Doing a Higher Degree

Abstract

Researchers normally undertake a higher degree as part of their research training. In the UK, higher degrees may be divided into two main types, the taught masters degree and research degrees, though the distinction between these is sometimes not clear-cut, with some taught courses including a period of supervised research and research degrees including some taught elements. The provision of postgraduate education is, like other areas of higher education, undergoing change and policy development has focused on issues of quality and access (HEFCE 1996; HEQC 1996). There is a growing emphasis on postgraduates developing ‘transferable skills’ (Dearing 1997) and increased importance attached to formal research training which has had a significant impact on the content and delivery of higher degrees in many institutions (ESRC 1996). The numbers of women entering postgraduate education is high but, as indicated in chapter 1, many tend to do postgraduate teaching certificates rather than a research degree. This suggests that access to research degrees may be limited in certain ways for women. The stereotypical research student is a male in his early twenties, with a first class degree, no money problems, focused and bursting with energy and confidence. This chapter describes the process of doing a higher degree from the perspectives of three women postgraduate students whose experiences are very different.