a notebook.

If you are collecting data this year then make time to review and think deeply about your theoretical framework, recommends Sharon Walker, an upcoming doctor at the University of Cambridge:

“Although my second year was tiring- I did an ethnography- my mind was less challenged conceptually than in the first, third and fourth year. On reflection, I would have used this ‘downtime’ to spread out the ‘work’ of thinking into the second year”.

Create!

Get in the habit of creating in multiple ways. Encourage yourself to connect and communicate with your world and chase joy in doing so – particularly when the going gets tough. 

Barbara Spicer, a first-year PhD student, gravitated towards creativity during the COVID-19 lockdown: painting pebbles with her daughter, doing a jigsaw puzzle for the first time in years, baking beer bread and translating poetry.

“It was only when watching an episode of Grayson Perry’s Art Club that the reason became clear,” reveals Barbara. “We are all wounded, and art is very healing. The process, rather than the product, is most important. This mirrors my research project which takes a process-orientated approach to literary translation”.

Be open to inviting creative practice into your research approach. If you are interested in the conversations around scholarly creativity, have a look at this open-access article that investigates creative possibilities during your PhD.

Be Open and Responsive

Be open and responsive – to the people and environment you are researching with.

Third-year PhD student Petra Vackova explains that while it is important to be well prepared with your research design as you enter the field, it is just as important to be flexible and responsive to the people and environment you are researching with.

“I felt the pressure to start recording and capturing everything right away but managed to resist that urge in the end. I gave myself time to slow down, be attentive to relationships first and develop research deeply embedded in ethics of care,” says Petra, “there is an opportunity, during a PhD, to develop a slow, ethical, and response-able research process that has the potential to contribute to knowledge differently”.

Work and Fun are Happy Soulmates

Monitor how and when you have fun and make time to do so. For Karen Wong-Peréz, now a senior researcher at the International Institute for Environment & Development, music helped sustain her mental health during the second year:

“For some reason, when I was stuck in writing or thinking, I started following YouTube tutorials on how to play music. So, I got a keyboard, then a guitar and a flute and it helped me a lot – maybe my brain needed that kind of artistic stimulus to keep balance”.

Research with adult learners suggests that having fun is motivating, enhances learning and helps build a socially connected learning environment.

“Fun is just another word for learning”, argues game designer Raph Koster. Be intentional about inviting fun into your research. If fun is about pushing at edges, approach your research as a cluster of edges that need to be tested. Invariably your own principles and foundations will be rocked too, get ready to frame that discomfort as part of the ride.

Reflecting on the shared experience between the incoming and preceding second years has been an enriching process, “in these uncertain times, we need each other more than ever”. Emily is thankful to the many friends and colleagues who shared their advice with her and to colleagues who have generously offered the resources referenced above.

NOTE:  This post was originally written in August, 2020, during the COVID-19 pandemic. Though the post was originally titled, ‘Tips for completing your PhD during COVID-19’, we realised that the advice is just as valid four years later, after the crisis had passed. For this reason, we have updated the post and the title.

Emily Dowdeswell

Emily Dowdeswell

2nd Year PhD Student

Emily Dowdeswell is approaching the end of her first year of doctoral research at the Open University’s Faculty of Wellbeing, Education and Language Studies (WELS).

Her area of study includes the intersections between anthropology, the arts, creativity and education.

You can find out more about Emily’s research at http://wels.open.ac.uk/rumpus or on Twitter https://twitter.com/intracommons 

Katherine Langford

Katherine Langford

PhD student at the Open University's Faculty of Arts and Social Sciences (FASS)

Katherine Langford, BSc (Hons), MBPsS, is a third-year

Katherine Langford

part-time PhD student at the Open University's Faculty of Arts and Social Sciences (FASS). She is researching how secondary school students develop an understanding of especially tricky Physics topics including what intuitive theories, common problems, and misconceptions they have.
Orcid: https://orcid.org/0000-0003-0080-6023

Welcome to the EERA Blog

Welcome to the EERA Blog

Hello and welcome to the European Educational Research Association (EERA) blog. If this is your first ‘encounter’ with EERA – welcome. If you have engaged with us through our conference, our journal, one of our networks or one of our national associations, welcome back. The EERA blog is an exciting new initiative for us and one that we have been working on for quite some time.

 

Why start a blog?

So why, you might ask, is EERA starting a blog? Perhaps the most honest answer to this is because we feel we need to. EERA is an incredibly diverse organisation. We have 42 member associations, drawn from 37 countries or regions, who we conservatively estimate represent over 20,000 educational researchers. We also have 33 active networks who are engaged in the encouragement and dissemination of cutting edge educational research. What unites this diverse community of researchers is a commitment to conducting high-quality educational research. Indeed the EERA motto is – ‘Research for the benefit of society’. 

While this is a useful summary of our intent, it also hints at some of the challenges that we face. Put simply, while we are expert at production, publication and dissemination of educational research through the more traditional academic channels of conferences, journal and book publications and reports, we are perhaps not as adept at sharing our research beyond the relatively rarefied confines of academia. This is where the blog comes in.

 Our vision for the blog

Our vision for the blog is one that sees it as a place where high-quality educational research can be presented in a manner that is relevant to a wide range of individuals and groups with an interest in education in all of its diversity. We want the postings, ideas and insights to resonate beyond our traditional academic audiences while at the same time offering our academic colleagues the opportunity to engage with ideas and concepts in a new way. We see the blog as a space for debate, dialogue and even disagreement, but at its heart, we envision the blog as a place for communication.

If we are to bring the resources, values and insights of the broader EERA community to the educational challenges facing all of our societies in this third decade of the twenty-first century, we must find a way of speaking to communities who are interested and inspired by this work. We hope, and indeed intend, for the blog to be the vehicle to achieve this.

Bringing the EERA family together

So how will we do this? Our blog will, in the first instance, draw from our wide EERA family. We will have postings from our networks, from our national associations, from our journal editors and editor of our book series, and from researchers associated with EERA. 

We hope to prioritise the work of our emerging researcher community and to give them a platform to share their exciting and innovative research ideas and questions.  We already have a substantial number of postings submitted by members of our Emerging Researchers group, and we are looking forward to seeing these on the blog in the coming weeks.

Our ERG community has also provided us with a wonderful list of questions about the practice, challenges, relevance and opportunities facing education and educational researchers today. We intend to ask our more experienced researchers to engage with these and answer the queries about, for example, conducting research, imposter syndrome, navigating the strange career path of the academic, translating good research into good practice, influencing policy, and surviving as a researcher to name but a few.

Featuring our national associations

We also intend to bring the history and culture of our various national associations to a broader audience. EERA is lucky to be able to draw on the structures, experiences, and contextually rich knowledge of researchers from Galway to Vladivostok, from Ankara to Jyvaskyla, and we want to share this with a wider audience. For this reason, we will have a regular series of postings where our national associations tell us about themselves, their research traditions, and the challenges and opportunities that they face. We will also be drawing on the dynamic research cultures represented by our 33 networks, and each of these will be offering regular posts related to their areas of interests.

The future

Is that all? Well, not really. We see this as a dynamic space, and we hope that it will go in directions that none of us have thought of yet. To help this happen, we invite you to submit your ideas for blog posts and to engage in the discussion that will take place across our social media channels. 

We look forward to seeing you here regularly and also to meeting you at an ECER, to reading your work in the EERJ or to simply reading your responses to the ideas that are put forward here.

Thank you for visiting our blog, and we hope to see you again!

 

Professor Joe O'Hara

Professor Joe O'Hara

Chair of Education, Dublin City University

Prof Joe O’Hara holds the Chair of Education and is a member of the School of Policy and Practice in the DCU Institute of Education. He is Director of EQI- The Centre for Evaluation, Quality and Inspection and a member of the Centre for Culturally Responsive Evaluation and Assessment at the University of Illinois at Urbana Champaign.

Joe O’Hara is a Past President of the Educational Studies Association of Ireland was a  member of The Teaching Council of Ireland from 2012-2016. He was a member of the Board of Directors of the Association for Personal Services Overseas (APSO) from 2002-2004 and represented Ireland on the Council of the European Educational Research Association from 2008 to 2013.

Joe O’Hara was Head of the School of Education Studies, DCU from 2010 to 2016. He is a Director and Founding Member of the Irish Evaluation Network and Is a member of the Board of the Centre for Talented Youth, Ireland. He has worked as an evaluator and consultant for a variety of national and international bodies including Irish Aid, the UNDP, the International Aid Network and the EC TAIEX Programme. 

Twitter: @joeoharadcu