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Featured Academic
In this PhD Talk, Karly Ball draws on both personal experiences and important insights from her study into navigating disability disclosure in the PhD application process. She outlines three potential considerations for disclosing a disability during this process.
This article explores the challenges, doubts and pressures faced during the pursuit of a PhD. It takes a close look at how PhD candidates are chosen, highlighting the need for looking into the scientific character of the candidate and their way of thinking rather than just focusing on academic achievements alone. The narrative also highlights coping strategies, advocating for resilience and self-reflection. Ultimately, it offers motivation to others, encouraging them to persevere in their pursuit of knowledge and passion in the face of adversity.
In this article, Kristin Hynes describes her experience of comprehensive exams (required by some US universities.) With 5 tips, Kristin shares how other students can be successful in this part of the admissions process.
Learn about the similarities between pursuing a PhD in a research field and launching a startup business. From selecting a viable research topic to marketing your work, PhD students and entrepreneurs have overlapping skills and mindsets that can lead to success. Read more to find out how PhD students can learn from entrepreneurial techniques to achieve success in academia.
If you aspire to be a lecturer after your PhD, then teaching experience is paramount. There can be apprehension to teach among PhD students based on a perceived lack of subject knowledge, not feeling ready, or having concerns about public speaking. This is only natural. Nevertheless, this article details five ways around this if you give yourself enough time during your PhD!
Need ideas for writing your Academic CV? Holly Prescott, a Careers Adviser for Postgraduate Researchers, shares her top 5 tips in this article.
Is it possible to complete your PhD thesis in just one year? Read these tips and tricks for writing your own theses. Discover how Jazli prepared before writing, utilized a “changelog” for his supervisors, wrote whenever he was in the mood, worked on a flexible schedule, had a supervisor that checked his content and not his writing, and, most importantly, enjoyed writing.
This article explores the gap between research and practice and explores how we can bridge this and better emphasise the value of research-informed practice.
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