Abstract
While many research students may think they know the skills they need to develop to complete a doctoral degree, these may be entirely focused on the mechanical part of the process. For example, the need to read, research, gather information, conduct experiments or complete field work and write a thesis to defend the findings or thesis are all necessary for the journey. Yet many students may not be aware of the less tangible skills and knowledge that a research student must acquire, in terms of an awareness of, and adherence to, an academic culture. This chapter looks at the research journey as a master/apprentice model where both skills and culture are imparted to the student. Various tests must be passed along the way to prove the student has acquired the necessary academic proficiency to become a master or scholar. But they also must display the professional attributes, behaviour and codes of conduct required to become an academic. By recasting and explaining the steps of the research process, with its mandatory milestones in these terms, this chapter demystifies the process and explains the transformative steps and transferable skills that are required to achieve a doctorate. How, and where, to acquire these is also included.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bartkowski, J., C. S. Deem, and C. G. Ellison. 2015. “Publishing in academic journals: Strategic advice for doctoral students and academic mentors.” The American Sociologist 46 (1): 99–115. https://doi.org/10.1007/s12108-014-9248-3.
Batty, C. 2016. “Collaboration, critique and a community of peers: The benefits of peer learning groups for screen production research degrees.” Studies in Australasian Cinema 10 (1): 65–78.
Brien, D. L. 2006. “Creative practice as research: A creative writing case study.” Media International Australia—Culture and Policy: Creativity and Practice-Led Research Issue 118: 53–59.
Brown, P. 2013. “Loneliness at the bench: Is the PhD experience as emotionally taxing as it is mentally challenging?” Science and Society, EMBO Reports 14 (5): 405–409.
Deconinck, K. 2015. “Trust me I’m a doctor: A PhD survival guide.” The Journal of Economic Education 46 (4): 360–375.
Gearity, B. T., and N. Mertz. 2012. “From ‘bitch’ to ‘mentor’: A doctoral student’s story of self-change and mentoring.” The Qualitative Report 17 (59): 1–27.
Hawley, P. 2010. Being Bright is Not Enough: The Unwritten Rules of Doctoral Study. 3rd ed. Springfield: Charles C. Thomas.
Heathcote, J. 2005. “Trained for nothing.” Academe 91 (6): 14–17.
Kroll, J., and D. L. Brien. 2006 “Studying for the future: Training creative writing postgraduates for life after degrees.” Australian Online Journal of Arts Education 2 (1): 1–13.
Petre, M. 2010. The Unwritten Rules of PhD Research. 2nd ed. Maidenhead, UK: Open University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Cook, M. (2019). Building Confidence About the Academic Journey. In: Brien, D.L., Batty, C., Ellison, E., Owens, A. (eds) The Doctoral Experience. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-18199-4_5
Download citation
DOI: https://doi.org/10.1007/978-3-030-18199-4_5
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-18198-7
Online ISBN: 978-3-030-18199-4
eBook Packages: EducationEducation (R0)