What PhD students really want

The road to becoming an astronomer is exciting, but often fraught with danger and conflicting messages. A PhD student is inundated with catch-phrases such as "publish or perish" and "it's not about the quantity, but the quality of work". How do we know which advice to follow? How can we publish copious amounts of quality work in only three years so as to maximize our success in the future? How do we even know what "good quality" really is? With only a short time to prepare ourselves for the big wide world of Astronomy, what is the best way for a PhD student to maximize their research and ultimately maximize their success as a real astronomer? The PhD students of today are the astronomers of tomorrow, but their journey depends on a positive work environment in which they can thrive and improve. Here I present the results of a survey of current PhD students on how they believe they can maximize their success in science. I find that PhD students in Australia expect to write more papers during their PhD than is expected by their supervisors, but that they are generally happy with the quality of their supervision. Above all, students love telescopes, and hands-on observations are an important part of acquiring the knowledge and culture necessary to becoming a real astronomer.Comment: Presented at SpS5, "Accelerating the Rate of Astronomical Discovery", IAU GA Rio 2009. Accepted for publication in the conference proceeding

Doctoral Education in Planning and Urban Studies in Italy: what is it really for? Introduction and Editorial note

Data show the reduction of academic positions in Italy and invite to reconsider the role of PhD education and training as the highest level of university education. In fact, although PhDs seem to have a little advantage over Master’s level graduates in the job market, only about 10% find a job at universities. This suggests that changes in PhD programmes might be needed to match students’ needs and job market requirements. However, the opposite is also true with employers, either in the public or private sector, who should try to absorb more PhDs and use their skills and expertise. The aim of this special issue is to analyse PhD education in Italy with a focus on planning and urban studies programmes by emphasising the perspectives of PhD candidates and freshly awarded Doctors since they are generally neglected in reform processes. All authors who contributed to this special issue reflected on the same aim stressing different implications and perspectives. The topics investigated are: matching between students’ expectations and institutional goals, the international mobility of PhD candidates, experiences of international PhD students in Italy, and the evolution of two of the oldest PhD programmes in planning in Italy at Sapienza, Rome and Iuav, Venice

Searching for 'a third space’: a creative pathway towards international PhD students’ academic acculturation

Undertaking a PhD is a challenging endeavour. Pursuing a doctoral education in a ‘foreign’ context tends to increase the demands of this intellectual venture. The nature of research-based PhD programmes, often characterised by a lack of formal curricula where academic supervision lasts several years, may add another layer of complexity. Drawing upon an extended version of Urie Bronfenbrenner’s bio-ecological theory of human development, this paper attempts to offer a greater understanding of both academic and non-academic concerns confronting international PhD students with a view to highlighting their implications for institutional policy and practice. Underpinned by a visual metaphor approach, our research findings advocate embedding the use of ‘a third space’ as a creative pathway and strategy for maximising students’ chances of achieving a successful PhD academic acculturation journey

Competency-based assessment for the training of PhD students and early-career scientists.

The training of PhD students and early-career scientists is largely an apprenticeship in which the trainee associates with an expert to become an independent scientist. But when is a PhD student ready to graduate, a postdoctoral scholar ready for an independent position, or an early-career scientist ready for advanced responsibilities? Research training by apprenticeship does not uniformly include a framework to assess if the trainee is equipped with the complex knowledge, skills and attitudes required to be a successful scientist in the 21st century. To address this problem, we propose competency-based assessment throughout the continuum of training to evaluate more objectively the development of PhD students and early-career scientists. © 2018, Verderame et al

The PhD in construction management

The PhD process is uncertain, idiosyncratic and vague. Research into the management of PhDs has proved very useful for supervisors and students. It is important for everyone involved in the process to be aware of what can be done to improve the likelihood of success for PhD studies. There are many ways of tackling a PhD and it is not possible to describe construction management as a generic type of study. Rather, construction management is a source of problems and data, whereas solutions and approaches need to be based within established academic disciplines. The clear definition of a research project is an essential prerequisite for success. Although PhDs are difficult, there are many things that can be done by departments, supervisors and students to ease the difficulties. In the long run, the development of an active and dynamic research community is dependent upon a steady flow of high quality PhDs. No-one benefits from an uncompleted or failed PhD

PhD Supervision up to 9 months

Information and guidance for students in the early stages of their PhD studie

Making postgraduate students and supervisors aware of the role of emotions in the PhD process

Emotions are an integral part of the PhD process. A range of emotions are common and to be expected. How do emotions affect the PhD process for both postgraduate students and their supervisors? How can we make our emotions work positively for us in the PhD process? To explore answers to these questions, three lecturers currently supervising postgraduates and three postgraduates at various stages in their doctoral studies collectively pooled their experiences. We developed an interactive workshop that was recently conducted for postgraduate students at Murdoch University and at the Australian Association for Social Research annual conference 2002. This presentation will explore the role that emotions play in the PhD process and how supervisors and postgraduates alike can benefit from reflecting on this issue. A number of practical (and humorous) tips will be provided as well as examples from others' PhD experiences. The role of emotions at the beginning, middle and end of a PhD program will be explored. The data collection and analysis phases are a time when emotions may run riot. Trepidation is especially common when fieldwork or data collection is involved, as is anger when postgraduate's views about how the world works are challenged and then sadness (and relief!) when the data collection phase is finished. We will discuss how supervisors can assist their postgraduates to make these feelings work for them. The presentation will also explore the emotions that arise from the supervisor-postgraduate partnership

Advancements in Higher Education for Latino(a)/Chicano(a) Doctorates

Latinos(as)/Chicanos(as) are one of the minorities least represented in graduate school (Ramirez, 2016). Although there are few studies that primarily focus on the limitations Latinos(as)/Chicanos(as) students encounter in undergraduate and graduate studies, the overall goal of this study was to focus on the strategies Latinos(as)/Chicanos(as) use to counteract these limitations. These areas of limitations fall into seven categories: educational programs, family support, stress, financial support, mentors, school involvement, and exclusion. A 70-question online survey was administered to those who met the following eligibility requirements: completed a PhD, reside in California, and identify as Latino(a) and/or Chicano(a). This survey analyzes the impact educational programs have on first-generation students in undergraduate and graduate school. The questions on family support compare first-generation and non-first-generation college students who completed a PhD program. The questions on stress analyze how the PhD holders overcame stressful situations. For financial support, the survey asks one to comment on the financial resources they utilized. The questions in the section about mentors analyze a mentor’s moral, academic, personal, and financial support. For school involvement, the questions analyze the campus resources utilized by respondents and the benefits of utilizing those resources. The questions on exclusion addressed three concepts: discrimination, feelings of not belonging, and gender disparity. In family support questions, results suggest that both first-generation and non-first-generation Latino(a)/Chicano(a) PhD holders received parental support during their undergraduate and graduate studies; however, first-generation PhD holders mentioned that parents would listen but not understand academic context, while non-first-generation PhD holders had academic conversations with parents