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How can careers advisers help me to market my PhD successfully?:
The group discusses the rise in the number of people with degree qualifications of all types, and how one can consider the PhD in relation to this expansion of higher education. They talk about how careers advisers can help to reframe the PhD experience for non-academic jobs, and how PhD researchers sometimes respond to this. The group goes on to discuss other activities and experiences which PhD researchers can usefully draw on in job applications.
The group discusses the rise in the number of people with degree qualifications of all types, and how one can consider the PhD in relation to this expansion of higher education. They talk about how careers advisers can help to reframe the PhD experience for non-academic jobs, and how PhD researchers sometimes respond to this. The group goes on to discuss other activities and experiences which PhD researchers can usefully draw on in job applications.
How can the value of the PhD be translated for non-academic employers?:
The careers advisers discuss how employers may value an applicant with a PhD and how it is possible to translate your academic experience into someone else’s language. They go on to indicate some specific ways to tackle writing a CV. Finally, the group begins to explore some of the ways that narratives, stories and urban myths about the workplace, employers, and recruitment tend to circulate.
The careers advisers discuss how employers may value an applicant with a PhD and how it is possible to translate your academic experience into someone else’s language. They go on to indicate some specific ways to tackle writing a CV. Finally, the group begins to explore some of the ways that narratives, stories and urban myths about the workplace, employers, and recruitment tend to circulate.
How does the PhD connect to the career that follows?:
The careers advisers discuss the idea of growing and developing a job, and equate the notion of creating new knowledge in a PhD to creating and developing job roles. They draw connections between the PhD and the career that follows, defining both as personal projects, and discuss different aspects of work which individuals can find fulfilling. The group finishes by relating arts and humanities study to the growing cultural economy in the UK.
The careers advisers discuss the idea of growing and developing a job, and equate the notion of creating new knowledge in a PhD to creating and developing job roles. They draw connections between the PhD and the career that follows, defining both as personal projects, and discuss different aspects of work which individuals can find fulfilling. The group finishes by relating arts and humanities study to the growing cultural economy in the UK.
How feasible is it to build a career as a freelancer?:
The group discusses freelance work and compares portfolio-working with traditional full-time jobs. They consider the importance of networking and personal contacts to maintaining freelance work, and some of the inherent insecurities. Finally, they move on to discuss how PhD students can have concerns about how to manage current or future family commitments alongside work.
The group discusses freelance work and compares portfolio-working with traditional full-time jobs. They consider the importance of networking and personal contacts to maintaining freelance work, and some of the inherent insecurities. Finally, they move on to discuss how PhD students can have concerns about how to manage current or future family commitments alongside work.
How important is relevant work experience?:
The careers advisers discuss employment sectors that PhD researchers are often attracted to, including working in the heritage sector and arts administration. They discuss how recruitment processes aim to reduce risk, and therefore often select people with work experience. The group goes on to discuss ways in which PhD researchers might make time to get this experience.
The careers advisers discuss employment sectors that PhD researchers are often attracted to, including working in the heritage sector and arts administration. They discuss how recruitment processes aim to reduce risk, and therefore often select people with work experience. The group goes on to discuss ways in which PhD researchers might make time to get this experience.
How is a work identity formed?:
The group explores issues that link personal identity to career, with particular reference to PhD researchers. They talk about the feelings and emotions that accompany career changes, the temptation to rush into taking a new direction, and the period of adaptation which follows any entry into a new environment and a new career.
The group explores issues that link personal identity to career, with particular reference to PhD researchers. They talk about the feelings and emotions that accompany career changes, the temptation to rush into taking a new direction, and the period of adaptation which follows any entry into a new environment and a new career.
The group of careers advisers introduce themselves:
The group introduce themselves and briefly describe their work roles.
The group introduce themselves and briefly describe their work roles.
What kinds of work are arts and humanities PhD researchers drawn to?:
The group discusses the types of work that PhD researchers are often attracted to, including working with words, and analysing or articulating complex arguments. They give some examples of people who have moved on to work in these areas. Finally, the group discusses the attractions of work in academic-related, administrative and management roles in higher education.
The group discusses the types of work that PhD researchers are often attracted to, including working with words, and analysing or articulating complex arguments. They give some examples of people who have moved on to work in these areas. Finally, the group discusses the attractions of work in academic-related, administrative and management roles in higher education.
What might be the value of a careers consultation? :
The careers advisers talk about why they enjoy working with PhD researchers. You may find the discussion helps you to think about what you might get from workshops or one to one time with a careers adviser.
The careers advisers talk about why they enjoy working with PhD researchers. You may find the discussion helps you to think about what you might get from workshops or one to one time with a careers adviser.
What should one expect from a careers consultation?:
The group discusses what expertise they, as careers advisers, do and don’t have. They talk about researching career options, and the links between PhD research skills and career exploration.
The group discusses what expertise they, as careers advisers, do and don’t have. They talk about researching career options, and the links between PhD research skills and career exploration.
When do PhD researchers seek career advice?:
The group discuss reasons why PhD researchers come to see careers advisers. They indicate key points in the PhD when they tend to meet researchers, and the sorts of issues they can offer help with. The group goes on to discuss issues of impartiality, confidentiality and the difference between speaking to a supervisor and to a careers adviser.
The group discuss reasons why PhD researchers come to see careers advisers. They indicate key points in the PhD when they tend to meet researchers, and the sorts of issues they can offer help with. The group goes on to discuss issues of impartiality, confidentiality and the difference between speaking to a supervisor and to a careers adviser.
Who influences the career decisions of PhD researchers?:
Careers advisers discuss the people who influence PhD researchers, in particular peers, supervisors and families. They debate whether supervisors are willing to be supportive of those who seek careers outside academia. They also talk about the comparisons PhD researchers sometimes make between their own careers and those of friends who moved into work after a first degree.
Careers advisers discuss the people who influence PhD researchers, in particular peers, supervisors and families. They debate whether supervisors are willing to be supportive of those who seek careers outside academia. They also talk about the comparisons PhD researchers sometimes make between their own careers and those of friends who moved into work after a first degree.
12 clips
How transferable are academic 'skills'?:
The group discusses the aims of skills training and personal development planning. They ask whether skills really can be transferred into totally new contexts, and argue that this is possible, provided attention is paid to new ways of working. They give some examples of using skills in new contexts. Finally, Debbie discusses her experience of attending a GRADschool.
The group discusses the aims of skills training and personal development planning. They ask whether skills really can be transferred into totally new contexts, and argue that this is possible, provided attention is paid to new ways of working. They give some examples of using skills in new contexts. Finally, Debbie discusses her experience of attending a GRADschool.
Is skills training a waste of time?:
The skills trainer group discuss stereotypes they sometimes encounter about skills training. They argue that the PhD is about more than the thesis itself, and that research and other skills training are an important aspect of personal development. They give some examples of how skills training can assist in the completion of the thesis, and consider the wider contribution of skills training to forming social and intellectual networks during the PhD.
The skills trainer group discuss stereotypes they sometimes encounter about skills training. They argue that the PhD is about more than the thesis itself, and that research and other skills training are an important aspect of personal development. They give some examples of how skills training can assist in the completion of the thesis, and consider the wider contribution of skills training to forming social and intellectual networks during the PhD.
Is the skills agenda really aimed at scientists?:
Debbie asks if skills training is really aimed at ensuring that science students contribute to knowledge transfer, and therefore is not really intended for arts and humanities postgrads. Ross challenges that view and argues that skills training is about giving postgraduate researchers more options by helping them to perceive and articulate the development that they have undergone during their PhD. He admits however that there is also a need to educate employers about the particular skills of postgraduate researchers and what they might contribute in the workplace.
Debbie asks if skills training is really aimed at ensuring that science students contribute to knowledge transfer, and therefore is not really intended for arts and humanities postgrads. Ross challenges that view and argues that skills training is about giving postgraduate researchers more options by helping them to perceive and articulate the development that they have undergone during their PhD. He admits however that there is also a need to educate employers about the particular skills of postgraduate researchers and what they might contribute in the workplace.
Should all PhD researchers aspire to academic careers?:
The discussion concentrates on the skills required for working as a lecturer and for work outside academia. The group explore ways in which postgraduate researchers can manage their own skills training, and considers the extent to which postgrads are aware that they may not want, or be able, to work in academia after their PhD. They go on to discuss the traditional assumption that all postgraduate researchers will become academics, and challenge the idea that not pursuing this route is an indication of failure.
The discussion concentrates on the skills required for working as a lecturer and for work outside academia. The group explore ways in which postgraduate researchers can manage their own skills training, and considers the extent to which postgrads are aware that they may not want, or be able, to work in academia after their PhD. They go on to discuss the traditional assumption that all postgraduate researchers will become academics, and challenge the idea that not pursuing this route is an indication of failure.
The group discussing skills training introduce themselves:
The three participants in this discussion group introduce themselves and explain their work roles.
The three participants in this discussion group introduce themselves and explain their work roles.
What are the realities of an academic career?:
The nature of the academic role, including routes in to academia, variation between posts, short-term contracts, and job security are discussed in this clip.
The nature of the academic role, including routes in to academia, variation between posts, short-term contracts, and job security are discussed in this clip.
What exactly are 'skills'? :
The meaning of ‘skills’ is debated, and different ways of analysing and understanding the term are suggested. The group goes on to explore what skills development might mean for individuals, and finally discusses how a generic term like ‘communication skills’ might encompass a whole range of different activities.
The meaning of ‘skills’ is debated, and different ways of analysing and understanding the term are suggested. The group goes on to explore what skills development might mean for individuals, and finally discusses how a generic term like ‘communication skills’ might encompass a whole range of different activities.
What is the 'skills training' agenda?:
The group discuss the introduction of skills training into research degrees, focusing particularly on how this has evolved in arts and humanities departments. They compare the relatively unstructured nature of research in the arts and humanities with structured skills training schemes which are common in the sciences, and they also explore similarities across all research degrees.
The group discuss the introduction of skills training into research degrees, focusing particularly on how this has evolved in arts and humanities departments. They compare the relatively unstructured nature of research in the arts and humanities with structured skills training schemes which are common in the sciences, and they also explore similarities across all research degrees.
What skills do you need to become an academic? :
The group discuss what skills and experiences are needed to successfully pursue an academic career.
The group discuss what skills and experiences are needed to successfully pursue an academic career.
What skills training is on offer in universities?:
The links between university research and wider society are examined. Ross argues that skills training is not about making postgraduate researchers conform to employers’ ideals, but that it is an opportunity which individuals can chose to take up on their own terms. The group goes on to discuss the types of training that cannot be provided within a university, and acknowledges that many postgraduate researchers already have extensive work experience.
The links between university research and wider society are examined. Ross argues that skills training is not about making postgraduate researchers conform to employers’ ideals, but that it is an opportunity which individuals can chose to take up on their own terms. The group goes on to discuss the types of training that cannot be provided within a university, and acknowledges that many postgraduate researchers already have extensive work experience.
Why is skills training valuable?:
The skills trainer group discuss the trend for interdisciplinarity in research centres and how this may impact upon the future of skills training. Each member of the group contributes an idea of how skills training might develop and what that might mean for postgraduates researchers. This video may help postgrads to think about what they might gain from skills training.
The skills trainer group discuss the trend for interdisciplinarity in research centres and how this may impact upon the future of skills training. Each member of the group contributes an idea of how skills training might develop and what that might mean for postgraduates researchers. This video may help postgrads to think about what they might gain from skills training.
11 clips
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