Sara Corpino is a distance learning PGR in the Department of Modern Languages and, following on from the first part of this post, she gives her tips on how to overcome difficulties and get through a distance learning PhD.
Many distance PhD students in the College of Arts and Law start their experience with the residential event. During the residential you meet the other distance PhD students and have the chance to share your thoughts, impressions, and opinions with them. The UoB campus is amazingly huge, and you can notice students from all over the world attending the event. I loved spending time in a multicultural environment. During your first residential, you also normally meet your supervisor(s) for the very first time and make a planning for the upcoming months. After my first residential, I came home full of enthusiasm and looking forward to starting to work on my research.
Sara Corpino is a distance learning PGR in the Department of Modern Languages and in this first part of a two-part post, she gives her tips on how to overcome difficulties and get through the PhD.
If I only had listened…
I have thought about applying for a PhD in Modern Languages for years before being brave enough to send my first proposal. I remember my academic colleagues telling me how difficult it would have been doing a PhD, but I was really motivated. Plus, I was not scared, as I thought that obtaining the PGCE in Modern Languages – which I had just finished – would have been the toughest experience in my life, until…I started my PhD first year. If I only had listened to those people preparing me, would I have changed my mind? Not at all! And would I have been more psychologically prepared? Possibly yes, but I could have been even too scared to take my first step into what has been the most rewarding – and of course challenging – experience of my life so far.
In this post, Simona Scanni, a distance learning PGR from the Department of Modern Languages, shares her challenges and the ways in which she has built her resilience during the COVID-19 pandemic.
You will feel alone. Nobody will understand your research work, nobody will ask you about it. So be prepared to feel alone as a part of the journey.
This was, more or less, the advice we were given by some PGR fellows during the very first residential week in September, on my first year as a PhD student. At the time, I opted for the distance learning programme, so I was already prepared about the idea of being far away from the campus and university services, and somehow isolated from the campus life. My research is about online learning which, ironically, was something existing but still “remote” for many people. The pro was that I could actually conduct my research from home or from any part of the world.
In this post, Catherine Laverty, a PGR from the School of Psychology, tells us about her experiences of open research and the ReproducibliTea initiative.
Back in early 2020 I was approaching the midpoint of my PhD (and as it turned out the start of a global pandemic!) and found myself in a place where I was questioning how to make sure my research was as rigorous and open as possible. I had heard of the open science movement and seen various bits of advice on twitter about how to be a better scientist but in all honesty had no idea where to start. I knew the replication crisis was on the horizon and wanted to make sure I was doing my upmost to make positive steps towards good scientific practices but was admittedly a little lost.
Around the same time, I began to speak to two other early career researchers (ECRs) that were in exactly the same position – Mahmoud Elsherif & Sonia Rishi. Together, we decided to navigate the landscape of open science and establish the University of Birmingham’s ReproducibiliTea Journal Club as a place where others could join and learn alongside us.
And so we are approaching the end of 2020. The days are getting short, and I am prioritising getting out of the house for a walk (however briefly) during daylight hours to help me get through. Only one week left before the winter solstice in the UK, and the longer days start to bring hope of spring and a COVID-19 vaccine roll-out.
Continuing her occasional series, “survive and thrive”, Katie Hoare from Careers Network explores a key skill sought after by employers in the post-COVID-19 world. It’s likely that you are already developing and using these highly transferable skills in your research.
According to The Cambridge Dictionary, adaptability is “an ability or willingness to change in order to suit different conditions”. The term can be applied to people, businesses, physical spaces and technology. If something or someone is not adaptable, its use and benefit can be short lived. Resilience has become a buzz word in recent years. It can be defined as the “ability to recover from or adjust easily to misfortune or change” (Merriam-Webster). In order to be resilient, you need to be adaptable.
In this post, Mélina Delmas (who previously welcomed you to UoB) looks at four common fears most research students face and some tips on how to cope with them. Congratulations to Mélina on submitting her thesis in December 2019!
“I’m not working enough”
Throughout the course of my PhD, I often found myself grappling with the number of hours I worked. Being an Arts student, I didn’t have to conduct experiments or to come to the lab. Thus, some days, I found myself working five hours maximum, which made me feel like I should be doing more. Continue reading “Grappling with Fear”
…and suddenly campus is quiet. The undergraduates have gone home for the Christmas break and the short days and grey weather discourage lingering in the Green Heart. There’s a feeling of winding down as staff and researchers breathe more easily now that the freneticism of the Autumn Term is over. What will you be doing over the Christmas break?
In one of our occasional series of spotlights, we take a closer look at a specific descriptor from the RDF, in this case one which will be particularly useful 21 days into #AcWriMo!
In this series of “Spotlight on…” posts, we’ll be delving into the detail of the descriptors in Vitae‘s Researcher Development Framework (RDF). Each one of the sixty-three descriptors is a characteristic of an excellent researcher, and we’ll be looking at how UoB PGRs can develop these characteristics.
Amber gives a number of really good suggestions for contextualising advice and deciding which pieces of advice you should take or leave. I would recommend you read her post.
[T]here’s an awful lot of advice out there. And then there’s just awful advice. So, how do you separate the wood from the trees … ?
Her advice (!) can be summarised, in my view, as a two-step process: contextualise the advice from the giver, and be highly self-reflective when considering whether it can usefully apply to you. It’s this second point that I want to pick up in more detail. Continue reading “Advice? Take it or leave it.”