Building a Supportive Network

In this post, Yaru Chen, a new UoB PGR in Corpus Linguistics, tells us about an event on “Building a Supportive Network” she attended in the College of Arts and Law on Wednesday 15 January 2020.

What was “Building a Supportive Network” about?

This event, organised by the Postgraduate Student Experience Officer (a recently graduated PhD from CAL, also a trustworthy person from whom I always seek advice) in the College of Arts and Law Graduate School, was designed to help us improve our networking skills and develop our supportive networks. These supportive networks are not only beneficial in offering us emotional and academic support during our PhD study, but are also helpful for giving us career support once we have graduated.

Yaru's Supportive Network, showing her supervisors in the centre and others (including family, friends and UoB staff) offering different types of social support
Yaru’s Supportive Network

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In a post-submission “lull”?

The Research Student Administration team find they are at their busiest for thesis hand-ins at this time of year. This post explores some options for what to do next.

Woman on peak of mountain
Travel photo created by bedneyimages – http://www.freepik.com

Congratulations!  At long last you have submitted your completed thesis to Research Student Administration (RSA), perhaps after attending a Thesis submission event.  What happens now?  Patter describes this period of time as “hand-in limbo”.

First of all, take a break.  Away from your thesis, and away from your research.  This well-earned holiday is both a chance to reconnect with yourself as more than just the author of your thesis, and to reconnect with family and friends that you may have been neglecting recently.   Importantly, this also gives you a new perspective on your thesis  for when you return to it to prepare for the next milestone in your journey, namely your viva. 

After your break, here are some practical tips on how you can fill the post-submission lull productively.  Continue reading “In a post-submission “lull”?”

There’s no ‘I’ in Team – but there is in Coniston!

In July, Leanne Campbell, a current PGR in the College of Social Sciences, went to the Lake District for a course on team building. Here, she tells us what she did and what she learnt.

Earlier this summer I took part in the Coniston PGR trip as part of the PGCARMS programme.  This is an advanced transferable skills module which focuses on team skills and collaborative working.  This may seem a strange choice given that my doctorate in Education is essentially a solo endeavour, but that’s exactly why it appealed to me; doctoral research can be isolating and pretty lonely at times, so I jumped at the chance to do something interactive, learn new skills and to meet new people, and of course spending a week in the beautiful Lake District was also a bonus!

paddleboardingAt Coniston we were split into two teams and each day brought new challenges, from paddle boarding to rock climbing to navigating our way back from the village pub in the pitch black at night which definitely tested our skills as a team!  Each activity had a collaborative element and at the end of each day we were asked to reflect on what we had learned about being part of a team.  We also had a session on the different Belbin team roles and reflected on our own Belbin profile and how it fitted in with the others in our team. Continue reading “There’s no ‘I’ in Team – but there is in Coniston!”

De-colonizing: emphasizing the universality of the university

In this post, Dooshima Lilian Dugguh reflects on the De-Colonizing: Past and Present Workshop held on 13 May 2019 in the College of Arts and Law. This two-day multi-disciplinary workshop examined de-colonization in relation to both research and school curricula.

Reading the workshop title “De-colonizing: past and present”, I am sure that several participants had a rough guess that it was centered around discussing historical realities of colonized nations. But I am also certain that many, like me, were amazed at the understanding that beyond the initial idea is a whole new perspective that exports the concept of de-colonization and applies it to academic endeavors such as impactful research and development of academic curricula, giving an opportunity to rethink research and taught patterns of university courses. This workshop underlined two very important aspects: de-colonizing research and de-colonizing curricula.

De-colonizing asks us to examine assumptions regarding racial and civilizational hierarchy which in the past informed a lot of thinking about how the world worked, what was worth studying in it, and how it should be studied.  SOAS blog

Continue reading “De-colonizing: emphasizing the universality of the university”

Sending your research out into the world

On Wednesday 19 June 2019, there is a deadline for PGRs hoping to graduate in July to complete all the requirements for the award of their research degree.  Among a few other things, this includes submitting an electronic copy of your thesis to the University of Birmingham eTheses repository.

deposit etheses screenshot

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Making the “e” in e-mail stand for “effective”

www.maxpixel.net-At-Mail-E-Mail-Characters-Envelope-Post-Email-3413133How many e-mails do you receive in a day?  How many e-mails do you think your supervisor receives in a day?  A typical supervisor might receive well over 100 e-mails every day.  What can you do to help make e-mail an effective communication tool between you and your supervisor when your supervisor has so many messages to deal with?

The Thesis Whisperer has discussed this a couple of times, with excellent posts on a supervisor’s perspective on the “tyranny of tiny tasks” that often result from e-mail, and inter-cultural e-mail communication.  Here are some additional strategies that I use when communicating with colleagues (including academic colleagues) by e-mail. Continue reading “Making the “e” in e-mail stand for “effective””