Beyond Doctorates Downunder: Maximising the Impact of Your Doctorate from Australia and New Zealand

BEYOND D O C T O R AT E S DOWNUNDER Edited by Carey Denholm and Terry Evans Foreword by Professor Paul T. Callaghan

FRS

Maximising T H E I M P A C T O F your doctorate F R O M AUSTRALIA & NEW ZEALAND

B eyo n d D oc t o ra t e s Downunder  M a x i m i s i n g t h e i m pa c t o f y o u r d o c t o r at e from Australia and New Zealand

E d i t e d b y C a re y D e n ho l m and Terry Ev ans

ACER Press

First published 2009 by ACER Press, an imprint of Australian Council for Educational Research Ltd 19 Prospect Hill Road, Camberwell Victoria, 3124, Australia www.acerpress.com.au [email protected] Text © 2009 Carey Denholm and Terry Evans Design and typography © 2009 ACER Press This book is copyright. All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, and any exceptions permitted under the current statutory licence scheme administered by Copyright Agency Limited (www.copyright.com.au), no part of this publication may be reproduced, stored in a retrieval system, transmitted, broadcast or communicated in any form or by any means, optical, digital, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publisher. Edited by Ronél Redman Cover design and typesetting by Mason Design Printed in Australia by Hyde Park Press Cover: Globe image © Alfonsodetomas|Dreamstime National Library of Australia Cataloguing-in-Publication data: Beyond doctorates downunder: maximising the impact of your doctorate from Australia and New Zealand / editors Carey Denholm, Terry Evans. ISBN:

9780864318688 (pbk.)

Subjects: Doctor of philosophy degree—Australia. Doctor of philosophy degree—New Zealand. Universities and colleges—Australia—Graduate work. Universities and colleges—New Zealand—Graduate work. Other Authors/Contributors: Denholm, Carey J., 1951 Evans, Terry D. (Terry Denis) Dewey Number: 378.155

Foreword The devotion of at least three years of a life to pushing back the frontiers of knowledge, and at a subsistence stipend, may seem to some an act of madness. And yet the process of being a PhD candidate offers the possibility of a range of remarkable experiences. First we learn that knowledge is not something created by people called ‘them’ but by people called ‘us’. This sense of ownership connects us to Ernest Rutherford or Howard Florey. It doesn’t matter that we may never have met them. They are our friends. They did what we do, albeit rather well. The second experience is that we have become authors. Authorship means that we have written a string quartet or a novel or we have written about our ideas or discoveries and we have subjected that writing to critical review. What that means is that we know just how fragile are the notes or the words we have written. We know better than anyone does where the weaknesses are in our work, where we had the greatest trouble or unease. We know that the printed word, even the printed scholarly word, is human and fallible and not written by gods. The critical judgement that we are able to bring to the works of others, which we are able to bring to our reading, is heightened. Our third experience is, or should have been, apprenticeship. The university is a medieval institution and the basis of learning is apprenticeship. Apprenticeship is not about learning from a pre-packaged electronic medium, with the teacher acting as facilitator. Apprenticeship is about students learning alongside and working together with the master, a descriptor meant in a genderless sense. The idea of apprenticeship is shared work, discovering together, but with the immense benefit of the master’s experience being challenged by the apprentice’s fearless questioning. It is a mutual dialogue and the ultimate aim is for the apprentice to exceed the performance of the master. Apprenticeship is about humility in learning and about the teacher being vulnerable and open. One can only be vulnerable if one is truly confident and that confidence springs from being a creator of knowledge through our own research. And so comes that odd rite of passage, the completion of the thesis, the graduation, the search for new frontiers. The little world we occupied for those precious years will gradually disappear, as our graduate contemporaries disperse, and we suddenly realise that we will probably not spend the rest of our lives pursuing that thesis topic, unless we envisage a future as a clone of our PhD supervisor. Best that we find our own path. A life in academia has many rewards, but as one who has lived that life, I would recommend that the next phase, that

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foreword

of the postdoctoral fellowship, be used to transition to a significantly different research topic. Therein lies the chance to prove that we are truly capable, that we have the confidence to offer leadership to the students we in turn will mentor. This book traverses issues of future employment, including the cases where that extra PhD training confers no particular recruitment advantage. It looks at how to maximise the impact of your research experience, how to apply your experience—whether working in a science organisation, in the public service, in visual and performing arts, or in agriculture. But most importantly, the book challenges us to find a way to contribute to the societies that nurtured us. Howard Florey and Ernest Rutherford had no choice but to leave their native shores to pursue their higher education. Both gave much back to Australia and New Zealand respectively, though their great work was undertaken abroad. That has all changed now. Today’s graduates have the chance of undertaking world-class PhDs in Australia and New Zealand, and, the chance to subsequently contribute to any country’s intellectual life. Well-educated and hard working as we are, New Zealanders and Australians do very well in the metropolitan capitals of the world, in business, in music, in science, in the arts. That diaspora is a resource to be valued and celebrated, but in a sense, their success is not surprising. The really transformative culture shift comes when we no longer see success abroad as the benchmark, but when we engage and compete with the world from home and succeed. To me, that potential for offering leadership at home becomes an exciting goal. Can we take our PhD, with its resulting sense of ownership, critical judgement and confidence, and turn that to the benefit of our fellow citizens, in building a society based on knowledge, enterprise and creativity? Perhaps then, our children and grandchildren will see that we not only live in beautiful countries, but that we have helped create the stimulating and exciting environment in which to live and work to their full potential. Paul T. Callaghan GNZM FRS

Alan MacDiarmid Professor of Physical Sciences School of Chemical and Physical Sciences Victoria University of Wellington Wellington, New Zealand

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Contents Foreword iii About the editors Authors xi Chapter 1





x

Our journey to Beyond Doctorates Downunder

1

Carey Denholm and Terry Evans

S ection 1

Concluding the doctoral experience

The curtain falls, the cheering fades: Moments surrounding doctoral graduation



Carey Denholm

Chapter 2

Chapter 3



5



Chapter 4

14

Andrew Glenn



Chapter 5

Wisdom received

6

Maximising the bibliometric impact of doctoral research

21

Peter Macauley and Paul Mercieca





Securing a postdoctoral fellowship

29

Amelia Scaffidi and Robyn Owens

S ection 2

Applying a doctorate to specific environments Chapter 6





Laying the foundations for a research career in industry Dispelling myths about doctorates in the Australian public service 47



Carol Nicoll





Beginning a career in a scientific organisation: Opportunities for Antarctic research 55



Michael Stoddart

Chapter 8

Chapter 9



40

Peter Hodgson



Chapter 7

39





The visual and performing arts as a postdoctoral workplace

63

Noel Frankham and Douglas Knehans

v

contents

SECTION 3

Reflecting on postgraduation experiences Chapter 10



A couple with PhDs: Our ventures within and beyond the academy 74

Chapter 11

Richard Cookson and Louise Cullen Keith Thomas

Outside of the box

Chapter 13

Chapter 14

Having the world at your feet: Clinching and optimising postdoctoral research fellowships in science 98 Shaun Collin

Discipline and pleasure: Unlikely lessons learned from doctoral candidacy 106

Chapter 15



Jennifer Sinclair

Doctoral graduates in psychology and education: The doors that open 113

Chapter 16



Erica Frydenberg

Living and working with a doctorate as an Aboriginal person in Australia 121

Chapter 17



90

Cheryl Doig





82

Changing step: Realigning one’s life and work choices

Chapter 12

73

Veronica Arbon

Walking between spaces: A M¯aori experience of life after the doctorate 129



Adreanne Ormond

SECTION 4

Being strategic in the first five years Chapter 18

Ch a p t er 19

Chapter 20

Chapter 21



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137 138

Making your doctorate work in an academic career Gerlese Åkerlind

Maximising your doctorate in entrepreneurial settings Robert Franich

Maximising your doctorate in consultancy work John Mitchell

Global networking for further success Jacqueline Rowarth

162

154

146

contents

Chapter 22

Publishing your doctorate: Realities and processes

Chapter 2 3

Developing research output in the humanities

Chapter 24

Chapter 25

Flocking together: How to optimise the value of your doctoral network 187 Erica McWilliam and Shane Dawson

Opportunities for doctoral graduates within agricultural industries 195

Chapter 26

179

Mark Harding





169

Annemarie Rolls

Philip Brown, Peter Lane and Alistair Gracie

Using doctorates in professional contexts



203

Trisha Dunning and Terry Evans

SECTION 5

Pulling the messages together Chapter 27



211

Concluding comments: Beyond your doctorate downunder

212

Terry Evans and Carey Denholm

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Dedication To our wives, Laura and Lesley.

ix

About the editors Carey Denholm is Adjunct Professor and Director of Research and Publications at the Conservatorium of Music, University of Tasmania. He is a former Professor and Dean of Graduate Research at the University of Tasmania, a responsibility he held from 1997 to 2007. He holds degrees in primary and special education (deaf), counselling and educational psychology and currently maintains a part-time psychology practice in Hobart, mainly with children and adolescents. Carey is a Member of the Australian Psychological Society and a Fellow of the Australian College of Education. He is a recipient of the University of Tasmania Teaching Excellence Award and the Vice-Chancellor’s Award for Outstanding Community Engagement. Carey is co-author with Terry Evans of Doctorates downunder: Keys to successful doctoral study in Australia and New Zealand (2006) and Supervising doctorates downunder: Keys to effective supervision in Australia and New Zealand (2007), published by ACER Press. Recently Carey published his second children’s story, Grandpa Jack and the hunt for the elusive snoogleberry, a task which he claims was more difficult than all three texts combined! Terry Evans is a Professor of Education at Deakin University where, until 2008, he was Associate Dean of Education (Research and Doctoral Studies). Terry was a foundation member of the Council of Australian Deans and Directors of Graduate Studies and remained on the Council until 2008. Over the past 25 years he has helped numerous candidates (mostly from Australia and New Zealand) to become ‘doctored downunder’ and then assisted them to build their careers as researchers, scholars and professionals. Terry’s research and scholarly interests include doc­toral policy and practice, and open and distance education. He is a Chief Investigator on two current and two completed Australian Research Council (ARC) Projects that concern aspects of doctoral education in Australia. Terry is a serial contributor to the Quality in Postgraduate Research conferences where candidates, supervisors, administrators and postgraduate association representatives meet to discuss research and practice on the theme. Terry is a regular visitor to New Zealand for both work and pleasure—although it is always a pleasure to be in the Land of the Long White Cloud.

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Authors (listed alphabetically) Gerlese Åkerlind, PhD (University of Sydney), is Associate Professor, Centre for Educational Development and Academic Methods, Australian National Univer­ sity; [email protected] Veronica Arbon, PhD (Deakin University), is Professor and Chair of Indigenous Knowledge, Institute of Koorie Education, Deakin University; veronica.arbon@ deakin.edu.au Philip Brown, PhD (University of Tasmania), is Head of the School of Agricul­ tural Science, University of Tasmania; [email protected] Shaun Collin, PhD (University of Queensland), is Professor of Marine Neuro­ biology, School of Biomedical Sciences, University of Queensland. From the end of 2009 he will hold a West Australian Premier’s Fellowship at the University of Western Australia; [email protected] Richard Cookson, PhD (Lincoln University), is currently farming in New Zealand and is actively involved in agricultural research and dairy farming; [email protected] Louise Cullen, PhD (Lincoln University), is currently farming in New Zealand and is actively involved in research in forest ecology, tree physiology and stable isotopes; [email protected] Shane Dawson, PhD (Queensland University of Technology), is Academic Leader: Educational Development, Graduate School of Medicine, University of Wollongong; [email protected] Carey Denholm, PhD (University of Victoria, British Columbia), is Adjunct Professor, Conservatorium of Music, University of Tasmania. He is the former Dean of Graduate Research, University of Tasmania; [email protected]

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authors

Cheryl Doig, EdD (Griffith University), is the Director of Think Beyond, Ltd and has served as a school principal for 14 years; [email protected] Trisha Dunning, PhD (Deakin University), is Professor and Chair of Nursing at Deakin University and Barwon Health in Geelong, Victoria; trisha.dunning@ deakin.edu.au Terry Evans, PhD (Monash University), is Professor of Education at Deakin University; [email protected] Robert Franich, PhD (The University of Auckland), is Principal Scientist, Scion, Te Papa Tipu Innovation Park, and Managing Director, Chemipreneur Limited, New Zealand; [email protected] or [email protected] Noel Frankham, BA (Tasmanian College of Advanced Education), is Professor of Art and Head of School, Tasmanian School of Art, University of Tasmania; Noel. [email protected] Erica Frydenberg, PhD (La Trobe University), is Associate Professor and Coordinator of the Master and Doctoral of Educational Psychology Program, Melbourne Graduate School of Education, University of Melbourne; e.frydenberg @unimelb.edu.au Andrew Glenn, DPhil (Oxford University), is Emeritus Professor, University of Tasmania, and the former Pro Vice-Chancellor (Research), Murdoch University, and Pro Vice-Chancellor and Vice-President (Research), University of Tasmania; [email protected] Alistair Gracie, PhD (University of Tasmania), is Lecturer in Horticultural Science, School of Agricultural Science, University of Tasmania; Alistair.Gracie@ utas.edu.au Mark Harding, PhD (Princeton Theological Seminary), holds research degrees in Ancient History and Theology, was formerly an academic staff member at Macquarie University, and is currently the Dean of the Australian College of Theology: [email protected] Peter Hodgson, PhD (University of Queensland), is Australian Laureate Fellow, Alfred Deakin Professor and Director of Research, Institute for Technology Research and Innovation, Deakin University: [email protected]

xii

authors

Douglas Knehans, DMA (Yale University), is the former Director and Head of School of the Conservatorium of Music at the University of Tasmania, where he also created the Australian International Summer Orchestra Institute and was its first Artistic Director. He is currently the Dean of the University of Cincinnati’s College-Conservatory of Music: [email protected] Peter Lane, PhD (University of Tasmania), is Senior Lecturer in Agronomy, School of Agricultural Science at the University of Tasmania; Peter.Lane@utas. edu.au Erica McWilliam, PhD (University of Queensland), is Professor in the Centre for Research into Pedagogy and Practice at the National Institute of Education, Nanyang Technological University, Singapore. Erica also holds an Adjunct Professor position in the Centre of Excellence in Creative Industries and Inno­ vation at the Queensland University of Technology, Australia; erica.mcwilliam@ nie.edu.sg Peter Macauley, PhD (Deakin University), is Senior Lecturer, School of Business Information Technology, RMIT University; [email protected] Paul Mercieca, MBIT (RMIT University), is Lecturer at the School of Business Information Technology, RMIT University; [email protected] John Mitchell, EdD (Deakin University), is Managing Director, John Mitchell & Associates; [email protected] Carol Nicoll, PhD (University of British Columbia), is Group Manager, National Education System Group, Department of Education, Employment and Workplace Relations; [email protected] Adreanne Ormond, PhD (The University of Auckland), is the M¯aori and Indigenous Postgraduate Advancement Programme Director at Nga Pae o Te Maramatanga, University of Auckland; [email protected] Robyn Owens, DPhil (Oxford University), is Pro Vice-Chancellor (Research and Research Training) at the University of Western Australia; robyn.owens@uwa. edu.au Annemarie Rolls, MA (Monash University), is Sales and Marketing Manager and Publisher, Australian Council for Educational Research (ACER); rolls@acer. edu.au

xiii

authors

Jacqueline Rowarth, PhD (Massey University), is Foundation Professor of Pastoral Agriculture, Massey University; [email protected] Amelia Scaffidi, PhD (University of Western Australia), is Postdoctoral Coordinator, University of Western Australia; [email protected] Jennifer Sinclair, PhD (Monash University), is Policy Coordinator, The Global Foundation, and Honorary Research Associate, School of Political and Social Inquiry, Monash University; [email protected] Michael Stoddart, DSc (Aberdeen University), is formerly the Chief Scientist, Australian Antarctic Division and is Interim Director, Institute of Marine and Antarctic Studies, University of Tasmania; [email protected] Keith Thomas, PhD (Deakin), is Associate Professor, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong; keith. [email protected]

xiv

C H A P T ER 1

Our journey to Beyond Doctorates Downunder Carey Denholm University of Tasmania Terry Evans Deakin University

Beyond Doctorates Downunder is the third part of a trilogy—a trilogy we did not envisage when we started this journey. The first book, Doctorates Downunder: Keys to successful doctoral study in Australia and New Zealand, arose from a conversation we had about the dearth of appropriate resources for doctoral candidates in Aotearoa/New Zealand and Australia. We came to the conclusion that we ought to do something about it, and so we designed and prepared a book suitable for our nations. We both had long experience in our respective universities, with varying responsibilities for graduate research education and training, and a strong association with many deans and directors of graduate research in a number of universities. And we had published and had contact with counterparts in overseas universities. Our colleagues agreed that while material published in the United Kingdom and the United States was useful, it lacked pertinence to research training ‘downunder’ and contained non-relevant material. When we tested the initial idea with our colleagues we were met with positive encouragement, unanimity and a sense of urgency. We aimed for short, clear and constructive chapters written by experienced authors, which would be suitable reading material for a range of doctoral candidates. We had many positive responses to invitations to write chapters. There was a strong desire to share our collective experience and wisdom about candidature in a book that could be used from doctoral application through to graduation.

1

BEYOND DOCTORATES DOWNUNDER

We approached the Australian Council for Educational Research (ACER) Press in Melbourne to publish Doctorates Downunder. ACER Press had limited experience in the graduate research market but was willing to be convinced by us—and we did! Doctorates Downunder was published in 2006, sold out, and reprinted in 2007. With the success of this first book, requests started to emerge about a similar work for supervisors. Using the same format, our valued colleagues again delivered on time. Supervising Doctorates Downunder: Keys to effective supervision in Australia and New Zealand was published by ACER in 2007. It sold out in record time for ACER Press, and was reprinted in early 2008. Yet we felt that the task was not quite complete. Although we did not plan from the beginning to create a trilogy, we were struck by the consistent comments we received about the first two books and particularly the query from graduates and supervisors of ‘where to from here?’ In our work environment we are surrounded by early career academics/researchers who have only recently completed their doctorates. We hear stories of the lack of preparedness of graduates to assume significant positions in the labour market and of some graduates who sadly never looked at their thesis again or, to the distress of their supervisors, did not publish from their thesis. Knowing the crucial importance to Australia and New Zealand of knowledge creation, and of doctoral graduates as the new knowledge producers, Beyond Doctorates Downunder was born and the trilogy was thus complete.

THE CONTEXT OF BEYOND DOCTORATES DOWNUNDER Thirty-one experienced graduates, academics and/or practitioners from both Australia and New Zealand accepted the invitation to contribute to this title and exhibited the same enthusiasm shown by colleagues in the preceding books. We are indebted to their efforts and recognise their passion and contribution in supporting high standards for our doctoral graduates. We have adapted the approach and style of the other two titles in the series, with the main difference this time being a shift in authorship from those experienced with doctoral supervision, support and management to include authors with experience in shaping postdoctoral lives, both inside universities and especially in the wider world. Many of the chapters spring from the authors’ postdoctoral experiences, although they usually focus on particular aspects of how they use doctoral graduates in their fields. Some authors deal with particular responsibilities, most noticeably to Indigenous communities; others have included stories from recent graduates with very interesting experiences about postdoctoral life. The inclusion of a number of postgraduation stories was intentional as we believe that personal narratives serve to speak right to the ‘heart’ of the reader. We

2

OUR JOURNEY TO BEYOND DOCTORATES DOWNUNDER

have aimed for diversity and, of course, selections were necessary. We encourage readers to ‘read themselves’ into the text where their particular background and needs do not match exactly. The 27 chapters are clustered around the key steps in finalising the doctoral process: concluding and reflecting, learning from experience, result production, strategic planning, and setting the course for the first five years after graduation. The four chapters in Section 1 assist both candidates at the latter stages of their candidature and graduates to draw the strands of the doctoral experience together. The chapters encourage reflection upon and recognition of their growth in knowledge and wisdom, and of the timeliness of some strategic activities such as understanding bibliometrics and fellowship applications. Section 2 provides four quite different examples of ways in which doctoral research education and training might be applied: industry, government, science and humanities. This list is not exhaustive and the inclusion of these specific chapters is intended to suggest to doctoral graduates ways to incorporate and apply their training within their own work environment. We have often been honoured to hear numerous personal stories from our graduates. At times we have been both challenged and arrested by the depth of personal heartache and the overcoming of potentially insurmountable obstacles. At other times we have been charmed by and drawn into stories of passion, seemingly unlimited energy and courage. These personal stories have been coloured by freshness, richness and honesty—qualities so often lacking in academic tomes. Personal stories reflect intensity, the need for pragmatic problem solving, the need to face realities within one’s field of endeavour, to maintain a balance between familial and cultural forces, and to celebrate the achievement of dreams. Thus, in Section 3 we have included eight chapters of graduates’ personal stories about their journeys, the key influences during their doctoral training, and their outcomes and achievements. Each of the authors has tackled this task in different ways. This section is rich in narrative as we believe that readers will find these stories to be both useful and inspiring. For the nine chapters in Section 4 we asked authors to provide advice for graduates about ways of thinking and acting strategically across a range of environments, settings and circumstances. The chapters cover core areas of employment of doctoral graduates (academic, local and international consultancy, entrepreneurship, management, industry, and government) and of strategies to maximise graduates’ research potential (publication, expanding networks and professional workplaces). In Section 5 we conclude by pulling the ‘threads’ together and identifying the emergent themes and hallmarks of what a successful five-year term after

3

BEYOND DOCTORATES DOWNUNDER

graduation might look like. We conclude that graduates have done well to earn their doctorate, but now it is time for a return on the investment. We hope that every doctoral graduate garners both personal and intellectual strength as they read these chapters and that the tools, knowledge and thoughts, both implicit and explicit, serve to foster and provide the platform for a productive and beneficial beginning to their lives beyond doctoral graduation. Congratulations on your doctorate—or on being about to obtain your doctorate. We invite you to now read on.

4

SECTION 1

Concluding the doctoral experience

C H A P T ER 2

The curtain falls, the cheering fades: Moments surrounding doctoral graduation Carey Denholm University of Tasmania

THE ENDGAME When we consider our most momentous life events we tend to forget details of the actual incident, yet can recall the colour, smells and impressions from fleeting moments, forever captured and frozen in time. Many doctoral graduates recall visiting the binders to collect their freshly bound and gold-lettered thesis. Then, during a quiet moment while feeling the weight, smell and feel of each copy of their thesis, they recall being flooded with a wave of emotions: pride, satisfaction, joy, relief, thankfulness, gratitude, honour, exhaustion and so on. Clearly, holding one’s completed thesis is a life experience that is one of those precious moments. However, this moment is but one of a number of minor yet crucial steps along the path to completion of what is the final ‘performance’. Consider the following parts of the process. First is the process of undertaking the required corrections to the thesis, finalising the chapter headings and reorganising components, re-checking illustrations and colour copies or attending to matters such as recordings, photos, tables and references. All or some of these changes may be in response to the examiner’s comments. These tasks are followed by the final sign-off and approval of the thesis by the supervisory team and the head of school or department.

6

THE CURTAIN FALLS, THE CHEERING FADES

The next task is dealing with binders where decisions need to be made about such things as the number of copies, the colour of the cover, the format and letter/word numbers on the spine, the quality of the paper, the delivery date and final costs. This is followed several weeks later by the receipt of the completed copies, delivery of the required number to the graduate office, completion of the exit survey, sign-off by the Chair of Academic Senate or Academic Board, and receipt of information about the next graduation ceremony. Then come the thanks and goodbyes to fellow colleagues, and for graduates who have been located on campus there is a clean-up of the study room and removal of equipment, posters and trinkets, arrangements for data storage and the hard-bound or electronic lodgement of the thesis as required by the university. Following the round of celebrations, other activities may include presenting a copy to a partner, parents and any other mentors, and perhaps fulfilling obligations through oral or written reports to institutional and industry sponsors. Finally there are the formalities surrounding the graduation ceremony and such things as amending business cards, altering the title on the office door and changing the email signature. Given the significant numbers of both part-time and international candidates, there are many variations of the above scenario. For part-time candidates with a home office the final activities might mean a clean-up of the study area, the return of library books, and emails of thanks to supervisors and colleagues. International graduates may need to return home prior to the end of the examination and manage the final completion details electronically. A large proportion of graduates may already be in full-time employment long before final copies of the thesis actually appear and graduation ceremonies take place. All these activities are part of the ‘endgame’ to the doctorate. The process of completion seems to be a straightforward series of mechanical and predictable steps, followed by the chance to finally ‘move on’. But is that so? During this final ‘bookend’ stage most graduates experience a range of thoughts and emotions. In preparation for this chapter I asked 23 colleagues who represented a crosssection of disciplines to informally write about their doctoral submission and graduation. Some had completed their doctorates—either full-time or part-time —in Australia and New Zealand, and others in overseas universities. Some graduates saw my request as a long-awaited opportunity for ventilation; for others it was an experience they had not formally discussed and they appreciated the opportunity to write about some distant moments from their ‘past life’. Six common yet overlapping themes emerged: two themes were reactions leading up to the submission of their doctorates; four were reactions about the postdoctoral experience (see the discussion that follows). A central premise of this chapter is that there is lifelong value in working through and savouring each of these reactions. After all, doctoral research training is a process to

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BEYOND DOCTORATES DOWNUNDER

which the candidate (and family and friends) devote many years and which leads to a transformed mind, a transformed way of thinking, of talking, performing, arguing and writing. I have observed that for some candidates it has even led to a transformed way of walking.

PRIOR TO SUBMITTING THE THESIS FOR EXAMINATION ‘I’ve just got to get the **** thing finished!’ An unrelenting urge to complete the final draft of the thesis often begins to emerge about six to eight months prior to the required submission deadline. Candidates tend to experience a confluence of push and pull factors from the home and interpersonal fronts, and from current or potential employers, university administrators and supervisors. A combination of a fear of non-completion, a reduced confidence along with an emerging sense of non-legitimacy, a fear of failure and deep questioning about the worth of the entire project can also emerge. If not discussed openly and understood, these reactions hinder the quality of the writing and the time to completion. In my own situation I recall my young daughter coming to my study and asking, ‘Daddy, when can you come and play?’ My immediate thought was ‘In about six months, darling’. In looking into my daughter’s eyes, however, I melted at the invitation and proceeded to the sand pit in our backyard, no doubt harbouring a sense of torn loyalty. I also recall that about this time I became familiar with ‘the imposter syndrome’—that eventually I would be exposed and publicly humiliated for knowing nothing. Leading up to this final period requires a balance between institutional and personal demands, of producing a quality product within the constraints of time, of the need for concise expression and pragmatism. A sense of desperation to complete the thesis can at times lead to mental exhaustion, of feeling bereft of ideas and of being found wanting, of searching desperately for inspiration and to rediscover that one last zing of creativity, and of the tendency within all these dynamics of not wanting to actually let go. So what do candidates need to exhibit in the last months in order to complete the thesis? Clearly the end stage requires a sustained sense of urgency balanced with attention to detail, closely monitored time management, the exclusion of a range of distractions, a cadre of willing exhorters, and determination that knows no bounds. In response to this fairly stressful time, some candidates may retreat to a search for minutiae and perfection, move into ‘advanced’ checking mode (for example, of spelling, punctuation and references) and fail to pay attention to core issues such as the thrust of sustained arguments throughout the work and the clarity and cogency of the summary chapter. Candidates also need to write with conviction about the significance and originality of the work and to ensure that

8

THE CURTAIN FALLS, THE CHEERING FADES

the research questions have been answered. For other candidates, haste can lead to a minimisation of the potency of the writing, hence examiners may report that the last chapter was a ‘whimper’ rather than a confident ‘bang’.

‘I’m exhausted and I need a break!’ I recently had a conversation with a candidate prior to her graduation in which she reflected on the research process and as a result included comments about her supervision team and the impact of her international research activities. I was not surprised to hear her say that she was now in a period of physical and emotional recovery and that, retrospectively, she had not realised just how tired and drained she felt. She added that she could not recall a time when she did not feel under pressure, yet with a week to go to graduation knew that a sizeable weight had been lifted. She also recounted how several recurring negative dreams disappeared and she rediscovered simple enjoyments and guilt-free pleasures. Supervisors need to be reminded that candidates experience an array of emotional, cultural, familial and financial pressures during candidature. Every seemingly minor hiccup is agonised over by candidates, which lead to a ripple effect with plans, expectations and self-confidence. Gradually, mounting tensions, missed expectations and successive deadlines, the need to modify six-monthly and yearly plans along with the sometimes changing opinions and feedback from supervisors, all take their toll. Certainly candidature is a time for growth in maturity, for expanding coping mechanisms and strengthening the repertoire of adaptive behaviours. Candidates, however, do need to be reminded to take time to breathe and enjoy relaxation activities unrelated to their research. Infrequently some candidates require prescribed medication during their candidature (Kirkby 2007) or experience personal obstacles requiring external intervention and support (Denholm 2006). For these candidates the moment of final thesis submission should not be minimised as it serves as a therapeutic and metaphorical watershed. It may symbolise a new beginning leading to revised medical and psychological assessment and subsequent personal restoration. With their doctorates completed, candidates who have experienced these kinds of struggles now experience restored confidence and energy resulting in deeper coping and life skills. A candidate who is required to undertake minor or major rewriting prior to final thesis submission may experience a profound sense of disappointment and lethargy. Such a circumstance marks a potentially vulnerable time for the candidate, as in the face of required substantial changes, anger combined with a reluctance to continue work that may have been previously perceived as ‘perfection’ is a common reaction. Candidates may also become frustrated and agitated with an overly lengthy examination process that requires them to relinquish control and learn to cope with a period of prolonged uncertainty.

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BEYOND DOCTORATES DOWNUNDER

Occasionally candidates experience a brief surge of energy just prior to thesis submission as a concrete expression of a sense of release, albeit euphoria—no doubt similar to that experienced by mountain climbers just prior to the summit. What is also consistent is that at the point of final submission of their completed thesis, candidates report an acute awareness of relief and often a discovery of physical strain and tension requiring physical exercise, massage or even physiotherapy. Aspects of physical exhaustion coupled with the need to avoid people, conversations and social events for a time following completion are quite common. Thus, candidates need to be encouraged to rediscover physically and mentally engaging short-term activities with family and friends that are fun, relaxing and enjoyable.

AFTER SUCCESSFUL COMPLETION OF THE THESIS ‘I miss being a candidate!’ Many graduates report a feeling of ‘let down’ following receipt of the final university document confirming that all requirements for awarding the degree have been satisfied. Given the time, effort and energy that have been invested in the degree and the rigours of the research process, it is no surprise that this reaction is short-term and commonplace. After all, ending candidature means that an important part of one’s identity has now ceased. Furthermore, significant time, intellectual commitment and endeavour, and emotional investment have now ended. This experience of loss may be more acutely felt by full-time candidates who have ‘lost’ their scholarship, office and a structured daily schedule, compared with the sense of loss felt by part-time candidates whose free time is readily taken up with demands such as parenting, involvement in community activities and employment. Thus, feeling ‘at a loose end’ and missing candidature depend as much on each candidate’s personal circumstances and their capacity to respond to life transitions. Completing a doctorate means that one’s formerly structured (and perhaps protected) life of poverty, risk, tight-knit friendships with fellow candidates, supervisors and administrative staff, and the routines and study environment are now over. Full-time graduates, in particular, report missing the conversations, tutorial sessions and seminars, afternoon coffee sessions and parties and the mutuality of ‘the shared endeavour’. It is also common for graduates to miss the times of pleasure derived from prolonged and uninterrupted thought, the recognition by peers and the support of supervisors in preparing conference presentations, publications and research grants. For most full-time candidates it is difficult to leave the confines of the university and move out. (I say ‘most’ as there are occasional situations where in response to supervisor–candidate breakdown or

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other events that have sullied the overall experience, separation and leaving the university may be a release for both parties.) For part-time candidates who have been working solidly on their thesis through distance education, graduation may be the only time they have actually set foot on the campus, which in itself is cause for a celebration. Given the lengthy elapsed candidature time it is not unreasonable for part-time candidates (who may be in continuing employment) to be elated at completion and to harbour no regrets or wishes to return to candidature.

‘I’m a human again!’ This reaction may lead to a depiction of candidature as a non-human state! Although there are times when candidates may feel they are being cross-examined and a ‘judge’ is about to pronounce ‘sentence’, upon balance, candidature consists of a considerable number of positive experiences coupled with the infrequent negative moment. What is all-consuming throughout candidature, however, is the need for a sustained and high-level commitment and focus coupled with self-belief in one’s capacity to actually complete the thesis. Working for a number of years alone can take its toll and it is not uncommon to receive feedback from trusted individuals along the lines of ‘you have changed’ or ‘you are not the same person that I knew at the beginning of your doctorate’. There is one appropriate reaction to these comments: ‘Thank you for noticing.’ Candidature by its very nature leads to personal and intellectual sharpness and grasp, and a growing sense of confidence along with a quickening appreciation for argument, timing and rigour. However, the amount of time required of candidature and the sheer enjoyment from solving complex paradoxes and conundrums can also create a division between partners, families and friends. For doctoral candidates who have parenting responsibilities, candidature can be a time where children feel left out and where teenagers claim they feel isolated and want their ‘real’ mother or father back and fail to see the sense in them undertaking the study in the first place! Alternatively, for some candidates, doctoral graduation means a point of rediscovery and re-engagement with family, extended family and friends, of restoring health, a change of daily routine and becoming re-acquainted with events and experiences that have been put on hold. In the words of a close partner to a recent graduate: ‘The real person has now returned.’

‘I’m a different person!’ Completion of the doctoral thesis is a special moment where as a result of rigorous examination, the candidate’s work has been deemed worthy of entrance to the academy. In other words, the research has been confirmed as being significant, original, containing a rich and sustained intellectual argument and is of potential

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international merit. By way of balance, one graduate commented: ‘As a doctoral candidate you are at your most clever in other people’s eyes and this sense disappears at postgraduation as you stand alongside equally clever graduates and academics.’ Doctoral completion is a process of personal transformation. It is by definition a process of self-change and self-perception, the adding of a new designation after one’s name and the opening of a pathway to a new destination. It is also a time for the clearing out of the old and the unused, a change in habits such as the frenzy of photocopying and filing, of student cafeterias, student cards and constant late nights devoted to reading, writing, thinking, formatting and that abiding urgency to read the latest research. For some, completion may mean only a brief moment of elation plucked from a sea of disappointment or a feeling of loss and sadness where, for example, a parent or grandparent did not live to see the graduation ceremony. For others it may mean a time of closure to patterns of behaviour and rituals, accompanied by a reluctance to look at the doctoral thesis for several months. Regardless of bittersweet moments surrounding doctoral completion, the overwhelming feeling is that of an experienced ‘difference’. Candidates know the ways in which they have changed and as a result have become better researchers, writers, presenters, thinkers, defenders of ideas and concepts, and for a short while they have been able to hover at the point of being completely on top of their field of study.

‘The world hasn’t stopped!’ A common experience following the graduation ceremony is for graduates to feel that the entire world knows about this moment, that the world is suspended in orbit and that all humans contactable via electronic means have been informed that the candidate has ‘doctored’. The author recalls being a little surprised for a few days after graduation when the phone did not ring with international offers of employment! Completion of the doctorate simply means that the candidate has been handed a key to a new future and it is they who must now open the door. Candidates need to realise—preferably during the end of their second year of candidature—that they are not in the process of ‘writing up’ the thesis, but ‘writing through’ the thesis; that is, the thesis (and contribution) is the path to a destination which at the graduation ceremony may be yet unclear. Completion represents a new beginning, a ‘what’s next?’ moment and the chance to continue to forge a new and brave intellectual and personal pathway. A completed doctoral thesis essentially means a point of validation and an opportunity to embark on a journey of continued discovery.

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SUMMARY In this chapter a range of emotional, behavioural and cognitive states frequently reported by doctoral candidates leading up to and after graduation have been discussed. The process of examination is about finalisation, and candidates and graduates react in a variety of ways. There are some aspects I have omitted such as the deep personal satisfaction of overcoming the unsurmountable, of being able to recognise personal growth and change, of courage and of sacrifice, and of perhaps being the first person in the family to have ‘doctored’. I would hasten to add that this latter status can become fraught with lifelong expectations and implications. Taking time to reflect after grand, momentous and difficult achievements is something we often take for granted. The tenor of this chapter is that these precious moments need to be appreciated, better understood and processed, and that there is lifelong worth in reflecting and extrapolating such essential learnings. And now, the crowd stands and applauds, the actors take their bow and the curtain starts its slow journey downwards—a moment to savour, a moment frozen in time. The clapping ceases and cast members turn and head off to celebrate. The newly graduated ‘Dr’ remains on the stage and ponders the nature of their next role and the impact of their next performance. QUESTIONS

1 During the last six months of your doctoral candidature, how did you sustain your energy and motivation, and what impact might this experience have on your role as a potential doctoral supervisor? 2 During the final stages of candidature, what did family and friends say about your passion and stamina and the ways in which you coped in the face of the impending deadline for submission? 3 What were your key moments and experiences following completion of your doctorate and reactions that have not been captured in this chapter?

REFERENCES

Denholm, C 2006, ‘Some personal obstacles to completion’, chapter 15 in C Denholm & T Evans (eds), Doctorates Downunder, ACER Press, Camberwell, Victoria, pp. 122–28. Kirkby, K 2007, ‘Recognising and responding to candidates’ health needs’, chapter 17 in C Denholm & T Evans, Supervising Doctorates Downunder, ACER Press, Camberwell, Victoria, pp. 130–37.

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C H A P T ER 3

Wisdom received Andrew Glenn University of Tasmania

INTRODUCTION Imagine. The corrected thesis has been accepted by the Postgraduate Board and the laudatory comments of the examiners are still warm in your memory. Your next step in your career has been settled and you can now enjoy a few days break. So you have gone to a party; the food and wine are very good, the mood convivial. You are joined in conversation by Shehe, a white-haired and wise-looking person with sparkling blue eyes and an impish sense of humour. ‘And what do you do?’ Shehe asks. ‘I do research. I have just finished my PhD at Anywhere University.’ ‘That’s interesting,’ says Shehe. ‘Tell me about it.’ So you tell Shehe about the labours and loves of the last three-and-a-half years and the large thesis that you have generated. ‘Interesting,’ says Shehe. ‘Will anyone else know what you have achieved? Will anyone else read what you have discovered?’ In these questions lies a profound issue; and that is the nature of the contract between a doctoral graduate and the scholarly community on the one hand, and the wider community on the other. This chapter explores this issue and hopes to provoke thought about the nature of that relationship.

GETTING STARTED It is a central understanding of this chapter that any body of work that is awarded a doctorate by a reputable institution must have made a significant contribution to knowledge. If there is no such contribution, then no doctorate should be awarded; indeed, if it were, it would devalue the doctorates of all graduates from

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that particular institution. Given this starting point, every thesis should have material of value to the scholarly debate in the academic world, and may also have utility in the wider community. The choice of thesis topic, therefore, is far from a trivial undertaking. It is essential that there is very good quality control by institutions at the very earliest stages of candidature to ensure that there is both sufficient substance in the proposed topic to develop a doctoral-level thesis, and an appropriate level of professional supervision. Both the choice of topic and of supervisor is, in my experience, critical to success. In some cases, neither the candidates, nor their institutions manage the process well at these early stages and the scene is set for unhappiness as the doctoral work unfolds. Even when this stage of the process is managed well, the contents of many doctoral theses never see the light of day.

RECIPROCAL OBLIGATION ‘Does this really matter?’ you might ask, for the major part of the doctoral training is just that: it is a training program. That is true, and I have sympathy with all those who remind us not to elevate the ‘magnum opus’ to an unrealistic level. However, the training of a doctoral candidate is a moderately expensive undertaking, with costs in excess of $100 000 for each doctoral candidate over the course of their studies. This money is funded from somewhere. In many cases it is ultimately the federal government and the taxpayers, in others it is private bodies with some direct interest in the outcomes of the research. Unless there is a specific exclusionary clause in some funding agreement (and universities ought to be extremely cautious of such arrangements), I would suggest that the receipt of such training confers a moral, if not a contractual, obligation to ensure that the outcomes of the supported study do see the light of day. Section 4 of the Australian Code for the Responsible Conduct of Research published in 2007 suggests that there is such an obligation. Similarly, Section 2 of the Health Research Council of New Zealand Guidelines on Ethics in Health Research states that ‘investigators should ensure that the results of their research and an account of the methods employed are adequately and appropriately disseminated in a manner accessible to the research participants and the public as well as to the scientific community’. In other words, I argue that there is some utility to a larger group in every doctoral thesis that justifies the award of the degree. This utility may be exclusively within the halls of the academy, or it may also have value outside the research community. What can properly and appropriately contribute to our sum of knowledge should be allowed to do so. I agree with the Australian and New Zealand codes in challenging the notion that research is a private occupation in which the outcomes have value only to the researcher. If the full cost of the research were to be entirely

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funded by the individual, at no cost to other parties, it could be argued that they should be at liberty to do with the data what they will. But that is not the case in our universities. One of the important intellectual reasons for having ideas out in the scholarly forum is that they can be tested by peers. Ideas can be weighed against those of others, data can be confirmed by different hands, interpretations evaluated and predictions tested. Most researchers will work diligently and passionately for a lifetime and they contribute a number of dots to the picture of knowledge in their field; only the very great, or very lucky, contribute a new design. However, the dots are important, and sometimes missing dots, when broadcast widely, can help to better understand the current design of knowledge or contribute to its modification. There is, in addition, the issue of priority of publication. Who was first to report a new and important observation? In some fields, especially—though not exclusively—in the natural and health sciences, there is significant competitiveness in being the first to publish. Delaying publication until the thesis is completed could lose that priority in publication. This can be especially hazardous for parttime doctoral candidates who have longer completion times. It is also worth noting that getting work accepted for publication before the thesis is submitted can provide personal encouragement to continue what, at times, can be the difficult doctoral road. Such encouragement can be particularly important for those candidates undertaking part-time doctoral studies.

PREPARING FOR UTILITY: PLANNING After a lifetime in the academic world I have come to the conclusion that the scholarly world can be crudely divided into those who plan wisely, those who plan but do so poorly, and those who do not plan at all and hope it all comes together on the day. Sometimes the latter succeed brilliantly, but my experience is that it is not a wise strategy for most of us. I am sure that you can all think of someone who does little planning and who is able to deliver high-quality outputs. However, I advance a two-part warning: The first is not to generalise from the particular; just because one individual can do it does not mean that it is a good strategy for you. Second, some of the people who appear to be doing little actually work quite hard behind the scenes and cultivate the appearance of spontaneity and effortless ease. Oxbridge students have made an art form of this behaviour. It is important to understand who you are and what works for you and what does not. My experience is that most of us benefit from attention to planning and reap rewards from time so spent. Many people complete the writing and submission of their thesis and then, and only then, do they consider the publication of papers or book chapters or other

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forms of scholarly work. In some cases—for example the production of books—it is necessary to have the entire material, but for many disciplines subsections of the thesis can be published separately, either as journal articles or book chapters or, in a very limited number of disciplines, as conference papers. My suggestion is to consider generating such publications as the data are being arranged into chapters. Usually the thesis chapter will contain more data than will be allowed by most journals, but the key figures, data and ideas can be developed into a chapter that can rapidly be converted into a research publication. Indeed, if at all possible, do it the other way round. Submit the paper and get feedback from referees before the thesis is submitted. Why? It is likely that such feedback will contain valuable comments from referees, perhaps in the form of alternative explanations for data or critical advice that would enhance the hypothesis that is being advanced. It is better to have deficiencies pointed out before the thesis is submitted than after! ‘But my supervisor will be able to do that,’ you might say. Well, after working with some extremely intelligent and gifted researchers, I know that none of us are wise all the time and that the more input we get, the better the final product is likely to be. The refereeing process does not always work well, but it can be extremely valuable and can serve to strengthen the final thesis and its derivative publications. Do not elevate your supervisor to a status they do not have. Good supervisors have much to offer, but they are not god—though a very small number of them do not yet know that! In my experience, the key step in the writing of a doctoral thesis is in developing the structure. It is worth giving some time to looking at potential structures of chapters and then deciding what data goes into what chapter, which figures and graphs are needed, what analysis and critical ideas. These can be assembled in different combinations and the flow of logic developed. Remember, you are always telling a story. Time spent at this stage will repay the investment.

THE UTILITY IN PRACTICE It is foolish to think that because information is in a doctoral thesis in a library or available electronically it will be open to the scholarly community. Only a minority of doctoral theses are ever read after they have been accepted for the award of the degree. If you want your work to be known, it has to be published in appropriate sources. Think carefully about where you publish. Do not be seduced into believing that because it is published people will read it. They will not. There is an enormous volume of material in many fields and many researchers struggle to keep up with the literature. Some essentially adopt a triage-like approach based on the perceived quality of the journal, using the journal’s refereeing process as a

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surrogate for quality and what might be worth reading. Similarly, if your first language is not English there may be a reasonable view that you would wish to publish the material in your native language. This is a very laudable principle. But, at the risk of sounding like a language imperialist, consider whether you want people to read what you have written. In some fields, publishing in a language other than English ensures that very few people in the international community will read what you have written. Many universities now have publication repositories and there is good evidence that this encourages people to read what has been written, so it is a mechanism for enhancing the utility of the research. Ensure that your publications get onto such a repository. As you assemble the thesis material for publication, make sure that you do not try to stretch the material into a larger number of papers in the misleading belief that quantity will impress selection or promotion panels, or grant reviewers and journal referees. It will not. One or two papers in high-quality journals will make far more impact than five or six in lowly ranked journals. An editor of a well-known microbiology journal once remarked about a manuscript she was reading that it was made up of thesis droppings! Not a good look! Choose the journals with care and follow the authors’ guide. Logical, I know, but you would be surprised at the significant numbers of researchers who have a consistent incapacity to follow any instructions. Do not join their number. If the thesis is to be converted to a book, look carefully at the publishers of note who publish in your area. A book is often regarded as the sign of significant scholarship in the social sciences and humanities and it will help to establish a reputation. Some research findings will have utility outside the scholarly ranks. You may have findings that impinge on the provision of health care to the elderly, or the breeding of salmon that cope with increased water temperatures caused by climate change, or the interpretation of Tartini violin sonatas, or the foreign policy imperatives of Australia in relation to Kazakhstan. How, then, do you ensure that your data and findings link to an audience that will not, in all probability, read the primary academic literature? Your supervisor can be a valuable source of contacts, but you will undoubtedly develop your own as you progress through your studies. This is yet another reminder of the importance of making a wise choice of supervisor. Remember, many candidates give relatively little professional attention to their choice of supervisor. I hope that you are one of the wise ones who wanted to know something about the publications, the history of graduate supervision and the financial resourcing of your potential supervisor, and made personal contact with them before you signed on. During the course of your thesis work you will hopefully have met and shared with contacts and you will have identified avenues for transmitting information. This might be in professional journals, or

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in trade papers, or in bulletins published by government departments or by arts groups. The non-academic literature can be a valuable vehicle for transferring information to user communities. In a smaller number of cases the research may have direct commercial benefit. This should have been dealt with at the start of your candidature, and in most cases universities will seek ownership of the intellectual property (IP) that you generate in exchange for a share of any commercial returns. This can turn into a minefield unless the IP issues are dealt with early and the provenance of the entire IP in an innovation can be secured. There is an ongoing debate about the best way to commercialise IP generated by universities. Planning is one of the keys to ensuring that the utility in your work is recognised in the appropriate quarters.

UTILITY, MONEY AND PRAGMATISM Whether we like it or not, government provision of funding for research for universities in Australia and New Zealand is based at the moment in part on the output of research publications. There is a competitive situation between institutions as they strive for an increased share of a fixed sum of money nationally. It is likely that the system will change in the future in ways that are not clear at the moment. However, let me repeat the importance of quality in whatever you publish. The research business has never been about quantity; a lot of rubbish is just that. Excellence is far more important. Some people will tell you that the government funding and the university internal funding mechanisms favour quantity, but your reputation and your research career and its opportunities will be determined by the quality of the work that you have produced and the impact that it makes in your field of endeavour. Investment in research in Australia (1.76 per cent) and New Zealand (1.17 per cent) as a proportion of GDP is below the OECD average (2.21 per cent). Many of our trading partners have been investing heavily in higher education and they are likely to reap the reward for this approach. Australia and New Zealand will reap what they have sown. However, the sector should not be defeatist. It should ensure that the good that it does is more widely known, including the good that it does in research. The universities singly and collectively have failed miserably to promote the importance of research as one of their key and defining activities. If you think this is a singularly harsh judgement, try asking a third-year class of undergraduates what their lecturers do during the university vacations. Many, perhaps most, of them will say that they take a holiday, not that this is a valuable time for research. So you can help to contribute to the dissemination of the importance of research to the wider community.

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CONCLUSION ‘Ah, Shehe,’ you say. ‘You make an excellent point! It is so important to ensure that valuable research findings make their way into both academe and the wider community. You must know something about this business! Anywhere University gave me excellent supervision and advice. As I went through my research there was an opportunity to go to a conference and to present a paper. I was able to use that experience to plan research papers and chapters. The feedback from the referees from the good journals that we chose was invaluable and helped me to avoid a couple of significant problems in the thesis itself. The people I met at conferences were helpful and pointed me to other contacts that enabled me to have access to information before it got published. Not only did all this help me to create a stronger thesis, but it gave me confidence in myself that I could do some good work. There were some practical aspects to my research, and my supervisor and other people helped me to make contact with professionals in the field very early in my candidature. This worked in both directions. They helped me with some of the practical application and greatly assisted me in combining the theoretical and the applied part of my work. They also knew the avenues to get my findings into the hands of people who might benefit from it. My specialist knowledge of the cutting edge of the international research scene could be passed on to them. It was a symbiotic relationship that worked well; we both had things to offer each other and could learn from each other. They did suggest, however, that they did not always find this with academics. So some of my findings have already been taken up, they are well known in the profession, and I have published several papers in journals of high standing. I am off to a research fellowship at the University of Elsewhere. Cheers!’ QUESTIONS

1 Do you plan to publish work before you submit your thesis? Why or why not? 2 Can you identify clearly the communities that might have interest in your research findings? What links do you have with them at this stage, or what links are planned? 3 Rate yourself on a scale of 1—10 (1 = low, 10 = high) in terms of your ability to plan effectively. What could you do to enhance that rating?

REFERENCES

Health Research Council of New Zealand 2006, Guidelines on Ethics in Health Research, HRC, New Zealand Government. National Health and Medical Research Council 2007, Australian Code for the Responsible Conduct of Research, NHMRC, Australian Government.

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C H A P T ER 4

Maximising the bibliometric impact of doctoral research Peter Macauley Paul Mercieca RMIT

INTRODUCTION Not surprisingly, the topic of bibliometrics is not going to arouse engaged conversation at your next social function. ‘Biblio what?’ is often the response. We do not encourage you to raise the topic outside the walls of your university or research institution as you may find yourself having a very lonely time! However, it is important that you are familiar with the bibliometric tools and concepts. The term ‘bibliometrics’ is used to describe evidence of your research impact through publications and uses quantitative analysis to measure research output and impact within a field or discipline, or between fields and disciplines. Bibliometrics have been used from as early as 1917, but they gained popularity after the introduction of the Science Citation Index in 1961. Eugene Garfield, the creator of the Science Citation Index, the Social Sciences Citation Index and the Arts and Humanities Citation Index did much to promote bibliometrics as a research method, both theoretically and practically, and the citation indexes he created—now called Web of Knowledge—remains the dominant bibliometric resource used today. So why bother becoming engaged with bibliometrics? First, if you are employed by a university in Australia or New Zealand they are unavoidable because bibliometrics are used by the research funding schemes, Excellence in Research for Australia (ERA), the Performance-Based Research Fund (PBRF) in New Zealand, and international ranking agencies. Secondly, differing forms of

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bibliometrics are taken into consideration when applying for academic promotion. Factors such as the number of times your work has been cited by others, or the prestige or ‘impact factor’ of the journals you publish in are considered when applying for promotion. These measures can also be important when applying for nationally competitive research grants as assessors will often judge the prestige or ranking of the journals in which you have published. Importantly, bibliometrics assist you to see if your publications are influencing the research community, where they are being cited, and who is citing them. Bibliometrics can help you demonstrate the relevance and worthiness of your research to those who fund it. In this chapter we discuss ways in which you can disseminate the results of your research, including your doctoral thesis and related publications. We discuss forms of bibliometrics from commercial sources such as the Web of Knowledge and Elsevier’s Scopus, both subscription-based (normally funded by your institution’s library), and Google Scholar which is freely available. Open access publishing and dissemination models will be discussed as these can be used to extend the readership of your research by removing or limiting the subscription barriers associated with commercial journal publishing. We also consider some techniques you can use for your personalised bibliometric information management. Of course, this chapter is based on the premise that you have, or will soon have, completed your doctorate and that you will publish the results of your doctoral research. Other chapters in this book provide more specific advice on writing and publishing from your doctorate.

MAXIMISING THE IMPACT OF YOUR RESEARCH When the word ‘bibliometrics’ is mentioned in an academic setting, it is not long before the database Web of Knowledge is discussed. It is an American-based—and biased—database comprised of the Science Citation Index, Social Sciences Citation Index and Arts and Humanities Citation Index. A feature of the Web of Knowledge is Journal Citation Reports, which provide annually calculated data on the most frequently used or cited journals (their ‘impact factor’), and how quickly the average article from a journal is cited within the year of publication (the ‘immediacy index’). Benchmarking factors include the ‘cited half-life’ (benchmarking the age of cited articles by showing the number of years back from the current year that account for half of the total number of citations to a journal in the current year) and ‘citing half-life’ (the number of years from the current year that account for half of the cited references from articles published by a journal in the current year). While some of these benchmarking factors are complex, they are taken very seriously in particular disciplines and, as mentioned above, are taken into consideration for research funding schemes such as the ERA and PBRF, academic promotion, and in applications for nationally competitive research grants. More

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information about the database and the various metrics are available from http:// isiwebofknowledge.com/currentuser_wokhome/cu_aboutwok. For a new doctoral graduate, publishing strategically is crucial, so when considering where to submit journal articles it is wise to aim for those with higherimpact factors. The journal impact factor is a statistical measure used to rank and evaluate journals and despite the debate over the formulation of the metrics and observable bias towards journals in certain disciplines, journal impact figures carry academic weight and respect. Although aiming for higher factors is useful, it is important to be strategic and not aim so high that you miss publication. Also, some new—and therefore low-impact—journals might be in your particular field and a good place to be ‘seen’. Scopus and Google Scholar are two options to Web of Knowledge that also provide excellent citation information. Scopus may not yet have the coverage of Web of Knowledge, but the two resources complement each other since neither is entirely comprehensive across all disciplines. Google Scholar does not have the same academic credibility; however, it is very useful because it includes more than the peer-reviewed content of Web of Knowledge and Scopus. For bibliometric purposes, the best way to search Google Scholar is via the Publish or Perish software that has been developed by Anne-Wil Harzing from The University of Melbourne. This brilliant piece of software can be downloaded free of charge from http://www.harzing.com. It uses Google Scholar to obtain raw citations on a particular author, then analyses these and presents a range of statistics, including: total number of papers by author; total number of citations; average number of citations per paper; average number of citations per year; plus many other metrics including Hirsch’s h-index and related parameters. This is a very quick and efficient method of ascertaining an overview of the impact of your research. However, Google Scholar does not always provide details of all commercial publications that have cited your work. Another bibliometric feature associated with research is the Australian and New Zealand Standard Research Classification (ANZSRC). ANZSRC is the name for a set of three related classifications developed for use in the measurement and analysis of research and experimental development undertaken in Australia and New Zealand. The three constituent classifications included in the ANZSRC are: Type of Activity (TOA), Fields of Research (FOR), and Socio-economic Objective (SEO). (For more information and to view the research classifications, see http:// www.ausstats.abs.gov.au.) Importantly, when applying for nationally competitive research grants, such as those from the Australian Research Council, you must allocate up to three ANZSRC codes that reflect your proposed research. To maximise your chances of a successful grant application it is crucial to choose your research codes very carefully so they align with your topic, as the people who assess your application are chosen on the basis of your selected codes.

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As mentioned above, the ERA framework includes bibliometric measures and, as such, makes the initiative extremely relevant to all Australian academic researchers. In June 2008, the Australian Research Council released a draft list of journals to be used as the basis for ranking journal and article submissions under the ERA initiative. The list was sent out to disciplinary bodies and universities for comment, with the final ranked list to be released in 2009. Nearly 20 000 peer-reviewed journals were identified and assigned to one or more ANZSRC Fields of Research codes. The rankings include four tiers: A*, A, B and C. The intention is to categorise Tier A* as the top 5 per cent of journals; Tier A (next 15 per cent); Tier B (next 30 per cent); and Tier C (bottom 50 per cent). (See http://www.arc.gov.au for the latest version of the ranking list.) It is assumed that academics, including early career researchers, will use the ERA list as a means to develop their publication strategy; that is, in selecting journals to which they will submit articles. It is acknowledged that other ranking lists, especially the Web of Knowledge list, act to determine journal prestige and thus assist in informing the publication strategy of academics. However, the ERA journal ranking will be used as one of the metrics for the funding of university-based research in Australia. Therefore, postdoctoral researchers need to be very familiar with the top-tier journals in their fields and maximise the impact of their research by aiming to publish at least some of it in those journals.

GAINING EXPOSURE THROUGH OPEN ACCESS Open access publishing and dissemination models aim to extend the readership of your research by removing or limiting the subscription barriers associated with commercial journal publishing. Much of what is published in journals requires the reader to purchase access. This may be the individual reader purchasing a journal or an article, or it may be a university library purchasing subscription for staff and student use. The philosophy behind open access publishing is that, as universitybased research is generally funded through public money, the results or outcomes of that research should be accessible to the public and not restricted by the need to purchase the content from a journal publisher. On this basis, you may wish to consider open access models as a means to increase the readership and awareness of your thesis and your research. These models may widen access to your research papers beyond that of the academic or scholarly community. Professional associations, practitioners, government agencies and businesses who may have an interest in your research will have access to the articles that you have published through open access means. This will assist in placing your research into professional practice, as well as act as a means of promoting your work and yourself to agencies outside of academia.

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There are two broad open access models. The ‘gold path’ to open access refers to peer-reviewed scholarly journals that provide free access to their readers. The Directory of Open Access Journals (http://www.doaj.org) lists 3700 journals across all disciplines that will assist in identifying journals for your research. Open access journals generally cover their publication costs through the use of author fees. These fees vary from journal to journal and you will need to determine if such fees are a requirement for submission. Some open access journals are managed through universities, which do not charge fees as they wish to encourage publication. The ‘green path’ to open access refers to the submission of published articles and papers to a repository or archive. These are managed by a university (institutional repository) or by a discipline or association (discipline repository). In these processes, you publish your research article in a scholarly journal or conference and then place a copy within the open access repository. What can be submitted is dependent on the author/publisher agreement that you have with the journal and conference publisher. However, you may be able to submit the initial version of an article (pre-print) or, for some publishers, a copy of the article as published (post-print). This approach allows you to publish in a commercial journal as well as provide an open access version as a means of promoting your research. Open access journals and repositories are indexed by Google and Google Scholar and are thus accessible through open web searching. Increasing awareness of your publications may assist in your work being cited further and, thus, reinforce the value of your research. This can assist the bibliometric scores of your research and publication practices. While open access journals are established in some disciplines, in others they are relatively new journals. In the latter case, these emerging open access journals have the same issues as any new journal in that they need to develop their scholarly reputation and thus compete in journal ranking with other longerestablished journals. However, it is worth including open access journals and repository submissions as part of your publication strategy. This means that you are employing a strategy that allows for the development of a list of tiered journal publications as well as wider distribution of your research.

Some points to remember • Consider submitting a copy of your thesis to the repository at your institution. This may be a requirement of your submission process for your doctorate. • For articles that you publish in commercial journals, submit a copy to the repository at your institution or to a relevant discipline-specific repository. Consult the author/publisher agreement to determine any restrictions that the agreement may place on submission.

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• Consider submitting articles to open access journals relevant to your discipline area. • When submitting to commercial journals, determine whether their archive content is made open after a period of time. Some journals allow articles to be openly accessible after a twelve-month commercial period. This will allow you to promote access to your content once the embargo period has lapsed. • Maintain your own website that lists the articles and papers that you have published. Provide links to articles that are in repositories, open access journals or accessible through publisher’s archive sites.

PERSONALISED BIBLIOMETRIC INFORMATION MANAGEMENT There are a few easy ways you can maximise the bibliometric impact of your doctoral research. The first is to ensure your thesis is in the Australasian Digital Theses (ADT) program collection. This can be arranged through the library of the university where you completed your doctorate. The aim of the ADT program is to establish a distributed database of full text digital versions of theses produced by the postgraduate research students at Australian and New Zealand universities (http://adt.caul.edu.au/about/aimsoverview). This makes your thesis available, free to all, in full text via the web and is a great way to easily disseminate your research. Furthermore, search engines such as Google Scholar will also locate your thesis, providing ready access to your work. Another technique to provide evidence—say, for academic promotion purposes —is to keep your own record of where your work has been cited. Tools such as Web of Knowledge, Scopus and Publish or Perish will normally provide evidence from formally published resources; that is, indicate which other published papers have cited your work. However, remember that in addition to citations made to your journal articles, the impact of your research can be measured in a number of ways, including your contributions to the wider community. Examples could include magazine or newsletter articles, web pages, presentations, seminars, media interviews, government reports or consultancies, being included on essential or recommended reading lists—the list could be endless and many of these outcomes could be available via open access. These sources are not necessarily seen as being ‘scholarly’, but they may be used as a means of demonstrating impact or the adoption of the ideas that you developed. This may be important if your research is related to disciplines that have a strong element of professional practice. In compiling your database of research outputs, one method is to periodically search the citation databases listed above and download the bibliographic records

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where you have been cited into a bibliographic management software package such as EndNote, ProCite or Reference Manager. Additionally, you can search for your name on standard web search engines for any relevant citations to your work and add those to your personal database. You may also wish to keep electronic and/or print copies where you have been cited if you are required to provide evidence of your cited references. Furthermore, as an early career researcher you may wish to contact some of the researchers who have cited your work as there may be opportunities for collaborative research—even a postdoctoral fellowship— due to the commonalities in your research areas.

CONCLUSION Bibliometrics uses quantitative analysis and statistics to describe patterns of publication within a given field or body of literature. The metrics can be used to determine the influence of a researcher’s work or to describe the relationship between two or more writers or works. Developing an awareness of the bibliometric tools is a wise move for the strategic early career researcher. As bibliometrics are used as a mechanism to evaluate research impact through initiatives such as the ERA or the PBRF, astute researchers can use the available tools and resources to consider the most advantageous publishing options. We suggest you should become familiar with the commercial tools such as Web of Knowledge and Scopus and the numerous open access sources that are available to you. However, due to the complexity of these bibliometric tools, enlisting the assistance of your librarian when undertaking citation searches will help. We have noticed that many academics who have earned their place in the professoriate have used strategic publishing plans to ensure their research is disseminated through high-impact publishing options. While those publication channels are frequently in top-tier journals, open access sources (which include some top-tier journals) are a very useful avenue to disseminate their research and raise their profiles. Bibliometrics might not be an exciting topic for a party conversation, but smart early career researchers are familiar with the bibliometric tools and concepts. QUESTIONS

1 Is your doctoral thesis in the Australasian Digital Theses Program collection? If not, why not submit it right now? 2 Do you know the impact factors of the journals in which you have published? 3 What are the Tier A* and Tier A journals in your field? 4 What are the key open access publications in your field?

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USEFUL WEBSITES

Bibliometrics

Excellence in Research for Australia (ERA): www.arc.gov.au/era/default.htm Google Scholar: scholar.google.com.au Publish or Perish software: www.harzing.com Scopus: info.scopus.com/overview/what Web of Knowledge: www.isiwebofknowledge.com Open access models and resources

Australasian Digital Theses (ADT): adt.caul.edu.au/about/aimsoverview Directory of Open Access Journals: www.doaj.org OAK Law project—explores copyright issues and open access: www.oaklaw.qut.edu.au Open Access and Research Conference 2008—includes links to research papers and presentations on open access: www.oar2008.qut.edu.au Open Access News—blog maintained by Peter Suber that tracks developments in open access publishing: www.earlham.edu/~peters/fos/fosblog.html Bibliographic management software

Endnote: www.endnote.com ProCite: www.procite.com Reference Manager: www.refman.com

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C H A P T ER 5

Securing a postdoctoral fellowship Amelia Scaffidi Robyn Owens University of Western Australia

INTRODUCTION A postdoctoral fellowship is a monetary award that provides individuals who hold a recent doctoral degree with financial support for periods commonly ranging from one to four years to undertake further research. Postdoctoral fellowships are available in a wide range of disciplines from the humanities through to basic science, and they often require scholars to relocate to a host organisation. Postdoctoral fellowships are traditionally dedicated purely to research; although less common, teaching postdoctoral fellowships are sometimes offered for those who seek to focus on teaching and research in their careers. Industry postdoctoral fellowships are also available. These latter fellowships expose academic researchers to the private sector and allow for the transfer of knowledge to occur between these two sectors. A postdoctoral fellowship provides talented young researchers with the opportunity to pursue their own research ideas. Securing a postdoctoral fellowship is a milestone in a researcher’s career as it provides a pathway to develop as an independent researcher. It is a prestigious award that strengthens a scholar’s track record and is generally highly competitive. For example, Australian federally funded ARC fellowships have approximately a 15 per cent success rate, and NH&MRC fellowships usually have a 25 per cent success rate. New Zealand postdoctoral fellowships offered by the Foundation for Research, Science and

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Technology also have a 25 per cent success rate, and fellowships from the European Union within the FP7 mobility framework program normally have a 15 per cent success rate. The competitiveness of postdoctoral fellowships depends on a number of factors that include—but are not limited to—the following: how prestigious the fellowship is; how many scholars apply; the quality of the applicants; the funds that administering organisations have available; and whether the fellowship is intended for a specific area of research or encompasses a wide range of disciplines. Obtaining a postdoctoral fellowship greatly improves a scholar’s prospects for securing more permanent academic employment and opens the door to other career paths such as industry appointments. Securing a postdoctoral position does not occur overnight and it requires more than just doing good research: it requires scholars to take on an entrepreneurial attitude towards their careers. Some factors to consider when thinking of securing a postdoctoral fellowship include the following: planning in advance and building your publication record; communicating and networking; marketing yourself and your research; identifying opportunities that will strengthen your track record (that is, applying for and winning awards and other forms of recognition); and writing interesting and realistic research proposals. Obtaining a postdoctoral fellowship requires not only initiative but also the resilience and perseverance to push ahead when confronted with challenging times.

INCREASE RESEARCH OUTPUT AND BUILD A TRACK RECORD A postdoctoral fellowship is competitive; it requires dedication, hard work and —most importantly—planning in advance. A fellowship application is not something you should think about at the end of your doctorate; in fact, you should be planning ahead from the moment you consider PhD candidature. This way you can position yourself as a highly competitive candidate. The most important factor for a postdoctoral position is a strong track record as measured by peer-reviewed publications. From the outset of a research project you should be thinking: ‘What do I need to do to build my track record and be competitive against my peers?’ You should position yourself as early as possible by publishing in appropriate peer-reviewed journals that have the greatest impact factor and are likely to facilitate citations (see Chapter 4 for guidance). Planning and meeting research objectives are crucial components in achieving this goal. A recent survey of US postdoctoral fellows, conducted by Sigma Xi, found that postdocs who had established a plan with their supervisor at the start of their postdoctoral position were more likely to be more productive, as measured by submission of papers for publication in peer-reviewed journals (http://postdoc. sigmaxi.org/results/surveyanalysis20060201.pdf/file_view). Be strategic and

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develop an action plan of what you are going to do and how you are going to achieve your goals. When developing a research plan, set yourself achievable objectives. Identify problems that are not only interesting but are also clearly solvable, and when obstacles are encountered, be practical in tackling these problems. Remember your goal is to build your publication record, ideally with high-impact journal papers. Time can also be a huge obstacle in a scholar’s career if it is not managed properly. A well-considered research plan can focus your efforts and stop you from heading down the wrong track. It is effective timemanagement that can help you work more efficiently. Another strategy researchers use to enhance their chances of success and to maximise their research output is to have both high- and low-risk projects running concurrently. A high-risk project may involve more novel, cutting-edge research and it could result in higher-impact journal publications. A low-risk project may not be as novel but the chances of achieving the set objectives should be extremely high. Performing both high- and low-risk projects concurrently will maximise your research output. This method is often used in the private research sector to reduce the level of failure in a program, and planning is essential when running more than one research project at a time. Research collaborations are not only effective for learning new skills to develop your own research projects, they also foster interdisciplinary contacts and connections. Developing such collaborations provides you with new perspectives and also gives you the opportunity to extend your knowledge and insights into your collaborators’ work. Communicate with your potential collaborators, develop a rapport to find out what research they are doing, and see if there are ways you can help them achieve their goals. A successful researcher thinks ‘outside the box’, develops links with other researchers, helps collaborators and colleagues with their research problems, and also acts as a sounding board for ideas. This leads to new collaborations or strengthens existing collaborations and, in many instances, results in co-authored publications—another way to increase research output and to build your track record.

HAVE A MENTOR Since research outputs are vital for a successful fellowship application it is important to have a plan. Your supervisor can help you with strategic planning for the future. If, however, your supervisor does not have the time or inclination to support you in this capacity, find yourself a mentor. Ideally a mentor should be an accomplished researcher whom you respect. If you are isolated and cannot identify such a person, see if there is a research development office or a postdoctoral association within your institution that can help you find an appropriate mentor.

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Your plan, incorporating clear and concrete objectives, should be discussed with your supervisor or mentor to see if it corresponds with your future goals. It is also beneficial to share your ideas and plans with other senior researchers; they can provide you with new insights and years of experience. By communicating with and listening to the experiences of your mentor, supervisor and other senior scholars you will understand more about your intended career path and this will help you plan strategically.

POSITION YOURSELF TO APPLY FOR AWARDS AND GRANTS Building your track record is also achieved by presenting your work at local, national and international conferences and by applying for awards at every opportunity. There are numerous awards for which early career researchers can apply. You must take the initiative to find these opportunities. Search the web, examine what awards are available in your discipline, and look for internal awards that may also be offered within your organisation. Look at international schemes and become a member of relevant professional bodies as these organisations also offer numerous awards to early career researchers. Awards are also offered by philanthropic organisations, research and development corporations and government departments. Such organisations have young investigator awards, travel bursaries and numerous other awards for PhD candidates and early career researchers.

TARGET POSITIONS STRATEGICALLY It is important to target research institutes or research groups that will support your fellowship application. Align yourself with top institutes or world leaders by correspondence, visits and collaboration; this will enhance your fellowship application and should increase your long-term career prospects. If you are placing an application in the same field in which you currently work, you should not find it too difficult to identify the leading researchers. If you are changing fields, do your homework and examine which are the best institutes for you. Look at their website, and search the web generally (especially by using Web of Science, Scopus and Google Scholar), to find out how frequently the institute and the research group publish and if they publish in high-impact journals. Depending on your field of research there are different sets of questions one should consider. For example, researchers working within large teams—such as are common in the medical, life and physical sciences—will need to consider the culture of the research group and the mentoring skills of the team leader, and not just the research output of the team. If you have not met the team before, it is highly recommended you meet the research leader and team. During this time you should determine how well you and the group would fit together, not only in

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terms of research, but also in terms of personality. Talk to the postdocs working within the group. Find out how well the team leader supports the postdocs and PhD candidates. Make sure the team leader acknowledges the work of his or her postdocs, by authorship on publication and by placing them on grants. Find out where former team members are now, and not just one year later but after five years. See how open the team leader is to other career paths (especially if your long-term interest is outside of full-time research), and ask how the team leader has assisted postdocs in securing jobs. Ask about extra training opportunities and any new techniques or skills that you may learn. See if there is money available for travel to conferences. Find out the ways you will be intellectually challenged. You need to develop a strong rapport with the team leader; he or she should be a mentor, promote your career and be a role model whose management style you can respect and wish to emulate. If meeting the team leader and group in person is not an option, you should at least have a telephone conversation and, of course, email contact. The consideration of such issues is as important as targeting topclass research groups and institutes. Choose a host organisation that combines top-quality research with top-quality leadership and offers a strong, vibrant and supportive culture. If you are in the humanities and social sciences, evaluate whether your intended department will support you in the best way possible to build your research portfolio. Since postdocs within these disciplines are less likely to work within large teams and are more likely to be sole authors, it is worthwhile checking whether the department has a thriving intellectual environment, a strong outputfocused culture and appropriate research staff with whom to interact. Make sure that if any teaching responsibilities are associated with working in a specific institute, then they would not be so onerous as to interfere with your fellowship. No matter what your discipline, you will need to take the initiative to find a potential host organisation, and since a fellowship represents extra research funds to your host organisation, they are usually happy to have you. You will need to find out which institute or research interests you, find out who is doing the most exciting work, and reach out to those potential leaders even if you do not have direct contact with them. That could be as simple as emailing a well-crafted message and attaching your CV to explain what you are doing and why you are interested in working within the research group or department. Your current supervisor or another senior person within your department may also provide a personal contact or more generally suggest good places to take a fellowship.

FIND THE RIGHT FELLOWSHIP One of the first steps where many people fail is submitting their fellowship application on time. Make sure you do your research on fellowship applications

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well beforehand, ideally six months before you intend to apply. You not only get a feel for what you can apply for; such preparation provides the time to organise your proposal and make the necessary contacts with external researchers and mentors. Finding a postdoctoral fellowship requires you to be proactive. Like your research project, applying for fellowships is a research task in itself. One needs to examine every possible avenue of where fellowships can be obtained. Search the ‘Grants and where to find them’ site at http://www.youthcentral.vic.gov.au/ Government+Info+&+Assistance/Grants/Grants+&+where+to+find+them/ for a list of grants and fellowships available in Australia. Search the website of your preferred destination and search for international fellowship schemes. Look at notice boards, see if your organisation has any internal search engines available to you, or research development officers who can assist in finding opportunities for you. Newspapers and newsletters of various community organisations also occasionally publish grants. Pay attention to those publications in your sphere of interest for any suitable opportunities that may arise. Ask senior postdocs, your supervisor or mentor about fellowship opportunities. Thinking ahead also gives you the time to do your research, check eligibility rulings, talk to previous successful recipients, make contact with the host institution and, most importantly, to write a strong application. Take responsibility for your future. It’s no good having a fantastic track record but not the time to write a good application! So plan ahead, do your research and examine the variety of funding options available to you.

BE OPEN-MINDED—THINK ‘OUTSIDE THE BOX’ To increase your chances of securing a postdoctoral fellowship, apply for a range of fellowships. This may be more time-consuming as several different proposals may need to be written, but it will allow you to explore more funding options and will increase your chances of success. For example, there is a variety of fellowships given within specific research areas or disciplines and you can tailor an application to a particular funding scheme if, of course, the area of research is of interest to you. Your proposal does not have to be a direct extension of your current research; acquired techniques or research methods can be applied to other areas of research. Writing such a proposal should also develop and enhance your writing skills as you will almost certainly be required to write in a different style to your thesis and publications, and to a different audience. So, step ‘outside the box’ and think about how your skills or your current research can be adapted to other disciplines. Consolidating your skills in a new area of research provides great strength in fellowship applications as it demonstrates to your assessors that your proposal is

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heavily based on your current skills but you are also broadening your expertise and research potential by delving into a new area of research. It demonstrates to the assessor that you are a lateral thinker and you are able to network and communicate with a wide audience rather than just scholars within your specific niche. And, importantly, it shows that you are easily adaptable. Industry fellowships are also available for academic scholars. An industry fellowship exposes researchers to additional training and broadens their skill set. Such fellowships also require you to be strategic when choosing your host organisation. Find out which industry best meets your goals, what organisations perform translational as well as basic research. When approaching industry it is important that you have a CV that makes an impression and a cover letter that explains precisely what you do, what you would like to achieve and how you envisage you would fit into the company. In many instances fellowship applications for companies require greater commitment from the host organisation, since the research proposals often contain proprietary information. In some instances the company writes the research proposal and then a selection process occurs to choose the best applicant. In industry, being a researcher who is easily adaptable is highly valued, and communication and networking are important assets. If you are offered an industry fellowship, do not be worried that you won’t be able to publish. Many companies encourage publication, although they may delay the communication of commercially sensitive information. If you are applying for an industry fellowship, mentors in academia may lack the knowledge to speak authoritatively on the matter, as most have not worked outside the university sector. Many also have misconceptions of how industry research is performed and good researchers are not often encouraged into industry. So if you are a scholar wishing to expand your horizons, you will need to take the initiative and make contact with researchers who have industry experience.

WRITE A QUALITY FELLOWSHIP APPLICATION A top-quality research proposal requires you to think like a reviewer and obtain the best information possible to make the application successful. You must develop a highly persuasive argument; your proposed project must promise an important but realistic contribution to your field, and the case for why you should be funded must be clear. You must set realistic and achievable goals within the schedule of your fellowship. The novelty of a project and the relevance of your project to the funding body’s mission are also key factors that you should address. You must convince the funding organisation that you have the expertise, knowledge and interest to execute your proposed project. In short, you must ‘sell’ yourself and show evidence of leadership and the initiative you have used to accomplish

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previous research projects. List all publications, including refereed conferences at which you have presented. Name any awards you have won and any other recognition you have received from your peers, including invitations. You must persuade the funding agency that you are a good ‘investment’. It is likely that your institution offers workshops on how to write a successful fellowship application and these workshops often specifically focus on what assessors consider. If such skill development is not offered by your institution, then try to make contact and talk to members who are or have been on review panels. Talk to past fellowship recipients and ask for tips. It is also worthwhile to talk to the funding agency for advice on their requirements. An excellent proposal from a strong researcher can be rejected simply by being ineligible on administrative grounds! For many schemes, your application must also contain strong, detailed letters of recommendation from your supervisor, mentor or other respected researchers. Choose your referees carefully. Get your mentor or supervisor to read over your application, and have your potential supervisor from your host institution read over the application as well.

SUCCEED AT THE INTERVIEW If your fellowship application leads to an interview, it means that you have been short-listed. Make sure you prepare for your visit; do your homework carefully. Try to find out about the interviewing panel and their research interests. Know your audience and plan ahead. During the interview, listen carefully to the questions asked and do not bluff your way through any answers; this will set you back. Be attentive and whenever possible convince the panel that you are capable of completing the objectives set in your research proposal. Give past examples of how you have overcome obstacles and succeeded in reaching your goals. If asked about future plans, don’t be shy to convey your long-term plans; demonstrate to the panel that you have ambition and the initiative to achieve your dreams. Finally, ask questions if you have any.

DEVELOP RESILIENCE, PERSEVERANCE AND PATIENCE Like all competitive and peer-reviewed processes, success is not guaranteed. Many of Australia’s research grant schemes have low success rates. Many very good applications and applicants do not get funded—not because they are not worthy, but simply because there is not enough funding available. Do not let the odds discourage you, because somebody has to win! Resilience, perseverance and patience are as necessary for success as a strong track record and a convincing proposal. Be prepared to re-work your application, and apply for as many

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schemes as possible. The more you apply, the better you should get; but if you find yourself being continually rejected, seek external advice—either your track record is not strong enough, or your application is not written in a convincing and strategic manner.

CONCLUSION A postdoctoral fellowship is not a permanent job; it is an investment in your future. It provides an opportunity for you to pursue your research ideas on a fulltime basis, without the interruptions of teaching or commercialisation duties. It allows you to build up a competitive track record that will serve your immediate and even longer-term job applications, and it provides you with the opportunity to develop your leadership skills. It is important to realise that being competitive requires more than just intellect and doing good research; it requires initiative, realistic goals, the best information possible and an entrepreneurial approach to your career. QUESTIONS

1 Do you know how to view your track record on the Web of Science? How many indexed journal articles have you published? What is your total citation count? What is your average number of citations per paper? Which of the journals in which you have published has the highest impact factor? 2 What are the top ten institutions in the world for your research area? Which is the best institution in Australia for your area? 3 What services does your current institution offer to help you secure a postdoctoral fellowship? How can you access these services?

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SECTION 2

Applying a doctorate to specific environments

C H A P T ER 6

Laying the foundations for a research career in industry Peter Hodgson Deakin University

INTRODUCTION The nature of a research career in industry has changed significantly over the past 25 years, particularly in Australia and New Zealand. Previously there was a major focus on large manufacturing industries with a strong technological focus in their research activities. These industries were underpinned by corporate laboratories and/or by smaller technology transfer groups. The majority of researchers came from an engineering or science background and the research was either to improve current processes or to develop new processes and products. Globally, large manufacturing research with a strong technological imperative still exists. However, in Australia, New Zealand and similar developed nations, the breadth of industrial research has increased to cover a much wider definition of industry and also a wider range of disciplines. As economies—such as Australia’s and New Zealand’s—become increasingly service oriented, the type of research undergoes change. The definition of industry then also needs to include public sector activities, as an increasingly affluent society seeks more knowledge of the impact of various policies on the economy or other aspects of society. A particular example of the changing nature of research is the increased emphasis on the environment and the challenges this brings to all aspects of society. This is one

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example where not only science-based research, but also research around policy, communications and management is required. This chapter considers the attributes and skills required for a research career in industry and key differences of those for an academic career. While, due to the background of the author, many of the examples will have a strong technology focus, other areas of industry-related research are also discussed.

THE CHANGING NATURE OF RESEARCH IN INDUSTRY My own career began in industry, where for sixteen years I worked in a large corporate laboratory in Australia undertaking research into process and product development for the steel industry. During the 1980s, there were a few such corporate laboratories in Australia that were complemented by the CSIRO laboratories. This was based on a solid tradition of engineering research focused around our (then) largely protected manufacturing industry. However, during this period the nature of research changed considerably and with it the skills base that was required. In the early 1980s the focus was on strong technical skills, but over that decade the emphasis on interpersonal skills increased considerably. Another change was in trying to identify and develop people with strong entrepreneurial or innovation skills. The ability to ‘think outside the box’ and not just follow paths laid out by others was considered a key attribute, along with the leadership required to drive these ideas to realisation. There were many reasons for this. In particular, even our largest research groups in Australia were small by international standards. Therefore, we could not afford to consider all options, but rather required individuals who could find the best solutions with the minimum resources. Aligned with this was the need for individuals who could form and lead the teams that would be dynamic and flexible, and open to change. By the early 1990s, identifying and developing these personal traits was the focus of most selection interviews, and of career planning and development. This is one of the major differences between the selection of an individual in industry compared with an academic role. Obviously it is not completely different as a good lecturer needs, and will often have, good interpersonal skills, although leadership and the ability to form and lead teams are not aspects we generally consider for postdoctoral positions. One of the issues in the development of academic staff is how to engender and develop these competencies for future leadership roles. Hence, it is not uncommon for those outside the sector or with a broader academic and industry/government role to take up senior roles in universities. A combination of research and personal attributes is still critical for those who want to consider a postdoctoral career in industry. Note that I am talking about

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a career in general here, not just a research career, because an increasing number of doctoral graduates are taking up other industry-based roles. For example, the recent minerals boom in Australia led to a major shortage of highly qualified engineers for project management. A number of my research graduates have performed such roles very well. In this case their research training has given them high-level skills in problem structuring and solving. I have seen many examples over my own career where the advanced problem-solving skills associated with doctoral training have been of great benefit to those who have gone on to more general management and leadership roles in industry after their doctorate. One of the key personal needs is the ability to communicate complex ideas simply and quickly. Often during your doctorate you spend a lot of time trying to make your work sound mysterious and complex so as to convince others that you have the depth of knowledge required at the doctoral level and that you are making a novel contribution. In industry, the main requirement will be to solve a real problem and this will generally mean a high level of ‘effective’ communication. Such communication will involve communicating with the client, or your own organisation, to identify the real issue to be solved, and to then communicate the results of your work—generally to someone who will not be an expert in your field. I would highly encourage any doctoral candidate to take advantage of any development programs that deal with communication to the general public. As a person involved in many interview panels, this is a competency that is nearly always identified during selection. Thus, a key question by potential employers to ask is: ‘Am I confident that you will be able to represent me and my organisation effectively to others, most of whom will not be in your field?’ This is very different from the academic view of ‘Can you present your own research effectively to your peers?’ As noted earlier, one of the other main differences is the diversity of disciplines working in your team and the need to solve much more complex problems. It is relatively rare in the current industrial context for highly specialised research areas to be maintained (except in certain fields such as biotechnology or other technology-intensive start-ups). There may be the need for people with some specialised techniques, such as knowledge of certain types of equipment or statistical skills, but the more common requirement is for a person who can handle a wide range of problems over time. Therefore, those who enjoy change and variety are more comfortable with these roles. Change and variety are the human aspects of industry-based research where you need to draw the best out of your team. In my experience, developing these sorts of skills is also very useful if you do want to come back to academia at some stage in the future, as discussed below.

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KEEPING YOUR FEET IN BOTH CAMPS: COLLABORATIVE RESEARCH CENTRES AND OTHER UNIVERSITY-BASED INDUSTRY GROUPS One obvious question is whether there is some sort of intermediate position where you can obtain industry exposure but still keep your options open for a future more academic career. In Australia, in particular, there are a number of research programs that are a cross between an industry appointment and an academic appointment. The Co-operative Research Centre program is one example. Here there is essentially a virtual research centre that involves a number of universities and industry partners undertaking longer-term applied research. Many of these centres have been running for over ten years and have very strong identities and large research programs. Generally the postdoctoral researchers are the engine room for these CRCs. My own research group is involved in three CRCs and we have a number of such postdoctoral fellows. The Australia Research Council Linkage Scheme and other university-based activities more directly funded by industry are also relevant to this discussion. In essence, this can be an industry R&D laboratory within a university. Given the above observations that there are relatively few technology-related positions in industry, the CRC and other like programs have become a major option for technology-oriented doctoral graduates in Australia. This is one area that is quite different between Australia and other countries, possibly with the exception of the United Kingdom. As a fresh doctoral graduate there are many opportunities and challenges in joining such centres. It is essential when choosing this option that you are fully aware of the operational model of the centre, what your role will be, and what the options are after your first term there—nearly all of these centres will operate on rolling three-year appointments. For example, some of the centres are ‘very’ applied, with close control by the industry participants over the type of research and publications. The advantages of these centres are that there are great opportunities to develop skills—such as in project management—in working with industry and there is the potential to see your work implemented. There are a number of examples where the researchers involved in such projects have found employment with the industry partner, or where they have developed the skills to take a stronger leadership role within the centre, or have formed the basis for a technology spin-off company. The disadvantages are that it is generally difficult to maintain a high publication record. Hence, after working in a centre the future employment options can be more limited, especially where achieving an academic position without a strong

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publication record is becoming increasingly difficult. This matter is discussed in more detail later. My experience is that this type of research suits individuals who enjoy technical challenges and are comfortable to work in a cooperative research environment where they are not necessarily driving the research agenda, but where they still can have a strong role in setting the day-to-day objectives. There also tends to be less stress and less demand than in a full industrial setting. It is possible to manage the situation to keep your future options more open. This requires strong leadership from the program/team leader. Many of these centres also have a number of PhD candidates undertaking components of the research. Becoming a co-supervisor of these candidates offers the potential to develop broader academic skills as well as maintaining publication rates. Also, in a number of centres the researcher may have a part appointment into a research project funded by more conventional sources, such as the ARC or New Zealand Foundation for Research, Science and Technology, where there is the opportunity to balance the different types of research. Hence it is important to explore your options in such centres to ensure that it offers the scope you are after. In many cases you will be told that ‘it is possible’. However, search for concrete examples that exist now.

THE FUTURE While the focus here is on the first few years after graduation and the choices with which you may be confronted, it is also important to consider the type of career that may eventually unfold. If we consider the current ‘innovation’ model for industry research and project it over the next ten to twenty years, then I believe it is clear that we will increasingly need people who can work between industry and academic research, as well as those who are comfortable working across disciplines. Such people are unlikely to come from a purely academically oriented career, although there will always be exceptions. Similarly, those from industry without a strong research background will struggle to make the connections and identify the opportunities. People who can work between the academy and industry are likely to be those who have worked in a broad range of situations and who can broker deals. The motivation is to ‘pull off deals’ and to bring together various parties to create new opportunities. These people ‘get a buzz’ as much from the deal as from the research. In the future, such deal making will become increasingly global as companies attempt to identify those groups that address their technical needs wherever they are. In recent years I have been asked to speak in a number of countries on how to improve industry–university research collaboration. The reality is that there are no real models for this; the best examples are usually built around individuals

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operating in a system that favours this type of collaboration. Hence, government and research agency funding models can create the environment for this to work, but the key is people who understand the drivers and motivations of both partners and who can negotiate realistic collaborative projects. This is ideally suited to those who have significant (and broad) industry research experience.

MOVING BACK TO ACADEMIA One of the common discussions I have with graduating PhDs is not only the relative merits of an industry or academic position, but also the ability to move from one focus to the other. It is obvious that there is some nervousness about making a choice that will limit future opportunities. There are numerous examples of those who have moved from industry and government to academia and vice versa. However, it is also true that it is more difficult in some fields than others. It also depends on the role that the individual wants after such a move. For example, in the high-end sciences it is more difficult to move from an industry role to a more academic role. The reason is that the publication aspects will typically have been negatively affected by working in industry. The Australian and New Zealand grant systems are very heavily based on assessing ‘track records’ through the number of high-quality publications. In these science fields the person who has taken time to work with industry will be competing against those who have had a more traditional research-intensive postdoctoral experience. This competition can prove difficult, but not impossible, to manage. Those who have made the transition have generally used their interpersonal skills and knowledge of the ‘big issues’ to network with others who may have good ‘track records’ but not the industry contacts. They may also have better timemanagement skills and from this the ability to improve their publication rate in a relatively short period of time. The more practice-oriented the discipline, the easier it is to move back to an academic role, and in many cases the industry/government experience is seen as a plus, particularly from the teaching and scholarship perspective. Even in research there are advantages, as the development of useful networks can lead to projects that not only attract funding, but also excite students. It may be unrealistic to hope to win a national competitive grant in the short term, but a strong research team with significant funding will eventually develop the CV required for these grants—assuming that is even a priority!

UNDERSTANDING YOURSELF From all of the above it is clear that it can be difficult to decide on a research career in industry. It is not as straightforward as an academic career where there are

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relatively simple goals of publication, training the next generation of researchers (doctoral candidates) and applying for research grants. In that case the individual has a far greater deal of control over their destiny. In my own move to academia I felt like I was moving from a large corporation to my own business. The ability to choose what you will research, how you will teach a subject and so forth is a degree of freedom rarely experienced by others. Obviously you are working for a large entity in the university, but no one will generally direct your research and students will come to you based on their interests and your own—they will not be directed by the university. In industry, the freedom to pursue one’s own research is largely removed— though the way you will tackle the particular problem is often your decision. However, to meet the needs of the company (or agency), you will also learn numerous other skills that are difficult to learn in a university. Time and project management, team leadership, how to work with people at all levels, how to get the best out of the team you have are many of the core skills. It is possible to learn some of these in cooperative research centres or other university-based applied research activities, although the reality is that this is not as effective as being immersed in industry. Therefore, the key is to understand the type of research or other activities that excite and motivate you. Self-understanding is generally considered one of the hardest aspects in career planning. This is probably even more complicated in research careers due to the longer time scales. How can you fully understand yourself if you are not tested and exposed to a variety of situations? How can you assess the options when there are so few who can provide you with the mentoring? Some other countries do manage this interface and movement between academia and industry much better than Australia, and through this there are people who can be consulted. I think it is important to realise, first, that industry and government can offer an exciting option for doctoral graduates, whether it is in research or other activities; second, that there will be an increasing need for those who can work across the boundaries; and, finally, that if planned the right way it is not an ‘either/or’ situation. QUESTIONS

1 What are the key qualities that you need to have to be part of a research team and to collaborate with other researchers, often with different backgrounds? 2 Are you comfortable dealing with practical problems, can you be flexible and open to suggestions, and what are your major experiences and qualities in these respects? 3 Is an academic role something you wish to retain as an option and, if so, what is your plan to build a competitive track record?

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C H A P T ER 7

Dispelling myths about doctorates in the Australian public service Carol Nicoll Department of Education, Employment and Workplace Relations

INTRODUCTION Many doctoral candidates pursue their studies with the goal of ultimately securing an academic position in a university. There are, however, many other career options for doctoral graduates in non-academic positions, including a career in the public service, either at the state or national level. Public service managers are interested in people who can demonstrate a range of skills and capacities, and most doctoral graduates will have developed a range of these skills. While a doctorate is not a common qualification of employees in the Australian Public Service (APS), it is also not unusual. The Department of Education, Employment and Workplace Relations (DEEWR) is the mega department that was created from the merger of three Commonwealth Departments after the Rudd Labor Government came to power in December 2007. It is the Australian government agency providing national leadership in education and workplace training, transition to work, and conditions and values in the workplace. As of December 2008, there were 6039 employees in DEEWR, with 178 of these at the Senior Executive Service (SES) level—the senior management and leadership group of the APS. Twelve people have doctorates at the SES level (6 per cent)

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and 35 at the non-SES level (less than 1 per cent). While the number of doctoral graduates across the whole Department is not great, it is noteworthy that representation is higher at the more senior levels of the Department. At the broader APS level, while there are no data available on the number of employees with doctoral qualifications, the latest State of the Service report for 2007–08 shows that 52.5 per cent of ongoing employees have graduate qualifications. This reflects a long-term trend for an increase in the number of staff with graduate qualifications. Twenty years ago the proportion of ongoing employees with graduate qualifications was only 30.4 per cent. The collection of data on educational qualifications has been poor across all public service agencies, with reporting of qualifications from only one-third of those engaged in 2007–08. In DEEWR, other than at the initial recruitment stage, staff qualifications are collected on the basis of self-reporting and some staff may not have updated their qualifications on their personnel records over the period of their employment. In thinking about a public service career as a doctoral candidate or graduate, you may hold a number of misconceptions about the public service as a career option that lead you to think that it is not worth pursuing. This chapter aims to dispel five commonly held myths about the public service, in particular what it may offer to a doctoral graduate and what you can offer to it. Examples are drawn from the APS and DEEWR.

MYTH 1: A DOCTORATE DOESN’T PREPARE YOU FOR PUBLIC SERVICE EMPLOYMENT, AND THE PUBLIC SERVICE IS NOT INTERESTED IN DOCTORAL GRADUATES AS EMPLOYEES Public service managers are interested in people who can demonstrate the range of skills and capacities required for any particular job. Most doctoral graduates will be well placed to demonstrate a range of the skills that are generic across most public service positions. The challenge for any job applicant for a public service position is to make the case—to provide evidence of how their particular skill set meets the selection criteria and expectations of the interviewers. What are those expectations, and what skills and capabilities is the public service looking for? DEEWR has developed a Capability Framework that is designed to reflect the different capabilities required at the various classification levels in the Department and the core capabilities that are required of all staff. It is based on the Australian Public Service Commission’s Integrated Leadership System (http://www.apsc. gov.au/ils/index.html), which has been used to frame the recruitment and performance management of the Senior Executive Service across the APS. The key

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capabilities cascade in terms of expectations as they are applied to the different classifications of jobs within the APS. As examples, the descriptors for the middle management levels (Executive levels 1 and 2) are set out below, with suggestions for evidence which most doctoral graduates would have acquired during the research training process. • Shapes strategic thinking. Suggested evidence: development of a hypothesis and testing of evidence against that hypothesis; design and implementation of research; involvement in planning in faculty or department; development of curriculum materials for teaching; statistical skills; examples of systems approaches or thinking from thesis or other research. • Achieves results. Suggested evidence: completion of a major research project in set timeframes; research team management; project management; administrative duties. • Engages stakeholders and cultivates productive working relationships. Suggested evidence: established productive relationships with people during fieldwork or other research; student evaluations and feedback; team teaching; member of research team; ability to consider interests of different individuals or stakeholders; experience in explaining complex concepts to non-expert audiences. • Exemplifies personal drive and integrity. Suggested evidence: understanding and meeting of ethics protocols required in research; ability to work independently; self-motivation; multi-tasking; completion of doctorate in timely manner. • Communicates with influence. Suggested evidence: conference presentations; publications; tutoring/teaching; leadership or participation in seminars; oral defence of thesis; writing of thesis; editing of articles or thesis; ability to create and defend an argument or position; negotiation skills acquired through fieldwork or other research with human subjects; grant and proposal writing experience. Most doctoral graduates will be in a strong position to substantiate their claims against a number of the capabilities that are listed in this Framework. The first of these can be described as ‘reading’ the political context. High-performing public servants can ‘read’ and understand the political, social and cultural landscape in which they operate so as to appropriately frame and customise their advice, policies and programs. This requires analytical skills and a capacity to identify and understand what lies below what is stated openly and publicly as the functioning agenda. The analytical work undertaken in much research will have developed skills that may be seen as evidence of this. A second highly sought-after skill is policy development. Commonwealth public servants operate in a highly competitive policy environment in which the credence and validity of their policy proposals are pitted against those of a range of external stakeholders, including private and public think-tanks, university academics, peak

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industry bodies, professional associations, and the media. It is vital, therefore, that the creative policy solutions offered to government by their public servants respond to accurately identified problems or challenges, and are based on a strongly supported evidence base. Doctoral graduates should have developed a strong understanding of research and the need to develop an argument/thesis, whatever their chosen methodology or topic. While only a few doctoral candidates are engaged in policy analysis or development as part of their research, with an understanding of what policy is and how it is created, many doctoral graduates will be able to turn their well-developed analytical skills to this sort of work. A third is relationship or stakeholder management. The capacity to achieve outcomes from situations in which contrary and often apparently irreconcilable positions are presented by different parties, is a highly valued skill in the public service. Effective negotiation requires the ability to build consensus from people who may hold widely disparate views and many doctoral graduates will have developed this skill throughout lengthy and complex research projects involving human subjects. The final DEEWR capability is communicating with influence, which covers both written and oral communication. While the final thesis is an excellent example of a piece of written communication, many doctoral candidates also have significant oral communication experiences that would be of interest to a public sector employer. One of the most gruelling intellectual experiences of a doctoral program can be a public oral defence, which is common in North American universities. While few Australian universities have adopted the oral defence as part of the doctoral ritual, many require candidates to do presentations about their research to other students and academics. There are also opportunities for oral presentations at various milestones in research. The oral skills acquired through these experiences are very relevant to many positions in the public service. Senior public servants are often called upon to appear before Senate inquiries and Budget Estimates sessions and have to make speeches on a regular basis. The experience of teaching in universities and presenting at conferences is excellent preparation for the communication challenges of public service life. There will be skills and knowledge that a doctoral graduate may not have that pertain to the specifics of the culture and administration of the public service: how to write ministerials (replies from ministers to members of the public), preparation of briefs for ministers, the details of the legislative and cabinet submission process and so on, but all of these can be acquired and learned through on-the-job experience. A doctorate in itself will be no guarantee of employment in the public service, but if used to demonstrate evidence of the skills required for any position, it will be an asset.

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As a prospective candidate for a position, you cannot expect the interview panel to ‘see’ the relevance of your skills and experience without it being spelt out for them. The section of a job application that addresses the selection criteria is where you need to make and build the case for how your skill set matches what is being sought for a particular job. Addressing the selection criteria for public service positions is something of an ‘art’, but with careful reflection upon the skills you have developed through doctoral and other studies and work experiences, you will inevitably find specific examples of evidence you can use to demonstrate particular skills.

MYTH 2: ONLY APPLY FOR JOBS IN THE PUBLIC SERVICE IN YOUR AREA OF DISCIPLINE SPECIALISATION Having devoted a number of years to intense research into a carefully defined topic, you may feel that your greatest strength and selling point in the labour market will be your expertise in the thesis topic and your proficiency with your chosen research methodology. Employers in the public service (and, for that matter, any employer) will be interested in you as an employee for much more than your expertise in a focused research subject. In your consideration of employment opportunities in a public service department, you should not, therefore, be limited by or to the discipline or topic of your doctoral thesis. Do not think that because your doctoral thesis is on climate change you should only consider positions in the Department of Environment or Climate Change. Do not think that without a doctorate in education you will have no chance of employment in the Department of Education. In the Department of Education, Employment and Workplace Relations at the two upper bands of the Senior Executive Service, there are five people with doctorates. Their doctorates are from a range of disciplines and universities from around the globe, and on the surface the connection to their current work, and indeed much of their public service, is seemingly tangential at best, irrelevant at worst. One person at the Band 3 level has a doctorate in education studies, which used psychometric evidence of growth spurts in children’s number development in the early years of schooling. She currently manages the Early Childhood area of the Department. Another has a doctorate in social history, which used historical demographic techniques to study the demographic and cultural survival of South Sea Islander communities in North Queensland. She is Group Manager of the Early Childhood Education and Workforce Group. Another has a doctorate from an economics and business faculty, which focused on how employed mothers made decisions about spending time between their paid work and their family.

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She manages the Social Inclusion Group. The fourth person completed a thesis on Stoic epistemology and psychology from Cambridge and he currently manages the Digital Revolution elements of the government’s Education Revolution. The author of this chapter has a doctorate in educational policy/sociology from the University of British Columbia, which examined teacher professionalism and autonomy. She currently manages programs and policy relating to schools funding and data. Clearly none of these people are doing work that is directly related to the topic of their theses. All of these senior executives share a view that their doctoral studies gave them a firm foundation in terms of critical thinking, problem solving, research methodology and communication skills. These were skills that were useful in the early stages of their varied careers and continue to be useful in their work today. There is clearly more to doctoral studies in terms of the generic skills and capabilities than expertise in a narrow field of research. The realisation that an employer such as a public service department will not be interested in either the specific research outcomes to which you have dedicated your life for many years, or whether it was a significant ‘original contribution’ to research and scholarship, may be rather confronting and disappointing. It is, however, a valuable reminder that a doctorate should not be perceived as one’s life work but as one part of a career and academic journey. While very important, the topic and the research outcomes that one initially defends are not the only outcomes to be valued from the doctoral journey.

MYTH 3: A DOCTORATE MEANS YOU ARE A POINTYHEADED THEORETICIAN AND WON’T BE RESPECTED IN THE PUBLIC SERVICE It is common to hear jibes and criticisms by some public servants about academics and people with doctorates being impractical, theoretical and overly specialised in a narrow topic of esoteric research. There are occasional dismissive comments about PhDs and their inability to understand the ‘real world’. But these views are often shared to get the quick laugh or an easy over-reaction from a sensitive colleague. The reality of public service life is that you earn the respect of your colleagues just as you do in any other working environment, through the outcomes you achieve and the way you interact with others. A doctorate in itself will neither damn you nor bring you acclaim in the public service—that will be achieved through your work performance. That said, in any job application there is value in emphasising the ‘real world’ experience that a doctoral graduate has acquired, either through their doctoral or other studies or through the extensive work experience possessed by many graduates.

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MYTH 4: WORKING IN THE PUBLIC SERVICE IS BORING Working at a national level on any initiative, program or policy can be exciting and intellectually engaging. It is quite seductive to be involved in policy and program development and implementation at a national level knowing that your work will impact on millions of Australian lives. At the risk of sounding clichéd, people who work in APS are in a position to make a difference in Australian society, and they do make that difference. The work a public servant does may be project- or taskforce-based for short periods of time or as part of permanent teams working on program delivery and management or policy development, review or evaluation. There are research groups in most Commonwealth departments that conduct primary or secondary research on topics that service the Minister, Department or broader community. Many public servants work in areas of service delivery to the general public, in case management, direct service or information provision. There are specialists in every department in a range of areas including law (for example, providing advice, developing and reviewing legislation), information and communications technology, regulation, and human resources management. There are also many people who work in administrative support or clerical positions. A doctoral graduate will find satisfying and rewarding work in many public service positions, but should think carefully about matching their expectations and skills to the right position.

MYTH 5: DOCTORAL GRADUATES WILL BE ABLE TO ENTER THE PUBLIC SERVICE AT A SENIOR LEVEL One of the challenges for someone who has no experience or knowledge of the public service but wishes to seek employment within it is to know at what level to apply for positions. As a graduate with a qualification at the apex of the hierarchy of qualifications, and after many years of study and research, it is understandable that you would be thinking about entry to the public service at a relatively senior level. This is likely to result in rejection without accompanying work experience in relevant positions. There are career risks in entering the public service at too senior a level without experience in public service processes and culture, because while not a prerequisite for effective performance at a middle or senior management level, it certainly assists to have that background. The entry point to the APS for any doctoral graduate will depend upon their total work and qualification profile and it is not possible to generalise with advice for all graduates. However, for a recent doctoral graduate without any work experience outside of a university, it may be appropriate to consider entry through a departmental graduate program. Most APS departments offer graduate programs that provide a combination of a number of work placements and other

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developmental experiences. DEEWR offers new graduates a ten-month program that includes an intensive orientation, followed by a series of work placements combined with formal learning events. Details about the DEEWR graduate program can be found at http://graduates.deewr.gov.au. For a doctoral graduate with extensive work experience, preferably including previous public service experience, middle management levels or senior executive service positions may be realistic entry points.

CONCLUSION As a doctoral graduate, you may have clearly defined aspirations to an academic position. This chapter has hopefully provided you with a greater level of insight and knowledge into opportunities in the public service and has gone some way to convincing you that a public service career would be a highly valued use of the skills and knowledge you have developed and gained through your doctoral studies. An effective public servant is the quintessential knowledge worker and as a doctoral graduate you are well placed to make a valuable contribution and achieve a high level of satisfaction and success in such a role. QUESTIONS

1 What skills have you acquired during your doctoral studies that are readily applicable to public service positions? 2 What evidence could you provide to support claims against each of the DEEWR capabilities that make up its Capability Framework? 3 If you do aspire to a public service position, what other career development could you undertake while completing your doctorate to enhance your chances of success in applying for public service positions? 4 Is public service employment for you?

FURTHER READING

Australian National Audit Office 2001, Some better practice principles for developing policy advice: http://www.anao.gov.au/uploads/documents/Some_Better_Practice_Principles_for_ Developing_Policy_Advice.pdf Australian Public Service Commission 2008, State of the Service Report 08: http://www.apsc.gov. au/stateoftheservice/index.html Re-envisioning the PhD: http://www.grad.washington.edu/envision/news/index.html

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C H A P T ER 8

Beginning a career in a scientific organisation: Opportunities for Antarctic research Michael Stoddart University of Tasmania

INTRODUCTION In a lifetime spent in scientific research and university administration, never have I been asked the question ‘How can I get into this area of research?’ as often as I have during the past ten years when I was Chief Scientist of Australia’s Antarctic program. Antarctica conjures up a nascent romanticism in us all, fuelled by the heroic stories of Scott, Amundsen, Shackleton and our own Douglas Mawson. But a desire to visit Antarctica is not a sound basis upon which to plan your future career! It is true that Antarctica offers rich rewards for researchers in many fields, and not only in science, but most Antarctic researchers find they fell, rather than planned their entry, into research in this remote and awe-inspiring place. Recognising a strong burning desire in some readers to pursue a career in Antarctica come what may, this chapter provides an introduction to Antarctic research and to the avenues that might best lead to research on the continent. The basic requirement for a career in Antarctic science is that a researcher must be of top quality in his or her field, whether it is atmospheric chemistry, fluid dynamics or marine biology, because the opportunities to conduct research in Antarctica are very scarce and will be offered only to the very best. Most advanced countries have Antarctic programs that support the best science, consistent with

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their ability to provide logistics support. Australia is unique in conducting a program that is part of a government department and accordingly stipulates what research it will support through a series of five-yearly strategic plans. Australia’s Antarctic program is led by the Australian Antarctic Division (AAD), a division of the Department of the Environment, Water, Heritage and the Arts, and currently it employs about 45 Research Scientists. There is no equivalent in New Zealand where all New Zealand Antarctic research is conducted by scientists in universities, Crown Research Agencies and the like. Over its nearly six decades of life, the AAD has been nested in a variety of departments including Supply, Foreign Affairs, and Science. Since 1987 it has been comfortably embraced by the various configurations of the environment portfolio. The Antarctic programs of other countries are supported by a wide range of ministries, departments and other agencies. Details of these can be obtained from the website of the Secretariat to the Antarctic Treaty (www.ats.aq).

ORIENTATION TO THE TOPIC Much is known about Antarctica, thanks to the labours of small armies of scientists, technicians and logistics experts who have kept an unbroken presence in Antarctica going since 1954, when Australia opened Mawson Station in East Antarctica. Many countries have Antarctic programs that operate only in summer. Australia, New Zealand, United Kingdom, United States of America and a number of other countries maintain research stations that are open for business all year round, even if access is restricted to summer time. In addition, increasing interest is being shown in Antarctic marine research, though the density and extent of winter sea ice precludes winter research from all but those countries with the strongest ice-breaking research vessels. The awesome environment of Antarctica is a bonus to those who work there, but it is an insufficient justification around which to build a career. Scientific careers in Antarctica are built around the fundamental sciences and medicine, with their practitioners trying to develop new theoretical understanding about the physics, chemistry and biology of the cold and how life (including human life) survives in and adapts to it. There is no such thing as Antarctic science, only science conducted in the Antarctic. Yet the importance of a growing understanding of the cold and how organisms survive is increasing as the world focuses on its changing climate and what lies ahead not only in Antarctica but much further afield. The Intergovernmental Panel on Climate Change in its fourth Assessment Report (February 2007) noted that the paucity of data about the dynamics of the polar ice sheets and the annual sea ice expansion and contraction introduces significant uncertainty into models of future climate predictions. The Polar regions are showing the effects of global climate change more rapidly than temperate

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latitudes, making the requirement for better understanding about the role of Antarctica in the Earth’s climate system ever more urgent. The Antarctic is not ‘owned’ by anyone. The Antarctic Treaty, which came into force in 1961, puts all national territorial claims to parts of Antarctica on hold for 50 years, and requires that Antarctica be used only for peaceful purposes. The preamble to the Antarctic Treaty and its Article III states that Antarctica should be used for science and that scientific research should be pursued collaboratively. The exchange of scientific personnel between nations and the free exchange of data are its defining characteristics. The Antarctic Treaty includes all waters and land south of 60ºS, so the ocean surrounding Antarctica (the Southern Ocean) is not subject to national stewardship, as are near-shore oceans around sovereign states. Mining, oil exploration and the storage of nuclear waste in Antarctica are prohibited by the Treaty. While most nations that possess sub-Antarctic islands generally administer them through their national Antarctic programs, they are not covered by the Antarctic Treaty and all are sovereign territories. Australia owns the Territory of Heard Island and the Macdonald Islands in the southern Indian Ocean, and Macquarie Island southeast of Tasmania. The latter is part of Tasmania. A convention established in 1982—the Convention for the Conservation of Antarctic Marine Living Resources (CCAMLR)—requires nations wishing to extract fish, squid, krill or other living resources from the Southern Ocean to consider what effect their proposed extraction will have on the whole marine ecosystem, and not only on the stocks of their target species as is the case with most fisheries management agreements. CCAMLR is the only fisheries management instrument in the world with this laudable ecosystem objective, and the Convention forms a significant part of what is called the ‘Antarctic Treaty System’ (ATS). As the world runs out of fish and as most fisheries are nearing commercial exhaustion there is a renewed international agenda to eliminate illegal, unreported and unregulated fishing and to protect those parts of the ocean with vulnerable or unusual ecological characteristics. In 2005, the General Assembly of the United Nations passed a resolution calling for enhanced protection of the Earth’s oceans, and the high-latitude Southern Ocean is not exempt. The International Whaling Commission, which is not part of the ATS, deals with whale extraction and is specifically excluded from both the Antarctic Treaty and CCAMLR, both of which it pre-dated. Whale research occurs in the Antarctic as well as in temperate waters, though ice-breaking research vessels are needed for research in the areas of high whale abundance, close to the ice edge. A recently concluded international Agreement on the Conservation of Albatrosses and Petrels operates in Antarctic waters as well as temperate waters, and researchers into conservation of these majestic and vulnerable birds are frequently found in national Antarctic programs.

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The big questions being asked today concern the effect of climate change on the accidental introduction of alien organisms including pathogens for birds and seals, biological prospecting, and sustainable harvesting of marine species. Several nations are investing in krill harvesting as a source of protein for aquaculture. As the current catch of krill is far below the estimated maximum sustainable harvest, the krill fishery is the least developed fishery in the world.

MAIN ISSUES FOR CONSIDERATION This section looks at the career paths for postdoctoral scientists wishing to work in Antarctica and how a newly acquired doctorate can be best used to open the door to a research career spent in one of the most challenging and awe-inspiring places on Earth. Science in Antarctica is quite unlike science conducted elsewhere, and not only for reasons of the environment. Because of its remote location and the inherent danger in working in Antarctica, there are, at present, no privately funded research facilities on the continent. Antarctic research programs are run only by governments, though private research funds are frequently utilised. Some, like those of the USA and New Zealand, are run by government departments or ministries on behalf of the national research communities or scientific academies. The US Office of Polar Programs, which runs the world’s largest Antarctic research program in terms of cost, publications and number of scientists, is part of the National Science Foundation (NSF). US stations are maintained by commercial companies contracted to NSF for logistics support, but such an arrangement is unusual. Most countries with Antarctic programs provide government-run logistics and support on the continent. In the US postdocs wishing to participate in the program must compete for support through a competitive grants scheme run by NSF, exactly as for non-Antarctic research. It follows they must be attached to a university department and the research application must be made by a senior scientist for it to have a chance of being supported. In New Zealand, the Antarctic program is run by Antarctica New Zealand, one of 126 Crown Entities that are responsible for public infrastructure and services. Other than as science administrators there are no research scientists employed by either program. By contrast, the lead agencies for the programs of Australia and the UK (the AAD based in Hobart, and the British Antarctic Survey based in Cambridge) employ research scientists and conduct a significant part of the research program of those countries. External scientists from the universities and state and national research institutions contribute to both programs for which in both countries there is some funding support for successful research proposals. A difference between the programs of Australia and the UK is that Australia’s program is unique in being the only national Antarctic program that is part of

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a government department. As will be seen later, this places some constraints on the sorts of scientific research that can be supported logistically. Small programs run by countries only recently acceding to the Antarctic Treaty are run through a variety of institutions, and many utilise the logistics capabilities of other nations. Australia’s program comprises about 120 projects annually, many of which require direct access to the ice or to Antarctica’s fringing ocean. Some programs are conducted only from Australia using data streams fed back from remotely sensing instrumentation to Australia. In the 2007–08 Antarctic season there were 134 Research Higher Degree candidates associated with the program enrolled in 22 universities; 94 of them being PhD candidates. Their candidatures were scattered across biology, geosciences, physics (glaciology, climatology, oceanography) and chemistry. To optimise one’s chances of employment in Antarctica from Australia you need to complete a PhD in an area of science which, ideally, is in one of the main strategic areas of research determined by the Australian Government. The main strategic areas include protection of the Antarctic environment (both marine and terrestrial) and understanding the role of Antarctica in the global climate system. Thus, the program calls for climatologists, atmospheric physicists and chemists, fluid dynamicists, ice mechanists, geochemists, physiologists, statisticians, population modellers, fishing-gear engineers, terrestrial ecologists, and marine biologists of many hues. Graduates who have completed their doctorate in allied topics should seek to focus their interests on the strategic areas and join research teams with clearly identifiable Antarctic interests, even if these are not the principal foci for the team. What will go far to securing employment in an Antarctic program will be the exposure a postdoc has had to the wider community of world scientists who work in related fields, and this means participating in the biannual Open Science Conference of the Scientific Committee on Antarctic Research (www.scar. org). While the broad constraints of Australia’s program are set by government, there is as much scope for a gifted researcher to carve out a niche as there is anywhere. A doctoral candidate undertaking research in a mainstream Antarctic topic should take every opportunity to join the research activities of at least one other nation for at least one field season, and in negotiations with a putative supervisor at the outset this should be a clearly stated objective. Often this strategy will necessitate obtaining a postdoctoral fellowship working in a very different cultural environment from the one with which they are most familiar and great care needs to be taken to adapt to the new conditions. For example, a marine science postdoc may expect all research vessels to operate two 12-hour shifts daily, but for those operated by a country’s military there will likely be a clear ‘knock-off ’ time, after which there will be no crew to operate winches and so forth.

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Joining another country’s program can be a rich and rewarding experience. It is usual for a visitor to arrange their own transportation to the port of embarkation by ship or aircraft, and to be able to afford a few days accommodation in the port city to allow for delays, both going to and returning from Antarctica. Transportation costs and accommodation in Antarctica are generally borne by the host country; at least as far as the larger Antarctic nations are concerned. An important point to note is that agreements on the use of data, and possibly patent rights, must be clearly made prior to research being undertaken, though the provisions of the Antarctic Treaty regarding the sharing of data generally make this easier than at home. In Australia, the main institutions contributing to the national Antarctic program are the AAD itself, CSIRO Marine and Atmospheric Research, the Bureau of Meteorology, the Antarctic Climate and Ecosystems Co-operative Research Centre based at the University of Tasmania, and a range of Australian universities. Many scientists working in these organisations find themselves provided with opportunities for scientific research in Antarctica.

ADVICE OF A STRATEGIC AND/OR PRACTICAL NATURE As is clear from the above, work in Antarctica is not subject to the same rules as apply elsewhere. Those graduates who are determined to develop an Antarctic research career should consider offering themselves as volunteers on projects being undertaken by their supervisors. Australia does not allow honours students to conduct their field work in Antarctica, though if this is built into the research proposals of their supervisors then honours students can get to Antarctica. While this restriction might seem hard, it protects both the student and supervisor against last-minute cancellation of logistics support, which may be occasioned by one of a multitude of factors. Even with respect to PhD studies, a PhD study per se is not acceptable for support in Australia’s program, and most PhD candidates work as part of their supervisors’ approved projects. Thus there can be no guarantees about annual visits to particular places, nor about the availability of berths on ships or on station. Volunteers are not permitted on Australian Antarctic Division-led scientific studies. Volunteers and doctoral candidates should note that their status of being unpaid and desperately short of research time does not exonerate them from providing their labour one day per week for general station (‘slushie’) duties under the direction of the Station Leader. As future acceptance on Antarctic programs will be at least partly informed by how one performed on the last occasion, it is sensible to keep any such irritations to oneself. Candidates aboard the Aurora Australis do not have to undertake such communal duties. The Scientific Committee on Antarctic Research (SCAR) provides a valuable source of support for candidates, graduates and early career scientists. Not only

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does this Committee provide some coordination support for large international research programs, it also organises four-yearly open science conferences with opportunities for student support through travel grants and so forth. Currently, a SCAR Fellowship scheme exists to assist early career scientists spend time working in the laboratory of a leader in the field in another country. Details are carried on the SCAR website. During the International Polar Year (2007–2009) (www.ipy.org) an association to assist early career scientists in Antarctic science was formed under the auspices of the International Polar Office. The Association of Polar Early Career Scientists (APECS www.arcticportal.org) acts to share information and provide contact between young scientists from undergraduate to postdoctoral and beyond. APECS is a network devoted to promoting the career aspirations of the next generation of leaders in polar research through sharing information and developing careers. Job opportunities, meetings and events are listed, along with interesting snippets of polar news, and this site is essential reading to anyone who is determined to follow a career in polar science.

CONCLUSION If you are burning with desire to work in Antarctica, consider whether your passion will sustain you missing summer after summer (if you live in the Southern Hemisphere; scientists in the Northern Hemisphere can work in Antarctica and still enjoy their summers at home). The AAD expects its scientists to be available for Antarctic service two summers out of every three. If you have children you will miss much of their development and you should think deeply about whether this is something you can accept. For obvious reasons, people working in Antarctica must be physically and psychologically fit, and everyone travelling south must undergo an annual physical examination, to the satisfaction of the Director of the AAD (or his/her equivalent in the major programs). If you are dependent upon medicines, even on the occasional use of an asthma inhaler, you may not be given medical clearance to travel south. Confidential questions can be directed to the Chief Medical Officer at the Australian Antarctic Division. Age, per se, is no barrier to participation; what counts is fitness. Alternatively, if your research program is on polar bears, you might like to consider whether Antarctica is the best place for your work! QUESTIONS

1 Is your interest in Antarctica secure enough to support you for the whole of your working life, or might it wane after you have made your first visit? 2 Could you endure, two years out of every three, being away from your family during the Southern Hemisphere summer?

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3 Are you able to not only withstand the cold, but actually enjoy it? Warm clothing helps, but you will be cold for some of every day when in Antarctica. 4 Might you be worried by flying in helicopters, small fixed-wing aircraft or travelling in over-snow vehicles, and do you actively enjoy rugged, outdoor life?

FURTHER READING

Mawson D 1996, The home of the blizzard: The story of the Australasian Expedition 1911–1914, Wakefield Press. Stoddart DM 2007, ‘In from the cold’, Australian Yearbook 2007, Australian Bureau of Statistics, Canberra, pp. 25–32.

USEFUL WEBSITES

Arctic Portal: www.arcticportal.org Australian Antarctic Division: www.aad.gov.au Scientific Committee on Antarctic Research: www.scar.org

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C H A P T ER 9

The visual and performing arts as a postdoctoral workplace Noel Frankham University of Tasmania Douglas Knehans University of Cincinnati

INTRODUCTION In John Irving’s The Hotel New Hampshire, Coach Bob encourages his grandson, ‘You’ve got to get obsessed and stay obsessed’. This describes equally well the passion needed to develop and maintain an artistic practice. Recognising the highly competitive environment for doctoral graduates, another useful maxim is to ‘Make sure that you are someone others will choose to work with’. The key to making the most of a doctorate in visual or performing arts is to plan for it and to plan beyond it. Talent, technical skills and qualifications are not enough to ensure sustained recognition and opportunity. Artists need a mix of skills that are highly valued within contemporary professional life (Blackwell & Harvey 1999). Artists have to be organised, good self-managers in terms of time and financial management and demonstrate a range of characteristics: resourcefulness, adaptability, flexibility, effective communication and the capacity to think laterally. In addition, artists need self-motivation and resilience, team-building skills and the capacity to both market and promote their creative work. A most obvious and common pathway is for creative arts graduates to pursue a teaching career in a university, technical college or the school system. The curriculum vitae of most successful artists will include significant periods of

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teaching. Increasingly they also include a doctoral qualification. Serious artists utilise the structure, facilities, scholarship and community of the doctoral program to define their commitment to arts practice. The theory, reflection and articulation inherent within formal academic research methodologies ensure that our most highly qualified artists graduate with a refined skill base sought after by contemporary university arts schools. This refined and articulate skill base is rarely found in artists without doctorates. Therefore, a trend is emerging whereby doctoral graduates in the visual and performing arts are increasingly managing to combine diverse creative roles. Practising artists can also be writers, composers, critics, curators, directors, producers and administrators, project managers and more. The skills that become highly developed during the doctoral process are eminently transferable: high-level analytical, research, data-mining, and technologically savvy IT manipulation skills. Moreover, the manifold fluidities within and across fields of practice commonly see painters use digital technologies, musicians teaming up with sculptors, and practitioners in all creative arts fields working on community events and public art and design projects. Such synthetic confluence of skills also allows for visual and performing artists to enter new fields brought about by an increasing symbiosis between the visual and performing arts. Another characteristic of contemporary life, the internet, makes it possible for people to develop and maintain a national, and even international, career as an artist based in small and isolated places. A vibrant practice is possible from most regions, albeit requiring regular travel and constant attention to emails and the internet. Further, the new opportunities offered by Internet 2 technologies and social networking allow for internet collaboration and instruction as well as world-wide targeted dissemination of one’s work over the powerful and focused technology provided by sites such as Facebook and Instant Encore. The following strategies for doctoral graduates are predicated on an assumption of previous experience as a practising artist and an intention to further that practice. The underlying assumption is that within most doctoral programs candidates are expected to publish, present, exhibit and perform regularly and that they develop a body of work, networks and skills that can be further exploited upon graduation. The transferable skills doctoral graduates demonstrate will periodically lead them into income generation in areas allied to creative arts practice, though in some cases there is a permanent shift away from practising. As graduates compete in this crowded field, we regularly recommend to graduates that they develop a strategic and professional approach in the following eleven areas.

1 PREPARE A PROFESSIONAL PORTFOLIO Maintain a comprehensive and current portfolio, including a clear and accurate curriculum vitae; avoid industry acronyms, jargon and abbreviations, include

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the correct titles of your exhibitions/performances/concerts, galleries/theatres/ venues, dates and curators/directors/conductors of shows and projects. The portfolio should include high-quality representations of past and current work and ensure all images are credited, titled and dated. Ensure that all technology works properly on different platforms and that it is clearly described. ‘Show reels’, samples and excerpts should be clearly identified and locatable on DVDs, and have short and full-length versions. It is unlikely that assessors will have time to view full videos of performances and projects in the first round of selection. Include a biographical summary and an artistic statement about the interests that drive your work. If you are a performing artist, it is critically important that you secure excellent audio and/or video recordings of your work. The technical quality of all recordings must be of the highest standard and the performances that they document must also be excellent. In the areas of theatre and dance it is critical that the video clearly documents your individual work rather than that of the collective company. Have good publicity photographs (head shots) professionally made. Again, remember that auditioners and assessors of your material will probably only view or listen to a very few minutes at the most. Try to remember that auditioners have large numbers of submissions competing with your own. Choose dynamic material that showcases your work to the very best advantage.

2 GAIN TEACHING EXPERIENCE AND QUALIFICATIONS If you plan for an academic career, it is assumed that sessional teaching will be part of your doctoral program. Your competitiveness is enhanced if you also obtained a teaching qualification. Most universities have programs specifically aimed at developing skills relevant to university teaching. Such programs are also usually available to interested and qualified graduates. You should also keep careful records of your teaching that demonstrate your effectiveness in the classroom and provide enough information about your teaching; for example, what subjects did you teach and what was the particular focus of the subject? In addition, provide the name of any text you used as a course resource since your choice of text reflects also on the quality of your scholarship.

3 SECURE REFEREES AND A MENTOR You will need to organise and prepare referees for employment applications; referees should be kept up to date with your work and briefed about each position you seek, including guidance about what you think should be emphasised. Think also about securing the support of a mentor. In addition to informal self-initiated arrangements, there are many good formal mentor programs available to artists. An attentive, supportive and critical mentor can be very useful when preparing proposals and reflecting on failures. Make sure that you fully inform all referees

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on the progress, or at least the result of your various job applications. Referees spend a good deal of time reviewing your résumé and keeping up to date with your career. Always thank them for doing this and let them know the outcome of your application even if the application was unsuccessful. It is surprising how often referees turn into mentors in the job search, and their kind and supportive words and advice can help to refine your approach and bolster your spirit.

4 PRESENT YOUR DOCTORAL RESEARCH Moving beyond the security of the creative arts school community can be challenging and a logical option is to build upon the body of work achieved in the doctoral program. More often than not, the work will not have been seen much beyond the academic environment during candidacy or the examination process, so seek out opportunities to give it wider public and industry exposure, get critical feedback and let it build your track record. Postdoctoral fellowships in the visual and performing arts are rare but possible, and we recommend that you investigate opportunities with your supervisor and consider the various honorary positions and roles available to recent graduates. Programs such as the Fulbright Scholarships have been encouraging applications from creative arts graduates for many years, and significant opportunities exist for graduates to build exciting and rewarding postdoctoral projects. Similarly, the Samstag Scholarships for visual artists are increasingly being utilised by Australian doctoral graduates. In addition, opportunities are offered through residencies at universities and such an experience can lead to an ongoing relationship within an academic community. There are a large number of artist colonies around the world and many of these institutions often provide room, board and studio space for artists whose applications are successful. Residencies can provide an opportunity to mix with other artists as well as extend your networks, global exposure and international opportunity. Most countries also have centralised support for the arts, both in terms of funding and in terms of information and introductions to new networks. These are usually government- or foundation-based institutions. The internet provides an extensive opportunity for discovering these opportunities and the research skills learned during doctoral education will situate you well to intelligently and swiftly uncover these opportunities.

5 BUILD PROFESSIONAL NETWORKS Develop and maintain a professional network; join professional organisations, attend openings, symposia, conferences and workshops that develop skills, knowledge and networks. Most creative arts disciplines have professional associations,

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‘collectives’ and advocacy bodies. These groups exist to improve the industry and artists’ opportunities and we encourage you to support them through membership. Active engagement in your profession will counteract the perception of artists as solitary and isolated and assist in developing interpersonal and team-working skills. Be active in leveraging the opportunities for networking that the internet provides. MySpace, Facebook, YouTube, Twitter, InstantEncore and many others provide great opportunities to meet and network with other artists. Make sure you have your own website on which you can place high-resolution images of your work, videos, audio files and links to your publisher, gallery, and personal representative. It goes without saying that in the creative and performing arts it is hugely important to utilise the power of the internet for better and broader representation of your work.

6 SECURE AN AGENT OR DEALER A trustworthy, experienced and well-connected agent is imperative for artists seeking to develop their professional profile. Although hard to secure, agents will be watching for new talent on the rise, so think about whom you would like to work with and be ready to follow up leads as they arise. We recommend that you do not pester potential agents by being overly eager, and realise that the first contact with any potential colleagues will colour and often determine future relationships. Make sure that you are someone with whom people will choose to work and have a long professional relationship. At the conclusion of your doctoral program investigate whether there is support to provide showcases in important national or international centres. Agents regularly attend such showcases, especially in the stage arts and more rarely in music. Try to obtain a show at a high-profile and respected gallery. Your ability to speak cogently, technically, poetically and philosophically about your work is critical in convincing agents and dealers that you are serious, committed and articulate, and this level of impact will sensitise or convince them about work that may not initially speak for itself due to the new approaches or perspectives employed by the artist. Remember that the first most-important relationship you will have will be with an agent or dealer and so it is vital to make it work for you.

7 UTILISE TRANSFERABLE SKILLS Artists with doctoral experience are adept at research and investigation, writing, publishing/curating/production and administration, as these are integral aspects of the research-based creative practice and are equally important skills within the professional arts industry. Utilise the capabilities and qualities you have developed

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and be prepared to use them to generate income that will in turn support your speculative arts practice. Recognise also that such employment will also build your network and confirm and enhance your skills base. Locum work in galleries, ensembles, theatre companies and contracts with funding bodies and local governments provide income, experience and profile. Your creativity coupled with your research and analytical skills makes you a hugely fluid and desirable ‘commodity’ in a world that increasingly seeks and requires deeply creative solutions to difficult problems and challenges. Your creativity and analytical skills also play a really central role in being your own best professional advocate in any job market.

8 MOBILITY AND RELOCATION The global village, cheap travel and the difficulty of filling positions in regional, non-mainstream centres often create opportunities for employment for recent doctoral graduates. Even short-term contracts can be useful in building a track record, and positions in smaller institutions can lead to opportunities to gain experience that would be unlikely at the same level in a larger city institution. Outside Australia and New Zealand there are many positions advertised in creative arts schools keen to increase staff numbers with doctoral qualifications. Often these contracts are for two or three years, in which valuable experience can be gained in both arts practice and academia. Family obligations can limit the appeal of travel for work, but short projects and residencies can be very useful for emerging artists and to reinvigorate established artists. Remember that overseas experience is often placed at a higher level of importance than local experience— ‘the grass is greener’ syndrome. Therefore, if you have an opportunity to have your work presented overseas, or to accept a residency, contract or tenure-track position overseas, try to take it up. The experience will be invaluable to your growth as a person and artist and make you much more interesting to the local ‘market’.

9 ENTER PRIZES AND COMPETITIONS There are hundreds of prizes and competitions for which doctoral graduates are eligible. We recommend that you first read the fine print of contracts as there may be copyright and financial considerations. Our advice is to think carefully about entering work that has a higher value than the prize money when the prize is acquisitive; only do so when the competition results in a prestigious performance, recording or exhibition. Choose to enter competitions that have prestigious judges, people who you want to see or hear your work. Also, reviewing competition entries is a great way for academics, curators and collectors to see work by emerging artists, and well-known, influential and highly regarded peers often judge several

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competitions each year. Even if you don’t win, there are promotional advantages of entering.

10 SEEK GRANTS FOR NEW CREATIVE PROJECTS The Commonwealth, state and local governments, and many private foundations offer funds for artists to develop new work. It is imperative, however, that you have a sound project and can articulate it clearly in terms of the objectives and criteria of the targeted funding sources. Grant applications are usually assessed by respected peers, so the submission is a good way of building your profile, even if you do not receive the funds. Funding authorities, especially the Australia Council and Creative New Zealand, produce and disseminate valuable data and career advice, which are much more than just potential sources of money. Seek advice about how to apply for such grants and hone your skills in describing your project with clarity, precision and concision. Make sure that the practical components of your application (venues, audience numbers, equipment and materials, advertising, documentation and dissemination) and the budget are crafted with extreme care and intelligence. Grant writing skills, whether within or outside academia, are crucially important in progressing your career.

11 SUBMIT TENDERS FOR CREATIVE PROJECTS Festivals, public art commissions (increasingly significant income generators), exhibitions, productions and community events are all opportunities for doctoral graduates to obtain funding for short-term projects. These tenders can offer opportunities to project manage, curate and direct, and to test your capacity and potential in the complementary areas of creative arts practice. Remember that most decisions will be made from a short-list of applicants at interview or audition and so ensure that you have excellent presentation skills, appropriate support material and faultless technology.

CONCLUSION While doctorates in studio and applied practice represent a clear and determined declaration of commitment to visual and performing arts practice, the industry realities are that few people derive their incomes from making, designing, composing, performing or dancing, and there is a long apprenticeship for all artists. Consequently, the need to secure jobs that pay is inevitable. The good news is that creative arts schools—and doctorate programs in particular—equip graduates with skills that are highly likely to ensure employment across a range of related fields and employment settings.

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Doctoral study provides opportunities for artists to develop, refine and formalise research methodologies to assist their creative practices. The programs also oblige candidates to order their thinking processes and improve their writing, arguing and presentation skills. Artists have always sought to develop expertise in their specific areas of interest, which have often been somewhat idiosyncratic and eclectic in nature. The skills apparent in today’s doctoral graduates equip them to maximise their potential as artists and academics, but also in a broad range of ancillary and complementary roles within the industry. The combination of talent, skills and experience also needs some strategic career planning, flexibility and a sense of adventure; a capacity to take risks is likely to be advantageous. The first five years after doctoral completion need strategic and intentional planning: maintain your professional portfolio; gain a teaching at university qualification; finish your doctorate with distinction; publish, exhibit and perform your doctorate work; seek and perhaps secure postdoctoral work or sessional and contract work in a university; chase and win a grant, residencies, an award and a prize; develop an effective professional network. Qualifications, talent and success are valued, but passion, commitment and a capacity to work well with others will ensure that extra competitive advantage. QUESTIONS

1 What do you understand about the visual and performing arts workplace, and are you someone with whom others will choose to work? 2 What do you need to do to improve and strengthen your professional portfolio and professional networks? 3 After reading this chapter, what are the possible strategies for generating income without abandoning your practice? 4 What do you need to do to build your profile in the industry, and what are your goals for the next twelve months? 5 What steps do you need to take in order to enter an academic career, and do you have appropriate strategies for publishing, exhibition and performance?

REFERENCE

Blackwell, A & Harvey, L 1999, Destinations and reflections: Careers of British art, craft and design graduates, CRQ, Birmingham.

USEFUL WEBSITES

Academic positions in the creative arts: http://finearts.academickeys.com Arts Council of New Zealand Toi Aotearoa: http://www.creativenz.govt.nz Arts employment opportunities: http://www.artshub.com.au

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Arts Law Centre of Australia: http://www.artslaw.com.au Asialink residencies and professional development: http://www.asialink.unimelb.edu.au Australia Council for the Arts: http://www.australiacouncil.gov.au Australian Recording Industry Association: http://www.aria.com.au Australian Society of Authors: http://www.asauthors.org Australian–American Fulbright Commission: http://www.fulbright.com.au Copyright Agency Limited http://www.copyright.com.au Media, Entertainment and Arts Alliance: http://www.alliance.org.au National Association for the Visual Arts: http://www.visualarts.net.au/nava New Zealand–American Fulbright Commission: http://www.fulbright.org.nz Samstag Scholarships: http://www.unisa.edu.au/samstag Screen rights: http://www.screen.org The Artists Alliance: http://www.artistsalliance.org.nz The Australasian Performing Right Association: http://www.apra-amcos.com.au The New Zealand Society of Authors: http://www.authors.org.nz Visual Arts Copyright Collecting Agency: http://www.viscopy.com Academic associations: Art & Design: http://www.acuads.com.au Film/screen: http://www.aspera.org.au Music: http://www.nactmus.org.au Artist residencies: http://www.resartis.org Arts marketing: http://www.australiacouncil.gov.au/research http://www.artsmarketing.org http://www.creativenz.govt.nz/fuel-4-arts Facebook: http://www.facebook.com MySpace: http://www.myspace.com YouTube: http://www.youtube.com Relevant research projects

Future-proofing the creative arts in higher education—a scoping project for quality in creative arts research training: http://www.creativeartsphd.com Studio Teaching Project : http://www.altcexchange.edu.au/studio-teaching-project

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SECTION 3

Reflecting on postgraduation experiences

C H A P T ER 1 0

A couple with PhDs: Our ventures within and beyond the academy Richard Cookson Louise Cullen Farming and research, New Zealand

INTRODUCTION This is a joint story about two scientists and how we pursued (and then left) science careers together. As a couple, our experiences in becoming scientists after completing our PhDs reflected a jumble of planning, lucky breaks and sometimes just blind following our noses. So, after a brief background to our PhD studies, our focus in this chapter is on what we think couples who are trying to move from PhDs to postdocs might learn from our story. Following this, we present our thoughts on what any early postdoc should consider when embarking on their postdoctoral career. Finally, we discuss why we left academic research to become dairy farmers—where the application of research never stops.

BACKGROUND STORY When we met, we were both completing PhDs at Lincoln University (located on the outskirts of Christchurch, New Zealand). Louise had enrolled in a PhD at Lincoln University after completing undergraduate and honours degrees in Plant Ecology at Victoria University of Wellington. She was originally interested in genetics in the first year of her undergraduate degree, but a field trip to the central North Island early in her second year sparked a move towards ecology. During

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her PhD, Louise examined the response of Nothofagus (southern beech) treelines to recent increases in temperature using a combination of forest age structures and spatial patterns in tree establishment, as well as dendrochronological techniques to examine tree growth responses to climate. She completed her PhD in early 2001. Richard grew up on a dairy farm and undertook agricultural science at the start of his undergraduate studies. He originally intended to specialise in animal nutrition but, as part of his undergraduate degree, he spent a year at Oregon State University. During his time there Richard enrolled in soil science classes taken by world-renowned soil scientist Professor Dick, which redirected him towards soil science. Richard went on to complete an honours degree in soil science, examining the effects of different farming systems on soil bacteria and fungi, and then ultimately to his PhD, which was on the sustainable use of nitrogen fertiliser on ryegrass seed crops. Richard completed his PhD in mid 1999.

MAIN EXPERIENCES Who’s going to finish first? The way Richard was supervised, and the fact that Louise had started her PhD a year after him, had a big influence on the decisions and choices we had to make when he finished his studies. Richard’s PhD had been highly managed, a consequence of being funded by industry, resulting in six papers published before graduation, with another four following quickly. Instead of needing to spend time after finishing his thesis writing papers, he was able to start applying for postdoctoral funding and research positions immediately. We decided that he should not wait for Louise to complete her PhD—he needed to get on with his career and we would adapt as needed. However, we still made decisions in our best interests as a couple. For example, Richard was offered a research position in Texas near the end of his PhD, but we decided that as he already had the offer of a short-term postdoc at Lincoln, we would wait for the possibility of him getting his own funding. The gamble paid off: largely on the basis of his publication record he was awarded a Foundation of Research, Science and Technology Post-Doctoral Fellowship in mid 2000 to work with leaders in his research field. Taking up this fellowship meant we would move to Perth, Australia since Richard would be based at the University of Western Australia (UWA). Our transitions from PhD to the post-PhD world epitomise two different pathways into a research career. Richard, by virtue of his strong publication record, had a lot of control over his direction. On the other hand, Louise had to follow Richard with less certainty as to what might happen next for her if we wanted to stay together as a couple. We had decided that the move to Perth was, on the

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whole, best for us. It gave us some financial security for the next few years, which is no trivial matter when you have been students for over seven years. As you will see from the rest of this chapter, although Louise’s research career took a more indirect route and a little longer to get underway, following Richard to Perth did give her opportunities to pursue her research interests.

Dual careers: getting work for both It can be extremely hard for both members of a couple to initiate their research careers at the same time and in the same place. Perhaps the best thing you can do as a couple if you are contemplating moving cities or countries for one person’s career, is to choose somewhere that maximises the opportunities for the other. Admittedly, it wasn’t something we thought about. When we moved to Perth for Richard’s first postdoc we had little idea whether Louise would be able to find work as a researcher. As it turned out, Perth was a good choice—it had five universities, a booming economy due to an expansion in the mining industry, and both state and federal government organisations to draw upon. However, it was clear soon after arriving in Perth that for Louise the best immediate work opportunities were going to be in consultancy, rather than at a university or research institute. Working for a consultancy company that offered services in environmental management and landscape design did not involve any pure research, but it did allow her to apply her understanding of ecology and use her skills in data analysis and communication. The fact that she found a job relatively quickly after the move to Perth was important. It would have been much harder on us as a couple if Louise had been feeling frustrated by not being able to find some sort of meaningful work. Although we were lucky to have chosen to move to Perth, we cannot stress enough that your decisions about where to move for one person need to provide as much opportunity as possible for the other.

Straying from the academic path Regardless of the issues of career development facing a couple who are both trained researchers, neither one should be afraid to have a break from research. You need to think of your PhD as a skill set rather than focusing on the specific knowledge you have gained, say, about lexical approaches to back-off in statistical parsing or the ethnographic constructs of funeral directors. In addition to your subject knowledge, you have gained many skills as a PhD candidate, including project planning, analysis, problem solving, communication (written and oral), budgeting, time management, self-discipline and possibly managing staff. All of these skills can be applied elsewhere. In fact, doing something else for a couple of years will give you additional skills, knowledge and experience (on your CV) that will prove useful in university and research organisations. For Louise, becoming

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a consultant further developed her skills in report writing for a lay audience and managing multiple projects, tight budgets and difficult working relationships. She also had the bonus of being paid more than Richard! You can always come back to research: Louise did. She found that working as a consultant involved some compromises. For her, the biggest issue was the pressure from clients to complete projects for minimum cost and time. In addition, an environmental consultant often ends up working on projects they have ethical concerns about. After about eighteen months of dealing with these concerns, Louise felt that it was time to return to research. To do so takes some planning. Of utmost importance is using whatever networks you have. In Louise’s case she used Richard’s contacts within the UWA to get started. The research techniques he had used during his first postdoc were applicable to several fields and he had developed research networks across several disciplines. One such contact proved fruitful, with Richard’s description of Louise’s skills in dendrochronology igniting an interest by Dr Pauline Grierson, a plant ecologist at UWA. This interest led to a meeting with Louise and eventually a job working with Dr Grierson’s group in 2003. This position was not a formal ‘postdoc’ and Louise initially worked on several projects. The skills she had developed as a consultant were also useful since she had to liaise with industry partners and help manage the dozen or so students and technicians in Dr Grierson’s research group. Eventually, Louise was able to focus on her research interest in dendrochronology, developing it as a discipline in Western Australia. So, despite a slow start and an indirect pathway, she was able to continue her research career. The key was to remain flexible and to take advantage of whatever opportunities arose, inside or outside universities or research institutes.

Your postdoc is about more than your research A postdoc is about much more than just doing research; it is a chance to become a fully fledged member of the research profession. We went about this in different ways. Richard, for example, saw the value in making contacts with as many people at UWA as possible. In this way he was able to tap into a wide range of skills and knowledge that not only influenced the direction of his research program but gave him mentoring support. Richard’s skill in networking with more established and widely respected scientists led to collaboration on research proposals and, undoubtedly, his success in securing funding from the Australian Research Council. In contrast, Louise saw value in becoming involved in university activities, including running the seminar series for her school, helping to set up an association for postdoctoral researchers to address issues specifically related to non-tenured staff and representing this group at weekly school meetings. This role led to her being invited to participate in a major review of the School’s performance in 2005. Many

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postdocs do not become this involved in school life, nor do they seek out collaborations with older academics, preferring to focus solely on their research. The risk of being focused only on your work is that you can become quite isolated. Instead, we advocate that young postdoctoral researchers need to consider their whole CV and develop additional skills and collaborations as part of their career development. Showing a willingness to become involved with other researchers and academics and to take on tasks within your university or research institute will stand you in good stead when looking for tenure or promotion. Although you are no longer a student when employed as a postdoctoral researcher, your postdoc will require more study. Universities and research organisations commonly provide courses, workshops and training seminars to help staff develop their skills. Some of these courses are mandatory; for example, at UWA, Richard was required to do a one-day course on student supervision before he could take on postgraduate students. Richard found that this course made him appreciate that you have to treat each student individually. Being able to identify what his PhD candidates expected from him as their supervisor helped him provide the support that best suited each individual. If you are considering research as a career, a significant aspect of your job will be managing staff and students. You should take any opportunity to improve your ability to motivate, manage and teach others. Similarly, take advantage of opportunities to improve other aspects of your CV. For example, Louise participated in a one-day workshop on scientific writing that refreshed her skills after nearly two years break from research. Clear, concise and intelligent writing is key to a successful research career, yet undergraduate and PhD candidates receive little formal training in how to write well. Although you have just finished writing your thesis, chances are that your supervisors helped considerably and this might, or might not, have improved your writing talents. Either way, writing research articles is quite a different matter from writing a thesis and requires practice to be both interesting and understandable. Your time as a postdoctoral researcher is the time to invest in broadening your skill set and experience—being a good researcher is about more than just putting on a white coat.

Deciding to leave research for farming At various stages in your research career there will be times when you have to decide whether to stay in research or do something else. This time might come when a project finishes, when the money for your salary runs out or when something external to your research program forces a rethink. For us, this time came in late 2005, just five years into our research careers: Richard was asked whether he would consider returning to help run the family farming business, which is comprised of four farms running a total of around 3500 cows. Prior to

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this request we had already begun to consider whether it was time to move on from UWA. Nevertheless, Richard had never expected nor wanted to return to farming, so it took a couple of months and examination of our careers and lives before we came to a decision. There were many things to consider and, again, we wanted to make a decision that was in our best interests as a couple. For Richard, the reasons for wanting to leave were varied. Although he had been successful in getting grants, he felt that the constant treadmill of writing grant proposals each year took time away from doing actual research. Grant writing involves many steps, from forming the initial idea, to identifying potential collaborators, convincing industry to become involved (if appropriate), through to writing the proposal itself, which needs to be carefully crafted; it takes at least three months work to craft an application to the Australian Research Council or the Foundation for Research, Science and Technology. Richard was also frustrated by the shortness of the funding cycle, which gave little security or job continuity to him or staff employed by him. The research group he had help build with his colleague, Dr Daniel Murphy, had international collaborators, a strong publication record and links to industry. Yet this group was almost entirely funded through grants and consequently was vulnerable to changes in funding priorities by government and industry partners. By late 2005, when the opportunity arose to return to farming, Richard felt it was time to try something new. Like Richard, Louise spent considerable time each year developing grant applications, but with little success. Her field was fundamental to questions about climate change, and although her grant applications received favourable feedback from experienced researchers, she was not able to break into the Australian Research Council’s grant system. In addition, the request to return home to farming had raised the possibility of starting a family. Louise’s observations of other women scientists made her feel that combining a research career with having a family was extremely difficult, and for her it boiled down to choosing one or the other. Finally, we felt that the frustrations we were beginning to experience were only likely to increase as our careers progressed and that we were likely to end up being jaded by the compromises needed to carve out careers as academics. Eventually we decided we had made a contribution in our chosen fields and that it was time for new challenges that could use our expertise. We refused to be pigeonholed by our PhDs. Farming is rooted in agricultural and environmental science and we believe it gives us an opportunity to apply our scientific knowledge as well as skills we have developed as managers. Farming uses all the transferable skills we listed earlier: project planning, analysis, problem solving, communication (both written and oral), budgeting, time management, self-discipline, managing multiple projects, managing staff, and coping with difficult working relationships. In particular, we have been able to draw on Richard’s expertise in nutrient management to improve

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the timing and application of fertilisers. Nutrient run-off into waterways is a major issue for farmers, with a perception by the public that farmers are polluters and poor managers of the land. Sustainable use of fertilisers on the family’s farms has been a major step forward. Richard has also been able to move the farms towards more efficient use of available water, introducing techniques such as deep ripping to improve uptake of soil water by pastures. Louise has used her experience of managing health and safety at UWA to introduce a health and safety program for the farms. Each farm now has a health and safety manual and all staff undergo health and safety training. We have also introduced a computer-based accounts system to analyse the profitability of the farms. Finally, we have introduced family and staff monthly meetings to improve farm management and communication between and among the family and staff. We also expect that our scientific expertise and knowledge can help our business deal with many of the challenges facing farming in the near future. Perhaps the greatest current challenge is the need to address climate change and the risks and opportunities it presents to farmers, both in terms of managing their land and maintaining access to markets that want products produced sustainably. Both New Zealand and Australia are rapidly moving towards emissions trading schemes. For many farmers such schemes are a large unknown, but we are able to help the family business understand the science behind the proposed trading schemes as well as the likely impacts. Besides climate change, reducing the environmental impact of farming overall is a significant issue. As part of improving the sustainability of our farming operation we are developing an environmental management plan for one of the farms. This plan will include a planting scheme to create shelter for stock, protection of natural springs on the farm, creation of wetland areas to filter out nutrients, and hydrological management of drains to improve water use. We expect to use this plan as a blueprint for the other farms owned by the business, with the long-term aim for the business to be at the forefront of best environmental practice. We have listed the things we have done or want to do with the farms, not to trumpet our contribution to the family business, but to highlight that farming is stimulating, offers ongoing variety and is certainly not beneath people with PhDs. In fact, farming is a great example of putting scientific knowledge into practice and it can be as challenging as any research project.

CONCLUSION Looking back over the way our research careers developed and progressed we feel there are some key messages for early career researchers. The first is to publish early and often. Richard ultimately had a lot more control over his career than Louise because he had a substantial publication record within a short time

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of finishing his PhD. The second is the importance of valuing the careers of both members of a couple and to make decisions about work that are in the best interests of both. To do this, decisions about where to go for one person’s career need to factor in what opportunities there are for the other. Networking may be crucial in the development of your dual careers, so use whatever contacts you have to get your careers started. Following on from this, the third key message is to be flexible and take advantage of any work opportunity that comes your way, even if it means moving away from a pure research environment or your true research interests. In doing so, you have a chance to hone and improve the skills you gained as a PhD candidate as well as expand your experience. Finally, within a university or research institute environment, show a willingness to become involved in academic life. Neither of us imagined when we finished our PhDs that within eight years we would have left science and become dairy farmers. Yet in doing so we have remained true to one of the themes of our careers to date, which is take advantage of opportunities when they arise. Dairy farming not only uses our existing scientific skills and experience; it also provides opportunities to enhance those skills and develop new knowledge about how agricultural and environmental science applies to farming. Being farmers is not the same as being researchers, yet there are plenty of opportunities to remain engaged with the research community. Indeed, perhaps farming offers the best of both worlds. QUESTIONS

1 What compromises are you willing to make to further both of your postdoctoral careers? 2 Will your publication record let you pursue the research career you want? 3 Are the skills you have gained from your PhD applicable to other careers? 4 Is there a career path that could enhance your research career in the future?

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Changing step: Realigning one’s life and work choices Keith Thomas The Chinese University of Hong Kong

INTRODUCTION Love it or hate it, the military becomes a way of life, and so it was for some 27 years. Not surprisingly, there were some competing tensions in deciding to leave and pursue a doctorate at a time when many of my military peers were consolidating careers or contemplating semi-retirement. Disenchantment with a policy decision was the immediate catalyst to my decision to leave and take up a career opportunity in academe, wherein completing a PhD became obligatory. Having said this, starting a PhD was by no means a de facto choice; rather, it was the prime attractor in an otherwise unknown and relatively underpaid vocational choice. Viewed in terms of the notion of ‘changing step’ or, less ambiguously, about realigning my life and work choices, at a deeper level there was an imperative ‘to march no more to the same beat’. As such, doctoral studies were about choosing who to be, free of contextual and temporal influences—at first, relating to personal history and being part of an immigrant family without too many financial options; and latterly, being caught up doing what I was doing in the military. This chapter discusses my postdoctoral experience with some comment on the logic and process behind commencing a doctoral studies program as a second career candidate. In retrospect, much of what follows appears far too clear. Suffice to say that such clarity was certainly not my experience during the process. Yet, looking back, there were some constants through the process and

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afterwards. I will go behind and then beyond the doctoral process to explore a series of rhetorical questions that may be useful to those seeking direction or information on how to maximise the benefits of their doctorate on their lives, careers and communities. First, understanding past as prelude, why did I take up a doctoral program when I did? Second, what career benefit did I derive from the undertaking and, alternatively, how did the organisation perceive and receive this achievement? This latter question explores postdoctoral life and while I could have made it easier on myself, the effect has been to present opportunity in ways that I could not have imagined. Finally, closing this retrospective look, this chapter draws together some insights that may be of benefit for those who are nearing completion or have recently completed their doctorate, especially if from the military and other like uniformed services.

ORGANISATIONAL CONTEXT: PAST AS PRELUDE Graduating from the Royal Military College (RMC), Duntroon in December 1976, I enjoyed a fairly unremarkable (in operational terms) career in the Australian Defence Forces (ADF). The end of the Vietnam War and the onset of an extended period of peacetime activity defined my time in the military. Thus, although I did follow the example of three earlier generations in my family by going into uniform, unlike them there were no campaign medals for me—a point that acknowledges a young man’s desire for adventure and challenge. As Amanda Sinclair observes, a warrior culture tends to ‘privilege the heroic tale’ (Sinclair 2005); and in my case, without wanting to overstate the case, being office bound was not an attractive long-term option, so despite the enjoyment of working with good people and mostly doing very interesting things, work life became increasingly trying in terms of a vocational role (postings are based on a twoyear operational replacement cycle, with organisational needs overriding personal preferences, and employment streaming is defined by a choice of Corps made upon graduation). For officers of my rank, I was also at a common career-decision point driven by a pervasive norm: upwards (promotion) or out (resignation). The sticking point, though, was a lack of clarity on how to make the intellectual and social contribution that I still wanted to make. Thinking about it, career success seems often to depend on finding a vocational role that allows you to ‘express your identity’. Furthermore, because most of us possess multiple identities, we can, if we so choose, highlight different ones in different contexts. The requisite clarity unfortunately came quite late for me. Life as a junior officer was mundane, so I filled my time with other distractions including self-funded academic and personal development courses, sport and coaching. In essence, I developed a parallel life that provided the opportunity to think and act beyond whatever being a ‘military officer’ meant. To be frank,

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I did not have a life plan and was, in the main, content to while away the years, until what turned out to be my final posting to a newly formed Army leadership studies centre. The outcome, at a professional level, was a new leadership model and supporting doctrine for Army (Thomas 1998), while personally I realised a pathway to express identity. Consequently, when Army decided shortly afterwards to close the Centre, I left to join academe and commenced doctoral studies in a much examined, yet little understood, field of leadership. Wisely, I continued my contact with Defence as a Reserve military officer.

WHY DOCTORAL STUDIES? Picking up from the preceding commentary, given a cultural bias towards achievement and an ‘upwards or out’ paradigm, in one sense my doctorate was part of forging a second career in academia. Yet, that explanation would be too simplistic for a number of reasons. For one, the intention to study further had always been there—a vague ‘spark’ in secondary school, reignited when considered for an honours year at the Royal Military College, fanned again at an end-of-year graduation parade that saw three serving officers receive their doctorates, and left burning strongly after a research fellowship late in my career. Second, the choice of topic—‘Understanding the Relative Influence of Educational Processes in Leadership Development’ (Thomas 2003)—was directly connected to my previous work and interest in capability development. Finally, postdoctoral life and the military remain connected through a continuing role at the Australian Defence College, even as I forge a new life and career pathway based at The Chinese University of Hong Kong. Thus, on reflection, I would say the motivation behind doctoral studies was constant, albeit complicated by many contextual factors. The subsequent process was a transforming one where my parallel life and interests, which had often compensated for a lack of challenge and intellectual stimulation, became my primary source of employment. Coming full circle, military life shifted to a secondary, but important, supporting activity providing, for example, an opportunity for my doctoral research and later an outlet for my refocused skills and continuing service ethos. The transformation was not dramatic but rather a slowly evolving process. Postdoctoral life was similarly transforming and yet quite different in that it opened up greater possibilities across several identities: academic, researcher, teacher, and military intellectual and part-time officer.

POSTDOCTORAL LIFE: PURPOSEFUL WANDERING Commencing a doctorate was as if a window had re-opened in my brain. Completing it left a vacuum and, for a while, I experienced disorientation and

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career confusion. Figure 11.1 illustrates the attributes I identified, at an alumni workshop for doctoral candidates, as keys to success. The three attributes, on reflection, are equally relevant in the journey through postdoctoral life. First, develop your capability as necessary (by research in an academic context). Second, consider the potential for economic reward; putting aside the intrinsic benefits, why would one want to expend so much effort for no tangible benefit? Finally, ensure you are passionate about what you are doing; this ingredient will sustain you on the days and nights when you struggle with ‘seeming’ insurmountable obstacles. I could have added clear long-term goals—the intersection of the three circles —with a deliberate emphasis on the long-term and on the plural (multiple goals).

CLEAR LONG-TERM GOALS Your capability

Your interest (passion)

Potential economic reward

Figure 11.1 Three sustaining components and goals

It would have helped if I had clear longer-term goals from the beginning. Yet, such an abstraction really fails to grasp the person and the personal in the equation. Nor does it reflect the realities of any transformative process, where you get to leave your comfort zone and narrow provincial thinking and open your mind. This new phase began what I describe as ‘purposeful wandering’—an exploring of ideas and a process of discovery, where outcomes are not easily defined or able to be safely predicted in advance. If, on completing the doctorate, I thought I would be greeted with loud cheers and congratulations, then I was to be sadly disappointed. The response from my respective workplaces—university and military—was initially silence and then (from the graduate school) an introduction to the harsh reality of academic life: ‘Now that you’ve got that (PhD) over with, you need to look to publish, serve on an academic committee and otherwise work to secure promotion.’ This seeming

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well-intended message illuminated the unhealthy politics endemic to the profession I had worked so hard to enter. Without studies to distract me, I was to become increasingly aware of the disconnection between the motives and values of my newly found colleagues and the service ethos that I had grown to value in the military. Any transition in careers is not easy, particularly in an environment that discounts the utility of earlier professional experience. However, sobering humility aside, the lesson I would highlight for second career PhDs is to leverage past connections and experience. Thus, rather than leave one organisational system for another, a wiser strategy is to seek to shift career direction laterally, within your current profession and organisation. Conversely, if second career PhDs are to be encouraged in universities and especially graduate schools, it seems the current closed shop or compartmentalised mentality in such institutions needs also to change. A PhD is a worthwhile qualification; yet in a university context it is a prerequisite only to starting, usually at the lowest academic scale, with extensive professional experience seemingly undervalued. Somewhat paradoxically, too, in the military a PhD is seen as just another qualification and research achievement is very much underrated. My subsequent and continuing relationship with Defence, essentially a parttime employer and source of interesting research in this post-doctoral period, is more illuminating. Did completing a PhD make any difference to this organisation? The answer is initially ‘yes’ for superficial reasons, but substantively ‘no’. In a strongly achievement-biased organisation, a PhD qualification serves to differentiate, and personally it attracted some ‘deference’ in terms of perceived intellect. However, in terms of appreciating and seeking to access highly relevant knowledge associated with the PhD, there was no apparent interest. Although many senior officers, both uniformed and civilian, in the Defence hierarchy knew me, this rather lukewarm response was understandable. I did not hold a specific appointment in the organisation and so was outside the relevant organisational decision-making loops. More importantly, the default option in a military culture is to respect the authority and position of the officer-in-charge. Consequently, any input from me, unless invited, would be seen as meddling and thus poor form. There is also the effect of a competency trap to consider. While Army is a very effective training entity, an ‘exclusively compliance and process driven approach’ (Podger, Harris & Powell 2006, p. v) and a hierarchical culture that defers to authority tend to leave it less open to expansive educational change and development. Nonetheless, I have established a useful teaching role in a foundational module at the Australian Command and Staff College and as a visiting fellow at the Defence College. The latter role draws some benefit from my doctoral studies. Conversely, in my teaching role, the benefit of a PhD is coincidental, and my impact has grown noticeably only through cumulative exposure and incidental organisational opportunities.

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Over the last five years, what stands out is the need for goals and the need to reconcile competing institutional and personal value sets. Inevitably, this earlier tension resulted in separation, and having broken the ‘silken threads that bind’ once when I left the military, it has been easier to do it again. Thus, after trying two different management schools in Australia, I elected to seek employment overseas. This purposeful wandering has made a great difference. While the shift in late 2007 to Hong Kong had some initial difficulties, the benefits in moving overseas have been more than I could have imagined. Professionally, I seem to have found an environment that values my military experience as well as my more recently acquired academic expertise. Culturally, the tertiary sector appears also to value and give great emphasis to teaching and learning. In terms of sustaining my parallel life, I think I have achieved a nice balance, where the two career streams complement one another rather than one compensating for the other out of deficit. Most of all, I feel confident that if things change, marching to my own beat will help other, not yet imagined, opportunities emerge.

REFLECTIONS AND INSIGHTS I think the three interlocking attributes and the central long-term goal(s) illustrated in Figure 11.1 are of equal relevance to postdoctoral life in whatever career one might choose. Thus, rather than thesis submission, successful assessment and conferral being end goals, these need to be seen as intermediate stations on a longer journey. Therefore, look beyond your PhD from the outset, though without being unrealistic. This is arguably both an individual and faculty responsibility and begins by attending conferences and presenting and publishing aspects of your research. A network to facilitate postdoctoral life as an academic, postdoctoral researcher, etc. also seems important. Transitioning from one organisation to another made networking somewhat problematic but even more important. Under different circumstances I might have remained within the military and studied at one of the Defence-affiliated institutions. Conversely, Defence neither offered an attractive research culture, nor the fresh eyes and access to a preferred supervisor that I wanted. As in everything, it becomes a matter of trade-offs, and forewarned is forearmed. The other important reflection is that rather than beginning to ‘leverage my PhD’ qualification, the challenge for me was in coming to terms with the transition to a new career. This took a number of years and now, a full five years after completing my PhD, there is a degree of confidence and familiarity with the language and nuances of this new career path. That said, the interim period could have been handled better given clearer personal goals and a more sympathetic management context. Under the circumstances, as my immediate context was unlikely to change, I needed to change. In this sense, an essential asset in any new

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organisation is locating a trusted source and advisor. In academe, this amounted to a research mentor to guide and leverage effort towards achieving an impressive list of journal publications, as well as navigating the politics of the organisation. Furthermore, in transitioning to a new career, it is perhaps wise not to break away completely from the previous organisation. For one thing, your initial organisation presents the ideal ‘insider’ research opportunity for your studies and postdoctoral life; for another, the hard-earned connections will undoubtedly emerge as a source of future work, be it full-time, part-time or via consultancy. Because you know the organisation and presumably because you are well regarded by senior managers, it is usually a matter of biding your time until opportunity emerges. Most of all, make sure to stay in touch, perhaps by doing and collaborating on mutually beneficial research.

CONCLUSION ‘Do not push growth; remove the obstacles to growth.’ So said Peter Senge in urging the creation of a learning organisation. Turning this statement about at a personal level, rather than seeking further extrinsic activities, my experience has been that parallel interests in life provide clues to the elusive pathway by which to ‘express identity’. Of course, it took me a number of years to step past various, mostly self-constructed obstacles to clarify my personal ‘vocation’—and I choose this word in deliberate preference to the word ‘career’. The former, in my view, provides intrinsic satisfaction, while the latter is attached to a job and somewhat more instrumental, linked to climbing the greasy pole of promotion and power. These latter issues are not a driving motivation; rather, making a unique contribution across many fields and in a range of identities is a far more appealing legacy. This is my doctoral journey then: from wandering about lost in an achievementoriented, service-based (military) organisation to wandering purposefully in another achievement and service-based (educational) system; from a peopleoriented organisation to an ideas-oriented one; and from a compliance and process-driven educational approach to a constructivist approach characterised by considerable academic freedom. At an intellectual level, the difference has been from a focus on ‘what’ to think, to helping people and organisational learn ‘how’ to think. Looking back, identity is much less a thing that someone inherits or falls into. I have come some way: time, willingness to risk and, perhaps most importantly, fortuitous ‘opportunity’ have made a big difference.

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QUESTIONS

1 What are the potential economic rewards of your doctorate that will support your future career and general lifestyle? 2 What is your clear longer-term plan, with support systems and mentors who can support you through this transition? 3 How can you ensure that you are open to change and opportunity and can see apparent obstacles as just that, apparent? What strategies can you develop to identify opportunities and pursue them?

REFERENCES

Podger, A, Harris, C & Powell, R 2006, Final Report of the Learning Culture Inquiry: Inquiry into the learning culture in ADF schools and training establishments, Commonwealth of Australia, Canberra. Schwartz, B & Ward, A 2004, ‘Doing better but feeling worse: The paradox of choice’, in PA Linley & S Joseph (eds), Positive Psychology in Practice, John Wiley & Sons, Inc. Sinclair, A 2005, ‘Body Possibilities’, Leadership, vol. 1, no. 4, pp. 387–406. Thomas, K 1998, The Australian Army Leadership Model and Training Notes, Fort Queenscliff Command and Staff College, Queenscliff, Victoria. Thomas, K 2003, Understanding the Relative Influence of Educational Processes in Leadership Development, PhD Thesis, Deakin University, Geelong.

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Outside of the box Cheryl Doig Think Beyond Ltd

INTRODUCTION I longed for the day my doctorate would be completed as this event would represent the end of a long process of over 25 years of part-time study. It would also give me more time to devote to other things. I would be able to step ‘outside the box’ and explore whatever I wanted, whenever I wanted. I wondered how I would fill in the extra hours; however, as I reflect on the past three years, the extra time has simply vanished. My doctorate was completed while holding down a full-time job, which would be considered stressful in itself, and it required that I worked hard to perform at a high level. As a result, the melding of study, work and external demands all helped to develop resilience. There were times when it all seemed too hard, but after a brief time of wallowing in self pity, I would pick myself up, dust myself off and get on with it. It was never my intention to head down the academic research pathway, preferring to use the knowledge gained to be better at the job I was already doing. I wanted to be a well-informed school principal, combining both rigour and innovation in my practice. An invitation to deliver the valedictory address at my graduation helped me to reflect on what I was going to do now that I had been ‘doctored downunder’. I was 48 years old, had just completed a quarter of my life in study and was ready to explore new possibilities. The doctoral process took me through a series of phases of expanding and narrowing my focus. Initially my reading and researching introduced me to a wide range of new ideas, and then began the narrowing process. I started sifting and sorting, writing endlessly until finally the study was complete! This process

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of expanding ideas then narrowing the focus has been a characteristic of my learning for the past three years. Once my doctorate was conferred there was a new world to explore, ‘what ifs’ to be considered and possibilities to be dreamed about before narrowing down options and developing a plan for the next three to five years. My initial plans did not constrict my progress and allowed flexibility, change of direction and constant exploration. After all (I said to myself), I had focused on innovation in education for my doctoral research so I had better get on with it! My study of innovation in designated special character schools had reinforced that many of the roadblocks to innovation are in our own heads. Mindset is important. I set out to innovate personally and to share my learning with others. This chapter outlines four main components that have been my focus since completing my doctorate and have been essential for my personal and professional growth; continuing the learning, extending my skills, acting strategically, and giving back to the community.

CONTINUING THE LEARNING Upon completion of my doctorate it was time to step back and draw breath. This recovery time was important in order to reconnect with those around me and to give thanks to those who have contributed to my journey—supervisors and the critical friends. Especially important were my family and friends, who had supported me over a number of years, often ‘picking up the pieces’ or keeping the ‘home fires burning’. It is without doubt that part of my success was due to their support and it was important that I made my thanks to them explicit. My husband, in particular, had made a large number of compromises in order to allow my academic growth to continue. Standing back and reflecting on the journey and those who supported me along the way then led to me wondering what was next. Once I had finished my doctorate, study was well and truly in my blood! While in some respects the doctorate was an end in itself, it was also a means to an end. As a continuous learner I could not be static, and I take the position that you are either moving forwards or you are moving backwards. For me this period of postgraduation was about enhancing my skills beyond the dissertation, and so began a period of reaching out for new learning experiences. One of the greatest skills I had developed during doctoral study was the skill to inquire, to ask new questions and not accept research and researchers at face value. My continued interest in leadership, change management, information communication technologies and innovation challenged me to keep reading and thinking. I considered these activities to be essential in order to maintain and extend my levels of expertise. I also knew how easy it would be to lose currency,

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treating past study as an achievement gained rather than one chapter of lifelong learning. During this time I was awarded a three-month Woolf Fisher Fellowship, which provided the opportunity to examine education from a variety of viewpoints; meeting with educators in Singapore, attending the National College of School Leadership Conference in Birmingham and attending a ten-day course for school leaders at the Harvard Principals’ Center. These experiences extended my understanding of leadership within the framework of education. However, continuing on from my doctoral research, I also believed it to be important to extend well beyond one’s own narrow field of expertise. I have often used the analogy of the brain as a series of roads and pathways. After all, we all have highways well travelled, large roads, narrow tracks and untapped wilderness yet to be explored. When studying, I found myself refining my doctoral thesis topic by travelling down a pathway that soon became a highway, with roads connecting in a number of directions and a few small footprints that peter out, cross over or link back to a larger road. I used the postdoctoral opportunity to forge new roads in areas yet to be explored and to widen my horizons. Thus my advice from this experience for new graduates is to work beyond your own field of endeavour to avoid becoming insular and narrow in your thinking. In the last year I worked to maintain my understanding of futures thinking, innovation and leadership, accessing resources in both written format and online access. I have become actively engaged in upskilling myself in the use of Web 2.0 tools, including setting up my first blog, wikis and podcasts. I use Google Alerts to track several topics in which I am interested or planning to write about in the near future. This strategy means that I am alerted when any new information on these topics appears on the internet. I bookmark using ‘delicious’ and make links with other social networks to maintain my currency. I ‘twitter’ with others, following those who will extend my knowledge and skills and at the same time building an online presence so others will want to follow me. Thus my growing ability to search the web and to discern the useless from the useful has helped me to help others find their own pathways.

EXTENDING MY SKILLS One of the areas I began developing after completing my doctorate was a focus on the attendant ‘communication’ skills that would help me develop my public speaking. After all, if I was going to use the knowledge gained in my years of study I needed to be able to deliver my message in many different ways. Unfortunately, I found that whereas my studies had honed my academic writing skills, I had had little opportunity to develop a high level of oral presentation skills. As

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a result of this awareness I joined several groups to build up my skills: Toastmasters and the National Speakers Association of New Zealand. Both of these groups have helped me develop my presentation skills and also my ability in ‘the business of speaking’. Three years down the track, my skills have dramatically improved. I have found that speaking as an academic is vastly different from speaking as an educator—the challenge has been to meld relevant research-based information with an interesting format, using skills that best meet the needs of adult learners. The Art of Facilitation program (Dalton & Anderson 2007) provided me with the skills to work with others and to think carefully about my use of language. I regularly use their resource www.plotpd.com, developed in partnership with Education Queensland. I have also continued to use mentors for feedback and to co-lead sessions. I have found this approach is not so very different from having expert and quality supervisors who assisted me with my doctoral journey. Whether ‘supervisors’ or ‘mentors’, I have found the use of an external supporter to be instrumental in continuing my personal and professional growth. My doctoral dissertation was never going to make the New York Times bestseller list as I saw it as a rite of academic passage, albeit at a high level. Many other forms of communication exist in the world, and throughout candidature I was aware that I needed to become active in delivering my message. I began contributing to online forums, developing my online presence and writing for magazines in my specialist fields. My target audience was practitioners in the field of education, hence my work has been published in magazines such as SET and EQ Australia, which are both high-quality educational magazines. Future plans include conducting more research and to submit to peer-refereed journals. Another avenue I have used to develop my oral skills is to speak at practitioner conferences where I am able to articulate research and key ideas into coherent and practical applications. The focus of these presentations has been on organisational learning and the development of strong leadership. The great thing about professional presentations is that it has helped consolidate my own knowledge of the topic; there is nothing as powerful as teaching to embed new learning and reflection on the impact of these presentations serves to inform my practice. One helpful tool is the Teacher Professional Learning and Development: Best evidence synthesis iteration (Timperley et al. 2007). Specifically in this work on effective professional learning are applications for me in my business role—if I am to build my skills to an exceptional level I need to know what is likely to ‘work’ and thus I have a set of delivery standards.

ACTING STRATEGICALLY One year after completing my doctorate I resigned as a school principal to commence an independent company. My combination of academic study, expertise as

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a principal and experience on business boards made this decision a natural ‘next step’. At the core of my decision was that my research and study in innovation and leadership had whetted my appetite and I wanted to help other organisations ‘think for tomorrow’. I put my well-developed self management skills to good use before taking the leap into self-employment. I used a range of strategies to direct my thinking, including a GAP analysis, an online survey and an environmental scan. I have described these processes in Table 12.1 for those who may wish to use them for their own development planning. To begin the GAP analysis I wrote down where I was now and where I wanted to be in three to five years. I then started building the strategies for achieving my goals, placing my ideas in the middle column (the GAP), as shown in the table. Table 12.1 The GAP analysis

1 Where am I now? (Current situation)

3 How will I get there? (Strategies and plan)

2 Where do I want to be? (Preferred future)

• School principal • Some part-time consulting and writing • Board member of three not-for-profit organisations • Depth in educational innovation and use of ICTs

• Try new things; get out of my comfort zone; meet people who will create cognitive dissonance • Extend oral communication skills (Toastmasters, National Speakers Association) • Build facilitation skills— Art of Facilitation program with Joan Dalton and David Anderson and www.plotpd.com • Governance training— Institute of Directors • Employ an ‘eflea’ to extend my use of Web 2.0 tools • Gather info/scan the environment • Extend leadership understanding beyond education—Wilf Jarvis Four Quadrant Leadership

• Running my own business in organisational leadership and innovation • Using skills/expertise in leadership, innovation, change management, ICTs to support others • A portfolio career— consultancy, education, writing, speaking—from schools/business/ government • A large digital footprint using Web 2.0 tools to enhance my thinking

Once this process was finished, the strategies and plans were used to develop a plan of action and set goals that were SMART (specific, measurable, achievable,

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realistic and timed). The thing about having a preferred future is that you don’t just reach the destination through osmosis. I realised that I had to be proactive and focused, and this time required me to be outward looking. As part of my data gathering I created an online survey and sent it to a few of my closer colleagues. It asked some specific questions about what they saw as my strengths, recurring problems experienced in their businesses, and other ideas they thought I should consider. I collated this information to aid the development of my goals. I also looked at the world around me to see what had changed while I had had my ‘head down’. I was aware of what was happening in my own area of study, but what about the wider world of my future? An environmental scan offered the opportunity to look at the bigger picture and to determine what had been happening in the social, technological, economic, environmental and political scenes. The following four questions provided me with a focus: • • • •

Who was working in the areas of my interest and what were they doing? What were the issues for those who could be my clients? How could I use my knowledge and skills to develop my own business? What values would underpin my business?

As I gathered data in response to these questions I pondered next steps, drawing up a business plan to help clarify my goals and future direction. I had given some thought to what my future life might look like after completion of the doctorate, as I wanted to enhance my own leadership capacity while also building a greater depth in innovation. My doctoral studies helped me gain greater credibility among my peers and the community and, more importantly, they helped to hone, develop and differentiate opinions from research-based evidence. Thus my doctoral studies provided the essential building blocks in the establishment of my next career pathway. Consulting in leadership and change management has given me the perfect opportunity to build on my innovation studies. For example, would my business be different from any of the others? My work is mainly within organisational leadership so I have been involved in this work in both Australia and New Zealand. Whether developing a framework of capabilities for educational leaders, developing the dialogue skills and capabilities of leadership teams, or working with school staff, the work I undertake is exciting, rewarding and humbling and I learn from others on a daily basis.

CONCLUSION There are several ways in which I have tried to give back to society following the completion of my doctorate—an obligation I believe all graduates have a

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responsibility to undertake. I have continued to speak and to write, supporting others to grow their ideas and share what I have learned, and to continue to learn. I recently had an informal discussion with an original research subject five years hence. The discussion and the concept map he drew indicated a change had occurred in his thinking from that given five years ago. I remain intrigued about future projects leading on from my doctoral research in this particular area. In 2009, I will be undertaking voluntary work in a school in Cape Town, South Africa, where I intend to use some of my learning to help others determine where they want to go and how to develop steps to attain their goal. This process will no doubt assist me to grow in directions well beyond my doctoral studies, while still remaining connected to my interest and passion for research in innovation in education. In particular, my own work has developed my thirst to move beyond the status quo in education and to build my expertise and knowledge with others. I am also aware that the more I study the more I learn from the wisdom of others. As a professional educator I still have a great deal to learn. One of my key drivers is the excitement of learning and of making connections. On the basis of my experience, my advice to beginning graduates is to never stop inquiring, to build your skills, gather knowledge, make connections and grapple with ideas, to synthesise information and use it in a planned way in order to make a difference. Deep understanding follows, and so the inquiry process begins its next cycle. There is always a next cycle to tempt us … Having thought carefully about the last three years and my own postdoctoral journey, I offer the following suggestions: • Determine where you want to go in the next three to five years and work actively towards achieving your goals. • Consider your strengths to build on and your opportunities for improvement— seek feedback from others during this process. • Find a mentor who will help to develop your knowledge and skills to the next level. • Network widely, not just within your own silo of learning and plan to get a little uncomfortable. • Use your doctoral studies to intentionally build your new future. • Never consider the status quo to be an option. I believe the completion of a doctorate is one small part of the journey. There is so much to learn in so many areas, from so many people. At the end of the day I want to be known for my ability to think beyond current organisational realities and move ‘outside of the box’. Thus, a concluding question for all doctoral graduates is: What is it that you wish to be known for?

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QUESTIONS

1 What are your development goals for the next three to five years, and who will help you achieve them? 2 How will you use your study to enrich the wider community, to make a difference? 3 What strategies do you have in place to maintain your learning for the future?

REFERENCES

Dalton, J & Anderson, D 2007–. The Art of Facilitation is a week long program run by Hands On Educational Consultancy in New Zealand and Australia: www.plotpd.com Doig, C 2007, ‘Curriculum: a catalyst for change—challenges for the future’, Set: Research Information for Teachers, vol. 3, pp. 24–25. Doig, C 2008, ‘Learning walks’, EQ Australia, Winter 2008, pp. 36–37. Timperley, H, Wilson, A, Baqrrar, H & Fung, I 2007, Teacher Professional Learning and Development: Best evidence synthesis iteration, Ministry of Education, Wellington, New Zealand.

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Having the world at your feet: Clinching and optimising postdoctoral research fellowships in science Shaun Collin University of Queensland; University of Western Australia

INTRODUCTION The decision to embark on a PhD is an important milestone and one that often marks the beginning of a research career. However, especially in the sciences, this often means moving into a postdoctoral position once your PhD is completed so that you can diversify your training before you can secure an academic position. Academic excellence, being able to talk confidently about your accomplishments and having a career structure that reveals your motivation, focus and enthusiasm for future success are the keys to a successful research career, and they apply equally to obtaining both PhD scholarships and postdoctoral fellowships. Having grown up in an academic family, there was not really any doubt about whether I would do a PhD after I graduated from science. I was advised that having a PhD would at least give me the potential for research independence and that having the opportunity to explore and follow one’s own research directions, without the shackles of having to fit into someone else’s research program, might be very attractive. I know this chapter title reads ‘clinching and optimising postdoctoral research fellowships’ but, in some ways, the scene for achieving your goals as a postdoc is set years before in deciding to do a PhD and then as you approach the end of your PhD. Therefore, the aim of this chapter is to present some ideas about positioning yourself early for a career in science research and how these ideas can

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land you some exciting postdoctoral opportunities that will enhance not only your scientific career but also your personal development.

MAKING THAT FINAL LEAP INTO A PhD The fact that you have decided to do a PhD attests to the fact that you have a passion for research and that this may be your calling. During your Honours degree (and/or Masters), which in some ways can be more intense and stressful than a PhD, you have been swept up in the excitement of discovery and learned that you have the capacity for hard, focused work. You have also realised you enjoy the satisfaction of breaking new ground and producing a thesis or published paper that your peers can appreciate and will become part of scientific literature to be enjoyed by generations to come. However, the decision to do a PhD is crucial, and what happens during your PhD will obviously affect your chances of obtaining a postdoctoral fellowship. My Bachelors degree in science was primarily in marine biology. My Honours and Masters degrees were both completed in the field of neuroscience and, although I knew I wanted to do a PhD, the project had to combine these two fields. Unfortunately, finding a supervisor for a project in marine neurobiology was not going to be easy, at least in Australia. In fact, it was so difficult that I took nearly two years to find a project. During this time, I obtained employment as a technical representative for a pharmaceutical company and held two research assistant positions, while actively looking for the right project and supervisor. In 1984, I successfully enrolled for a PhD on ‘Vision in reef fish’ with Professor John Pettigrew, FRS at the University of Queensland, with a full research scholarship. The combination of working on eyes (which are an extension of the central nervous system) in reef fish from Heron Island on the Great Barrier Reef was almost too good to be true. The project brought together my passion for research, scuba diving and travel. However, in retrospect, I feel that the most important outcome was to have settled on a project that crossed interdisciplinary boundaries, was supervised by a world-renowned neuroscientist and, most importantly, established a unique scientific niche that I have occupied since.

SETTING THE POSTDOCTORAL WHEELS IN MOTION My PhD was everything I had hoped for, and more. Working in a relatively new field, a plan was set out to survey the visual systems of various species of reef fish occupying a diverse range of ecological habitats. Using a number of techniques including anatomy, physiology, tracing nerve pathways and optics, I was able to establish broad new concepts about how these beautiful animals view the reef, themselves and potential predators. The project was a wonderful combination of

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basic neuroscience, ecology and conservation, three scientific areas that are still rigidly entrenched within my current research program. Over a period of four years, I spent nearly eighteen months on Heron Island at a small research station run by the University of Queensland, situated within the Capricorn Bunker Group of Islands at the southern tip of the Great Barrier Reef. The isolation was very conducive to research and the reef became my laboratory, where I could observe fish in their natural habitat and pose important questions about adaptation, visual plasticity and behaviour. The combination of living on a remote research station and being able to return to a fully equipped laboratory at the university enabled me to maintain my motivation and enthusiasm, while being productive. As I am sure many other chapters in this book will espouse, the research productivity during your doctoral studies is the key to a successful career in science and especially in securing a postdoctoral research fellowship. Of course, productivity can be measured in many ways. Learning new techniques is vital and the need for rigorous scientific validation is also important. The ability to coin testable hypotheses remains a skill that will be used throughout your career. However, it is your ability to present your research to the scientific world that will make them sit up and take notice. At least halfway through your PhD, you should be seriously thinking about the next step, your postdoctoral years and the best way to secure funding. Other than obtaining your degree, there is no point in doing research unless it is published. Yes, you will have enjoyed the experience and obtained training in a specific field but unless the work is published, no one will recognise all your hard work and scientific rigour. All scientists have countless unfinished papers that may never see the light of day. However, the more successful ones have managed to publish in a timely fashion and, in almost all cases, it was the impact of their publications that launched them into a postdoctoral fellowship. Therefore, it is crucial to think long and hard about where your work will be published. Impact factor, or ‘a quantitative measure of the frequency with which the average article published in a given scholarly journal has been cited in a particular year or period’, is often used as a measure of the importance of a scholarly journal. Publishing in high-impact factor journals will immediately demand the attention of your peers (and potential employers). However, many scientists may never reach the heights of a Science or Nature paper in their career, so it is important to examine where a specific journal sits with respect to the other journals in your field—that is, top 5 per cent, top 10 per cent, etc. Of course, careful deliberation about where your paper(s) should be published should be tempered against reaching the right audience and, in some ways, developing your unique scientific niche. In science, having published three to six papers in good-quality (international) journals during your PhD should place you in a competitive position during the deliberations of Fellowship Committees.

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Presenting your work at conferences, symposia, departmental seminars, etc. is also vital. In order to become part of a scientific community (worldwide), you must present your research. While you are starting out, this is best done orally. Although, many conferences also use poster presentations as their mode of delivery, giving a talk in front of your peers puts a face to your name and enables interested scientists (and potential postdoctoral mentors) to make contact with you later. Optimally, a PhD candidate should be able to present at two to three national and at least one international conference during their degree. Speaking is particularly important towards the end of your PhD. In summary, it is crucial to choose the right PhD project and put your heart and soul into it. I believe that if you are passionate about your project, you will do a much better job. The research should be of the highest quality and supervisors, other mentors, colleagues, statisticians and other students can all provide useful feedback. However, the next step of choosing and clinching a postdoctoral fellowship quickly hinges on: • having published at least part of your thesis as scientific papers before you submit • attaining a level of expertise in a number of appropriate techniques • making useful contacts at national and international conferences • developing the confidence to speak about your research to both a group of your scientific peers and a group of educated (but ignorant of your research area) academics, and • deciding on a clear direction for your future research and where this might be accomplished successfully. Your doctoral supervisor has an important role to play in shaping your career and advising you about your postdoctoral options. Having worked in the field for some time, they should be able to help you make the necessary contacts to establish a dialogue with potential postdoctoral mentors and set the thresholds of research activity to be competitive in today’s scientific and financial landscape.

CHOOSING A POSTDOCTORAL FELLOWSHIP Although it is tempting to leave the choice until after you have written your ‘tome’, choosing to apply for a postdoctoral fellowship must be done earlier. This is because the application procedures are often protracted for up to twelve months and sometimes involve interstate interviews. Most universities and higher education centres possess a directory of research fellowships that are available both in Australia and overseas. Your supervisors should know the larger (and often most prestigious) ones, but it is imperative to find out about these early and plan your strategy.

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As the end of your degree approaches, you need to weigh up your options. I had decided on applying for two major research fellowships (see below), but did not want to limit my options if they were unsuccessful. I therefore decided to write a series of detailed letters to prominent scientists throughout the world who were the leaders in my field. Together with my curriculum vitae (which I had refined upon the advice of various friends and colleagues), I sent these letters to scientists in Germany, Canada, Japan and the United States of America. I had already published ten full publications, and almost by return mail I was offered two other options. To my surprise, a leading Japanese scientist offered me one year of funding to be taken up within the next few months. This offer was solely based on my CV and accompanying letter (and obviously the prospect of the successful completion of my PhD). The other offer was as a postdoctoral fellow on a previously funded grant for an eminent Canadian scientist for a period of six months. Interestingly, the latter of these two offers had a catch. As it turned out, the Canadian professor was to visit Melbourne just before I planned to submit my thesis. He told me that, based on an interview and a presentation to him (there was no PowerPoint in those days), he would make me an offer. I was rather nervous about this but thought it yet another attractive option. In Australia, the National Health and Medical Research Council (NH&MRC) and the Australian Research Council (ARC) have a number of postdoctoral fellowships available for candidates close to completing their PhD. I decided to apply for the NH&MRC fellowship mostly because it was designed to provide research experience both overseas and in Australia. Having written a research proposal and settled on a vibrant lab at Scripps Institution of Oceanography at the University of California San Diego (UCSD), I also found a ‘top-up’ fellowship to apply for, offered by the American–Australian Educational Foundation (Fulbright Postdoctoral Fellowship). Five days after the submission of my thesis I was fortunate to be awarded a C.J. Martin Research Fellowship from the NH&MRC, which enabled me to take up a research position for a period of four years, two years to be spent at UCSD and then two years at an Australian laboratory of my choice (University of Western Australia). This wonderful opportunity provided not only a choice of laboratory but also the chance to return to Australia once I had the requisite knowledge and experience. To my delight, I was awarded the Fulbright Fellowship a week later. I decided to postpone the start of both these fellowships to take advantage of two other opportunities before I was due to take up my fellowships in the United States. I had since been offered the opportunity to be employed as a postdoc at a research institute in Melbourne (through contacts made at various national conferences) and I then decided to take up the Canadian offer also for six months. The intervening time between submission and examination of my thesis was used to complete two remaining papers for publication.

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One of my examiners had a large influence on the direction of my career and research. Typically, your supervisor nominates the examiners. Ideally, these should be the leaders in your field, possess the requisite skills to examine your thesis and be able to accomplish this task in an efficient and timely manner. If they consider your thesis acceptable, they may: initiate a collaboration; invite you to join their laboratory; convey their (hopefully complimentary) opinions about your research to other leading scientists; and cite your work in their publications. Choosing a postdoctoral fellowship to apply for is not difficult (once you have discovered your options). Clinching the prize is the real challenge. Timing is critical, but if enough contacts are made in your field (through lab visits, conferences, seminars and most importantly your published papers), you should have various options. Think internationally as much as possible; this will be seen favourably if/when you apply for your next position. New ideas, state-of-the-art techniques and different perspectives on how to investigate a scientific question should be your primary directive in choosing your first postdoctoral position.

OPTIMISING YOUR POSTDOCTORAL FELLOWSHIP The different culture of the United States was exciting and stimulating for me. The science was also outstanding. Of course, other countries will provide new techniques and an equally stimulating environment depending on your field of science. One thing to consider when settling on your future research environment is the size of the laboratory and whether it is well established. It will be more difficult to optimise your research experience within a newly formed lab with junior faculty. You may also find that a large number of eminent scientists visit a large, established laboratory, where the head is a well-known leader in the field. Visiting scientists or research fellows of high calibre will provide unparalleled opportunities for collaboration and the acquisition of new knowledge and perspectives. Many of the personal and professional connections I made during my four years at UCSD are still as strong today as they were in 1990. During my postdoc, I routinely attended many conferences and symposia and had the opportunity to meet most of the leaders in my field. I still considered I was receiving on-the-job training, but it was on my own (financial and scientific) terms. Of course, hard work is always the key and the ability to present your best research to as many people as possible will quite often open up new research vistas. Hand in hand with achieving scientific outcomes in your own right is the need to relate well with other scientists and see other viewpoints. If you can master the art of collaboration early, your career will branch off in many exciting directions and remain buoyant and active. However, making and maintaining close scientific collaborations takes time and commitment.

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Success builds success. If you can secure prestigious fellowships early in your career, you can maintain the momentum for many years to come. During my time at UCSD, I successfully applied for two further fellowships (Grass Fellowships in Electrophysiology) to spend two three-month periods each at the Marine Biology Laboratory (MBL) in Woods Hole and the Friday Harbor Laboratories at the University of Washington, near Seattle. Again, this was made possible by recommendations and support by my postdoctoral mentor. Of course, this led to even more contacts and further chances for interesting collaborative research. After returning to Australia in 1993, I successfully applied for an Australian Research Council Queen Elizabeth II Research Fellowship for five years at the University of Western Australia. This funding source was considered more closely allied with my research at that time; it marked my transition towards more basic neuroscience, rather than applied neuroscience with direct clinical applications. However, having both basic and applied parts of your research is another way of optimising your chances of funding and tapping into both forms of funding throughout your career. It is also worth considering that many R&D departments in large companies employ postdocs under various fellowship schemes, and that many Australian universities also have their own fellowships schemes. Finally, some countries have some excellent postdoctoral fellowship schemes for working with their scientists; for example, the Alexander von Humboldt Foundation. Like the Fulbright, the Humboldt Fellowship provides the opportunity to travel to many of the major research centres throughout Germany in addition to learning about the national culture, an invaluable experience that I can highly recommend.

IS THERE A LONG-TERM FUTURE IN RESEARCH FELLOWSHIPS? At some stage in your career, you may ask whether you can or want to ‘survive’ on short-term, ‘soft’ money, with the (however unlikely) prospect of not having a job in three to five years. This is a very difficult decision to make and one that will be tempered by your personal situation, success and the opportunities available at the time. There are certainly long-term career tracks within the two major schemes in Australia (that is, ARC and NH&MRC) and New Zealand (that is, the Foundation for Research, Science and Technology, the Marsden Fund of the Royal Society of New Zealand, and the Health Research Council). There are, however, perceived ‘gaps’ in these schemes, which may be difficult to bridge. If you think there is a chance that you might like to secure a continuing position, you should be gaining valuable teaching experience and be involved in some form of outreach or service activities. Your choice of postdoc fellowship may also be dependent on where you see yourself living and working in the long term. If you plan on remaining in

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Australia or New Zealand, universities recognised for being research-intensive may provide a more stimulating research environment (based on their infrastructure and ability to attract federally funded competitive research). However, this may be field-specific and you should look closely at the research opportunities and, most importantly, the scientists in your field with whom you would most like to work. In my opinion, your international standing and long-term prospects will be enhanced if you can secure postdoctoral opportunities in (optimally international) institutions away from where you completed your PhD.

CONCLUSION In conclusion, moving seamlessly into a postdoctoral fellowship from your PhD requires forethought, clarity of purpose and a set of transferable skills that is brought to bear in a large, established lab with a focused research program in mind. Expanding your options by applying early for an independent research fellowship to take to the laboratory of your choosing and/or a research fellowship that is part of an existing research program may optimise your chances of success. Make useful professional contacts at conferences and by email during your PhD, in addition to publishing as many papers as possible prior to completion of your PhD, all in high-quality international journals. Strive to gain international experience and build on your successes. Find your scientific niche early and learn to work and collaborate with others. Your postdoctoral years may be the most productive and enjoyable of your career. Make the most of them. QUESTIONS

1 Do you want to become an independent researcher with your own research agenda or work as part of a collective team? This question may appear obvious but your early choices will have a bearing on your career path. What is your postdoctoral research agenda? 2 Should you go to a large, established and international laboratory that is not necessarily working in your immediate research area or one that is newer and smaller and focused on your current research interests? List the strengths and weaknesses of each. 3 When is the right time to transition to an academic position? Consider the skills you need and hone them prior to applying. If you intend to become a career research fellow, this may not be important, but you will be up against an increasingly competitive field of applicants as the number of available fellowships become smaller.

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Discipline and pleasure: Unlikely lessons learned from doctoral candidacy Jennifer Sinclair Monash University

INTRODUCTION Soon after I began my PhD candidature in the social sciences, I attended a seminar entitled ‘How to manage your thesis’. The seminar was one of a number offered to candidates to provide practical information on how to progress through candidature. At one point, the experienced professor who was conducting the seminar and had supervised many theses said: ‘A PhD is not the Nobel Prize—it’s only a thesis.’ He went on to say that there are thousands of theses produced annually, most are likely to be read by two or three people and the aim is to finish it and get your piece of paper. The professor’s casual remarks came as quite a shock, because it seemed not only had he made public my private and tentative hopes and dreams (that my thesis would be a significant piece of work, make my name, make my career and maybe even win a prize of some sort), but he had also then gone on to demolish them. It occurred to me after a while that I might not be the only one with tentative hopes for my thesis and it also occurred to me that it might be fairly common for doctoral candidates to begin with high hopes for their thesis, only to have them dashed. Candidates persevere anyway and perhaps most end with a feeling of just being glad to have their doctorate over and done with and of having survived a somewhat bruising experience. This view seemed to me quite a dispiriting narrative and a dismaying prospect, particularly because I had a great sense of excitement and anticipation about what a fantastic experience I was in for.

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Instead of accepting the prospect of a somewhat unsatisfactory experience, I made a conscious decision to take control of my doctoral candidature and to find a way of ensuring it was both positive and satisfying. This process paradoxically involved a sense of ‘letting go’ and finding a different perspective to some deeply culturally entrenched narratives, including that we are masters of our own fate and destiny and that our ‘successes’ and ‘failures’ are indicators of our talents and abilities. It also involved exploring the cultural basis of the idea of delayed gratification; that is, the idea that we should not expect pleasure and satisfaction in the present but rather that pleasure and satisfaction are the rewards of completion or outcomes. In this chapter I discuss the lessons I learned from my doctoral experience. I also hope to show that by locating my experiences within a broader social and cultural context, the lessons and insights I learned have continued to be invaluable in the time since I completed my doctorate. Similarly, I hope readers might find some of the learning and principles useful and applicable to their own particular contexts and situations, however diverse these may be.

IMMEDIATE REWARDS AND THE VALUE OF PROCESS Seminars of the kind mentioned above encouraging candidates to manage their time effectively and publish academic papers during their candidature are indicative of the contemporary culture of higher education; it is one that encourages doctoral candidates to be as productive as they can in the shortest possible timeframe. Programs with seminars of this kind are increasingly common in universities in Australia, New Zealand and elsewhere as part of an effort to ensure candidates complete their theses in a timely manner. They have been introduced in part to improve candidates’ employment prospects within academia and elsewhere, as efficiency and productivity are now almost universally deemed desirable attributes of employees. However, these programs are also designed to improve completion and productivity rates for the university or higher education institution so that the institution can demonstrate its own productivity and efficiency levels. As a consequence, some staff within higher education institutions may tend to become less concerned with the quality of scholarship, the originality of insight or the contribution to knowledge that candidates may make, than with completion and publication rates. After all, it is in the interests of the university to have hardworking, highly productive doctoral candidates, and it is in employers’ interests in other workplaces to have this kind of employee. In the terms of the cultural theorist Michel Foucault, within these workplace cultures we learn and are encouraged to become self-governing and self-regulating individuals, sometimes voluntarily placing ourselves under pressure and stress to achieve particular outcomes that will serve our employer’s interests, which may come at the expense of being able to enjoy our work and derive satisfaction from it.

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One of the lessons I learned from my doctoral experience is that while there are institutional and external demands on us to produce and deliver outcomes, it is crucial to find ways to creatively manage or work within these demands, and to make them work for us as candidates or employees as well as for the institution or the employer. Otherwise we are at risk of having our lives colonised by our employer and of a sense of our lives not really being our own. Being aware of this risk and questioning whose interests are being served by increased emphasis on outcomes and increased demands for productivity are positive steps towards taking back some personal control over our experience. The way of taking control that worked for me—and there may be other ways—was to resist the pressure to focus on the outcomes of my PhD; that is, to resist the pressure to focus on completion and, instead, to teach myself to focus on the process. I came to see both the alternatives of the professor’s comments (of gaining recognition and ‘success’ from my thesis or of seeing my thesis as just one among thousands and a means to an end) as unhelpful and misplaced, because both are focused on outcomes. During my candidature I learned that the real satisfaction and pleasure of doctoral candidacy is in the process, or in the doing, rather than in the outcome. By focusing on the process I finished my doctorate in reasonable time, although not within the preferred timeframe of the university; but more importantly, I finished my PhD feeling it to be an immensely rewarding experience, despite the fact that my thesis has only been read by two or three people and I don’t have an academic job, as yet. I have already derived enormous satisfaction and gratification from my doctoral candidature in ways that are independent of any other ‘outcomes’. Learning to find pleasure in the process and pay less attention to the outcome or the product, whatever work or activity in which we may become engaged goes some way to leading a more satisfying and less stressful life and perhaps paradoxically goes some way towards a feeling more of greater personal control. An obvious benefit to this approach is that the rewards are immediate and certain, rather than deferred and uncertain.

A FOCUS ON THE PRESENT Part of the reason many of us are readily persuaded to adopt what I term a ‘disciplined subjectivity’—that is, to work long hours, reduce our social activities, impose deadlines on ourselves, delay an expectation of pleasure and satisfaction and take on big workloads—is because we are persuaded to believe this way of being is also in our own interests. We are told we will be rewarded for our efforts in the form of promotion, publication, better job prospects and so on, and so we are prepared to work hard now for the possibility of pleasure and satisfaction later. The ‘disciplined subjectivity’ that characterises many of us as employees and individuals is a kind of contemporary version of what sociologist Max Weber termed the ‘Protestant ethic’. Originally derived from religious beliefs, the

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Protestant ethic refers to a hard-working, self-denying way of being, adopted in the belief that rewards will come later. Weber argued, controversially, that the prevalence of people with this particular subjectivity in the United States explained why early capitalism flourished there. While the Protestant commitment to delay the prospect of pleasure and satisfaction to a later time was founded on a belief in God, a secular commitment to this ethic is founded on the (unexamined) belief that we live in a just and orderly world and that the amount of work and effort applied are in direct proportion to the rewards we will receive. In other words, the belief that those who work hard, focus on their career, develop their potential and follow the correct advice will get the appropriate rewards, stubbornly persists in secular life. These ideas are deeply embedded in our culture and powerful forces around us affirm and confirm the belief that ‘successful’ people deserve success, have earned success or have created their success. It is not surprising then that we look for replicable, repeatable strategies so that we, too, can ‘earn’ success. The subtitle of this book, ‘Maximising the impact of your doctorate’, implies or promises that if we follow the recommendations contained in it, we will get the reward of ‘maximum impact’. The book also reinforces the idea that if we take particular actions, certain results will follow, and it is certainly not unusual in doing this. This is just one example of how the ideas of a just and orderly world and that we are masters of our fate are constantly reiterated in ways that we take for granted. The flip-side of the idea of being masters of our fate, however, is that we are similarly responsible for our lack of ‘success’. It is a ‘sign’ that we failed to do the right thing at the right time and did not follow the appropriate strategies and so are penalised. This negative side of the equation only increases our sense of anxiety and determination to make sure we follow the appropriate strategies. The idea that we are masters of our own fate and that we live in a just and orderly world actively disregards the fact that there are forces beyond an individual’s control and that these forces can determine an individual’s ‘success’ or ‘failure’ as much as, if not more than, an individual’s actions. After all, even the number of times an academic article is cited can be more a matter of luck than intelligence —an idea that goes against the grain of much of what we have been taught to accept. The pervasiveness of the narrative of a just and orderly world and of a direct relation between cause and effect derives from the desire to impose stability, predictability and continuity onto a capricious and unpredictable world and from the Enlightenment view that the application of human intelligence and reason could overcome uncertainty and unpredictability. This belief provides a sense of ontological security in the world and an abiding sense that the world will get better in the future. This has been the driving idea of modernity. But the reality of working life—and of doctoral candidature—is that following advice and being productive does not guarantee the outcomes we seek, although it

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may improve our chances. For example, even if we have published extensively and received good reports on our thesis, we are not guaranteed a job in academia or elsewhere. At the time of writing, the world is in the grip of a global financial crisis that has radically changed the rules in a short space of time and has had major impacts on people who have nothing whatsoever to do with financial markets. In my view, the world is a lot less predictable and certain than our culture would have us believe, and that there are vested interests in having us believe it to be stable and predictable. Some sociologists and cultural theorists have been arguing for some time now that the defining characteristic of the late modern era is that we live with less certainty than before and some academics acknowledge that humans have less control over the future than was once thought. It is now widely recognised, for example, that while industrialisation and modernisation were once regarded as wholly beneficial for humanity, industrialisation has potentially put the human environment at risk of destruction. People could not and did not foresee the unintended consequence of climate change and global warming. In other words, humans are not fully in control of the consequences of their own actions. Despite a change of thinking and a changed attitude towards risk and predictability in theory, in practice the daily life of our culture is still largely organised around the idea that individuals are masters of their own destiny and creators of their own future and that particular actions have predictable outcomes. To give up the idea that we are not in control of our future and to accept that there is a degree of randomness, unpredictability or luck in what happens to us, challenges some deeply held cultural beliefs. Part of the resistance to accepting this view is that it seems to imply that we are at the mercy of events beyond our control and are powerless to have any effect on our lives. A more positive way of looking at it, however, is that the very uncertainty of the future means there is a possibility of things falling in our favour, as well as going against us. More importantly, if the future is uncertain, it makes sense to pay attention to the present circumstances in which we find ourselves, and to find ways to enjoy our present circumstances, rather than wait for a future when life can really begin, but which may or may not arrive. This is the rationale I developed during the course of my candidature to support my decision to focus on process, rather than the outcome or product. Paradoxically, the more I learned to focus on the process, the less stressful and arduous the experience became, and the more progress I made because it became more enjoyable.

BECOMING PROCESS-ORIENTED One of the ways that helped me stay focused on the process was not to think of myself as an ‘academic in training’ or a ‘researcher in training’, labels candidates are increasingly encouraged to apply to themselves during their candidature.

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These labels, however, direct attention to the future and to what candidates may become, rather than to what we actually do in our day-to-day lives as candidates. I chose instead to think of myself as a writer, because the prospect of being able to write daily and write a thesis was one of the main attractions for me of doing a doctorate. And I was writing virtually every day so it was not a stretch of the imagination to think of myself in these terms, but they were not the terms in which the university encouraged me to think of myself. Similarly, instead of thinking of my supervisors as superiors, I thought of them as colleagues with more experience in certain areas than me and others, but also as readers and writers and editors who were prepared to give a lot of time to considering my work and giving me feedback. In other words, I created my own context and experience of my candidacy in ways that were positive and helpful to me, preferring these to those prescribed by the university culture. Another way I stayed focused on the process was to think of the thesis in terms of a series of discrete tasks such as reading, writing, analysing, editing, thinking—all of which I enjoyed and knew I was capable of doing. In these ways, I found it relatively easy to become absorbed in the tasks and in the process of producing a doctorate, with little concern about the end result or whether I had the talent or ability to produce a thesis. Almost any activity can be broken down into a series of discrete tasks that can be made more or less manageable. I also learned to turn the writing itself into a kind of pleasure with the help of a book that encouraged me to became confident of writing in ways that were satisfying to me, imagining an intelligent audience, interested in my ideas. I learned to become my own judge of my writing because I learned to write in a way that was satisfying to me. Because of this experience I was less concerned about the examiners’ reports. This is not to say that the writing came easily, but because I was focused on the process and producing something I found satisfying I was less conscious of producing something that was going to be examined and assessed by others, and it became more like an adventure and experiment than preparation for an exam. Because I was unconvinced of the wisdom of devoting all available time to my thesis to complete it in a shorter timeframe, just to increase the possibility of employment, I also made a decision not to give up my social life and my family life while I was a doctoral candidate. I was a mature-aged student with a husband, two teenage boys and elderly parents, so I was conscious of time passing and decided not to risk the immediate pleasures of social life and time with family for the possibility of some later reward. While the benefits of giving up my social life would be guaranteed to the university, the personal benefits to me were not so certain. However, again paradoxically, I found this decision worked to help with completing my thesis. By being prepared to let it go to do other things, I came across unexpected sources of stimulation or new ideas and angles that helped in my thinking and made me want to get back to working on my thesis.

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CONCLUSION A large part of learning to stay focused on the process, then, involves learning to identify which aspects of your daily and working life are enjoyable and pleasurable. Since I finished my doctorate I have worked part-time as a researcher for a not-forprofit organisation. In this job I have been doing a lot of reading and writing about current events, so even though it is not an academic position, it is a continuation of some enjoyable parts of my doctoral candidature. This experience may or may not lead to an academic job, and I may find it more absorbing and satisfying to continue working in the not-for-profit sector. I have also been working on some academic papers based on my thesis and developing an idea for a book, also based on my thesis but mostly for pleasurable reasons and personal satisfaction than what outcomes they may deliver. After I finished my thesis I read a book about creativity, which was the report of the findings of a study of hundreds of interviews with ‘successful’ people, including many people who had won Nobel prizes. Among the findings was that all of the people found their work intrinsically interesting and absorbing and that most had worked in their fields for ten years before receiving recognition. In other words, it seems that these people are not fixated on what the work will deliver but have learned to love and enjoy the work itself and become absorbed in the process of what they do. This is the surprising lesson I learned during my doctoral candidacy—that enjoying the process of whatever you do is its own satisfying, immediate and enduring reward. QUESTIONS

1 What aspects of doctoral candidacy did you enjoy most? 2 What kinds of employment would involve these aspects? 3 What aspects of your present daily life are enjoyable and how much attention do you give them?

FURTHER READING

Gallop, J 2002, ‘Castration anxiety and the unemployed PhD’, Anecdotal Theory, Duke University Press, Durham, pp. 127–34. Game, A & Metcalfe, A 1996, Passionate sociology, Sage, London. Langer, E 1989, Mindfulness, DaCapo Press, Cambridge.

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Doctoral graduates in psychology and education: The doors that open Erica Frydenberg The University of Melbourne

INTRODUCTION Learning and research in the social sciences, particularly where the research is oriented to the professions, lead to personal changes within the individual (Wood 2006). In this chapter, a case is presented that regardless of the type of course undertaken (that is, PhD or Professional Doctorate), significant personal changes are likely to occur. From candidature through to graduation and beyond there is a consistent story to be told; a personal journey that is replete with both goals and revised goals, of challenges and a myriad of opportunities. This chapter discusses some of the experiences of eight recent graduates who have completed a doctoral program in psychology or education in an Australian university. It includes observations, along with mine, about their growth and development and provides information about their career pathways.

THE ROAD TRAVELLED: THE DOCTORAL ‘APPRENTICESHIP’ The PhD has traditionally prepared candidates for an academic and research career while the Professional Doctorate is designed to bring together the academic and the workplace with substantial emphasis on professional practice. That is, ‘the PhD aims to produce a professional researcher while the Professional Doctorate aims to produce a researching professional’ (Laing 2000, p. 5). Candidates

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self-select or are selected for one or other program. However, according to Neumann (2005) ‘the nature, scope and manner of research do not appear to be differentiating aspects’ (p. 1825). Following an invitation, eight female graduates who had completed either a psychology or education doctorate and whose ages ranged from 25 to 55 years contributed their stories in the preparation of this chapter. All graduates commented on the challenge of juggling competing demands of family, work life and relationships during candidature. Reasons for undertaking a research degree differed between the two types of doctorates. The PhD group were experienced practitioners who were motivated to make a contribution to their chosen area of work, such as children with learning and social-emotional difficulties. The Professional Doctorate group were keen to enhance their high-level researchbased practitioner skills, and selected this award in order to ‘get a professional edge’ and because of the particular challenges the program offered. This notion of taking on a challenge was described by a former teacher who undertook a PhD as part of a career change and commented after graduation that the PhD had become ‘… a professional challenge that required an enormous amount of self-discipline. The experience was character building and an opportunity to develop a range of professional skills.’ Uniformly this small sample of graduates described their experience of personal change in terms of the ‘thrill’ and the ‘satisfaction’. Another mature-aged special education teacher who was making a career change by enrolling in the PhD described her experience as ‘an exciting journey into a new community where I needed to learn new skills on many levels. These skills included emotional and relationship skills such as resilience, independence, perseverance and optimism. Other core skills included statistical analysis and writing with academic rigour.’

OPPORTUNITIES THAT PRESENTED Numerous opportunities contributed to the personal journeys presented to candidates during the course of their candidature. Over and above the research and practice training, one graduate had been offered lecturing opportunities and had been encouraged and supported to present at international conferences, which in turn opened opportunities for developing international contacts in her chosen field. In the second year of her candidature she gained employment as a research assistant and that opportunity extended her skills in a number of ways, including achieving publications, knowing the university system from the perspective of a staff member, contributing to grant applications and numerous ethics applications. Preparing conference papers also enabled her to review her research project along the way, and having to communicate findings to others helped focus her work. Discussion and feedback from conference colleagues also advanced her thinking

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on various issues. Another graduate also commented that preparing papers for publication was a useful component of her doctoral program. Two Professional Doctorate graduates commented on both the challenge and the opportunities: ‘… it was certainly the most challenging yet fulfilling experience of my life. It taught me a lot about myself both personally and professionally and opened up a wide range of options … to share my ideas with my colleagues, and to present my research both here in Australia and overseas.’ Several years after completion of their theses, graduates commented that their personal development in the areas of self-discipline, resilience, independence, perseverance and optimism had been noticeably strengthened, as were skills in professional dissemination and communication, data analysis and professional and academic writing. All graduates expressed relief and satisfaction on completion. Each of these graduates’ experiences contributed to opening doors in different ways.

THE DOORS THAT OPENED The kinds of immediate opportunities that opened for graduates included academic, research and professional practice. In addition, graduates noted other additional benefits such as the change from the role of a clinician to that of a researcher and of being taken more seriously when attempting to design and impact policy within their workplaces. It is useful at this point in the chapter to describe a number of career options that have been pursued. One graduate noted: ‘For me, my doctorate was only the beginning of my professional journey. I continue to grow, learn and be rewarded.’ This particular graduate also gained some higher education teaching experiences during her candidature and reported that she had added to her professional development by having the experience of teaching others. The more conventional academic roles were assumed by Professional Doctorate graduates who became employed in areas of professional practice. Sometimes the doors that opened and the opportunities provided were related to interests and perceived personal capacities. Two of the Professional Doctorate graduates gained international experiences, with one commenting on how the doctorate had opened the ‘world’ to her through international networks. She had been offered a schoolbased position following her final placement. Another graduate, who progressed quickly into her chosen career as an educational psychologist and is now working part-time at an independent girls’ school and part-time in her own practice, reported that it is a ‘pleasure’ and a ‘joy’ to go to work each day. Another graduate with a teaching background proceeded to become a research fellow and now has a senior researcher role in an eminent national research institute. Her initial discipline has been broadened as the knowledge and skills

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acquired through the doctoral program were considered to be useful in many fields. She currently works in social policy research, undertaking large-scale, high-quality research that informs the Australian Government and the community, and influences policy. Having changed careers to one that she describes as ‘rewarding research’, she now works with researchers across a number of disciplines to conduct, encourage and coordinate research and provide specialist research expertise on families. One graduate with a professional practice masters degree that enabled her to engage in professional practice as a psychologist completed her doctorate in six and a half years (part-time). She commented that it took a huge part of her life but undertaking the award was ultimately ‘very satisfying’. She has now been appointed into an academic position teaching in an applied psychology program at a large multi-campus university. The remaining Professional Doctorate graduate who was embarking on a career change from teaching to psychology commented that at the time she felt that she needed to know more in order to be of greater help to her school students. However, she noted that her studies opened up ‘a whole new field of interest … including a new career direction. In particular (she noted) I found I had an aptitude and interest in conducting research.’

UTILISING STRENGTHS AND INTERESTS For graduates from both programs personal change stood out as being a most valued outcome. While PhD graduates are generally regarded to be preparing for careers as academics, in reality this is not always the case. For example, the job of the project officer with the Mental Health Professionals Network focuses on administration and coordination of research. In contrast, the special education teacher who was working towards a career change moved into a research-only role. Over and above the readily acknowledged skills of research and writing that are bound to develop during the doctoral experience, over time I have observed that there are qualities that continue to give applicants an edge in their professional pursuits. The components of the experience that stood out for these graduates included the capacity to ‘climb Everest’; that is, to meet a challenge of great proportions, the ability to juggle work, family and leisure commitments and the ability to negotiate systems, whether it be the ethics committee, the bureaucracy associated with a data provider or public institution. Inevitably they became enriched in higher-order skills and felt that they had a greater capacity to cope with the challenges of the workplace. A Professional Doctorate graduate commented that the doctorate provided her with ‘ample skills to pursue a career in either the research or practice field’, clearly seeing herself as being able to capitalise on both skill sets and being able

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to work in both an applied and a research capacity. It enabled her to develop a professional reputation that would create a pathway into private practice, which she was quickly able to achieve. Another graduate saw herself as continuing her applied studies, such as doing a course in family therapy and working in both the public sector and in private practice. For her the door that opened included an arousal of interest in advanced professional practice training. In sharp contrast, the PhD graduate who was working in research, essentially running a research project that had received Australian Research Council funding and which was an extension of her doctorate, wanted to become ‘an established authority in the field of learning disabilities and be in a position to undertake related research and to positively influence policy in the area’. The PhD graduate teaching in an applied program in a university setting and who had interests in research and publication, wanted to obtain grants to pursue her research. She planned to develop interventions and resources for children and parents. Additionally, she has used her degree to influence other professionals and the wider community about the importance of identifying anxious children and providing them with intervention at the earliest possible time. In addition to being able to secure an academic position, she felt that she had become recognised as a specialist in the area of childhood anxiety. For others there were personal insights such as recognising a passion for research. Thus, for two of the PhD graduates there was a greater commitment to make an impact through raising awareness, contributing to policy with the potential of having wide-ranging influence, rather than changing the lives of individuals, which is often the practitioner focus. This impact through policy was also identified as a valued outcome for a Professional Doctorate graduate as she came to recognise her interest in pursuing a career in research. In most respects, however, both the goals and the outcomes remain specific to the individual rather than to the degree being taken out. For one graduate, the Professional Doctorate course combined wide-ranging practical experience and the opportunity to conduct a large-scale research project, both of which continue to be relevant to her current work as an educational psychologist. She commented: ‘I have found it immensely rewarding to apply my knowledge in my work and to see the benefits in the lives of the young people with whom I work.’ Despite being in the workforce for a number of years her goal remains to expand her educational psychology practice and to continue working closely with schools to enhance the wellbeing of young people. One graduate reported having changed her career from that of clinician to researcher and she felt that she was now taken more seriously in her efforts to change policy regarding learning disabilities and has developed international links in her specialist field. For others who also went into a research career the

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doctorate was seen as only the beginning of their professional journey as they continue to grow, learn and be rewarded. For example, one Professional Doctorate graduate now feels that she is uniquely placed to provide research and advice on family wellbeing to a range of stakeholders. Based upon this small sample, both doctoral programs provided graduates with new employment opportunities and professional networks. At the end of the doctoral journey, some graduates from each program saw themselves in practice, some saw themselves in a combination of practice and research, and others as researchers and policy makers. In addition to a diversity of employment opportunities in both research and practice, graduates used their research training experience for multiple purposes, beginning with the desire to have different and ‘stretching’ employment experiences so as to have a clearer understanding of the type of work they wished to become engaged in. Along with this broad perspective was a general sense of feeling like a ‘specialist’ in an area. Individuals set themselves tests in devising, managing and executing a project. For one graduate it was like taking out insurance, in case she ever wanted to join academia. She commented: ‘Most of all I wanted to know for myself that I could do it, in case I ever wanted to pursue an academic career.’ The important element reported by graduates was the need to recognise their areas of interest and strengths and to then be able to convince others of their capacities to deliver. Each of the graduates seemed to have done that successfully soon after completion.

AT THE END OF THE RAINBOW At some level anyone embarking on a doctorate makes a choice. After all, the choice to undertake a doctorate is non-compulsory and, indeed, many steps beyond that which is required for most careers. In reality, when it comes to the professions there are shorter ways to enter the practice of psychology or education. Not one of the candidates had as their goal at the outset to teach or to conduct research in the tertiary sector. Those ambitions emerged through the skills and insights that were acquired during candidature. Embarking on a doctorate is about embarking on a journey. For some, particularly mature-age students, it is about having the goal of a career change rather than an identified destination. The ‘pot of gold at the end of the rainbow’ is the degree that is often accompanied by an uncertain future but also by immeasurable personal satisfaction. Candidature is about identifying the elements of the process that give the greatest satisfaction and pleasure and whose outcomes will have significant impact within the field of endeavour. It might reasonably be asked whether it is the research activity or the nature of the subject matter under investi-

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gation that provides the greatest source of satisfaction. From my observation as a supervisor, it is the personal insights and lifelong learnings that inspire and motivate graduates to disseminate their newfound knowledge to ‘knock on doors’ and actively seek out employment opportunities with renewed vigour. Essentially, ‘doors’ are opened and can only be metaphorically kept open by the doctorate graduate. There are several steps in this process, some conscious and some no doubt subconscious. First, graduates need to be able to tell the story of their doctorate in lay language; to communicate what they did, why and how they did it and what they discovered. An often forgotten aspect is being clear about what the actual findings mean and being able to explain what their implications are to a lay audience such as a friend, a journalist or a potential employer. The next step is to undertake a process of ‘deconstruction’ of the doctorate into parts that describe the elements that were completed, the contribution that was made and how the newly acquired skills might be demonstrated in the particular workplace. Overlapping with graduate research training is the need to identify and explore the nature of the problem or question at hand, the negotiation and group process skills that were required throughout the ‘doing’ stage of the research, and the skills of data identification, analysis and critique. Coupled with these highly honed skills are those of communication—written and oral. During this process of deconstruction, graduates will also identify many other skills that have been utilised and fine-tuned during candidature. One of the striking outcomes from the stories of these eight graduates was a heightened level of self-awareness as to the scope and magnitude of what they had undertaken, supported by the development of an appropriate way to confidently tell others about their newfound knowledge and skills and of the ways in which they are able to make a contribution to the particular workplace.

CONCLUSION My appreciation goes to the graduates who provided much of the content of this chapter in response to a series of questions. There was one feature in their common experience that did not form part of the questioning but may have contributed to their personal outcomes. As candidates they were part of a ‘research group’ that met on a monthly basis. The group was loosely formed around some commonality of research topic, and consisted of eight to ten masters and doctorate research candidates. The candidates were a support group for each other in diverse ways, they shared knowledge and skills and no doubt encouraged and inspired each other in ways that are additional to that which a supervisor can achieve. On different occasions I have received positive feedback on the benefits of meeting in a research group with like-minded researchers who, although they were unlikely to be investigating the same topic, could learn a great deal from all members of

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the group. They also provided a ready audience for each other with rehearsals and presentations. QUESTIONS

1 What have you learned about yourself and in what ways have you changed through the doctoral experience? 2 As a graduate, what are your new goals and objectives and what steps are you taking to achieve these goals? 3 What strategies have you employed to ‘sell’ yourself and your new qualifications to an employer?

REFERENCES

Laing, S 2000, ‘Future directions in post-graduate and doctoral research’, Paper presented at the EU-India Cross-Cultural Innovation Network project conference on Enterprise Innovation in Knowledge Society, Ahmedabad. Retrieved January 2004, from http://www.it.bton.ac.uk/ researach/EUindia/knowledgebase/brightonpg/laing.htm Neumann, R 2005, ‘Doctoral differences: Professional doctorates and PhDs compared’, Journal of Higher Education Policy and Management, vol. 27, pp. 173–88. Wood, K 2006, ‘Changing as a person: The experience of learning to research in the social sciences’, Higher Education Research and Development, vol. 25, pp. 53–66.

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Living and working with a doctorate as an Aboriginal person in Australia Veronica Arbon Deakin University

INTRODUCTION While taking time out of the academic world to reconnect with family and move across Australia my future began to take form as employment necessity, publication interests and information of a successful doctoral examination registered. This chapter draws on my engagements and experiences as an Aboriginal woman —Arabana Udyurla—working and living with a doctorate in Australia. For the purposes of providing a context in which to reflect on the detail of the above, some knowledge on my background, why I engaged in doctoral studies and the need to inform families of successful completion will initially be provided. I would also like to state that a number of words from my people’s language are used. Copyright and moral rights over such aspects always remain with the Arabana people.

ARABANA ENGAGEMENT Born in Alice Springs, which is out of Arabana country (that is, land to which I relate), I spent many of my younger years in remote areas of the Northern Territory. However, I knew there was much more beyond my beautiful existence in the deserts of the centre and the tropics of the north. I was constantly drawn

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to far-off places and read numerous books on Africa, Europe and other places of the world. Moreover, many of my family lived in Oodnadatta, Marree and Port Augusta where we had visited, at least once if not several times, in my first eighteen years of life. As well, a few years of formal schooling in a tin shed, boarding with family in Darwin and a year at boarding school in Alice Springs provided an insight into the vast world beyond the Northern Territory. A very good option to explore this world of my people and others seemed to be higher education. However, having failed arithmetic, and as I was living in a remote community, university entry did not crystallise in the early 1970s. Employment, along with family and motherhood, filled the next ten years. My higher education journey occurred as a consequence of not being able to find employment when I moved out of the Northern Territory. My higher education journey took me through a diploma and a degree qualification that were both completed in South Australia, before moving to the (then) Cumberland College of Health Sciences and on to the University of Sydney for employment purposes. After partly completing a Graduate Certificate in Educational Management, I commenced a Master of Education. Also, an initial piece of collaborative research in Aboriginal women’s health and supporting service provision was undertaken which, over sixteen years ago, marked the beginnings of my tentative steps into the field of research. I then returned to Darwin to complete the masters and address family illness. This period culminated with the completion of my masters studies and successful application for a position at the Batchelor Institute of Indigenous Tertiary Education in the Northern Territory. Doctoral studies were then commenced with the intention of exploring workbased issues within the Institute. However, a number of themes and questions, including employment and the mentoring of Indigenous staff in the Institute, Aboriginal authority, power and racism in Indigenous tertiary education and the appalling educational disadvantage experienced in remote northern Australia, were constant indicators of the need for a broader study. A critical concern was the response of higher education systems to demands to increase Indigenous people’s access and success. The proposal to undertake doctoral studies, therefore, suffered many false starts and an avoidance of studies emerged. Rather, two units of course work for the Graduate Certificate in Educational Management were completed. A doctoral research proposal indicating a need to engage from within Indigenous knowledge, as an Arabana person, was finally submitted. This desire to engage from within Arabana knowledge involved many of my Elders and peers. The news of my successful doctoral examination, years later, was conveyed to my family and many relatives. Formal advice to the Arabana Ularaka Association (that is, the committee that looks after Arabana business) and my immediate family in Darwin also occurred. The meeting in Darwin drew over 30 people (family) to hear how my doctorate held an articulation of an Indigenous knowledge

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framework (drawn from Arabana knowledge) and the application of such knowledge to issues of today. Also indicated in that meeting were the stories of family, employment and education and numerous struggles to make change to advantage outcomes for Indigenous people. Many members of my extended family had been engaged in the doctorate as knowledge holders, bringers of metaphor and language providers and now we celebrated together as knowledge was again affirmed and expanded through fulfilled obligations. The above provides a basic background to an ongoing desire to engage in knowledge from various positions, to address critical issues within various areas of Indigenous education, to undertake work, and to be involved in research by us for us.

EMPLOYMENT AND PUBLICATION A paper on central complex ontological and epistemological matters was presented soon after the submission of my thesis, but the time limit prevented the desired detail being covered or any follow-up discussion. This was frustrating and disconcerting. I worried whether people had understood any of what I had said. Importantly, a version of the same paper was presented a few weeks later at an Indigenous Researchers’ Forum (IRF), in Adelaide, where some interest was raised. Discussion covered Indigenous knowledge, drawing on oral historical data, affirming and expanding data with Elders and peers, and the critical interrogation of matters from within an Indigenous knowledge framework—Arabana informed, in this instance. Hence, experiencing and interpreting in such a group were rewarding as the matters addressed in that paper are at the heart of my doctorate. A paper developed from the above presentations was subsequently published in the Journal of Australian Indigenous Issues. At the next Indigenous Researchers’ Forum, I presented a paper on the struggle to find the right direction within doctoral studies which respects the importance of research to the affirmation and creation of Indigenous knowledge. This presentation was published in Ngoonjook: A Journal of Australian Indigenous Issues. Both articles, with modifications, have since been published, one as a chapter in a book and the other as a web-based publication. I have also published an article discussing my doctoral journey in an internationally edited book. I also made a presentation at a conference in New Zealand in 2005. Keeping engaged in the field in Australia and internationally in these ways was important for my postdoctoral life. These actions and membership on a number of national and international bodies ensured continued engagement. Moreover, this led to employment offers soon after the completion of my studies. However, as the positions were located in other parts of Australia or overseas and I had just relocated from Darwin to

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Adelaide, I did not take up these offers. My preference was to work in South Australia, and appointment to a research position at the University of Adelaide with the purpose of growing research in the Aboriginal health area with Aboriginal communities ensured that I remained. This research position was very rewarding but was also difficult work as research remained problematic for some people. Smith (1999, p. 1) perhaps best highlights the angst raised by the word ‘research’ when she states it ‘is probably one of the dirtiest words in the indigenous world’s vocabulary’. This stigma about research and the related concerns clearly remained in some corners of South Australia. Moreover, obtaining funding was an issue as many of the granting bodies secure research funds to their or the government’s agenda, which can limit options. Additionally, under-defined articulations of support for Indigenous research existed within some areas of the university. However, despite this complexity, the support provided particularly by community members and a community health organisation did ensure that a couple of very innovative projects were developed, funded and implemented. Nevertheless a broader Indigenous knowledge agenda continued to beckon and applications for positions more aligned to these personal interests were eventually submitted. Success came in an offer to take up a Chair in Indigenous Knowledge Systems. This position has a broad mandate to work from Indigenous knowledge and Indigenous methodology and to grow Indigenous researcher strengths. Publication also remained a necessity for personal and professional reasons. Notably, my earliest publication was a jointly written paper (under my then married name) as an undergraduate student. More recently, transforming my doctoral study into a book has been important additional work (Arbon 2008a). This publication is a major achievement for me and my people: it is our book. Reflecting on my career, a number of significant aspects have affected my life, including the importance of engagement in the world through family, ongoing employment and study or research. These aspects of family, employment and research came together within my doctoral study as I worked from Indigenous knowledge.

RESEARCH FOR LOCAL KNOWLEDGE In Australia, Indigenous knowledge is knowledge held and named by the various language groups as their cosmology or world view. For my people it is the Ularaka. Such knowledge has validity and is premised on very different features than those of Western philosophies. While acknowledging all of those who have argued from an Aboriginal position for years, my doctoral study began some of this work anew and at much more complex levels.

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My study revealed how knowledge is deeply related to land, stories and ancestors. Importantly, Arabana knowledge is fundamentally located in all living (that is, considered living) entities. Each generation is responsible for ensuring the next is informed of important aspects of this knowledge through language, dialogue and other practices of engagement within the local environment, family or event. This study also revealed that such ontologies within the Ularaka give rise to being, knowing and doing as Nharla (an Aboriginal person). Moreover, Indigenous knowledge may be understood through shared ontological/epistemological features across the world. However, there is a need for each individual to work with their people from within their specific knowledge position, as such knowledge in daily life differs across environments and nations and is constantly in a flux of negotiation. In summary, all content, processes and practices must be considered differently when one engages, experiences and interprets all work (or doing) from within relatedness emerging from the above foundational ontologies (see Arbon 2008a, pp. 29–53). These findings are central to progressing Indigenous research and the work of my present position. Research is a rapidly emerging area of Indigenous engagement in Australia. Research is now being identified as a tool for asking our own questions and finding our own answers. Research understood from within Indigenous knowledge and methodology, as emerging from locally informed knowledge positions, is therefore fundamentally important to Indigenous futures. However, there is a need to consider some important broad notions to achieve a greater understanding of what is required, not only from Indigenous research or Indigenous researchers, but from institutions supporting same. As this Indigenous research agenda has progressed across the world, Indigenous methodology has been defined as ‘research by and for Indigenous peoples using techniques and methods drawn from the traditions and knowledges of those people’ (Denzin & Lincoln 2008, p. x). In the Australian context there is a similar notion of Indigenous methodology, which requires research about Aboriginal people to be undertaken with or by the people (NHMRC 1991, 2003, 2007). However, as argued within my doctoral study there is a requirement for Nharla —in my case, Arabana Aboriginal people—to be at the core (that is, engaged, experiencing and interpreting from within our own knowledge and language). To be at the core is more than having control as it also provides the opportunity to draw from, affirm and apply local Indigenous knowledge for complex understandings and responsible action. Hence, a more appropriate definition of Indigenous methodology would be something like research undertaken by and with local Indigenous peoples using techniques and methods drawn from the knowledge of those people. This would be research solely undertaken by Indigenous people or, when and if necessary, in partnership with others (educators,

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researchers, local organisations, universities). Such research would maximise knowledge and skills within a research team for local outcomes and, more importantly, be defined by, informed by and affirming of Aboriginal knowledge. Growing a vision for such research, supported by the academy, translates to the need to establish a framework supportive of Indigenous researcher and Indigenous research development. Such a research framework will need to be carefully articulated as it must incorporate the fundamental premise of research by and with Indigenous people. The need to nurture the growth of such research and researchers with Elders and peers also needs to be acknowledged as this is where methodology will emerge and methods be negotiated. Broad desired outcomes for all involved also need to be addressed as a component of this premise of working locally by and with people. This premise would apply to all, including local Indigenous people working as researchers or research students. Research proposal formulation, writing and application become fundamental under such a framework as the background, methodology and method along with a process for reflection and discussion must be carefully articulated by and with the community along with any partnerships formed. When funding is won, and if the project has been well-conceptualised, the student and/or local community member, as Indigenous researchers, would then work through the next steps, including ethics, data collection, analysis, report-back and write-up stages with several interspersing local meetings to achieve required outcomes locally and, if involved, with partners. Nevertheless, this may not all flow as easily as portrayed; various agendas could mean researchers (even Indigenous researchers) retain too much control, the diversity and conflicting interests of the community could interfere, or the identified outcomes may create conflict at either or both of the previous points. On the other hand, commitment to an agreed negotiated cyclical approach will bring innovative research that affirms and strengthens Aboriginal individuals, their communities and their local knowledge. Imperative to any grant application or, even, research project development will be a fundamental need to identify the issue and the related, possible research questions. Therefore, there will be a need to develop processes that facilitate students, individuals and communities considering issues of concern. In fact, to achieve a particular outcome, there may be a need to identify broad areas, such as: how to provide an education that addresses Indigenous knowledge and develops new knowledge and skills; how to manage environments that have been transformed through farming; or how to maintain local language and learn the English language. Such broader topics or issues then need to be broken down into smaller components and, eventually, to a research question or several research questions. Hence, a collaborative and a highly negotiated approach to achieve this basic first step will place enquiry in the hands of the community from the outset.

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Research must fulfil several goals, including the need for knowledge sharing, affirmation, challenge and growth, receiving an award as a result of a contribution to a project, a joint publication (or publications), reports and, most of all, honouring Aboriginal people and their knowledge. As noted previously, to work with the community and be guided by the community is fundamental to all research approaches. Throughout the research activity each aspect is, therefore, as important as the content to be addressed or the publication at the end. Indigenous knowledge growth will result from such community-based and driven processes that engage researchers, learners, workers and others for new and old knowledge to be experienced, interpreted and understood in local research achievement. This is a component of my present position and is an exciting new postdoctoral journey. It will challenge my skills and knowledge as we work within, across and between knowledge positions from within a carefully crafted Indigenous research framework premised on research undertaken by and with local Indigenous peoples.

CONCLUSION As an Arabana Udyurla it was critical for me, as a responsible and respectful Arabana person, to share some of the outcomes of my doctoral study with family and community members during and on completion of my study. Also remaining engaged in the broad research and employment field has been important to re-entering the higher education workforce. This involvement can occur through membership and presentations at conferences, along with publication of papers during and immediately after doctoral studies are completed. Finally, articulating aspects of my study into action—in research—affirms the inclusion of Indigenous Elders, individuals and communities as fundamental to any research activity. In closing, my commitment to knowledge and understanding has been progressed through employment, education and research with communities, particularly Elders who have been central to numerous experiences and interpretations. More recently, each of these areas has served well for me as an Aboriginal person living and working with a doctorate in Australia. QUESTIONS

1 Why is it important to report back to family, language group and committees as an Australian Aboriginal student? 2 How can one develop or maintain membership on local, national or international groups? 3 Indigenous research and Indigenous researchers are exploring Indigenous knowledges and methodologies. Why do you think such knowledge is important?

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REFERENCES

Arbon, V 2008a, Arlathirnda Ngurkarnda Ityirnda Being-Knowing-Doing: Decolonising Indigenous tertiary education, Post Pressed, Teneriffe. Arbon, V 2008b, ‘Knowing from where?’, in A Gunstone (ed.), History, politics and knowledge: Essays in Australian indigenous studies, Australian Scholarly Publishing, Melbourne, pp.134– 46. Denzin, N & Lincoln, Y 2008, Preface, in Denzin, N, Lincoln, Y & Smith, L (eds), Handbook of critical and indigenous methodologies, SAGE, Los Angeles. National Health and Medical Research Council (NHMRC) 1991, Guidelines on ethical matters in Aboriginal and Torres Strait Islander health research, NHMRC, Canberra. National Health and Medical Research Council (NHMRC) 2003, Values and ethics: Guidelines for ethical conduct in Aboriginal and Torres Strait Islander health research, NHMRC, Canberra. National Health and Medical Research Council and Australian Vice-Chancellors’ Committee 2007, National Statement on Ethical Conduct in Human Research, NHMRC, Canberra. Smith, L 1999, Decolonizing methodologies, Dunedin, Zed Books, New York.

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Walking between spaces: ¯ experience of life A Maori after the doctorate Adreanne Ormond The University of Auckland

INTRODUCTION This chapter discusses my experiences as a M¯aori person of the first five years after graduating with a doctorate. This represents an insider perspective concerning the values and cultural practices that guide M¯aori through the various stages of postgraduate studenthood and life after attaining the degree. While privileging M¯aori cultural perspectives, much is common with that which any good doctoral graduate should be and do with their doctoral knowledge and skills. I remain ambivalent about this contribution largely because a lot of what is unique to being M¯aori before, during or after the doctorate is not quantifiable. I felt little difference in my cultural identity as a M¯aori before or after the doctorate, and the values and cultural practices that give me cultural credibility with my whanau (family), community and iwi (tribe) are not based upon my educational or professional status. Admittedly I gained a greater appreciation of what M¯aori had to offer on a national and global scale from postgraduate study and associated experience, but there were no distinct markers indicating I became more or less M¯aori in the pre-doctoral and postdoctoral stages. I mention this because in offering a M¯aori perspective of life it needs to be recognised that it is not a sequential experience and therefore cannot be articulated as such. Another issue of naming what postdoctoral reality is like from a M¯aori experience is that it is

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hard to name practices that one has been immersed in for most of their life as unique epiphanies. As M¯aori we are committed to our whanau (including extended relatives and close friends that are informally adopted into the family), involved with our community and iwi, attend hui (cultural meetings), tangi (cultural funerals), support and mentor other M¯aori by speaking at various functions and sharing our cultural experiences and perspectives. Many of these activities occur before, during and after the doctorate. Therefore, it is with trepidation that I attempt to define intangible cultural nuances into neatly packaged categories for communication with a M¯aori and non-M¯aori audience. In context of a M¯aori audience I acknowledge my fellow M¯aori and ask for understanding and flexibility in describing an experience that they participate in through default of being M¯aori. Although my thoughts will pepper the discussion, the purpose is not to essentialise M¯aori experience, but rather to report on my perspective that may in turn reflect the experience of others. The chapter will not provide a comprehensive coverage of the challenges and triumphs in all the areas M¯aori participate in after the doctorate. Instead it will present a snapshot in a series of evolving discussions concerning what M¯aori do in the postdoctoral era that is unique to our culture. The territory for emergent M¯aori scholars is largely undefined, and this chapter is one small scratch in the dirt with the larger discussions waiting to occur. It is an invitation for others to comment on their postgraduation experience and assist in shaping this dialogue through further discussions and publications. Therefore, the paper is not the beginning and end but a piece of the larger discussions occurring between M¯aori colleagues, their whanau and professional communities.

WHAT SHAPES LIFE AFTER THE DOCTORATE? The perspective I bring to this chapter is shaped by a set of cultural values and practices that is part of my identity and cultural consciousness from being raised and cherished by a M¯aori community. We share our lives, celebrations, hardships and sorrows. We also have practices special to our community that nurture close relationships. Although my community has many other university graduates and professional career people, I am the first member to graduate with a doctorate. I do not mention this due to thrasonical personality traits, but to highlight an aspect of the postdoctoral experience that many other M¯aori will share and understand. This experience entails being both an insider and outsider—an insider through belonging to the community and an outsider as education changes the way one views the world and interacts with others. It is both isolating and illuminating; it is part of the tension M¯aori doctoral graduates may need to accommodate. Although my community’s understanding of the technical, research or writing

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needs of postgraduate study was limited, they assisted me in inestimable ways. One essential gift they provided was a homeland, somewhere to belong. For many M¯aori this aspect of belonging is encapsulated in the cultural notion of ‘Tangata whenua’, which means people of the land or, in the context I use it here, people of that particular area. One aspect of being ‘Tangata whenua’ is that you are born into privileges and intrinsic loyalties, which also translate into commitments, duties and responsibilities. For many M¯aori, being ‘Tangata whenua’ shapes their entry and exit from the doctorate. Their transition from doctoral to postdoctoral life is shaped by the cultural privileges and responsibilities that exist separate to whether one is a graduate or not. The influence these cultural values and principles have on life activity after a doctorate may be highlighted by reviewing the doctoral stage and what it means to the individual and community. Education is highly valued and many M¯aori that enter into a doctorate carry the heart and the culmination of generational whanau and community hopes. M¯aori doctoral candidates range in age from young to older students. Our lives are a fabric of relationships woven with strands of community, whanau, and professional colleagues. As mentioned previously, the whanau and iwi relationships are grounding and can provide the impetus for the doctorate research and opportunity for lasting personal and professional connections. For example, candidates may choose a research topic that is relevant to their community or whanau needs. Some choose to research whakapapa (genealogy), land history or pertinent environmental, legal and health issues affecting their community. Some choose topics distant to their communities and return home to conduct the research. Others study abroad and communicate with their whanau sharing their knowledge and international perspectives concerning iwi (tribal) issues. For many, especially those who are raised outside of their community, this type of in-touch, action-driven research provides opportunity to connect with whanau, cultural practices and the intangible inheritance of knowing where you come from and who you are. This nexus fosters a sense of belonging and strengthens the bond between the emergent doctoral researcher and the M¯aori communities, which often serve serendipitous future reciprocal collaborations. For some M¯aori who are alienated from their heritage through colonisation processes, these relationships are social incubators for learning about the cultural value system inherent in being M¯aori. For others, such as myself, we are fortunate to have lived and breathed it. Whatever the position of arrival, this value system is woven through our relational social fabric and epitomises one of the unique cultural aspects of being M¯aori and encases what we bring to the doctorate. Although it is one individual that is capped at graduation, this achievement represents the collective sacrifices and investment of many others. This is illustrated by the busload of whanau that gather to celebrate at graduation ceremonies.

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A PERSPECTIVE OF WHAT LIFE IS LIKE AFTER THE DOCTORATE The attainment of the doctorate is more than an individual pursuit and, for many M¯aori, life after the doctorate reflects the collective relational aspects of being ‘Tangata whenua’ and the associated loyalties and commitments that are part of the cultural package. From the perspective of the community, attainment of a doctorate holds expectations of reciprocity and opportunity to use the acquired skills. For some M¯aori, these postdoctoral choices represent a divide between professional and personal commitment; for others, it is about finding ways to combine both so that one is able to practise skills and hard-earned expertise in the professional sector, as well as in the community. Hence, life after a doctorate is about returning the collective belief, energy and sacrifice that whanau, community and iwi invested. As mentioned, many M¯aori participate in various cultural practices throughout the doctorate, but life after the doctorate means there is more time and energy to dedicate to engaging with whanau, community and iwi. Many M¯aori doctoral graduates find themselves engaged in archival research, recording the knowledge of Kaumatua (tribal elders), writing and publishing whanau histories, using organisation and management skills for iwi meetings and larger indigenous colloquia, research reports and proposal writing, funding requests, etc. Although onerous, this work is of a personal nature and concerns belonging to the community and reciprocating the sacrifice and support received throughout the duration of the doctorate. Throughout my doctorate, although I was committed to my community and as active as circumstances would allow, I lived away in the city and travelled overseas. After graduating, time was less constrained and being available for, and involved in, community activities was a priority. I saw it as my responsibility and right to participate in iwi discussions and political decisions and shape the future of our community. I participated in my iwi board for two years at a period when delicate political and financial decisions occurred. I re-engaged with whanau and felt more centred in my community identity and relationships that I had not been able to attend to with study and travel commitments. Another close M¯aori friend studied at a renowned international university and maintained active involvement in politics at the iwi and national level while accepting his participation was constrained by distance. After graduating, he returned to Aotearoa/New Zealand and resumed political participation at a national level with passion and energy contributing to national political campaigns, while simultaneously learning much from the experience. For many M¯aori, one of the unique aspects of life after a doctorate is not about ‘where to from here’, but rather a return to what knowingly makes us M¯aori. Life priorities shift to reinvesting and solidifying relationships with whanau and communities that are significant to our cultural identity and give M¯aori ‘mana’ (self-esteem or cultural credibility).

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Meeting cultural commitments is an expected and valuable part of life beyond the doctorate, yet the professional options that a doctorate provides are also a significant part of being M¯aori. Operating in the professional sector of the Western world is encouraged and expected by whanau and iwi as this fosters further learning, financial resources and important social networks. Therefore, re-engagement with cultural commitments involves a precarious balancing between keeping oneself centred so there is energy for fostering career development and professional commitments in ways that do not undermine one’s cultural consciousness and credibility. This is challenging for many M¯aori as the need for skills, such as political knowledge, oral and writing communication skills, research knowledge and project management, is exacerbated by indigenous knowledge and practices being pilfered and exploited for other than indigenous purposes (Smith 1999). Experienced and aware indigenous community leaders are mentoring doctoral graduates to protect iwi interests. After completing doctorates, many M¯aori experience a shift in the locus of their development from the institution to the community, and the need to share their knowledge and use their skills in a different way. However, the personal nature of these relationships and the extensive amount of work required mean it is easy to over-commit, exhaust oneself and ignore personal needs. For many M¯aori, burnout and exhaustion are problematic features of the postdoctoral stage and highlight a need for cultural mentors and community awareness of individual limitations. Coping strategies such as realistic self-expectations, communicating and negotiating workload with whanau members, maintaining a sustainable pace, and capability building through mentoring other community members are often part of the postdoctoral experience. Many use established professional networks and recruit trustworthy non-indigenous people to share the workload as a means of introducing non-indigenous people to an indigenous experience, building relationships, widening the skill pool and lessening the strain on both community and doctoral graduates. The tension between serving cultural values and responsibilities from the M¯aori world while living in the Western world represents one of the central issues faced by M¯aori doctoral graduates. Romantic fantasies of removing oneself from the Western world and professional employment to become immersed in M¯aori community are not encouraged. One of the reasons for being part of the informal role of the doctoral graduate is that of exploring new pathways serving whanau and iwi by placing oneself in strategic positions to create safe spaces and increase options for the next generation of M¯aori scholars. Part of the postdoctoral experience involves managing the tension between earning a living, which involves work/career objectives, and living a life that is satisfying and fulfilling. Although there is no one right pathway after the doctorate and choices vary, M¯aori doctoral graduates need to be strategic in how they position themselves. For many, attaining a doctorate signals the beginning of another learning period and of significant work in career development and through

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cultural responsibilities. With these necessary tasks at hand, it is important for M¯aori to use their doctorates in ways that allow for fluid transition inside the institution, community and employment market. This requires cultivating skills during the doctorate that are transferable to the multiple postdoctoral spaces in which M¯aori doctoral graduates are expected and invited to operate.

CONCLUSION The first five years after a doctorate include spending time within a culture and world that validates being M¯aori. It is difficult to describe what constitutes this process as there is no standard recipe or quantifiable measure of what exact activities are required. This sense of self is guided by personal cultural values and is part of the reason why it is hard to define a distinct difference between what life is like before, during and after a doctorate for a M¯aori person. For many M¯aori, life after a doctorate is about more than professional aspirations. It involves negotiating between whanau and iwi responsibilities, personal wellbeing, professional development, and the social and personal transformation that gives life meaning. QUESTIONS

Doctoral candidates 1 Have you reflected on what unique abilities, cultural knowledge and practices nurture your cultural identity and give you cultural credibility with whanau, community and iwi? 2 Are you aware of whanau, community and iwi expectations concerning your postdoctorate contribution? Have you discussed the expectations and what you will be able to contribute with whanau, community and iwi? Doctoral graduates 3 What advice would you offer M¯aori doctoral candidates and M¯aori communities concerning the doctorate experience and the postdoctorate period? 4 What adjustment and coping strategies have you used during the doctorate and postdoctoral period to maintain your physical, intellectual, emotional and spiritual wellbeing? Doctoral supervisors and university 5 How can you assist M¯aori (possibly other indigenous) candidates to prepare for professional and cultural commitments during and after the postdoctoral experience?

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REFERENCES

Hook, GR, Waaka, T & Praumati Parehaereone, L 2007 (December), Target article 1, MAI Review, vol. 3. Retrieved December 2008, from http://ojs.review.mai.ac.nz Morgan, TK 2008 (April), ‘Reflections on a research baptism by fire’, MAI Review, Research note 2. Retrieved January 2009, from http://ojs.review.mai.ac.nz Smith, LT 1999, Decolonizing methodologies: Research and indigenous peoples, University of Otago Press, Dunedin, New Zealand.

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Being strategic in the first five years

C H A P T ER 1 8

Making your doctorate work in an academic career Gerlese Åkerlind The Australian National University

INTRODUCTION This chapter should be of relevance to two groups of doctoral graduates, in particular: those applying for academic positions (including postdoc research positions) and those recently appointed to an academic position. Whichever situation you are in, the first issue you will face is that you are starting an academic career in a context in which there are more people with doctorates interested in academic positions than there are academic positions available—internationally as well as within Australia. The shift towards knowledge-based economies has led developed nations to emphasise the importance of training an increasing number of researchers, with the aim of providing a national resource of ‘knowledge workers’, not necessarily for careers in academia. The stereotypical view of a PhD as preparation for academia is being broken, both in terms of PhD graduates’ desires and expectations (only about 70 per cent of PhD graduates and postdocs would like an academic career) and of what is possible (only about 70 per cent of those who would like an academic career—about 50 per cent of the total—are successful in achieving one). There is also the issue of what we mean by an academic career. Stereotypically, we associate an academic career with teaching and research. However, many doctoral graduates are searching for a research-only academic position rather than a teaching and research position. For instance, a national survey of postdoctoral researchers in Australia (Thompson et al. 2001) found that only 41 per cent

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of postdocs desired an academic teaching and research position (varying from about 35 per cent in chemistry, biology and health sciences to about 50 per cent in maths, physics, social sciences and humanities). However, 32 per cent desired an academic research-only position and 16 per cent a research position outside of academia. Accepting a research-only academic career often means accepting a career of insecurity; that is, a career of attempting to support oneself through an ongoing series of grant-funded positions. Nevertheless, driven by a love of research, some choose this type of career (Åkerlind 2005). Such contract research positions can become quite senior in nature, as illustrated by the Australian Research Council QEII and Professorial Fellowships, and are more common in some disciplines, such as medical and agricultural fields. Of course, insecurity is not limited to research-only positions, with rising numbers of fixed-term teaching and research appointments over the last decade. In North America in particular, there is also the option of teaching-only academic positions—less common in Australia and the United Kingdom.

WHAT IS REQUIRED FOR AN ACADEMIC CAREER? As academic positions become more competitive, it simultaneously becomes more advantageous to have more to show potential employers than a doctorate alone. Publications, teaching experience, experience organising conferences or other forms of service and leadership undertaken during one’s doctoral years become increasingly important. This can create a tension for doctoral candidates (and their supervisors), who are simultaneously being encouraged to complete their doctorate in an ever more timely fashion—encouraging a focus on the doctorate alone—while knowing that fitting more than a doctorate into one’s doctoral years creates a competitive advantage when it comes to subsequent academic employment. Other than ‘more is better’, the whole situation is aggravated by an absence of clear goal posts for achieving an academic appointment. For instance, interviews with Australian postdoctoral researchers and their supervisors (Åkerlind 2005) showed that the most common way mentioned of furthering one’s postdoctoral career was to maintain a high publication rate and to publish in high-quality journals. Many could list precisely the number of publications required to be in the running for an academic position, but no one thought that achieving that publication rate provided any guarantee of success. Luck was seen as playing a major role in academic career opportunities, for instance, whether an area of research was popular or not—something that could vary within short time scales of two to five years.

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Those looking for postdoctoral research positions after their PhD tend to focus their decision making on the research reputation and productivity of the research group and supervisor they would be joining. However, experienced postdocs advise paying as much attention to research relationships—relationships with one’s supervisor, relationships between members of the research group you are joining, and relationships between one research group and another—as to reputation and productivity (Åkerlind 2005). Poor relationships and a mismatch in supervisor–postdoc expectations of postdocs’ research independence, different views of what is an appropriate amount of time to spend on professional development and grant writing, etc. can cause unexpected difficulties and limitations on career advancement in a postdoc position. It is also essential to be wary of the possibility of working with commercial-in-confidence data that limit publication of the research.

ENHANCING YOUR CV Whether you are applying for academic positions or are already in one, you need to regularly and strategically examine your CV from the perspective of: • research and publications (including project management and grant applications) • teaching (including research student supervision) • service (to your discipline, your institution and/or the community). Where are your strengths? Where are your weaknesses? What can you do to strengthen weaker areas? One aspect of strengthening your CV involves being assiduous about recording activities that you had previously thought did not represent ‘anything much’, such as informal supervision or mentoring of more junior colleagues or research students. It is useful to have a colleague, especially one that knows you and your activities, to help you do this as there is so much we often take for granted about what we do that someone else can help us see more clearly. You can be sure that almost every time you think, ‘But everybody does that!’, you are wrong, and that activity you have taken for granted should be documented in your CV. Another way of strengthening your CV is to search for opportunities to contribute in weaker areas. If your service contribution is weak, for instance, contact journal editors and offer to act as a reviewer, volunteer to work on committees, volunteer to speak at a local high school about university study, submit opinion pieces to local newspapers, look for paid consultancies, etc. However, when looking internationally for positions, it is important to note that service activities are not considered as significant a part of academic work in the United Kingdom as they are in Australia and North America, for instance.

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MAXIMISING TEACHING EXPERIENCE If you are applying for academic positions and your teaching experience is weak, volunteer to give guest lectures, actively search for casual tutoring/demonstrating positions, offer adult education courses for the public through your university’s (or a nearby university’s) continuing education centre, include your local TAFE in the range of teaching opportunities you consider, attend teaching development workshops or courses to demonstrate your commitment to teaching (whether or not you have found opportunities to teach), etc. Just as important as gaining teaching experience is maximising the value of any teaching experience you get, by ensuring that you collect student and/or peer evaluations of your teaching. Your case as a teacher will look much stronger if you can show not only that you have engaged in teaching, but also that your teaching was good! Find out whether the institution you are teaching in offers teaching evaluation services. If not, or if they do not suit the type of teaching you are doing, conduct your own evaluations sooner than not collecting any evaluation data at all. (Sources of ideas on conducting your own evaluations are included in the list of further reading at the end of this chapter.) In applying for an academic position, you may well be expected to demonstrate your ability to design curricula as well as to engage in teaching/learning activities with students. If your teaching experience has been limited to guest lectures, tutoring and demonstrating, this may be difficult to demonstrate. Your best option here is to show your abilities by creating a mock course design/outline that you can attach to your application or provide in your interview. To help, you should look through other people’s course designs, read literature on designing courses, approach the relevant institution’s education development centre for advice, and seek feedback on your design from colleagues. The importance of acquiring teaching experience raises the issue of the value of casual teaching positions. While completing your doctorate, successfully taking on such positions can only be advantageous. However, after graduating, the decision becomes more complicated. My personal view is that undertaking casual tutoring, demonstrating or lecturing positions post-PhD can be advantageous for a semester or two, but if you have not made the move from a casual position to at least a fixed-term position within a year (two at the outside) of doing so, then the advantage rapidly diminishes and can even turn into a disadvantage, with potential employers asking themselves why you haven’t managed to move on before this. If you complete your second year of casual teaching with no fixed-term or continuing academic position in sight, then I would suggest it is time to look for alternatives to an academic career. I offer the same advice to postdoctoral researchers on their third postdoc position (unless you are funding yourself on

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grants that you have personally obtained). Move on with your life and console yourself with the thought that many before you have found non-academic careers highly rewarding (UKGrad Programme 2007), while academic careers are becoming increasingly less satisfying (McInnis 2000). If you already have a fixed-term or continuing position, then gaining teaching experience may not be as important to you. However, maximising the value of your teaching experience through teaching evaluations and evidence of professional development in teaching is just as important. This can include preparing teaching portfolios (see Further Reading), reading educational literature, attending teaching development courses and workshops, asking colleagues if you can observe their teaching, and so on.

MAXIMISING PUBLICATIONS The fastest way to enhance your research record is to maximise publications from existing research; in other words, from your thesis. This seems obvious to say, yet it is surprising how many people (especially once they take on teaching duties) fail to publish before their research becomes out of date. There may also be more potential papers in your thesis than you realise. For example, sometimes the same data can be used for more than one publication, if you highlight different aspects or implications of the data by positioning your findings within a different literature. Ask a colleague to read your thesis, looking for potential publications. They may see different possibilities to you. Many graduates also have additional data—or the potential for additional analyses—emanating from their doctoral research that did not form part of the thesis proper. Ensuring that you make time to do these additional analyses so that you maximise the value of the work you did towards your doctorate is highly recommended. Given the time-consuming nature of research, this will also enable you to set up a cycle of publishing previous research while you are collecting new research data. This is the only way to avoid substantial gaps in your publication output while setting up a new research project (as well as while learning to teach and adjusting to a new position). By encouraging you to maximise publications from your thesis, let me make clear that I do not mean that you should break your doctoral research into the smallest number of publishable pieces. Journal editors and reviewers can normally see through this, and it is also typically unsatisfying for us as writers. On the other hand, it is just as likely for novice publishers to try to include too much in one article as too little, trying to make one article of what would be better as two, or including more detail in the article than is necessary. Again, take advantage of colleagues to give you feedback on your draft papers.

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Publishing is an emotional business. Rejections and negative reviewer comments hurt. It helps to do two things at the point you submit an article for publication: (1) have a fall-back journal in mind, so that if your paper is rejected you know just where to send it next; and (2) actively expect that anything other than a rejection will be a request for major revisions. It is far more common for paper authors to be asked to undertake revisions than to have a paper accepted as is—at least in the social sciences. Unfortunately, novice publishers tend to think in terms of acceptance or rejection of their paper. This is not helpful, because it positions the possible response to your paper in a dichotomous way that encourages you to experience a request for major revision as an implicit rejection—which it definitely is not! One of the biggest errors that novice publishers make is to interpret a request for major revisions as a sign that their paper is not really wanted by the journal. The reality is that suggestions for revision typically require substantial time and effort on the part of reviewers and editors; the only way for them to recoup that effort is for you to take their suggestions on board, rewrite and re-submit the paper. Otherwise their time has been largely wasted. However, if the requested revisions are not possible for some reason, or if you have received a rejection, do not give up. Not only is there a certain subjectivity in the peer review process, but different journals publish different types of papers. So, receiving a rejection or major revision decision from one journal does not necessarily mean that it will happen with the next. Sometimes, publishing is as much about finding the right journal for the paper as about improving the quality of the paper. This is why many people recommend ensuring that you become familiar with a journal’s approach and write to that style before submitting a paper. In practice, it is just as common to write the paper first and then find the right journal. Either way, you do need to become familiar with the focus and style of the journals you submit to.

NETWORKING Throughout this chapter I have regularly referred to taking advantage of colleagues. The importance of building up collegial networks in academia cannot be underestimated, not just for research but also for teaching. However, this is an area where many early career academics experience difficulty. Interviews with newly appointed academics (Åkerlind & Quinlan 2001) identified several barriers to successful networking: • not realising how important it is • knowing that it is important, but not realising the degree to which you need to be proactive about building collegial contacts rather than waiting for them to happen spontaneously over time

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• knowing you need to be proactive, but not knowing how to go about it, and • knowing how to go about it, but feeling emotionally uncomfortable about doing so. The more emotional inhibitors can be particularly difficult to overcome because they relate to more psycho-social barriers, such as lack of self-confidence or conflicting socialisation. Women are particularly likely to express discomfort with the assertive, self-promotional aspects of networking. This means that it is just as important to develop strategies to help you feel comfortable and confident about networking as it is to develop networking strategies per se. Conferences provide a key opportunity for networking, and some suggestions for overcoming psycho-social barriers include: attending smaller rather than larger conferences because they tend to be friendlier and less anonymous; selecting one particular conference for regular attendance as this helps to accumulate contacts over time with other regular attendees; and taking part in organised sightseeing side trips that provide a smaller, more informal setting for building contacts.

CONCLUSION Academia is not an easy career path to follow, faced with rising pressures and often conflicting messages. Sometimes early career academics ask whether they should be focusing on quantity or quality in their publications, for instance. In today’s climate, this is a pointless question, as what is required is quantity and quality. It is like the related question of whether to focus on developing one’s teaching or research in the early years, whereas what is required is to be good at both. No doubt you have often heard that research is more valued than teaching in academia, but a good researcher who is also a good teacher will always be more valued than one who is a good researcher only. To help with these pressures and tensions, my greatest advice is to spend regular time clarifying and refreshing your purpose in being an academic. Are you primarily motivated by a desire to contribute and help others, a desire to address your own intellectual agenda and curiosities, to be recognised and acknowledged for your work, or just to hold onto your job? Clarity about your primary purpose in being an academic will help with difficult decision making when you are faced with conflicting pressures, and will also help with integrating different aspects of your work when you are feeling fragmented. In this way you can continue to enjoy the many positive aspects of an academic career, while reducing the negative ones. Good luck!

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QUESTIONS

1 2 3 4 5

What can you do to strengthen weaker areas in your CV? What evidence (formal and informal) do you have of the quality of your teaching? What possibilities for publication remain from your doctoral thesis? How do you go about networking? What motivates you to be an academic?

REFERENCES

Åkerlind, GS 2005, ‘Postdoctoral researchers: Roles, functions and career prospects’, Higher Education Research and Development, vol. 24, pp. 21–40. Åkerlind, GS & Quinlan, K 2001, ‘Strengthening collegiality to enhance teaching, research and scholarly practice: An untapped resource for faculty development’, To Improve the Academy, vol. 19, pp. 306–21. McInnis, C 2000, The work roles of academics in Australian universities, Evaluations and Investigations Program, Higher Education Division, Department of Education, Training and Youth Affairs, Canberra, Australia. Thompson, J, Pearson, M, Åkerlind, G, Hooper, J & Mazur, N 2001, Postdoctoral training and employment outcomes, Evaluations and Investigations Program, Higher Education Division, Department of Education, Training and Youth Affairs, Canberra, Australia. UKGrad Programme 2007, What do PhDs do? Careers Research Advisory Centre (CRAC) Ltd: http://www.grad.ac.uk/downloads/documents/Publications/WDPD_-Trends_Final.pdf.

FURTHER READING

Angelo, T & Cross, P 1993, Classroom assessment techniques: A handbook for college teachers (2nd edition), Jossey-Bass Publishers, San Francisco. Blaxter, L, Hughes, C & Tight, M 1998, The academic career handbook, Open University Press, Buckingham and Philadelphia. Boice, R 1990, Professors as writers, Jossey-Bass Publishers, San Francisco. Covey, S, Merrill, AR & Merrill, R 1994, First things first, Simon & Schuster, New York, London, Sydney. Hutchings, P (ed.) 1998, The course portfolio, American Association for Higher Education, USA.

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Maximising your doctorate in entrepreneurial settings Robert Franich Te Papa Tipu Innovation Park Rotorua, New Zealand

INTRODUCTION Upon graduation, a doctoral graduate is expected to have a high level of competency in their discipline and the subject or topic of their study and its thesis. Knowing oneself as a competent researcher and being able to independently use and interpret literature, formulate a hypothesis or research question and use appropriate methodology to carry out research and experimental work generally unassisted are ideal outcomes on graduation. This chapter addresses how doctoral graduates can maximise the use of their doctoral skills and knowledge in entrepreneurial settings, where the outcomes of research affect the creation and growth of enterprise. The juxtaposition of scholarship and entrepreneurship might seem anomalous, where the rigour and discipline of study and research in natural or social science at the doctoral level might seem at odds with behaviour that people naturally associate with entrepreneurs and enterprise. However, entrepreneurship in the twenty-first century is a discipline in its own right, with theory, practice, research and an extensive peer-reviewed literature. Entrepreneurship also covers many aspects of human endeavour, not only in business but also in social and environmental enterprise and in the arts. In the most general terms, entrepreneurs might be regarded as people who seek to make a difference, a definition that could be applied to almost everyone except that, in addition, entrepreneurs have a different approach to analysis, understanding and the acceptance of risk involved in seeking to make a difference.

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In the light of this relationship between scholarship achieved through attaining a doctoral degree and entrepreneurship, graduates seeking to maximise their doctorate in entrepreneurial settings need to understand themselves in terms of entrepreneurial behaviour, especially in accepting and being comfortable with levels of risk appropriate to an endeavour. Put simply, graduation with a doctorate signifies that the person knows their subject; accomplishment in entrepreneurship signifies that the person knows him/herself and, by implication, ‘the market’. In reality, both knowing one’s subject and knowing oneself are lifelong learning experiences that will certainly grow and change over time. There are functional skills, such as finance and management, for doctoral graduates to learn and apply in entrepreneurial settings, but there are also cultural elements with which people with an innate and/or learned entrepreneurial flair seem to be naturally comfortable. One of these is the concept of success and failure. Graduation with a doctoral degree demonstrates a successful outcome of study and research. A failure at the doctoral level is almost an unthinkable outcome, and for those occasional candidates who do fail to graduate, the outcome can be catastrophic. In contrast, entrepreneurs generally have a remarkable tolerance towards failure. Failure in entrepreneurship, in spite of best-laid plans, is usually seen at worst as a bit of a setback but, most importantly, an opportunity for learning, strategic reorientation and a chance to try again. Other cultural influences on entrepreneurial success or failure are peculiarly national ones. Involvement with a new venture enterprise failure in the United States is often proudly exposed on one’s CV, whereas in New Zealand a new venture enterprise failure carries a stigma that the bearer strives to keep hidden. Maximising one’s doctorate in entrepreneurial settings is presented from my own experience in the New Zealand context, especially in my discipline of chemistry and my own studies, learning and practice in business innovation and entrepreneurship.

A PhD IN CHEMISTRY—FUN WITH MOLECULES When I graduated with my PhD in chemistry from the University of Auckland in 1970, I recall my supervisor congratulating me on becoming an expert in synthetic diterpene chemistry. (Diterpenes are natural compounds comprised of twenty carbon atoms arranged in a variety of molecular shapes. New Zealand Kauri trees produce a gum that contains diterpenes). A somewhat narrow field in the whole of organic chemistry! During my PhD research work, I had learned numerous techniques for producing a wide variety of chemical reactions, and for operating various instruments to acquire data. So the experience of earning a PhD in chemistry provided me with the opportunity and the freedom to express my talent for working with molecules and to acquire the techniques to succeed as a natural products chemist. The value that accrued from my PhD work in

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particular centred round a few novel molecular transformation chemical reactions, which I discovered and which have been cited and used by other chemists, and contributions to the global body of chemistry knowledge. While some doctoral candidates in twenty-first-century New Zealand can still pursue a pure science doctoral research program with independent funding (for example, through the Marsden Fund of the Royal Society of New Zealand), an increasingly preferred option is to carry out doctoral research funded through an industry partner, either within a university, or externally working in a private enterprise, or with one of the Crown Research Institutes with the scholarly requirements being managed through a New Zealand university and an academic supervisor. The advantages of pursuing doctoral research with an industry partner include being able to conduct research related to real-world problems or opportunities and, in so doing, to see the doctoral project from an entrepreneurial perspective and value the outcome as having potential to make a real difference. Although the reporting and accountability aspects of industry-based doctorates can be more complex than those focused solely on a pure science topic within a university, it is these very aspects of interaction with people who are stakeholders in the doctoral project that enrich the candidate’s experience and build people-relational skills in addition to those specifically being acquired in the science discipline. Value accrued from an industry-related doctorate is, therefore, not only the science outcome, but also understanding of how knowledge acquired through research—intellectual capital—is valued by people in enterprise to create economic, environmental or social capital. One of the significant risks of an industry-funded doctoral research can be an embargo on publications until such time as the industry management feels that exposure through publication can be used to advantage, often referred to as the ‘tactical disclosure’. Having an intimate association with enterprise through having a stake in ‘shared’ intellectual property can be advantageous as an introduction to a career in an entrepreneurial setting, but at this time of a doctoral graduate’s life, strategic decisions need to be made regarding employment versus postdoctoral studies, or possibly seeking further academic qualifications. While most doctoral research projects are likely to be relatively risk free, with any risks assessed and appropriately managed by supervisors, the doctoral graduate confronts decisions for the next step, each decision carrying with it options with varying degrees of risk around selection of where and with whom to establish and develop a career exploiting their doctorate, postdoctoral study and research or, indeed, pursuing an opportunity not related to their doctoral discipline. In the context of this chapter, one of the questions that the doctoral graduate needs to ask, having made a choice and understanding the risks involved in deciding the next step, is: ‘What will be the response to success and, more importantly, what will be the response to failure?’

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POSTDOCTORAL OPPORTUNITY Last century, it was common for New Zealand PhD graduates to conduct one or two years of postdoctoral research at a university in the United Kingdom or United States, and for PhD graduates from the natural products school at Auckland, this was often carried out in the UK at Oxford or Cambridge. I chose Oxford, and spent two years at the Dyson-Perrins Laboratory, located in the South Parks Road science area, working with other postdocs from around the world. This was a stimulating and collegial environment where the cohort of postdoctoral and PhD candidates learned from each other. Although much of the chemistry project (synthesis of molecules related to penicillin) did not provide successful outcomes and, therefore, might be regarded as a failure, importantly the postdoctoral research output—a single publication—contributed to my acquiring a pedigree that proved to be useful in securing my first job. One of the important outcomes of postdoctoral study and research in a different location and with different supervisors from that of the doctorate is experience and learning different national and organisational cultural aspects related to science and research. These can have a significant influence on the approach or manner in which a project or research is conducted and how the results arising from the research are valued and exploited. It became evident in the early 1980s that my colleagues who went from New Zealand to carry out postdoctoral research in chemistry in the US acquired a more enterprise-focused appreciation of their science outcomes, whereas those who went to the UK, especially perhaps to the older universities in Oxford or Cambridge, experienced a more scholarshipfocused and traditional university culture. In the twenty-first century, the global nature of science, communication and doctoral graduate exchange has to some extent blurred national cultural dif ferences, but there are now high-performance, culturally distinctive science organisations competing globally for and accepting only the best doctoral graduates. For ‘downunder’ doctoral graduates, seeking a postdoctoral position nowadays requires a serious analytical evaluation of the doctoral outcome, and of oneself, to know where and—equally important—where not to compete for postdoctoral assignments, or even whether to seek a postdoctoral position at all. These are strategically important postdoctoral questions and decisions that will, at least for some years, influence where and with whom one can initiate and grow a career. At the conclusion of my second postdoctoral year at Oxford, I made a deliberate decision to return to New Zealand to search for a science career related to one of the primary industries. One risk understood in establishing a science career in New Zealand in the early 1970s using a PhD qualification and postdoctoral experience was geographic isolation from the collegiality of the large number of chemists and

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from the chemistry institutions in the northern hemisphere. After an eight-month search in 1973, I accepted a science position at the (then) New Zealand Forest Research Institute in Rotorua, one of the most remote research establishments in New Zealand. This was then very much physically and geographically a frontier situation in which to start a career, with five other chemists recently employed, with little equipment, but with the outlook brimming with opportunity. Rotorua also looked like a provincial frontier town, itself a culture shock after Oxford! The notion of a frontier science establishment in the physical sense in the twenty-first century is irrelevant, especially so from the standpoint of New Zealand’s geographic isolation being no longer an issue owing to the availability of data, audio and video communication through the internet. The notion of a frontier exists in the science endeavour itself and, in an entrepreneurial setting, the creation of innovation, enterprise, wealth and work that are yet to exist.

MY STORY OF CHEMISTRY INNOVATION AND ENTREPRENEURSHIP IN NEW ZEALAND At the time of the economic reforms in the mid-1980s, when science organisations in New Zealand were placed on a more commercial basis, an opportunity was delivered to the Forest Research Institute by the New Zealand Furniture Manufacturers’ Association as a brief: to ‘make radiata pine wood perform like Formica® on MDF’. (Formica® is a hard melamine plastic laminate; MDF is medium-density fibreboard.) The brief implied a step-change in wood material performance, and was explicitly a wealth-creation opportunity. Furniture and fittings manufacturers in New Zealand using plantation-grown radiata pine wood for manufacture of high-value products were being frustrated by numerous returns for item replacement or repair of dents because the wood material surface was not sufficiently hard to resist impact during delivery or use. Wood material modification technologies using petroleum-based chemicals to enhance wood surface hardness and the specialist equipment to work safely with combustible and toxic chemicals in the process were available from the United States or Japan. While these types of composite worked well in service (like sports-hall floors), they were expensive to produce and the product could not be sawn or planed. After having conducted a scientific evaluation of all the then-known technologies used for hardening radiata pine wood, a decision was made to reject them all because they were considered difficult to implement in the New Zealand woodprocessing sector. Consequently, a science program was initiated to devise a new wood modification process, designed in New Zealand, focused on the customers’ needs, and which would be technically implementable in New Zealand.

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The chemistry strategy I devised in 1987 was centred on using wood modification materials derived from sustainable biological resources that could be produced in New Zealand, rather than relying on imported petrochemical resources. Starch was selected as the raw material of choice, importantly because it was the cheapest organic product available and could be chemically transformed into a hard polymer. The starch-based technology that developed from the science work, therefore, had potential to incur the lowest costs for manufacturing and to deliver the best margin for a future, imagined manufacturing enterprise. The innovative wood modification chemistry technology was patented in 1991, given a process name, Indurite™, and a marketing strapline, to ‘pour wood into wood’. Technology transfer and working with investors and entrepreneurs led to the construction of a greenfields factory in New Zealand to commercialise the Indurite™ technology. The Indurite™ process was a world-first using sustainable biomaterials for wood modification, and has been flatteringly cloned by several organisations globally. The original factory has been in operation for manufacturing and exporting Indurite™ products since 1997, thereby making and sustaining its contribution to New Zealand’s economic activity. The thinking and action from the chemistry concept to the creation of the new venture enterprise manufacturing Indurite™-processed pine wood is an example of corporate entrepreneurship, also referred to as intrapreneurship, where entrepreneurial activity is conducted within an existing organisation. In the context of a doctoral graduate exploiting science and research competency in an entrepreneurial setting, the intrapreneurship approach enables a visionary leader within an organisation to implement a new strategy, organise the resources, lead and work closely with a team to carry out the tasks required to acquire knowledge to build innovative technology, develop and organise protection for any resulting intellectual property, and champion the commercialisation process. Quite an adventure! The doctoral science graduate with the personal attributes that demonstrate entrepreneurial flair will be recognised for being ideas-driven, creative and imaginative, individualistic (but also able to work in teams, especially where cross-functional complementarities can bring synergistic advantage), persistent in achieving goals and, most importantly, resilient in the face of despair, adversity and failure.

ON TAKING OPPORTUNITY—SERIAL ENTREPRENEURSHIP The entrepreneur is described as an ‘individual who makes a difference’, but more importantly as one who ‘habitually creates and innovates to build something of recognised value around perceived opportunities’ (Bolton & Thompson 2000).

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This serial nature of entrepreneurial activity, where one innovation and enterprise creation is pressing hard on the heels of another, is what drives not only wealth creation but also technology and enterprise renewal. Why, however, should an entrepreneur, if having achieved success, often through sheer persistence, risk it all by starting again? It is, of course, the nature of competitiveness, of being first. For the doctoral graduate being first to publish in a competitive area of science, just as for the entrepreneur being first ahead of competitors in enterprise, brings its rewards. Answering the questions of where to keep competing, in what environment and in response to what opportunity, is a key step towards maximising chances of repeated success, and one which both the doctoral graduate and the educated entrepreneur know well. Being able to distil from data the essence of knowledge required to crystallise decisions on what (or what not) to do in response to opportunity, and where to compete, can provide a sure first step in an entrepreneurial adventure. This is a key competency of a doctoral graduate seeking to maximise impact in an entrepreneurial environment. Not content with a few successful chemistry science projects with new venture enterprise outcomes of my own, I recently initiated a new project which I think exemplifies the above. The project, which has now been extensively peer-reviewed and is continuing, addressed an opportunity to create innovation in one of the key fundamental steps in wood processing—wood drying—and its consequences on sequential steps in wood product manufacture, such as the Indurite™ product. It is commonsense that wood material is dried from the green state (freshly sawn from the log) by evaporating the water contained in the wood cells. The consequences during wood material drying are various non-reversible microstructural and chemical changes in wood cell walls, and are fundamental to the problem of wood material distortion and loss of value. While there is a slew of knowledge about the underlying biology, physics and chemistry of the drying process by water evaporation, and there has been considerable research over many decades to try to ‘fix the problem’, gains in wood material stability and quality have only been marginal. The existing wood drying scientists and wood drying enterprises are all competing in an ever-diminishing space! The strategy I devised to address the problem as an opportunity for a radical change in wood processing practice shifts the commonsense of drying wood by evaporating water to an innovative technology which, after much science experimentation, frustration and despair, has enabled a successful, accurately controlled and selective extraction of moisture from wood cells using a fascinating chemistry process. The patent for the invention has been published recently. If the developed technology can be operated commercially on real-world scales, the enterprise and wealth-creation potential extend globally and massively. This would be quite a

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success from a small frontier R&D organisation in a small frontier town in a small country downunder! To the doctoral graduate seeking to maximise the impact of your doctorate in entrepreneurial settings: ‘There’s nothing quite so exhilarating as being an eyewitness to the future’ (Taylor & LaBarre, 2006). QUESTIONS

1 How competitive are you? 2 What degree of risk are you prepared to accept, and how do you justify the risk? 3 How do you cope with failure?

REFERENCES

Bolton, B & Thompson, J 2000, Entrepreneurs: Talent, temperament, technique, Butterworth Heinemann, Oxford, UK. Taylor, WC & LaBarre, P 2006, Mavericks at work: Why the most original minds in business win, HarperCollins, New York, USA.

FURTHER READING

Frederick, HH, Kuratko, DF & Hodgetts, RM 2007, Entrepreneurship: Theory, process, practice, Asia-Pacific Edition, Thomson, Melbourne, Australia.

ACKNOWLEDGEMENTS

My successes and failures would not have been possible without the help and generous criticism of my work colleagues and competitors at Scion. To Suzanne Gallagher and Hank Kroese, thank you for staying with me at the workbench for many years, despite the setbacks. Thanks to Peter Mellalieu, Unitec New Zealand, for your mentoring and inspiration during my MBIE study and research. To my current and past doctoral candidates, thank you for accepting me as your industry supervisor. I hope some of my way of thinking has rubbed off on you.

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Maximising your doctorate in consultancy work John Mitchell John Mitchell & Associates

INTRODUCING THE JOYS OF RESEARCH-BASED CONSULTING Consultants have a poor reputation in many quarters, so I would like to open my chapter by tabling my respect for ethical consulting and indicating how a doctorate can improve a consultancy practice. I love the opportunity provided by consulting for assisting my clients. For me, consulting is about gaining a deep understanding of the challenges and hopes of the client. It is also about assisting the client to see new options and ways of doing things differently in future. Before options can be identified for the client, much work needs to be undertaken by the consultant, and research skills are imperative in carrying out this work. The work commonly begins with core research activities such as immersing oneself in an issue or context, sifting through the complexities, looking elsewhere to see if other people have experienced similar challenges, and framing the right questions to ask before setting off to collect data. Of course, a doctorate means the research-based consultant has practised these very techniques at a high level, so a doctorate provides the consultant with both professional confidence and sophisticated research techniques. Having completed a doctorate also means the consultant has an understanding of methodology. Tasks, techniques and methods do not amount to a methodology, if methodology is defined as the theoretical perspective taken to the research. With a doctorate completed, the research-based consultant understands that

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clients can often have in mind an instrumentalist, positivist methodology, so the diplomatic consultant can advise the client that there are other methodologies available, each with different strengths. Such delicate discussions with the client about different ways of framing the consulting project are not possible without the existence of mutual respect, trust and openness between the client and the consultant. In my experience of being a consultant before and after obtaining a doctorate, a consultant with a doctorate who can articulate the value obtained from a doctoral research has a heightened chance of winning the client’s confidence than a consultant without the degree, given that the doctorate is widely viewed as the benchmark for a sound researcher. In brief, my doctorate has deepened my relationship with my clients and enabled me to provide them with better advice and services, beginning with initial advice about the framing of the project.

CONSULTING BEFORE, DURING AND AFTER COMPLETING A DOCTORAL PROGRAM Prior to completing my doctorate I managed my own private consultancy practice for twelve years. It is now four years since I completed the doctorate and I continue to manage my consultancy practice, so I have a range of reflections to share about the impact of my doctorate on my work after twelve years in the profession and the strategies I have used over the last four years to maximise the investment I made in the doctorate. I would like to table a few disparate findings before proceeding. First, I am surprised by the positive difference my doctorate made in the minds of my clients. Over the last four years I have collected many implicit and explicit pieces of evidence to show that my clients place a high value on the doctorate. Let me hasten to add that I had one honours degree and two masters degrees before completing the doctorate and that, very quietly, I feel my clients do not fully realise the value of the masters degrees, in particular, in informing my consulting practice. But being in business, if my clients see my doctorate as very special, I am very happy to accept their view. For my clients, a doctorate is a gold standard, an international benchmark, and, for the sake of my business in the future, I hope that every university in the world ensures that the doctorate is always protected as the gold standard. I say this also because I have noticed the diminishing value my clients have attached to masters degrees since I obtained my first one in 1990. Regrettably, masters degrees are seen as a dime a dozen. Second, I have a few qualms about the word ‘maximising’ as it is a bit coarse compared with the more elegant and less bold term ‘optimising’, but again, I am in business, so I am not going to quibble if the editors and readers prefer the term ‘maximise’. I used the term ‘investment’ in the earlier paragraph to hook into that side of the reader that might be interested in maximising the returns on an

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investment in a doctorate. I have a similar side in me and I am happy to report on the following revenue flows. My company’s turnover—a company in which I am the main revenue generator—in the year before I submitted my thesis for examination, declined marginally (around 5 per cent) from the previous year, due to the time I dedicated to polishing the manuscript. In the year following the submission of the manuscript for examination, my company’s turnover not only returned to its average level but exceeded it by just over 50 per cent. That is, I received an immediate and massive return on my investment: the payback period was a matter of months, not years. The story gets even better, as my turnover has increased each year since then, partly as I have raised my fee annually with the public justification that someone with a doctorate (which means I am constantly researching new approaches) plus my experience attracts premium rates. Third, I did not wait until I completed my doctoral program to promote to my clients the implied value to them of my undertaking doctoral research. I am in a business, not a monastery, so I saw no problem with encouraging my clients to see how I had their interests at heart in undertaking doctoral studies. From the first year of enrolment in the doctoral program, I actively initiated conversations with my clients about the original research I was undertaking, the questions I was framing, the findings from my extensive review of the literature, and so on. I presented myself as a researcher inquisitive about better ways of dealing with issues that I knew my clients were interested in. I was strategic in promoting my doctorate long before the conferral ceremony.

COMBINING RESEARCH AND CONSULTANCY WORK The term ‘consultancy’ has many connotations in general conversations, mostly negative, which the practising consultant needs to accept and move past. I suggest that there is no point challenging the stereotypical views that consultants charge exorbitant fees, that all they are doing is telling the client what he or she wants to hear and that they are simply telling the current client what they told the previous client, working off a pre-ordained template. My standard response to those who express this view is that I agree and I have seen many examples of what they are describing. To distance myself from rogues, fakes and opportunists who call themselves consultants, I describe my business as ‘a research and consultancy practice’. For your interest, the long version of this is ‘a research and consultancy practice specialising in research, planning and evaluation’, as it is important to specialise in business, not to offer services anyone can claim to provide. Each of the key words in the description of my company—‘research’, ‘consultancy’ and ‘practice’—is very deliberately chosen and I would like to explain why. I use the two terms ‘research and consultancy’ as a married pair, not just to impress the listener but also because I see them as a very appropriate pair, and

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obviously my doctorate is a major and immediate justification for me as a consultant using the term ‘research’. Describing my business as ‘a research and consultancy practice’ enables me to conduct a conversation with the client on my terms, distancing myself from other people who casually call themselves consultants. I sometimes say to clients, if it is appropriate, that there are two extreme groups of consultants: those that have preconceived solutions no matter what the problem, and those who are research- or evidence-based. I quickly declare that I am firmly in the second group. I lampoon the former group as prone to using preexisting templates for topics such as strategic planning or change management, without being able to populate their explanations with examples based on their own or others’ experiences or the literature on the topic. The former group is unable to conduct research or to customise their pre-existing solutions to suit the client’s unique context. When I say to a client that I am firmly in that group of consultants who are research-trained and evidence-based, I add that I do not expect to provide him or her with an easy solution or simple formula for moving forward. What I do expect to provide for the client is assistance with clarifying the issues, diagnosing possible forces at work, collecting and analysing information, identifying alternatives, assisting with the selection of preferred options and suggesting implementation strategies. I then add that while this is a longer process than others might provide, my approach is more likely to provide a robust and sustainable approach in the future. I hasten to add that many of my assignments require me to use a truncated version of this ideal approach. Those readers undertaking a doctorate or those who have completed a doctorate will know that these consultancy services, such as analysing issues, can be performed with much more depth and skill because of the rigorous training that underpins doctoral work, such as immersing oneself in an issue and clarifying key questions that could be asked. If a client seems interested in this point, I expand upon it. This initial conversation with a client where I promote the value of a research framework is not the only time I make this point. I find there are many other opportunities during a consultancy assignment to draw the client’s attention to the value he or she is receiving from my use of aspects of the research approach, such as clarifying which questions to ask or determining the most appropriate ways of collecting data. Of course, consultants need to be careful not to overwhelm clients with the virtues of a research framework. I find that most clients do not want much emphasis in our ongoing conversations about the depth or brilliance of my approach: they want to know what I am finding at each step of the way. Research-based consultants also need to strike a balance between using a research framework in the background and presenting findings, in both verbal and written reports, in ways that are easily understood by clients and their

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stakeholders. As long as I have used rigorous methods to arrive at the findings, I have no hesitation about presenting the results in a form that can be read by a range of audiences. Clients don’t want a thesis. I am comfortable calling my research work ‘applied research’ in the sense that the research is undertaken with the intention that the results will be applied to the client’s context; that current approaches of the client are likely to be changed. In the four years since I completed my doctorate, I have frequently emphasised the above points about my consultancy practice being research-based, although, as I noted above, I find most clients do not want as much explicit detail about this as I might want to convey. My common finding is that most clients see my doctorate as an indication that they, the clients, will benefit from my research training, but they do not want a speech from me about what this means. On the other hand, I find that every client does appreciate having conversations about what we both think are some of the key issues for the client, what might be some fundamental questions that need addressing, what might be the most fruitful sources of evidence, and similar topics.

BUILDING A RESEARCH AND CONSULTANCY PRACTICE In describing my business as ‘a research and consultancy practice’, the word ‘practice’ is very deliberately chosen and I am passionate about its meaning. But as with the concept of research, my clients do not want me to shove down their throats my passion about the term. However, as with the concept of research, I find it is possible to modulate my discussion of practice to suit most clients. For me, the concept of practice is very well explained by the proponents of communities of practice, particularly the grandfather of this movement, Etienne Wenger. He describes practice as consisting of a cluster of ideas, habits, customs, techniques, theories and approaches. He and others suggest that a practice is something to be honoured, respected and valued. It is also something that can be fostered, extended and taken to new heights. A practice is something that can be constructed by an individual who is willing to be compared with his or her peers and influenced by them. It is possible to have a solo practice and, through interaction with peers, to have a shared practice. I like the concept of having a practice, and having a doctorate makes it easier for me to talk about and model what it means. For me it suggests all the things that Wenger and others talk about, particularly that I can always improve or enhance my practice. It also suggests that, like a medical or legal practice, my business is professional in the sense of being based on external, well-recognised and well-regarded standards. In talking with my clients I normally do not use the term ‘practice’, but I consciously talk about the ingredients of practice. For example, I might say to

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a client that new ideas emerging in the sector seem to draw on several different traditions and that each of these traditions is contested. I like to share with my client that I am monitoring some new theories emerging in the literature and that the client might be interested in a discussion about whether aspects of these theories might apply to his or her context. I like to share with my client that I am working on some new techniques for, say, planning or evaluation, and that I would like to get the client’s response to the value of these techniques for his or her organisation. In watching the way clients have responded to me since I completed my doctorate, I have found that many of them implicitly see the doctorate as conferring on me a special and a professional status in the sense that I have been judged by my peers as a worthy member of a highly qualified profession. For example, a client who engaged me recently to facilitate a residential workshop for his senior staff said to me words to the following effect: ‘I want you to know why I would like you to do this job. First, you are a thought leader in the field. Second, your knowledge of what other people do is of great value to us. Third, your facilitation style is not a performance: you are quiet, not theatrical, but all the time I sense that you know why you are getting us to do things and it makes us work at the issues.’ While he did not say explicitly that the doctorate was an underpinning foundation for these three attributes, he did introduce me at the workshop as ‘Dr’ and he repeated a number of times that I have special insights and knowledge, I am a thought leader, and that my approach is not accidental. I believe this client was expressing respect for the standards he knows I set for my professional practice and he was very gracious in acknowledging these standards, without using that term, in public. While he did not fully understand my methods—his field was management, not research or consulting—he intuitively sensed I was using them for good purposes. In colloquial terms, the doctorate was the clincher in convincing him that I had advanced skills.

CONCLUSION Most of what I have said above relates to the topic of being strategic in the first five years after completing a doctorate, and I added in the opening section that I was strategic from the time I enrolled in the doctoral program. But what do I mean by being strategic? In preparing this chapter, the definition of strategy I had in mind—a definition that is becoming more common in business management —is that strategy is a story or, to use the more popular term, a narrative. Browne et al. (1999) view strategy as a story or narrative ‘which attempts to “write” or account for a whole series of disconnected and emergent elements as they were a unified whole—but more than one such story is possible. These stories then act as guides to action.’ (p. 407). Strategy is a story or narrative in that it is an account

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of how—in this case—my business practice is taking new directions to meet clients’ changing needs, addressing client challenges during the journey, aspiring to new heights for clients and making exciting discoveries for my clients. In the earlier sections of this chapter I emphasised the story or narrative I told my clients during my enrolment in the doctoral program and afterwards. I keep adding to the story each year, and the story continually gets better for my clients. The basis of the ongoing story is that I am continually researching best practice and new ideas and am very interested in using those research skills and my new ideas to assist them, my clients. As a final twist to my story, interestingly, I find my clients like to hear my story about how my company’s turnover declined temporarily and then rose substantially after I completed my doctorate. People like a success story; and they particularly like a story that they feel part of and that implies benefits for them. The following presents useful tips for your consultancy in the first five years after completing your doctorate. 1 Develop an understanding of consulting as an ethical and systematic approach to assisting clients. 2 Clarify for yourself the value of research in underpinning your consultancy services. 3 Distinguish yourself from consultants who are not research-based, use the same approach to every problem and have preconceived solutions. 4 Market services you can offer that are based on specialist, not general, knowledge and skills. 5 Present yourself to clients as passionate about finding unique solutions to their specific problems. 6 Promote yourself as a researcher inquisitive about better ways of dealing with ongoing issues your clients are interested in. 7 Construct an overarching narrative about how your doctoral studies aid your clients. 8 Start the conversation with clients about the value of research well before you complete the doctorate. 9 After you finish your doctorate, keep refreshing the story or narrative each year about how you are researching new ideas. 10 Build into this narrative the concept of practice and how you are continually enriching your practice. 11 Seek to develop an open and trusting relationship with clients so you can progressively share more about how your research skills can assist them. 12 Find out about your clients’ needs and align your research capabilities, such as your ability to collect relevant data, with their needs. 13 Discuss the elements of research with your clients in bite-sized chunks, such as by asking ‘Where can we find the right people to interview or survey?’

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14 Discuss the elements of research with your clients in language they will understand, such as ‘Let’s find the right questions to ask before we go any further.’ 15 Use diplomacy to guide the client away from a solely positivist methodology for research, if at all possible. QUESTIONS

1 How can your doctorate help you build an ethical consulting practice? 2 Who are your potential or actual clients and how could they benefit from your research skills? 3 What are you discovering or did you discover in your doctoral studies that your potential or actual clients might find of value to them?

REFERENCES

Browne, M, Banerjee, B, Fulop, L & Linstead, S 1999, ‘Managing strategically’, in L Fulop & S Linstead, Management: A critical text, Macmillan Business, Hong Kong. Wenger, E, McDermott, R & Snyder, W 2002, Cultivating communities of practice: A guide to managing knowledge, Harvard Business School Press, Boston, Massachusetts.

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Global networking for further success Jacqueline Rowarth Massey University

INTRODUCTION It’s a global world—particularly if you are highly educated. Whether there is a brain drain or gain going on depends upon which country is being considered. OECD figures, however, indicate that Australia and New Zealand have approximately 3 per cent and over 20 per cent, respectively, of their tertiary educated workforce overseas: downunder workers are in demand in the other hemisphere. Demand is likely to increase. The British 2006 Skills Survey revealed that the proportion of jobs requiring degree-level qualifications and above increased from 20 per cent in 1986, to 30 per cent in 2006. Futures scanners predict massive shortfalls in research-qualified workers … But none of this guarantees that you will be picked for your dream job. Perfect positioning requires research, time and energy; becoming the employee of choice is an art as well as a science. The aim of this chapter is to outline steps that you can take in order to position yourself for that perfect job, in the knowledge that (1) the information can be used nationally or internationally—the steps are the same, and (2) that the concept of the perfect job will change as your career develops—and the steps are not timedependent.

STEPS TO YOUR FUTURE Your commitment to education has been considerable—working hard at school, then university, and now you are finishing your postgraduate degree. Good

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decisions so far. But what next? Although you might have had ideas when you started your postgraduate degree, it is quite likely that they have changed. Part of the role of education is to open your eyes to many different possibilities, and what you have learned in terms of approaches to problems and to interpretation of information can also be applied to your future. Step 1 is to consider and reconsider why you decided to become involved in postgraduate education in the first place. Were you encouraged by a particular person (your coach or mentor, perhaps), or was it that you had a particular job in mind that required a doctoral qualification? If the former, talk to that person and to your supervisor (they may be the same, so consider discussing your future with senior faculty members as well). Do they have ideas about your future? If the latter, does that job still suit your needs, wants and desires? If it does, keep going towards it: if not, why not? What is it about the education environment and the research you have been doing that has influenced you? Is it: the nature of the work or the people? the perceived career path? and/or the opportunities or the lack of them? Try and analyse the good bits and the bad; then identify what type of job will allow you to maximise the good and minimise the bad. (A word of warning: jobs involving ‘no paper work’ do not usually need higher degrees.) Research skills are needed, not only in universities, research institutes, companies and industries, but also in practically every ministry, policy group and advisory unit. They are also needed in regional government and private enterprises—everywhere, in fact. Finding out about the possibilities is a question of more research, and this is Step 2. If you are considering an academic position, then tutoring or laboratory demonstrating is an obvious way to gain experience. This usually involves marking, which gives experience in assessment—another point for your CV. Dedication to the task could mean that you are given the opportunity to deliver some guest lectures; seize the opportunity as lecturing is a very different experience from conference presentations. If you are considering research outside academia, investigate the possibility of a short-term job placement with the Australian Commonwealth Scientific and Industrial Research Organisation (CSIRO), a New Zealand Crown Research Institute (CRI), the Department of Conservation or equivalent, the Department of Primary Industries or a discipline-aligned ministry. This could be a valuable way of not only experiencing the external environment (once you have submitted your thesis and while you are waiting for the outcome), but also of learning new techniques that will be useful for the future. You will be building contacts during the day, and in the evenings you can write up the papers from your thesis. Never forget that in research your passport is your publication list. International visits are very good for building experience. Funding is often available for conferences and travel during your studies, and you should talk with

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your supervisor about funds in your discipline and the opportune timing in terms of applying for them. Where appropriate, enhance your application by including time in another laboratory or working with an expert in your field—selectors are usually looking for the ‘extra something’ in an application, and bringing a skill back to Australia or New Zealand is one of those extras. In Australia, the Australian Research Council (ARC) Linkage grants can support travel for research purposes, particularly the ARC Linkage International Awards for projects with overseas researchers. Furthermore, the funds can be for establishing new collaborations, strengthening existing collaborations, or simply providing international research experience. ARC Internationally Coordinated Initiatives involve overseas funding agencies for joint projects (particularly with the United States and United Kingdom). ARC Discovery Projects can involve overseas research. The International Science Linkages program provides funding for Australian researchers to participate in world-leading research. The relevant websites provide information on a range of scholarships open to Australian and international students and researchers. Similarly, in New Zealand, the ViceChancellors’ Committee (NZVCC), the Royal Society of New Zealand (RSNZ), Zonta, Rotary, and numerous individual societies and associations have funds to support worthy applicants and nominees. Information on the funds can be found on the NZVCC and RSNZ websites. Fulbright Fellowships for research in the United States are available from both Australia and New Zealand. Universities and national funding bodies (such as the ARC and the New Zealand Foundation for Research Science and Technology) run programs to ensure that postgraduate students are exposed to new ideas and are thinking about next steps, so watch your graduate school website for opportunities. Step 3 involves raising your profile in the professional arena. This will enhance the possibilities for your future, particularly the chance of working in another laboratory or with an overseas expert. Raising your profile credibly requires being good (but better still, the very best) at what you do. This will necessitate continued development and learning, which is inherent to research. It also requires understanding how you are being measured and assessed. In research, journal articles and conference presentations are part of the key performance indicators, but networking and involvement are also part of the assessment. Volunteer for some of those things that other people don’t want to do and enjoy the challenge and the people you meet. Communication is paramount and it is not done in a vacuum.

COMMUNICATION AND NETWORKING Your research becomes meaningful only after communication through conferences and journals, when you begin to explain the implications of your work and thus make a contribution to your discipline. A successful research career requires the ability not only to think of, and do, great research, but also to explain it in

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various forums. The combination of abilities is increasingly in demand. Brilliance in research and communication is not all it takes, however. Networking is vital as it raises your profile, as explained above. Communication occurs at many levels. Sandy Pentland, a researcher at MIT’s Media Lab, has found that departments in large companies with a strong ‘water cooler’ culture are 30 per cent more productive than those that do not have that culture. Pentland argues that increased productivity comes from unconscious communications that provide an effective window into intentions, goals and values. Become aware of your own body language and unconscious signals. Practise to ensure that the messages you are sending are those that would be expected from a credible researcher. Around the water cooler, at conferences and meetings, the people with whom you communicate about your research are likely to be those who work in similar areas. These people will form your research network and will probably provide job opportunities at some stage. Implicit in this is that each time you present your work you should do it very well, so that you impress, and the desired opportunities follow. Good communication is a matter of practising, concentrating on the message (rather than yourself), honing the message (removing all those surplus words) and doing the background research, which includes reading books on communication, and then returning to practising. There are many articles and books on communication. Make the effort to read them and then use the information they contain to your advantage. Networking is also the subject of articles and books, in recognition of its increasing importance in business. Networking is professional social communication. It does not take the place of good research, but it can help your good research, and hence help you as the author to become known. Using the web is a very good way to communicate, but only if you put in the time to do it professionally. Consider becoming involved in (or stimulating the creation of) an online network for emerging research fellows. The GARNET PhD School (www.garnet-eu.org) is the model and has been established for researchers in Global Governance, Regionalisation and Regulation. The network recognises that young research fellows in Europe often face a challenge in that they are expected to gain ground in their research community internationally and to build an international network. GARNET’s aim is to develop a multi-disciplinary network of researchers, analysts and practitioners with expertise in key issues and themes in global and regional governance. The European Union (EU) has funded the GARNET Network to organise biannual international one-week PhD schools and network support. Could your fellow emerging researchers benefit from involvement in such a network? Could you create one? To develop a relationship with a potential employer takes a little more work. First, identify the groups with which you would like to work. You should be able to do this from those you have discovered and referenced during your own

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research. Where are the top groups in the discipline you would like to pursue? Who are the leaders in the field? Are they in a country and institution where you are prepared to work? Having identified the individuals, read their work with care. Make sure that your article (and if you haven’t yet written one, delay the professional networking until you have) cites their work in an appropriate and pertinent manner. Experienced researchers do know when a reference has been included for show rather than argument. Send the research leader(s) a copy of your article and include a one-page covering letter that says something sensible about their work. Is there a relationship that you can point out between your work and theirs, for instance? Make the letter matter-of-fact, without indicating that you expect anything in return. Most people receiving a professional letter will respond, particularly as they see the thought that has gone into the research, contact and letter. Plan to meet the research leader(s) if you can. With your supervisor’s assistance and forward planning, you should be able to go to a conference where they are presenting. As a leader, it is likely that they will be doing keynote addresses and invited talks at important conferences and symposia in the discipline. If the person is very important, it may be difficult to get time with them. In this case it may be sensible to follow your letter with a brief note saying that you will be at the conference and, though you know they will be very busy, you hope that there might be five minutes to make contact to discuss matters. Then go to all the presentations that are related to the area of your future work so that you can make intelligent conversation and comment when the moment arises. When not in sessions, take every opportunity to meet and talk with people. For people at the same stage as you are, perhaps those involved in your on-line research network, maintain contact and suggest ways of interacting that are professionally based. For example, exchange drafts of chapters and articles with each other. Learn how to benefit from and give feedback. It will mean extra work, but it is building your future. (Furthermore, this exchange activity may be useful when you are asked at a job interview about supervision as you will be able to say that, although you have had no formal role, you have been involved in these related activities.) For the leaders, it might be possible for your department to invite them to speak, or for an exchange program to be established. Again, there are funding systems to bring experts to Australia and New Zealand, such as all the ARC and Royal Society funds mentioned previously: check the websites.

YOUR PROFESSIONAL NETWORK Leaders create and use networks. Information sharing gives them the edge in terms of putting information together and spotting opportunities. Having the

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edge is just as important in research as it is in business: what funds are about to be advertised, what are the funders looking for this time, who are the brightest people in the area, who has a hot new researcher about to graduate? To use your professional network to best advantage, consider the following: • Does it have a top person in it? (This person might not be accessible on a dayto-day basis, but should be sufficiently interested in you and your career to consider you for opportunities.) • Have you included a new member in the last month? (Networks should be dynamic, developing with your changing requirements.) • Do you have a coach and mentor in the network? (This is the person who will be relatively accessible for discussion and who will have you top of mind for opportunities. They might also fill the role of champion by suggesting you for activities when they occur. It is also the person whom you might outgrow, at which point you will need a higher echelon person.) • Are you being a mentor for others? • Are you keeping in touch with people? (Be warned, newsletters in the ‘annual Christmas broadcast’ format increasingly common in Christmas cards are not acceptable: they do not create a sufficient communication flow. Nor is it acceptable to contact people only when you want something.) Luckily, research gives you an ideal platform as you can contact your network when a member publishes some work, making appropriate comments, and you can send the members papers and articles that you have published. Furthermore, with people at a similar stage, you may be able to exchange draft manuscripts for comment, as discussed earlier. Another information exchange can be jobs that you know are arising, and the reciprocal is that you will hear about opportunities from others.) Authors Herminia Ibarra and Mark Hunter, in ‘How leaders create and use networks’ (Harvard Business Review, January 2007), suggest that effective leaders employ networks for strategic purposes, whereas managers tend to use them for personal or operational purposes. For research careers, all three are appropriate. At the personal level, your network will give you information that will be important for career development. Operationally, your network will enable you to be efficient—knowing what needs to be done in a given situation and who is the best person to do it, for instance, is a key attribute of some people. Who is that person in your network? The strategic components of your network will enable you to identify future priorities and challenges so that you are prepared to cope in advance. The strategic contributors in your network are likely to be the ones with the high-level picture, and they may well be overseas—they are a crucial part of your global network.

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CONCLUSION Global networking takes research, planning and effort. It takes time, but is likely to yield rewards. Without people in other countries informing you about what is going on, your chances of being at the forefront in terms of research, funding applications, and employment are slim … and vice versa. Who you know—not just what you know—has always been important in the job market. Differentiate yourself through active, considered and considerate networking, and you will know who and what. In conjunction with your discipline contribution, global networking is the foundation for your future and your brilliant career. QUESTIONS

1 What have you done today to shape your future? 2 Who have you contacted this week? Who have you commended or thanked? 3 What will you organise this month that will create another part of the bridge to your future? 4 Where will you be in twelve months’ time and what more do you need in order to get there? 5 After being appointed to your dream job, what steps will you take to plan the next five years? And the next? And …?

FURTHER READING

Pearse, A & B 2004, The definitive book of body language, Pease International, Queensland. Pentland, S 2008, Honest signals: How they shape our world, MIT Press, Massachusetts.

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Publishing your doctorate: Realities and processes Annemarie Rolls Australian Council for Educational Research

INTRODUCTION Publishing your thesis may be something you had in mind from its inception, it may have occurred to you along the way or even post-completion as you reflected on your research and the results. This chapter provides you with information and advice as you consider publishing your thesis. It will ideally give you enough detail to decide whether you will pursue this path, a sense of the reality of doing so, and some direction in starting the process. In addition, three useful texts are provided as recommended reading. It goes without saying that some disciplines will lend themselves more to a single commercial thesis publication than others. Commonly it will be dissertations from the humanities and social sciences that are more likely to produce the foundation for a monograph that will be published as a book, while the sciences generally focus on publishing in peer-reviewed journals. According to my scientist friends, three or more journal publications from a science thesis is a very good outcome, while publishing as a book is rare. The advice and information that follow apply to work most likely to fit into general academic book publishing. This chapter focuses on the practicality of presenting your thesis for publication to a commercial, albeit specialist, publisher. The number of academic publishers in Australia and New Zealand is diminishing rapidly, with the arena being increasingly dominated by major players rather than small ‘independents’. Large publishers cover a broad range of subject areas, while the smaller ones have publishing programs that focus on selected subjects.

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Publishers have important criteria around which they will build their publishing list. The success of a list is enhanced with a solid foundation of titles that interrelate and appear as relevant to certain groups of customers. By doing this, the publisher will be able to focus their marketing program on a particular audience or audiences, and thereby establish a reputation in specific fields. Regardless of which publisher you approach, the basic principles that determine your chances of getting published and underpin the preparation of your proposal, and the book’s success, all apply. Understanding these principles will enable you to decide if you have a publishable thesis and enhance your chances of winning a publishing contract. It is possible that, when you planned your doctoral research and dissertation, you saw a book publication as an intended outcome. You may have thought about an appropriate publisher and had some discussion with them already. It certainly helps to direct your research and the writing if you are able to have such a conversation. See Case Study 1 at the end of this chapter for a particular example of this approach. What follows is an outline of the key criteria that affect whether you have a commercially viable publication in your thesis, how a publisher may respond to your proposal, and some guidelines on the process of planning your publication.

IDENTIFYING THE VIABILITY OF REVISING YOUR THESIS INTO A COMMERCIALLY PUBLISHABLE TITLE ‘Commercial’ is a concept that generally sits at odds with academic scholarship, which is usually about publishing for the public good. However important publishing scholarly work may be, a publisher, even a specialist publisher committed to the greater good of publishing important academic study, has to be fundamentally concerned about profit and loss. To keep publishing, publishers have to generate sufficient income. While huge profits are not the dominant concern of academic publishers, the ‘bottom line’ has to be in black, not red, ink. So at the outset you need to keep in mind that your thesis will have to be modified into a title (book) that has an audience (that is, market) beyond your department, colleagues, friends and family. You need to think about who might find this work of interest, and the breadth of people to whom this work will be relevant enough that they will buy it and/or recommend it to others. Once you have identified the audience, you should then consider what level of knowledge on your topic you can assume this audience possesses. While the examiners of your thesis are experts in the field and have very specific knowledge and interest in that field, you will have to think about ways to entice a broader public audience to engage with the book and of course to purchase it.

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A good person to discuss your potential audience with is your supervisor and others at your university. They will know your work better than others and they should have a good understanding of its context and the wider implications of the content. At this time, establish what else is already published in your area. If there are other related titles, identify how yours will differ from, enhance, or possibly contest the ideas in these published works. If there are a number of titles that cover similar content, you may have a problem as the publisher will very likely decide that the competition is too strong to make the book viable. In this instance you may be inspired to take a different approach to the one you initially intended. It is worth staying open to the options while not losing sight of the fundamental knowledge and experience that will form the foundation of your book, derived from the evidence of your thesis. Staying in touch with what excites you about the findings of your thesis will be a vital ingredient in maintaining your energy for revising it for publication.

DEVELOPING YOUR THESIS INTO A BOOK Let us assume you have decided to go ahead with developing a book from your thesis. Now you need to consider the next steps. It is worthwhile taking time to pause between the acceptance of your thesis after examination and beginning the process of developing it into a book. This enables you to view your thesis more objectively so you can re-examine how you might structure your manuscript (the draft of the book) and consider the level of revision it will require. The revision could be daunting if your thesis was not written with publication in mind. Reading some literature on the book-writing process will be helpful, as will understanding your potential audience. A good idea is to find readers (‘critical friends’) who will help review the outline, chapters and/or the whole manuscript. Be prepared that in most cases substantial revision will be required. The thesis and the book have two different purposes: the thesis ‘must show that the author is in command of the material, broadly and deeply, and that he or she has something new to say’. Whereas, translated, a viable book for publication should be ‘… a work of intellectual substance that makes a contribution to the author’s field and … can reach enough readers to support the investment necessary for publication’ (Germano 2005, p. 6). The language of an accessible, engaging book, written for an audience that may not be experts in your field, will be somewhat different to the language of the thesis. The book for a broad audience has to be more of a conversation with highly technical language explained in ‘intelligent layperson’, or even everyday, terms. While a good editor will assist with tone and structure, in order to have

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the manuscript accepted in the first place, the language of the manuscript will need to be sufficient for the reviewers and the publishers to be convinced that a potentially saleable book exists. Most important is to be excited about your topic and still have the openness to be creative in your approach to developing the thesis into a book. This will help you achieve an engaging authorial ‘voice’. Commonly, graduates take a long break from the thesis once it has been awarded before they start work on their book. This has other implications in terms of refreshing the research, but may help re-inspire you. Case Study 2 at the end of this chapter is a prime example of this approach.

SEARCHING FOR A PUBLISHER AND PREPARING YOUR PLAN OF ATTACK You will save yourself a lot of time and frustration if you identify carefully who might be the most appropriate publisher(s) to approach with your manuscript. Look for publishers who have published titles related to your field then investigate their full list. Dig deeply into their website and try to identify their publishing direction and determine whether they are changing their list. Look at the backlist as opposed to the front list (the ones they have recently launched). Does your proposal suit their list? Can you see any indication that they are solid as a business and have the reputation you would wish to be associated with? Will they be the right people to market your book? Can they reach your intended audience? This last question is very important; it is not only a matter of whether you will be right for them but, also, will they be right for you. You may find more than one potential publisher; however, it is best to approach one at a time. Be sure to contact them and ask how they prefer a proposal to be presented. Most publishers will have a format on their website that you can follow. This is a useful indicator of how much preparation you will need to do before you complete your proposal. For example, some might ask for a sample chapter or two, others may require a full manuscript. The proposal is like an application and résumé when you apply for a job. Essentially, you have one go to make a first impression. Provide as much content as you are allowed within their guidelines and respond fully to the questions. There will be the obvious biography and credential information but, additionally, you need to be thorough with an outline of the key points of your work. The draft contents page is an important summary of your book, so work on this carefully to ensure that the headings reflect a good structure, are good descriptions of the chapters and are engaging. Provide a review of the manuscript if you can and offer the names of other suitable reviewers. Describe competing or complementary books that are in the market, and make the case for yours being different and attractive.

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Be sure that you are clear about who will read and buy your book. Production information will also assist the publisher to begin assessing the cost of producing the book, so including the number of illustrations or graphs and the word extent, even an estimate, is very helpful. You will also be expected to provide a schedule for completion of the manuscript. You have to ‘sell’ the idea of your book to the publishing team and then help them ‘sell’ it to the marketing team. Bear in mind that the publishing team do not have the last word. They might want to go ahead with the publication, but if the marketing team says they cannot see how they can sell enough copies to make at least a modest profit, then usually the proposal will not go ahead. Let us look at marketing in more detail.

ABOUT THE MARKETING AND THE ROLE YOU PLAY Let’s assume your proposal has been accepted by the publishers. With the green light from marketing, final costings will be done, schedules discussed and the contract prepared. At this stage you may wish to inquire about the publisher’s policy with regard to production and royalties. A commercial publisher, albeit an academic one, will most often cover production costs and pay a royalty of about 10 per cent of sales revenue. Others may operate on a ‘custom publishing’ model where you would be expected to contribute to the production costs, or you may be working with the publisher to find a co-funding arrangement through an affiliated institution or organisation. In some instances the marketing team will work with you on co-funding opportunities. The publisher may have already raised this topic but, if not, understanding these sorts of arrangements before any requirements are written into the contract will benefit your planning and clarify your financial expectations. Once the contract is signed you will discuss with the marketing team how they can successfully market your book. Depending on how the publisher works, you may well begin to discuss the cover design. Your networks will play a vital role in the strategy for marketing your book. Think about whom among your allies, friends, scholarly and professional associations, and broader networks would support the publicity of your book, especially if they can help with media coverage. Having a base of contacts to begin with will assist the marketing team enormously. Providing potential reviewers for your book who are connected to a journal, newspaper, magazine or other media is extremely helpful, particularly if these reviewers have a public profile. Review commentary is often included in the ‘blurb’ and in information to distributors. This helps to provide a powerful validation for your work. For example, can you get the foreword written by someone with a public profile or a good reputation in the field? This strategy helps to sell books, particularly if you are still relatively unknown.

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There are a number of other ways in which you can work with the marketing team to support the marketing and, therefore, sales of your book. Do you run workshops? Are you a travelling scholar or professional? Do you present at conferences often? Do you have a media profile? All these things help to sell books and develop your profile further. Usually, the marketing team will be very happy to support these events. If they have a list of your key events and dates, they can plan ahead to have publicity in place, provide brochures for conference inserts and ensure that there are sales consultants available to sell your book. As your book gets closer to publication make sure you are engaged with the marketing team. You definitely want them to be your new best friend. If you are available and cooperative, you will find they in turn will ‘go the extra mile’. Not every book is guaranteed a launch event, but you can help encourage the marketing team to commit the time and money to make this happen if, for example, you have connections with a great location, have a high-profile person in your field that would launch the book or are speaking at a conference. Don’t despair if you cannot meet any of these criteria, but being aware of the added value of these kinds of contributions you can make will encourage the support. Regardless of your contribution, your book will automatically be publicised by the marketing team through: catalogues, advanced information notices sent to distributors nationally and internationally, invitations for review copy requests to relevant lists of journals and other media, and also through media releases in some instances, particularly if the subject matter relates to a topic of public discussion at the time of its release. It is part of a marketing team’s brief to stay abreast of relevant media coverage. Finally, stay in touch with the marketing team, keep them informed of your movements in terms of events you might be involved with so they can support you with publicity and booksellers; and let them know when you receive positive feedback from a reader—this can often be used in marketing campaigns. Remember you are your own best salesperson and you have a network of people with similar interests and a rich knowledge of the potential audience, so you bring much more than the manuscript to the table. Bear in mind that yours is not the only book on the publisher’s list, but if you are an enthusiastic, communicative author, the marketing team will be more willing and inspired to promote your work.

THE GOOD NEWS! High-quality academic publications provide depth and tone to a publisher’s list and they need to publish new books. While the market is small it can typically be well defined.

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If your publication is picked up as a textbook for undergraduate courses, it can make real money—a novel notion in the world of niche publishing. Similarly, it might become a highly recommended reading, which can also have positive financial results. So keep these commercial aspects in mind when you are preparing your proposal for the publisher. Your publisher will work hard to find opportunities to promote a title where there is potential for bulk purchases for both your and their benefit. Once this title is published and out in the market you can continue to build allies by responding to reviewers’ criticisms and comments fully and in writing. Assuming you will be inspired by the experience of your first publication, you may begin working on something new. Should this happy event occur, be sure to let your publisher know so they can look at their forward publishing list and advise you of the potential for fitting your new work into the list. Asking questions will not cost you anything but will reward you with knowledge to move forward with confidence. Be bold with exploring different publishers, asking other authors who they have published with and about their experiences and making inquiries directly with publishers. In closing, here are two stories of theses that were published successfully.

CASE STUDY 1 Professor Paul Tapsell (Dean) Chair in M¯aori Studies Dean of Te Tumu, the School of M¯aori, Pacific and Indigenous Studies Thesis title: Taonga—A Maori tribal response to Museums (D.Phil Museum Ethnography, University of Oxford 1998) Masters special topic dissertation: Comets & Whakapapa: A Te Arawa perspective of taonga Masters thesis title: Pukaki: Ko te Taonga o Rotorua Book 1: Pukaki: A comet returns (Reed Publishing, Auckland 2000) Book 2: Ko Tawa: Maori treasures of New Zealand (David Bateman Ltd, Auckland 2006) Professor Tapsell’s experience with both his masters and doctoral theses is unusual in that he researched and wrote them with future publication a clear intention. In addition, he was determined to ensure that they would ‘reach’ his two primary audiences: his tribal Elders who in essence were his co-researchers, and the academic community (museums and anthropologists). Professor Tapsell explains:

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This required me to deliver my final work for examination in uncomplicated language. Not surprisingly, these dissertations easily translated across into publication and did not require much more work than some reordering of material and general editing. To elaborate, while writing my theses I sought to balance theoretical issues and associated discussion with wider readership accessibility, not least because the primary information on which my work is based was sourced from tribal communities to which I was required to be accountable as a descendant. Continuing a respectful relationship with my elders within a genealogical matrix of kin accountability was a necessity that could not be compromised. On reading my doctorate one of my former university teachers suggested I had committed heresy by ‘dumbing down’ my academic language and terminology, making the discipline of anthropology too populist. However, my examiners seemed to be a little more appreciative of the efforts I had undertaken to provide the academic world with a uniquely accessible insider (reflexive) ethnographic perspective of tribal values concerning museums that was both theoretically robust, while also maintaining the academic integrity of my primary knowledge co-researcher sources (elders). Thus the hard yards and associated battles of finding balance for a wider (multicultural) readership was actually done at thesis write-up, not afterwards. I saw my supervisors carrying equal status to my co-researchers (none of the latter had any formal government schooling beyond the age of 16, but enjoyed any opportunity to correct grammatical errors on my supervisors’ part!). In time each came to appreciate the other’s formal training so be it via two very dissimilar value systems. Bridging this divide of understanding between two worlds was probably the most challenging aspect of my work. If either party was not comfortable with the language or ethnographic content I had drafted they would tell me so and I would rewrite until I found the balance the three parties sought (elders, supervisors and myself). In essence we became a team to which elders and supervisors (not discounting the incredible importance of wider colleagues, students and in particular my wife and her family) supported me in my fledgling academic endeavours. A decade on the team is still there and stronger than ever. Some of its original members have since passed on, but new recruits have since taken up their place, keeping me on a balanced academic and professional track with and to whom I continue to enjoy serving for the betterment of the universality of knowledge. With the assistance of my team I was therefore able to build on my 2000 publication and produce my second book (2006) so it could also be read in the first language of my people (Maori) side by side with the English text. I can categorically say that seeing a thesis into publication is one of the most satisfying experiences of my academic career, and to be able to have control over its packaging so it best reaches your primary audience is the icing on the cake.

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CASE STUDY 2 Dr Peter Wignell Visiting Senior Fellow Department of English Language and Literature, National University of Singapore Thesis title: Making the abstract technical: On the discourse of social science Book title: On the Discourse of Social Science (Charles Darwin University Press 2007) Dr Wignell submitted his thesis in late 1997 and was awarded the degree while at Charles Darwin University, Australia, in early 1998. The book was completed mid 2006 and published a year later. Although other publishers were approached they were slow to review the manuscript and CDU Press was keen to publish it. Dr Wignell commented: Because of the time lag I had to update some segments and cite more recent sources. I reworked some sections to make them less ‘academic’ and did a fair bit of editing including reducing the theory chapter of the thesis substantially because that sort of detail isn’t necessary in a book.

This will be a standard process as you alter your thesis to speak to a new audience with very different expectations and requirements. It was eight years before Dr Wignell’s thesis was published as a book. A time lapse such as this is not uncommon, often attributed to two key factors. As he candidly says: By the time I had finished the thesis and got the result I needed a total break from it and it took some time before I was ready to revisit it.

The second factor was finding the time. Eventually an opportunity to take professional development leave arose so the necessary block of time was available to work on the manuscript. If you are planning to turn your thesis into a book, it is worth considering where you work and the nature of your position in terms of the opportunities this might create in the pursuit of publishing. Academic institutions are obviously a favourable option as there are more avenues through which you can gain support to complete work for publication.

QUESTIONS

1 Is my doctoral thesis something that would be of interest to the broader community—that is, the community beyond my academic circle? 2 Why do I want to publish my thesis? 3 Who will be reading it and what might they look for?

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R E C O M M E N D E D R E A D I N G ( I N O R D E R O F PR I O R I T Y )

William, G 2005, From dissertation to book, The University of Chicago Press. Harman, E (ed.) 2003, The thesis and the book (2nd edition), University of Toronto Press. Wellington, J 2003, Getting published, Routledge Farmer.

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Developing research output in the humanities Mark Harding Australian College of Theology

INTRODUCTION The term ‘humanities’ is a rather old-fashioned word for those disciplines that are grouped together in ‘Society and Culture’ in the Australian Standard Classification of Education (ASCED). Society and Culture comprises disciplines such as the study of language and literature, law, economics, behavioural science, studies in human society (including modern and ancient history), philosophy and religious studies. Based on 2007 EFTSL data there are almost as many commencing doctoral candidates in this classification (1455) as there were in natural and physical sciences (1493). When I was an undergraduate arts student in the early 1970s I was fortunate to attend a university in which there was an excellent arts faculty. My lecturers were scholars. They were well-read, innovative thinkers. They were articulate and pedagogically aware. They brought out the best of students in tutorials. They were, as I recall, readily available for consultation and for informal discussion. They took sabbaticals during which some succeeded in writing the quality book they had been planning. However, a number of lecturers not only did not possess doctorates but, as far as I am aware, only rarely published. Today that state of affairs would be unthinkable. Increasingly universities expect that academic staff and applicants for academic positions will not only be scholars but will also attain levels of measurable research productivity that surpass the expectations of a generation ago. Research, and here I mean published and high-quality international research if it

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is to be accorded any weight or merit, informs and energises teaching. Measurable research productivity is one of the key defining criteria of the essence of a university. Obviously productivity that sees the light of day in top-ranking journals or prestigious publishing houses, or is frequently cited, is the most valuable species of research. As academic openings attract greater numbers of applicants, the pressure on doctoral graduates to have already achieved a publication profile, and to be proactively engaged in enhancing their profile, is immense. Indeed, for Australian non-self-accrediting institutions seeking university status under the 2006 National Protocols for Higher Education Approval Processes developed by the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), research load and research activity consistent with levels achieved in smaller public universities will be two of the highest ranking criteria for the assessment of applications. When given the opportunity to define the term ‘university’, the higher education regulators have repeatedly insisted that such an institution must at least have a research profile in terms of lead and output across each of its disciplines. Regulators do not accept that there could be a teaching-only or teaching-intensive university. The same is true of institutions in New Zealand where there have been two very public ranking exercises of the quality of research of each higher education provider over the last six years. The Rudd Government in Australia is about to embark on its own survey and analysis of the quality of research, with the undertaking to be known as Excellence in Research for Australia (ERA). Wherever doctoral candidates enrol and in whatever institution they, as graduates, seek a teaching position, they will be required to be intentionally focused on research by doing their part to increase the pool of new knowledge and original insight available to their colleagues and to the wider public. Research productivity output is perceived not only as a key enhancer of public wellbeing, but also as a contributor to the economic output of the country. Doctoral graduates are no strangers to this ramping up of expectations, particularly if you have been passed over for an academic position in favour of a colleague with a more impressive publication record than you. But if you were a doctoral candidate in the humanities in Australia or New Zealand it is even possible that you were not encouraged to publish during candidature and been given little advice as to how to begin publishing your research once you graduated. In my own institution, it is only of late that such encouragement has been formally expected as part of our supervisor induction policy. If you were not encouraged to publish as a doctoral candidate in the humanities, this experience contrasts starkly with expectations of doctoral graduates in the sciences. This tends not to be the case in the humanities in other parts of the world.

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When I began a doctoral program in theology at a North American institution some twenty years ago, there was a clear expectation that candidates would not only publish during their period of candidature but would attend conferences and submit proposals to conference organisers to be considered for inclusion in the program. Out of these opportunities, especially if there were feedback and interaction with senior scholars and researchers, came the impetus to parlay papers into articles that could be submitted to refereed journals. Indeed, the first doctoral seminar paper I wrote was returned by the marker with suggestions as to what I might do to prepare it for publication. In four years of candidature, everyone in my cohort scored at least one publication in this way in a refereed journal before graduation. The frequency and geographic accessibility of conferences and the discipline of writing seminar papers sow the early seeds of a culture of research productivity. In Australia and New Zealand I suspect that this is largely lacking in the humanities, and more specifically in the discipline of theology. For the public universities attracting candidates and proven researchers, building profitable strategic alliances with industry and producing demonstrable research outputs (especially if these can be measured in economic terms) must remain high on the institution’s objectives. Without sustainable levels of research, universities in Australia and New Zealand will find it harder to attract research funding from industry and government. The same is even more true of an institution like my own, the Australian College of Theology (ACT). The ACT is a venerable, nationally organised, non-self-accrediting institution (NSAI) with an annual research output equivalent to that achieved by the smallest of the Australian universities. This has been achieved, I should add, without access to the RTF or the ability for our candidates to compete for Australian postgraduate awards (APAs). However, enhanced institutional status for my institution and others in the sector hinges in considerable part on our ability to persuade state higher education regulators that we have the research policies, quality assurance processes, HDR load and output to warrant the granting of self-accreditation status. Inculcating and sustaining a research culture, even if the load is small, is a significant challenge. What can be done to increase the research productivity of doctoral graduates in the humanities? Much of the groundwork will be laid prior to submission and graduation. The encouragement and advice of one’s supervisor as mentor and, in a way, sponsor, are critical features especially if the individual has introduced you to their own network of peers in research. The research seminar you attended will have provided valuable stimulation towards preparing you for publishing your research, especially if your contributions were honestly reviewed. And then there were the opportunities for interaction with peers and senior researchers at conferences. I was fortunate during both of my candidatures to be enrolled at

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institutions where there were several annual opportunities to present papers at conferences before honest peers. But it will be as a graduate that the more substantial challenges will lie both to initiate and sustain your research output. Developing your research profile will also require the taking up of those opportunities to teach in your field that will arise, even if only as an adjunct or sessional lecturer. The demonstration that your teaching was well received, pedagogically informed and stimulating will signal to potential academic employers that you are able to apply your research and scholarship to the classroom. The following avenues for publication are suggestions for doctoral graduates in the humanities to consider, particularly as they consider a strategy for establishing a research profile in the first five years of their postdoctoral experience. In addition, the website of the Australian Council for the Humanities, a body established to promote the discipline, is worth bookmarking because it contains a wealth of information about the profile of the humanities, as well as information about its travelling fellowships and publication subsidy scheme.

PUBLISHING YOUR THESIS Your thesis is the most readily available source of your first monograph. Yet it is a disappointing fact that many doctoral graduates in the humanities do not publish their theses. Ironically, for those who have managed to gain teaching positions, the combined pressures of teaching and administration quench the time that needs to be taken to do the research necessary to find the best possible publisher and to undertake the work required to turn a thesis into a book. After two or three years have passed since graduation (which often rolls into four and five years), your research is bound to cease being ‘cutting edge’ and unattractive to potential publishers. Thus, you cannot afford to wait too long after graduation to publish your work. There are a large number of publishers that have series devoted to theses. Some series only demand minimal changes to the text of the thesis and are offered in reasonably cheap paperback format. If you have not sounded out potential publishers before you submit, the publication of your thesis abstract may attract potential publishers. Use may also be made of your examiners not only as referees for positions for which you are applying but also as sponsors of your work to publishers through their reports. In some cases examiners are more than willing to recommend publishers to whom you can submit your manuscript. And consider, too, if your supervisor has not already advised you on this score, what potential there is in your thesis for the generation of refereed articles. In some cases the thesis chapters themselves might be reworked into potential publications. Even research you undertook but did not finally incorporate into

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your thesis may be worthy of working up into an article. Since a lot of research in theses produced in humanities departments will arise out of the history of interpretation, you could consider offering an article on the history of scholarship on your topic.

ARTICLES While theses are the most fruitful source of potential journal articles for recent doctoral graduates, seminar papers are also a resource. It comes as a surprise, however, that the time taken between submitting a manuscript and its publication will be at least two years. This is because there is usually a backlog of articles to be published and there is a careful process of a reader or readers being appointed to advise the editor about revisions you should make. A paper I wrote during candidature was published three years after it was written and two and a half years after it was submitted to the journal. Revisions were required. You will also need to access the list of journals in your discipline and their ranking. In theology, academics in Australia and New Zealand have ranked some 345 Australasian and international journals in the discipline. Rankings have also been attempted for other disciplines. In the case of philosophy, for example, a recent ranking of journals in the discipline can be accessed on the website of the Australasian Association of Philosophy. My advice to new graduates is to aim in the first instance at submitting to the mid-ranking international journals of your discipline.

COLLABORATION (NETWORKING) Collaborative networking provides a fruitful source of opportunities for publishing your research through joint publications, often with your supervisor, though these tend to be infrequent in most humanities disciplines, or through invitations to contribute to monographs or to present at conferences. The great benefit of North American doctoral education is the ease with which research networks arise among one’s candidature cohort and can be established within your discipline. Moreover, the possibility of interdisciplinary collaborations and research seminars are enhanced in such contexts. Doctoral graduates in Australia and New Zealand need not despair, however. Email and conferences provide opportunities to replicate what many have experienced in the North American context and in the sciences. In cases where one’s network contains senior, well-established researchers the opportunities for access to publishers and, possibly, funding is increased. But, of course, the great benefit of collaborative networks is that ideas for publications arise quite naturally, often incorporating an interdisciplinary perspective.

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In my own institution, researchers in the field of Early Christianity have combined with university-based networks of ancient historians to produce a collection of essays around a single theme of a quite unique thrust and scope. Most doctoral candidates will have been aware of conferences that occur in each discipline both in Australia and New Zealand and overseas. Each discipline, and subdisciplines within the larger ones, will have its association. In many cases these also publish a refereed journal in addition to convening conferences. Examples of associations include the Australasian Universities Language and Literature Association, the Australian and New Zealand Association for Medieval and Early Modern Studies, the Australian Society for Classical Studies, the Australian Historical Association, the Society for the Study of Early Christianity, and the Australian and New Zealand Association of Theological Schools.

PROMOTING IDEAS FOR MONOGRAPHS There are bound to be scholarship vacuums and lacunae within your discipline; areas in which there have been few if any scholarly contributions, and in which your research provides original insight or new knowledge. If your network contains senior researchers who have links with publishers, the opportunities may well exist to take the initiative and to pitch a monograph or collection of essays on a topic to which you can contribute. Approaches to publishers may, of course, be individually initiated. Opportunities to be proactive can arise unexpectedly. A colleague was a teaching adjunct at a university and happened to notice in the faculty office a flyer advertising the date and time of a visit from a representative of a well-known publisher. Staff were invited to meet with her to talk about ideas for books. He took that invitation up and was successful in promoting an idea for a monograph that bore fruit, albeit four or five years later. Incidentally, having made the link, such personal contacts become useful later when negotiating the contract and seeking an extension of the date of the submission.

CONFERENCES Unless your research was focused on a topic embedded in the Australasian context, it remains a fact that the conferences that are likely to be the best attended and most prestigious will be overseas. The fact that relevant publishers usually have displays at conferences facilitates graduates’ contact with those who might publish their work. However, in my discipline there is a paucity of local conferences. An enterprising young doctoral graduate has overseen the genesis of what promises to be a well-attended mid-year annual conference, which my institution has agreed

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to sponsor jointly. The conference will feature two well-known international scholars as keynote speakers. It has been well advertised in the northern hemisphere and in Australia and New Zealand, such that initial hopes for the number of sessions and papers have required to be substantially augmented. A senior researcher among the local organisers with an excellent global scholarly network and contacts with publishers has raised expectations that selected papers from the conference might eventually appear in a collection printed by a major US publisher. The emergence of this conference promises to be a triumph of local initiative and global networking.

E-JOURNALS The ease with which disciplines and institutions have established peer-reviewed e-journals should prove an incentive to graduates, especially those with active networks, to establish their own thus providing enhanced opportunities for the publication of research. In this respect the Queensland University of Technology OAK Law Project is a particularly useful resource devised to help developers negotiate a way through the legal processes that need to be taken into account in e-research and e-publication. QUESTIONS

1 What opportunities are there for attendance at conferences in your discipline, and do opportunities exist for the establishing of new conferences to support your particular discipline or subdiscipline? 2 What vacuums in new knowledge exist in your discipline for a monograph which you could write or on which you and your network could collaborate? 3 Are you in touch by email or physical contact with peers and senior researchers in your discipline? If there is a network of researchers in your field or special expertise, is it clear how you might become associated with it if you do not already belong? 4 How long will the research contained in your thesis remain current? While awaiting a response from a potential publisher, are there articles that can be generated from your research?

REFERENCES AND USEFUL WEBSITES

Actual Student Load (EFTSL) for Commencing Students by Narrow Discipline Group (full year 2007): http://www.dest.gov.au/NR/rdonlyres/B1293582-1244-4BEF-ADC6BAA0E26E3493/23019/Commencingstudentload.xls#’33’!A1 The Australian Academy of the Humanities: http://www.humanities.org.au

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Australian Standard Classification of Education [ASCED] 2001: http://www.abs.gov.au/ AUSSTATS/[email protected]/Latestproducts/F501C031BD9AC9C5CA256AAF001FCA33? opendocument Journal rankings by discipline (progressively as each discipline cluster is evaluated in the ERA): http://www.core.edu.au/journal%20rankings/Journal%20Rankings.html National Protocols for Higher Education Approval Processes (July 2006): http://www.dest.gov. au/sectors/higher_education/policy_issues_reviews/key_issues/MCEETYAS QUT OAK Law Project: Open Access to Knowledge: http://www.oaklaw.qut.edu.au

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Flocking together: How to optimise the value of your doctoral network Erica McWilliam Queensland Institute of Technology Shane Dawson University of Wollongong

THE VALUE OF NETWORKS When we are in the thick of producing a doctorate, it is easy to underestimate the importance of the social networks we access, create and maintain over the life cycle of the doctoral study. Coverage of the literature, getting the conceptual framework and methodology right, data gathering, analysis, ethical protocols, administrative demands and timeframes can be all-consuming, so much so that we may not recognise what new networks are becoming available to us or what we are learning about the value of such networks to future professional and/ or academic life. The first conference paper we give may well be etched in our memory for positive and/or negative reasons, but we are less likely to think consciously about how we are building social networks through the enactment of the work of the doctorate, or what their value will be to us in the future. Power, according to Bruno Latour (1990), is the accumulation of allies from one unique moment to the next. Ideally, doctoral study allows us to accumulate

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many allies, some of whom can be powerful advocates for the work well beyond graduation. While it would be hoped that the staunchest allies would include our doctoral supervisors, there is no reason to doubt that those who have heard our first tentative efforts to deliver a conference paper, or those whose scholarship we have used, or those who have examined our doctoral study, should be just as enthusiastic about its possibilities. And there is no reason why this enthusiasm should not have spread to any number of their colleagues. It can come as a surprise to doctoral candidates that most seasoned scholars welcome a query or communication of some sort from a doctoral candidate who is deeply engaged in reading, thinking about and applying their scholarly work. Of course, it is understandable that the mystique that surrounds the well-published author in a field makes doctoral candidates nervous about approaching them and re-presenting their ideas and, much less, daring to be critical of them. Yet this is how ideas become powerful, and it is also how academics develop powerful reputations: they stand on the shoulders of others and they maintain close ties with the current work of others. They do not merely make one-off contacts if they intend to make continuing contributions to a disciplinary field. When Michel Serres, a well-known French scholar, was in Brisbane delivering a series of lectures, he was asked about how he managed to stay so well versed across so many disparate fields. His reply was not that he read voraciously, or that he was disciplined in his time management, or that he refused to be distracted by family or financial matters; it was that he had ‘interesting friends’. Once most of us have completed our doctorates we may have the time to reflect on how grateful we were for an email or a coffee with a colleague or friend along the lines of: ‘I was thinking of your work and I saw this paper/website/comment/conference presentation and I saved it for you.’ While a few of these gestures may turn out to be of limited practical value in the postdoc phase, others can be pure gold. The value of the network does not stop with known colleagues. There is something very pleasurable about being approached far from home by someone we have never met who has an intimate knowledge and genuine appreciation of our doctoral study. How did they find out about it? Well, of course they may have ‘googled’ a paper or two, but such knowledge also travels rhizomatically, through any number of networked connections and personal relationships. This is the ‘value-add’ of the social network: its productivity does not end once we have the ‘Dr’ in front of our names. In fact, it may finally be a more important career platform than the big fat tome that we have produced that is already starting to look out of date soon after it has crossed the examiner’s desk. So it is time, when looking back on the doctoral experience, to reflect on lessons learned about how to access, create and maintain the scholarly networks that are fundamental to knowledge production in the twenty-first century.

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It may be that, despite having graduated with a doctorate, we still feel like novices when it comes to networking or, even more disappointingly, that we are just as ‘alone’ as when we started out. Whatever the legacy of our doctoral experience, we can make it work for us more powerfully if we pay explicit attention to building and extending our postdoctoral social networks. In some cases, building will mean moving on from a ‘small pond’ to a larger or differently nuanced intellectual space. A supervisor who is a big fish in a shrinking pond may not be able to deliver an ‘over the horizon’ perspective. In such a case, it may be more useful to move into a zone of temporary epistemological discomfort in the search for fresh and exciting new options, and relevant social networks. (Note: in the twenty-first century, not all ideas-innovators have doctorates, nor are they monopolised by university academics!)

LEARNING FROM BIOLOGY To understand better the dynamics of a ‘high-flying’ network, it is useful to turn to research that explains how ‘birds of a feather flock together’. We know that ‘flocking together’ allows birds to fly higher and exhibit greater scheduling and routing capabilities than each bird can do alone. The means by which this extra capacity is achieved can tell us a lot about how we might achieve much more in a purposeful networked environment than any individual can do alone. This is important because it moves us away from thinking of academe as a monastic existence in which one works best in contemplative isolation. While some—like Karl Marx—may do their best work in ‘splendid isolation’, most of us need other ‘high flyers’ to develop and maintain our scholarly momentum. Computer simulations of bird objects (boids) tell us about the behavioural principles that allow flocks or swarms to perform with more capacity (for example, flying higher and faster, and avoiding obstacles more easily) than the capacity that of any one flock member allows (Reynolds 1987). One of the myths that this research explodes is the idea that there are no rules when it comes to ‘high flying’ and, indeed, that there should be no rules; that is, that the best way for brilliant individuals to succeed is for others to get out of their way. Computer simulations of flocking demonstrate that there are behavioural rules that allow single biological entities to operate optimally by forming more complex behaviours as a collective. So what are the rules for optimal ‘flocking’, and how might they be applied in a postdoctoral phase of academic or professional life? One important aspect of nature’s team behaviour is that its ‘rules’ do not emanate from the ‘control and command’ of one individual or from an external body (Thompson 2006). The rules are not ‘imposed’ and there is no sense in which one entity is holding the whole thing together. The sense of collective

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direction is generated within ‘local neighbourhoods’ of ‘flockmates’ through the provision of timely information and the self-management of: • separation—the capacity to steer to avoid crowding others • alignment—the capacity to steer towards the average heading of the local flockmates • cohesion—the capacity to steer to move towards the average position of local flockmates. These deceptively simple capacities are three-dimensional in terms of behaviour, in that they are simultaneously focused on member/member, member/external and member/colony orientation. The rules for maintaining an optimal ecological assemblage of flockmates can tell us a lot about our own ‘high flying’ postdoc networks. Each flockmate is aligned with, and responsive to, those flockmates in their immediate vicinity, as well as being appropriately separate from those same flockmates. This may come as something of a surprise to those who understand ‘mass collaboration’ as necessarily obliterating or subsuming individual space. In fact, it is best done by respecting and maintaining space. What we learn from applications of this research is that, while collegial groups need to be attuned to the needs and interests of their flockmates in the common project, team-based ‘self-management’ functions optimally when it does not interfere with or obstruct others. In Richard Seel’s (2006) terms, ‘too much connectivity … can inhibit emergence … in that … diversity is excluded and groupthink is a very likely outcome’ (p. 3). This means that allegiance to a ‘leader’, whatever their claim to cutting-edge scholarship, might not be optimal if and when the leader does all the leading and the ‘followers’ never get to experience leadership. There are implications here for supervisors who find it difficult to think of their graduates as ‘fully fledged’ scholars. While it is important to maintain and enhance postdoctoral scholarship by means of co-authorship and the like, it is important that the power relationship between graduates and ex-supervisors is more horizontal than vertical. There is far too much anecdotal evidence of supervisors assuming first name on publications in perpetuity—or worse still, that doctoral graduates ‘owe’ them their publications. This is, in biological terms, unnatural behaviour because it disallows the necessary space for every entity to be separate and together, a leader and a follower. Space invaders are not optimal networkers. Yet neither is the space of optimal assemblage a space of anarchy—it works precisely against destructively unpredictable conduct on the part of individual flockmates. The necessary ‘randomness’ is always systematic, scanning for and reporting information of potential value; it is patterned, not chaotic. Each of us occasionally has worked

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with individuals who seem to be unable to deliver on promises, who are all over the place when it comes to organisation. Sometimes they may still be able to demonstrate productivity, though it is somewhat miraculous when this occurs. They are keen to work on a paper with us, but a year later have not actually produced any text despite assurances that they will do it next week. It is very difficult to ‘flock together’ with such idiosyncratic individuals—they may take more from us in terms of emotional energy and disappointed expectation than they give in relation to ‘flying higher’. Optimal networking occurs, according to Ken Thompson (2006), when individuals are systematically involved in random interactivity, constantly on the lookout for something ‘interesting’ pertaining to their shared projects, and sharing it in a timely way within and for the group. This purposeful activity has the effect of reducing vulnerability to individual member failure, while at the same time generating the sort of ‘swarm intelligence’ that makes for impressive scheduling and routing capabilities well beyond any individual capacity. The internet has made it possible to harness such swarm intelligence more powerfully than any technology we have yet seen. Swarming mass collaborations on the internet are shaking up orthodox social relationships through enhancing their members’ capacity for: • give and take (creating shared distribution computing capacity) • finding needles in haystacks (connecting to other like minds through shared interests rather than personal relationships) • participation through passion (co-inventing with others on the basis of shared passion rather than focusing only on profit as motivation) (Hof 2005). Learning management systems have made it possible to ‘see’ such social networking in action, and to demonstrate empirically the value of networking behaviour in terms of academic performance. The findings from a recent study by Shane Dawson (2008) and Dawson, McWilliam and Tan (2008) demonstrate that significant differences exist between high- and low-performing university students in terms of their network size and composition. The study provides evidence to suggest that ‘who-you-know’ or ‘flockmate’ connectedness is highly relevant to academic achievement at all stages of learning. While the study did not determine causality in terms of academic performance and network relationships, the clear differentiation in social ties fostered between the two student subgroups in the study supported the claim that the capacity of high performers to attract other high performers into a collaborative learning network structure provides ‘high flying’ individuals with direct access to a greater level of social capital than lower performing peers. The Dawson study supports Stanislav Dobrev’s (2005) analysis of the sociodemographic behaviour of networks of people pursuing ‘high-flying’ careers.

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Dobrev finds that there are patterns of human behaviour like ‘job flocking’ that may be explained through ecological dynamics; that is, ecological proximity homogenises behavioural outcomes, rather than the converse. Put simply, individuals do not have to be connected through interpersonal ties to ‘flock together’. They can and do connect as ‘birds of a feather’ do. Nevertheless, he also cautions against using ecological models without placing them alongside other theorising of complex social processes. So we can’t just presume that we will fly higher if we merely attach ourselves to a high-flying crowd or profession. Not all of us are responsive to networking possibilities. As Cho et al. (2007) found, there are often profound differences in our communication styles and these affect network composition. They noted that students with a low willingness to communicate adopted different network strategies from their more willingly conversant peers. These more introverted students tended to rely on smaller trusted networks, while more extroverted individuals formed multiple network ties. Our willingness to communicate within a learning group may be related to our confidence and perceived level of understanding of the scholarly field. The Cho study indicates that low-performing students rely on underdeveloped networks comprised of actors of a similar academic capacity. It follows that those of us with low levels of academic confidence (that is, possessing a novice understanding of the disciplinary field) are likely to be less willing to converse with a diversity of peers, and this in turn is likely to curtail our capacity to communicate across a broad academic field. As we develop a greater understanding of the field, our willingness to communicate and capacity to engage are likely to grow.

IMPLICATIONS There are implications here for doctoral graduates who have sought simply to meet the demands of their supervisors, rather than engage in deep and broad scholarship and research. At some point in the doctoral program, a graduate should have experienced a ‘flip’ from being a novice to being ‘the expert’ in terms of their doctoral study. Where this has occurred, the platform is laid for continued growth in confidence and the building of a sustainable and dynamic social network. Conversely, where a doctoral candidate falls over the line as a result of ‘over-supervision’, it may be that the postdoctoral ‘growth spurt’ in networking capacity is curtailed. This is important because the level of access we have to the number of advising networks—actors who actively share resources, information and provide guidance —has been demonstrated to influence positively our academic performance (Yang & Tang 2003). Essentially, those of us who are located within a network of high performers have access to more knowledgeable advisers, and thus have more opportunities to leverage academically stronger ties to facilitate our learning,

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evaluate our individual understandings and meet our learning goals. By working actively to expand our social networks during and after our doctorates, we increase our capacity to link to current opinion-makers at the same time that we improve the nature and quality of the knowledge we produce. The central premise of a learning neighbourhood of flockmates is that members will share resources and information and collaborate closely in order to assist each other in a common endeavour; that is, ‘learning to be a full participant in the [scholarly] field’ (Brown & Adler 2008, p. 19). Despite our best intentions to develop a sense of belonging and shared purpose with other learners, we may find that conflicting demands and priorities placed on us in the postdoctoral phase may result in more self-centred reasoning processes, causing us to cling to individual performativity (my sole authorships, my grants, my conference papers) as the measure of our success rather than building the shared project of communitywide learning. The brute message then is that, paradoxically, we are more likely to build academic success by paying close attention to and supporting the good-quality work that is going on around us. Despite the cult of individualism that is still so prevalent in universities and in the media, it is dynamic teams, rather than brilliant individuals, who are responsible for most of our scholarly success. It is for this reason that, when we do less solo flying and more dynamic teaming in the postdoctoral phase of networked learning, we optimise our chances of sustained professional success.

QUESTIONS

1 What opportunities have you been given through your doctoral study to ‘flock’ with others as a co-researcher or through co-authorship? 2 When and how have you taken the lead in such a ‘flockmating’ initiative? If not, what opportunities exist for you to do so? 3 How might you extend your current neighbourhood of flockmates to include others from outside your own discipline/university/cultural background?

REFERENCES

Brown, J S & Adler, AP 2008, ‘Minds on fire: Open education, the long tail, and learning 2.0’, EDUCAUSE Review, vol. 43, no. 1, pp. 16–32. Cho, H, Gay, G, Davidson, B & Ingraffea, A 2007. ‘Social networks, communication styles, and learning performance in a CSCL community’, Computers and Education, vol. 49, no. 2, pp. 309–29. Dawson, S 2008, ‘A study of the relationship between student social networks and sense of community’, Educational Technology and Society, vol. 11, no. 3, pp. 224–38.

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Dawson, S, McWilliam, E & Tan, J 2008, ‘Teaching smarter: How mining ICT data can inform and improve learning and teaching practice’, ASCILITE, Melbourne. Dobrev, S 2005, ‘Career mobility and job flocking’, Social Science Research, vol. 34, pp. 800–20. Hof, RD 2005 (June), ‘The power of us: Mass collaboration is shaking up business’, BusinessWeek. Latour, B 1990, ‘Postmodern? No, simply amodern! Steps towards an anthropology of science’, Studies in History and Philosophy of Science, vol. 21, no. 1, pp. 145–71. Reynolds, C 1987, ‘Flocks, herds, and schools: A distributed behavioral model’, Computer Graphics, vol. 21, no. 4, pp. 25–34. Reynolds, C (nd), Boids: Background and update. Retrieved 12 September 2008, from http://www.red3d.com/cwr/boids Seel, R 2006, Emergence in organisations. Retrieved 12 September 2008, from http://www.new-paradigm.co.uk/emergence-2.htm Thompson, K 2006, Enhance team performance by consistent individual behaviour. Retrieved 27 April 2007, from http://www.bioteams.com/2006/03/22/enhance_team_performance.html Yang, H & Tang, J 2003, ‘Effects of social network on students’ performance: a web-based forum study in Taiwan’, Journal of Asynchronous Learning Networks, vol. 7, no. 3, pp. 93–107.

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Opportunities for doctoral graduates within agricultural industries Philip Brown Peter Lane Alistair Gracie University of Tasmania

INTRODUCTION Doctoral graduates regularly choose positions in the private sector following completion of their postgraduate studies. The reasons for doing so are many and varied; a desire to be involved in the commercial application of research, lack of opportunity or disillusionment with the academic research environment, greater prospects for continuing employment, potential for greater financial reward, the opportunity to be involved in a range of activities in addition to research, or opportunities to continue with their own research interests. Preparing for the challenges involved in industry-based research is generally not a core part of graduate research candidature, so deciding to accept a position in industry can be a ‘leap into the great unknown’. In this chapter, we examine some of the strategies used by doctoral graduates to secure postdoctoral research positions in industry, outline some of the challenges of industry positions and discuss strategies adopted to address these challenges. Information in this chapter is drawn from our experience with the agricultural sector, which covers production agriculture, natural resource management and microbial food safety; however, many of these strategies are relevant to a wide range of employment opportunities within industry.

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THE NATURE OF INDUSTRY-BASED RESEARCH POSITIONS Industry-based positions offer a broad range of research activities, from ‘blue sky’ to applied research, as well as areas allied to research such as management and the development of policy. Potential employers range from large multinational corporations with big-budget research programs to small companies with few resources allocated to research. As an alternative, postgraduates may also seek self-employment following graduation by commercialising their research as a business venture.

Commercialisation of research and self-employment A small number of postgraduates successfully take advantage of the knowledge and commercialisation opportunities identified and provided during graduate research training in order to establish their own businesses. In general, acquiring sufficient financial resources through self- or co-investment may be limiting so these types of businesses generally start with a modest budget. Skills in business management, in addition to the broad research skill set acquired during candidature (higher-order critical thinking, research methodology, oral and written communication skills, organisational skills, creativity) are essential requirements. Whereas employment through the commercialisation of your own research can be financially lucrative and lead to a high degree of personal satisfaction, such ventures can nevertheless be fraught with uncertainty and stress and require an extended time period to allow for the venture to grow and develop into a financially viable and ongoing business.

Employment in small businesses Many small to medium businesses in the agricultural sector, and in other industries, engage in some form of research activity. Research is rarely the major focus of the business and the activity is usually conducted by a single staff member or small team. Employees in these positions are also expected to be involved in other aspects of the business, so graduates seeking these positions will be expected to develop a broad skills base. Doctoral graduates from our particular graduate research training program have found employment with agricultural consultancy companies where they undertake applied research (for example, efficacy trials for agricultural chemicals, testing new crop varieties and technologies, etc.), provide advice to farmers on crop and livestock management, sell products to farmers, and supervise staff in sales or consultancy roles. The research activity itself tends to be predominantly applied in nature in order to deliver immediate application from the research and, consequently, the cost-effectiveness of the investment by the company in research is often assessed against such performance criteria.

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Employment in large businesses Large agricultural business, often with multinational linkages, are important employers of agricultural science doctoral graduates seeking industry research positions. Examples of employers include National Foods (one of Australia’s largest food and beverage companies), Simplot Australia (a major supplier of frozen foods), Tasmanian Alkaloids (a part of the Johnson & Johnson group of companies), Fonterra (a multinational dairy business based in New Zealand), and Syngenta Australia (a large global agribusiness that markets seeds and crop protection products). Research laboratories in major international corporations can rival or exceed public sector research laboratories in terms of funding, facilities and staffing, and operate in a similar environment to university research laboratories. Even in companies with smaller research activities, the focus is often on longer-term outcomes from research, and the research staff will be engaged with other researchers to a greater extent than with end users of the research. This longer-term focus and high level of resource availability result in research positions in this sector of industry having more similarities to university research activities than the other industry sectors. These positions therefore often make a good choice for graduates interested in industry-based research positions but lacking the significantly broader skill set usually required in industry-based positions when compared with the academic environment.

ESSENTIAL SKILLS The selection criteria for most postdoctoral positions in industry are likely to include the following generic skills: • • • •

the ability to work independently as well as part of a team intellectual and professional integrity evidence of research ability (publications) effective written and oral communication skills.

Many candidates will have acquired these skills during candidature, and advice on obtaining these skills is available (Zeegers & Barron 2006), along with specific strategies for those candidates in projects with industry links (Brown 2006). Employers seek evidence of research ability, and publications and research grant activity are two of the standard indicators of these abilities. Publications also demonstrate effective written communication skills and are usually associated with public conference presentations. This standard measure of research capacity is, however, not the dominant criterion for most industry-based research positions. The nature of industry-based research positions requires employees to work effectively with other staff (often in

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areas other than research) and also to operate under limited supervision. In small companies, your line supervisor may not be a researcher, so the responsibility for managing the research itself is yours while your supervisor will be looking for the ‘fit’ of the activity with the broader company goals. As this level of independence is essential to the nature of the research activity, employers are looking for evidence in potential staff of strong intellectual and professional integrity. The commercial sensitivity of the research program, and allied aspects of your employer’s business, in all-sized businesses also demand professional integrity and discretion. While written and oral communication to expert audiences are core skills to all postgraduate projects, industry-based researchers are often required to prepare reports or oral presentations for audiences with little knowledge of research process or the theoretical basis of the research discipline. Another aspect of communication is listening, and working in industry on applied research projects requires this skill to effectively direct research knowledge into commercial activities. Extracting useful information from others in industry can be challenging, and effective interpretation of anecdotal information is a skill that is developed in applied research. Gaining the confidence of collaborators in industry and extracting information in order to understand the issues needing to be addressed are hallmarks of good industry-based researchers.

Effective communicating to a non-expert audience Many of your industry colleagues will no doubt have little expertise in your specific discipline area and they may not be familiar with theory, terminology and methodology that you take for granted. Thus you may need to modify the style of presentation with which you have become familiar during university training in order to communicate effectively with your industry colleagues. Overall, our advice is to be explicit, keep the content explicit, logical and concise without talking down to your audience, clearly state the objectives at the commencement of the session and seek feedback to ensure your message has been received. Industry employers are more interested in the application of your research than the procedures used to generate the results or the analysis of the results. Again, we recommend that you keep all the above points in mind when presenting to an industry audience. Give them the information in which they are most interested such as the potential application of your research, explain how you reached that conclusion, rather than the traditional academic format of introduction, procedures, results and discussion.

STRATEGIES TO SECURE A POSITION Having decided that a postdoctoral position in the private sector is a realistic goal, it is important to put in place a range of strategies to enhance your prospects of

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achieving this goal. Although there are many strategies common to securing a job in any postdoctoral position, including those outlined in Chapter 18 of this text which examine academic careers, the following highlights those strategies considered more directly relevant to the private sector. First, it is important for graduates to recognise their very significant achievement in successfully completing a doctorate and that the research skills acquired during their candidature place them in a very strong position for a wide range of research positions in the private sector. Also, the years of candidature and research training provide excellent opportunities for both professional and personal development, which enhance the overall qualities, experience and employability of the new doctoral graduate. In considering the options of an industry postdoctoral position, your curriculum vitae (or résumé) should emphasise those aspects of your research training and experience likely to meet the expectation of prospective employers. For example, if you have had a doctoral project associated with an industry partner, then consider the interaction you had with the partner scientists and how this kind of experience can be applied to the typical selection criteria and key tasks associated with advertised positions. In preparation it may be useful to consider the following questions: Have you attended industry planning meetings, presented seminars or talks to an industry audience, and demonstrated how your research has a commercial benefit or impact in addressing an industry need? If you have not had the benefit of an industry-linked project during your candidature, then it will be necessary to do more investigation into the nature of private sector positions and how you can adapt and present your abilities, knowledge, skills and experience to meet the selection criteria and construct a well-rounded application. The Australian experience in the agriculture sector would suggest that those graduate research candidates supported by an industry-funded project have a high probability of gaining employment with the industry partner upon graduation. In this circumstance there will be a very real chance that the industry collaborators will be ‘assessing your suitability’ during your candidature and if they are impressed by what they see they may be looking for ways of keeping you involved in their business at the completion of your project. So our advice is to let them know you are interested in such opportunities and to discuss the roles that would best suit your career objectives as you move to the end of your candidature. We also suggest that you be prepared to demonstrate an interest and knowledge of the industry or business beyond the scope of your current project. Many industry supervisors will have wide professional networks; tap into those networks to see if other employment opportunities have emerged or developing. Furthermore, it is never too early to start thinking about job opportunities and to seek opportunities to contact potential employers during your project.

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CHALLENGES OF WORKING IN THE PRIVATE SECTOR The challenges will vary greatly between private sector organisations that employ doctoral graduates, depending on factors such as the size of the organisation, the attitude and policy of the organisation to research and development (R&D), the level of core funding applied to R&D and the aspirational goals of the organisation. Adapting to the role of conducting research in a commercial industry setting may be a challenge for postdoctoral graduates who have only experienced the research environment of a university or government research institute. In the private sector, and particularly in smaller organisations, there will almost certainly be competing demands on your time and an expectation that you contribute to non-research activities. Accepting that your research will need to have a very strong emphasis on the production of timely and commercial outcomes could be a significant challenge if you have completed a substantially theoretically oriented doctorate. In a commercial R&D environment there may not be the luxury of time, resources and scope for fully designed experiments repeated over several years to generate the data required to produce a high-quality publication in a peer-reviewed journal. In fact, there may be very limited opportunity or support for publishing research in the scientific literature. This reality may have significant implications for a future career change into academia where publications and completed research grants are rated very highly. There is a very real issue of commercial confidentiality and the inability to readily share research findings with colleagues when in the private sector. Advancements in new products and technologies can be critical to the competitive advantage of the business or industry, and therefore this must take priority over the straight academic outputs of the research. For some graduates, accepting that your knowledge-based discipline and related expertise will not necessarily have ongoing development and application in your new position in industry may be a concern, particularly when comparing your situation to other graduates who have entered academia and have experienced significant success. Coping with change is a feature and reality of any work environment, so when confronted with institutional or structural change, a useful strategy is to concentrate on the positive aspects (for example, potentially greater freedom) and future opportunities of private sector employment. Acquisition of effective strategies to deal with change in the work environment will also be useful in furthering your research career as you will be equipped to handle a broader range of job options in the future. In dealing with many of the challenges faced by graduates employed in the private sector we recommend that you maintain your links with your supervisors, develop new collaborations and join your relevant professional association. Such considerations will provide ongoing intellectual stimulation, the opportunity for

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sharing of ideas and issues, the chance to make worthwhile contributions to your profession and the wider community, as well as keeping you in touch with people who might be the catalyst for your next career move.

STRATEGIES FOR SUCCESS IN INDUSTRY RESEARCH POSITIONS An overriding strategy for success as a postdoctoral graduate in industry involves being flexible and adaptable in your attitude and approach to the role demanded by the commercial imperative of the organisation. In R&D-based industries, it is important to understand that the priority is to the owners or shareholders by maximising profits through product development or improvements in technology. As well, there may be competing demands on time to contribute to non-research activities that are simply part of the job in smaller organisations. A balance therefore is required between delivering short-term commercial outcomes for the company and the opportunity to deliver on longer-term career goals dependent on high-quality research that generates publications and other outputs more readily recognised by academia. In many smaller private sector organisations the development of a successful career will depend on using your initiative and well-developed planning and analytical skills to add value to your role in the business. Consequently we recommend that you seek out and accept opportunities for personal and professional development that will be of benefit both to you and the business. This strategy can potentially lead to rapid promotion within the business and ultimately to positions of leadership and management. It is our observation that many doctoral graduates are now successful senior executives, managers and owners of private sector R&D companies. During graduate research candidature you will have developed a very valuable network of contacts involving your supervisors and their associates, international experts and fellow candidates. It is essential now to remain connected to this network to continue, in order to gain new ideas and knowledge that can be applied to your position in the private sector. These networks also may provide opportunities to expand your research program. Where the opportunity exists, work at building up a research program and team in partnership with a university or public research organisation. Such a strategy may involve undergraduate students and beginning doctoral candidates where you have the opportunity to demonstrate and develop your leadership skills.

CONCLUSION Commencing a postdoctoral career in the private research sector (in this case, agricultural research) in Australia and New Zealand is a challenging experience

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and offers many rewards. The range and nature of industry research positions is broad, and offers many opportunities for postdoctoral researchers looking beyond academia and public research organisations following from their doctoral experience. The skill set required for industry-based positions is broader than that of academic postdoctoral employment, so candidates interested in these positions should follow strategies for acquiring these skills during candidature. A flexible and adaptable attitude and approach are essential for success. For those interested in this particular industry, we encourage you to continue to use the skills obtained during doctorate, add new skills during your postdoctoral position, and there will be little doubt that a range of rewarding career paths awaits. QUESTIONS

1 Do you have the skills required for an industry-based postdoctoral research position, and what do you need to do in order to match your skills and knowledge and the selection criteria for a particular job? 2 What are your strengths and weaknesses for a postdoctoral position in the private sector? 3 What might be the career paths of several postdoctoral employees in a small and a large business? 4 How important are opportunities to attend scientific meetings and network with other colleagues in order to develop your expertise and prospects as a research scientist?

REFERENCES

Brown, P 2006, ‘University–Industry links : The “front line”’, in C Denholm & T Evans (eds), Doctorates Downunder: Keys to successful doctoral study in Australia and New Zealand, ACER Press, Camberwell, Victoria, pp. 68–75. Zeegers, M & Barron, D 2006, ‘Generic skills training’, in C Denholm & T Evans (eds), Doctorates Downunder: Keys to successful doctoral study in Australia and New Zealand, ACER Press, Camberwell, Victoria, pp. 88–94.

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Using doctorates in professional contexts Trisha Dunning Deakin University Barwon Health Terry Evans Deakin University

INTRODUCTION Between 40 to 45 per cent of doctoral candidates study part-time for most, if not all, of their candidature. Most part-time, and some full-time, candidates are engaged in doctoral research that relates to their professional or workplace practice. They produce theses that are actually or potentially of benefit to professional practice locally, nationally and/or internationally. However, once the theses are submitted and examined, how do the graduates use their doctoral research and their research skills in their professional contexts? How do graduates use their doctoral capacities to benefit their careers and the broader professional and academic communities? In this chapter we share some ideas that we have gained over several years of working with doctoral candidates and graduates in professional areas related to health and education. In particular, we focus on things that may be useful to consider for those who are recent graduates and who are wondering that to do with all the spare time they now have in their lives, and with this shiny new doctorate!

DR WHO? New doctoral graduates are often uncertain as to what to do about the title ‘doctor’, which they have now earned. When can they start using it officially? What are the

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implications of using the title in their professional lives? Will they look a bit ‘precious’ if they change the name on their office door and business cards? Officially, when can a graduate start using their title? This varies slightly between universities; most recognise that the person is ‘doctored’ once they have completed all the formal requirements (which is usually when bound and/or electronic copies of the thesis are submitted to the university library) and the formal academic authority for higher degrees by research (for example, academic board, academic senate) has approved the award of the degree. At least one university (our own!) asserts that the title cannot be used until the graduation ceremony is completed. Of course, this can be months after all the requirements have been met, especially if the graduand wishes to attend in person and cannot attend the first available ceremony. So, if you are concerned about the formal position for your doctorate, you will need to check with the university at which you completed your doctorate. Then, as you wish, you can change your formal titles on credit cards and memberships. Whatever the precise timing of bestowing the title of doctor, once all the academic requirements have been completed and formally accepted by your university, you have earned a doctorate. This is important: there are other people who use the title ‘doctor’ who have done no such thing (for example, chiropractors, vets, medical practitioners). There are also people who are bestowed honorary doctorates by universities for a ‘contribution’ they have made to a particular cause or field. However, usually their title is only used in conjunction with the awarding university’s events and communications. There is also the complication that, colloquially, ‘doctor’ is also an occupation, as in ‘medical practitioner’. We may be biased, but our view is that, of all these cases, the one who really deserves the title is the person who earned it through producing a significant and original contribution to knowledge. Having established that you are entitled to use the title, is there any protocol involved? Inside universities the title is used routinely in formal introductions and communications. Typically, the title ‘associate professor’ or ‘professor’ takes precedence over the title ‘doctor’; however, these titles go with employment at the university and cease thereafter (unless an emeritus professorial title is awarded). The title ‘doctor’ goes with you to the grave! Other fields also have titles attached to their occupations that indicate rank and status. We asked a fellow contributor (Keith Thomas) who had a long career in the military if the ‘doctor’ title had any presence for military personnel. He explained that although there were a few people with doctorates in the military, there were no ‘double-banger’ titles and the military rank was the only title used. So, there isn’t going to be an ‘Admiral Dr Smith’ or a ‘LAC Dr Jones’. If you are in the military, you will need to forget the title at work, but you may use it in public life. Some religious organisations are different; for example, ‘Reverend Doctor’ is not uncommon, often because the title-holder has a doctorate of divinity, theology or ministry studies.

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Hospitals and other large health care organisations present a different complication. As noted above, they have staff who use the title ‘doctor’ as a result of their occupation (dentist, chiropractor) and other health professionals, such as physicians, by the convention of their training. Yet others, such as nurses, psychologists and physiotherapists do not. However, increasingly these professionals do earn the title through a doctorate. Specialist surgeons eschew the title ‘doctor’ to indicate that they are not physicians and use the title Mr, Ms, etc. Occasionally some of specialist surgeons have a PhD or MD, and some are professors or associate professors. There is a lot of debate among health professionals about who should be entitled to use the title ‘doctor’. The title encompasses expectations of the role and tasks the individual is authorised to perform, such as diagnosing and prescribing medicines, which a physician is authorised to do; but a nurse with a doctorate is not usually able to prescribe unless they are a specialist nurse practitioner who has completed extra study and is authorised by the relevant regulatory authority to perform these activities. Nevertheless, nurses and psychologists tend to use the title ‘doctor’ according to the context and environment. For example, in academic settings they use the title but they may not do so in clinical settings where it could confuse patients. However, they are likely to sign medical records and other documents as RN, PhD. Most people work in professional settings where titles are not conferred as a result of the rank and status, so should Mr or Ms be changed to Dr? We have argued above that you deserve it; however, you may find that nobody else cares or understands, or worse they think you are a snob! Certainly, in many professional settings, the title is useful and an employer and colleagues may appreciate it as an indication that they are employing and working with well-qualified staff. It may add weight to the submission you make to government, or to the fee charged for your services. A discreet way to indicate that you are entitled to ‘doctor’ is to add the appropriate abbreviated qualification (for example, PhD) after your name on your business card or after your name on formal letters. However, there are some settings where making anything of your qualifications and title will be seen as being pretentious and could prove counterproductive. Our advice here is to be careful. Maybe you do let your colleagues know that you have finished your doctorate; some may then ask whether you are now ‘Dr’, which then leaves you to say: ‘Yes, but I don’t want to appear precious!’

PUBLISH, PUBLISH, PUBLISH One of the outcomes of successfully completing a doctorate is that one becomes a competent researcher as well as developing a range of skills that can be applied in many life situations—personal as well as professional. These skills include commitment, dedication and perseverance. Research involves creativity and is

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highly individual although everyone undertakes their doctorate within a similar higher degree framework. Successfully completing a doctorate also confers certain responsibilities and these include an obligation to disseminate your doctoral findings to the profession and your work colleagues, as well as the academy. Although a doctorate can help you build your career and excel in your profession, having been awarded a doctorate does not mean your career will just happen. You need to be proactive and plan your career, and then ‘market’ yourself to important people in the field or organisation by, for example, sharing the outcomes of your thesis. The following information is designed to help you use your doctorate to the best advantage as you plan your future. Like the real estate slogan ‘location, location, location’, publication (in the broadest sense of dissemination, not just scholarly publication) is imperative for any doctoral graduate planning to become known and respected in the field. Additionally, you have an obligation to your university, supervisors, the participants in your study, and other people to publish your findings. Significantly, writing a thesis usually reaches only the few readers; discussing and sharing the findings within your profession and workplace disseminate the findings to a much wider audience and, in most cases, is more likely to have an impact. You will have developed a range of skills during your doctorate that are highly valued in almost any area and will help you spread the word. The skills of communication, writing and presentation/public speaking are also essential marketing skills and can be used to communicate with the relevant people. You most likely also learned how to adapt the language and style of your presentations and written material to a range of audiences, which will also stand you in good stead. Some of the discussion, or at least your thinking, could be about the type of skills you developed and how you think they will enhance your current job, career prospects and value as an employee. They might also enhance productivity—yours and your organisation’s! For example, nurses with doctoral degrees are expected to be in high demand in the next ten years in areas such as health administration, clinical research and nurse practitioner and advanced clinical practice roles. A similar case exists within education where school and college leaders, senior government bureaucrats, consultants and others are often qualified with doctorates. And professions such as law, accounting, engineering and psychology also have their share of doctoral graduates. In some cases, publications, performances and products developed as part of the doctorate may bring financial rewards. Then intellectual property (IP) rights usually rest with the graduate unless, for example, a previous agreement has been reached to share IP at the beginning of candidature. In this way the outcome of a doctorate may have unusually broad direct and/or indirect impact. Likewise, with appropriate dissemination, the doctorate may influence organisational and government policy. This may mean dealing with the press and other mass media.

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The latter topic deserves another chapter, but we will say here that the media can be very useful in propagating a simple issue and ideas, but they usually shy away from the sorts of complexities and qualifications that are grist for the mill of scholarly life. The news media love negative stories and controversy, so you are likely to ‘get a run’ if your have a short, pithy story that is critical of government policy, but it may not be good for you or your research to do this. So we recommend that you take care: don’t say anything to a journalist that you do not want to see in print, unless you make it explicitly clear that it is ‘off the record’. Offer to draft a story and work with the journalist to edit it into ‘journalese’ if you are new to this genre. Or offer to read (and correct!) the journalist’s draft before it is sent for publication.

HOW DO YOU TELL YOUR PROFESSION AND COLLEAGUES? There are many ways you can communicate with your profession and colleagues. These include: • Offer to hold a seminar and include management and the executive. • Write a blog that reaches the relevant people and invite comment. This site could be a local organisational blog or on the web. You could ask specific questions such as: How can we use the information? • Present your work at a conference. • Contribute to the workplace newsletter. • Prepare a poster for the workplace or the profession. • Start a discussion club.

BUILDING COLLABORATIONS The relationship with your PhD supervisors may be the basis for future work, such as postdoctoral studies and invitations to deliver tutorials or present at other forums. Collaborations also develop through strategic networking, creating opportunities and ‘seizing the day’. As your reputation develops and your work becomes known, other people will seek you out.

Remaining connected with university life Doctoral scholarship has enabled you to engage at the ‘high end’ of university scholarly life. Nowadays, much of this engagement is via the virtual world of websites. Doctoral candidates may visit the university library more frequently than previous generations of candidates, but they do it with a mouse-click. The volume of material that is available ‘in’ the library is growing with the launch of each new (e)journal, the publication of each (e)book, and the writing of articles by

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academics and doctoral graduates! People in the professions who completed their doctoral studies solely or substantially part-time and off-campus may imagine the life of a full-time, on-campus candidate as being one of continuous intellectual intercourse in seminars, over long lunches with supervisors, and during coffee with other candidates. Whereas mostly it is a fairly solitary life, too: chipping away at experiments, yawning at yet another article to read in case it is useful, and agonising over the keyboard while writing the thesis. Universities are really nodes in a network of scholarly interactions and the student (or staff) ID card is the pass into the network. On graduation, you lose your pass unless you take steps to remain connected. There are good reasons to stay connected to your university and its node in the network. Your professional work and workplace could well benefit from a PhD alumnus staying connected to the academy. The opportunities to learn and share in what is sent around the ‘network’ are invaluable. Having a doctoral graduate who can understand the field, know the names, find out about conferences, projects and policies, search the journals and even receive alerts from the library on pertinent topics is priceless. Working in a global society and economy means that staying connected to the world and its ideas and knowledge is essential. Some universities’ alumni associations provide limited or extensive access to this network; often, it is only passive in the sense that you receive whatever is sent in newsletters, etc. and this material tends toward university ‘boosterism’ and fundraising. Others enable alumni access to the library and invite them to participate occasionally in university life. However, it is worth considering joining the alumni association, and if the department in which you completed your doctorate has their own chapter or group, this can be especially useful. We have raised the matter of publication above, and some of the publications within the first five years after graduation are likely to require contact with supervisors—for example, to read drafts, advise on journals, or to co-author. This activity can provide a very useful initial ‘bridge’ to help maintain connection to the university and to form a basis for future contact. Beyond this, remaining connected, however, is better done by keeping in contact with those closest to you during your candidature: supervisors, fellow candidates, particular staff, and visiting scholars whom you met and found useful for your work. It helps to offer your services where appropriate. For example, if undergraduate students need to do field placements or undertake workplace visits, then offer to host or liaise with your organisation to initiate this. Then when the students arrive, make yourself known to them and their staff contacts. Maybe a PhD candidate needs a site for data collection and you may be able to offer to help with this. International visitors to the university often like to visit organisations outside of the university to discuss local and international practices; so, again, an offer to help may well be mutually beneficial and will help to keep you ‘on the departmental radar’.

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This sort of connection with the university may lead you to be invited to give a guest lecture, to sit on a course accreditation panel or, and this may come as a shock to you, examine a PhD! Universities need to stay connected to their related professional bodies, industries and workplaces, and among the best connections of all are people with doctorates from within the department. Their capacity to know organisations and to understand the contemporary field is invaluable to the university and its work.

CONCLUSION About 40 per cent of doctoral graduates pursue academic research and teaching careers—the majority work in other occupations. Sometimes they live and work close to the university, but many live and work in places across the globe, and may even live and work ‘on the move’ between places. Becoming ‘doctored’ carries with it responsibilities to publish and communicate one’s research, and to use one’s research skills and expertise profitably within professions and the workplace. There is the possibility of continuing with research, either individually or in collaboration, to develop one’s personal and professional potential and to contribute more broadly to professional and workplace change and development. To assist in these endeavours, remaining connected to the university is of mutual benefit and has never been easier using communications media. However, to do these things requires planning and taking action, not resting on the doctoral laurels and enjoying being ‘Dr Someone’. A lot has been invested in your studies; make sure you deliver a return on that investment for yourself, your profession, your community and your university. QUESTIONS

1 How does your doctorate affect your personal and professional goals and what are realistic goals for the next five years to ensure everyone benefits from your doctorate? 2 What sorts of scholarly publication and other professional dissemination should you aim to achieve from your doctorate and how could you achieve this? 3 What sorts of research should you continue and how could you facilitate this? 4 What benefits would you like to receive from remaining connected to your university, and what benefits can you offer your university, workplace and colleagues? 5 What skills did you acquire or were enhanced during your doctorate studies that affect your work, and how do you ensure these skills are recognised and used in your workplace?

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Pulling the messages together

C H A P T ER 2 7

Concluding comments: Beyond your doctorate downunder Terry Evans Deakin University Carey Denholm University of Tasmania

Whether you are in your eighties and graduating with a doctorate in the history of Australian music or in your early twenties and graduating with a doctorate in mathematics in M¯aori society, you owe it to yourself and your community to use your newfound knowledge and skills. Or you may have, or will soon have, your doctorate from among the array of disciplines and topics that are available through Australian and New Zealand universities. Whoever you are and whatever your topic, you will have made a significant and original contribution to knowledge: the hallmark of a doctorate downunder. The knowledge that has been created and identified may still largely reside in your thesis and in your research data; if so, it needs to get out and into the public domain. You may have already commenced publishing and, as many contributors to this book attest, to have done so is a very useful step. There is more, however— not just in the thesis and data and ideas generated while you were a candidate, but also within you. The essence of postdoctoral life is about using, refining and enhancing the range of research, scholarly and other skills that you have learned and practised in order to complete your doctorate. You may need a rest after you have ‘completed’ your doctorate. You may have accumulated family, community and professional obligations that you need to

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fulfil; however, it is important that, like a good sportsperson, you keep practising and playing in your field of endeavour. It is also important to realise that you have skills that will deteriorate if you don’t practise, and that your performance as a researcher and scholar will decline if you stop ‘playing the game’ of your choice. The contributors to Beyond Doctorates Downunder have provided many important ideas, strategies and tasks for aspirant or recent doctoral graduates to consider so that they can do themselves justice. Achieving your doctorate can also be seen as a major investment, where the dividends have to be retrieved through other strategic investments. Some of these investments are personal, in the form of earning recognition for your doctoral work through investing in preparing and delivering publications and presentations. Other investments are in the form of community dividends, where the community to which you belong benefits from your knowledge and skills (to which they have also contributed in various ways). Some investments are professional dividends where your profession and/or employer both benefit and re-invest in you (maybe even pay you more!) to use your knowledge and skills to improve their professional practice and/or business. Finally, there are academic and scholarly dividends that you receive if you win a postdoctoral fellowship in some exotic part of the world or gain a tenured academic appointment. Whatever the dividend, the message from authors in this text is that you need to invest more to reap the rewards. You cannot sit at home or on the beach and wait for the benefits to accrue. Your newly earned doctorate is like a master key to many different doors to opportunities, but you need to choose the doors, go to them, insert the key and turn before you can take the opportunity. Your doctorate from downunder also represents a substantial investment for the people who have paid the bills. Your personal investment represents an enormous amount of time and effort, but very few doctoral candidates in Australia and New Zealand pay all their tuition, research and living costs entirely themselves. Most part-time candidates pay their living costs and most of their research costs. In Australia, doctoral candidates rarely pay for their tuition, whereas in New Zealand typically they pay part of the tuition costs. Most full-time candidates who are Australian and New Zealand citizens and permanent residents obtain scholarships and/or stipends in their countries that cover all or most of their living and tuition costs; often research costs are also met or subsidised. Of course, most full-time doctoral candidates also undertake some paid work in order to help pay some of their costs and to make life a little less abstemious. International candidates are usually in a position where a government or other agency is paying some or all of the tuition and living costs, but often these are not enough and paid work is required. Some also have to contribute from their own savings and loans and/or from their family’s resources. This all shows that many have invested in your doctorate; some you may be contractually

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obliged to repay in cash and kind (work), but most of these ‘investors’ have done so in good faith that you are a worthy person who will add to the public good. This may sound like we are applying some moral pressure here. We are, but only because we want to encourage you to see that postdoctoral life is your opportunity to show people what you are really worth. As you have been ‘doctored downunder’ we think that you are worth a lot. We know that you can do more and that you will benefit from so doing. This is why we have compiled this book to help you decide on your next steps and to learn from those who have gone before. Some contributors have specifically focused, at our request, on their postdoctoral experiences. They have explained what they did and why, what worked and what didn’t. Others have adopted a position where they have provided advice and guidance on the basis of their experiences in dealing with and working with doctoral graduates. We have reflected the diversity of graduates, disciplines and opportunities that occur in doctorates downunder. This book identifies the hallmarks of successful postdoctoral life—in particular, publishing in good-quality publications, disseminating findings to scholarly, professional, policy and personal communities, deploying your ideas and skills in creative and innovative ways, and using and forming networks for productive postdoctoral careers and collaboration. We hope that you found some chapters here that particularly suited your own circumstances and that you have learned from what others do in their circumstances. We wish readers well as they move ‘Beyond Doctorates Downunder’.

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Guidance for doctoral candidates Doctorates Downunder Keys to successful doctoral study in Australia and New Zealand Carey Denholm and Terry Evans (eds) ACER Press, 2006

Doctorates Downunder: Keys to successful doctoral study in Australia and New Zealand is a comprehensive collection of essays designed to guide current and prospective doctoral candidates through the amazing journey of doctoral study. Undertaking a doctorate is a special experience— challenging, creative, emotionally and intellectually demanding and immensely productive. Many people view the process as a daunting trial that needs to be ‘survived’ if success is to be grudgingly granted, but Doctorates Downunder takes a positive and optimistic view. Studying for a doctorate is certainly hard work, but with your efforts, support framework and this book, it can be one of the most satisfying and enduring achievements of your life. Doctorates Downunder includes chapters on: N N N N N

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About the editors Carey Denholm and Terry Evans have brought together over 30 highly experienced deans of graduate studies, doctoral supervisors and academics to provide clear and practical advice for any doctoral candidate. ‘This is a volume by people who have been there, done that, and are now well placed to pass on their basic understanding to others. Any intending or current graduate student can dip into the various chapters with profit.’ Laureate Professor Peter C. Doherty, AC FAA FRS The University of Melbourne

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Guidance for doctoral supervisors Super vising Doctorates Downunder Keys to effective supervision in Australia and New Zealand Carey Denholm and Terry Evans (eds) ACER Press, 2007 Foreword by Hon Dr Barry Jones AO

Supervising Doctorates Downunder: Keys to effective supervision in Australia and New Zealand is a comprehensive collection of essays designed to assist doctoral supervisors, from candidate selection through to thesis examination and guiding candidates’ transition to post-doctoral life. Supervising Doctorates Downunder includes chapters on supervision–candidature agreements, ways to build effective supervision relationships, helping candidates write and think like a researcher, reviewing progress, oral presentations, candidates’ health concerns, negotiating intellectual property, working with Indigenous candidates, part-time candidature and workplace research, and preparing a thesis for examination.

Supervising Doctorates Downunder includes sections on:

Carey Denholm and Terry Evans have brought together 44 deans and other experts in doctoral research to provide thorough and well-tested advice for doctoral supervisors in Australia and New Zealand. Both experienced and beginning doctoral supervisors will find this book an invaluable resource throughout the process of doctoral supervision.

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Encouragement and inspiration Stepping Stones A guide for mature-aged students at university Jill Scevak and Robert Cantwell (eds) ACER Press, 2007

Stepping Stones: A guide for mature-aged students at university acknowledges the very personal journeys that mature-aged students take when they embark on university study. This book goes beyond the ‘how to’ of university life to give a deeper understanding of the experiences that lie ahead. It provides prospective mature-aged students with strategies and skills for a successful learning experience and for managing life with study. This is also a book of eternal encouragement and inspiration for mature-aged students. Read it before you return to university, then read it again should you embark on tough times. Jill Scevak and Robert Cantwell have brought together four successful mature-aged graduates and twelve highly experienced educators and counsellors from a variety of discipline backgrounds to provide clear and practical insights into the mature-aged learning experience. Any mature-aged student will find this book an invaluable resource for navigating the university learning experience. ‘This book has allowed me to have an objective look at my strengths and weaknesses and given me the tools to know the difference. I am returning to study this year and now will do so with a very different attitude. Every mature-aged student should have a copy of this book, whether they are just starting out or just stuck.’ Sally Bourke

About the editors Jill Scevak is Senior Lecturer at the University of Newcastle, in the discipline of educational and developmental psychology. She is also a registered psychologist in New South Wales, a member of the Australian Psychological Society (APS) and an executive member of the Newcastle Branch of the APS. Robert Cantwell is Senior Lecturer in Education at the University of Newcastle. He specialises in studies of student learning across secondary, tertiary, professional and other adult contexts. He teaches in the discipline of educational and developmental psychology, with a particular emphasis on how learners manage their learning.

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Beyond Doctorates Downunder is the third book in the highly successful Doctorates Downunder trilogy published by ACER Press. The first, Doctorates Downunder (2006), helps candidates complete their doctorates and the second, Supervising Doctorates Downunder (2007), assists supervisors with their vital role of supporting candidates during research training. Beyond Doctorates Downunder is designed to assist doctoral graduates use their doctorates in their lives and careers and serves as a comprehensive guide to maximising the benefits of completing a doctorate and communicating its research. Beyond Doctorates Downunder is written for candidates in their final year of doctoral study and for doctoral graduates in their first five years after completion. The twenty-seven chapters are clustered around the key steps in finalising the doctoral process: concluding and reflecting, learning from experience, result production, strategic planning, and setting the course for the first five years after graduation. Thirty-three contributors from universities, enterprise, consultancy, government and the professions in Australia and New Zealand have produced clear and engaging chapters on how pending and recent doctoral graduates can ensure that they and the community will benefit from their doctorates.

Carey Denholm is Adjunct Professor and Director of Research and Publications at the Conservatorium of Music, University of Tasmania, and was formerly Professor and Dean of Graduate Research at the University of Tasmania. He holds degrees in primary and special education (deaf), counselling and educational psychology, and currently maintains a part-time psychology practice in Hobart. Carey is a Member of the Australian Psychological Society, a Fellow of the Australian College of Education, and is a recipient of the University of Tasmania Teaching Excellence Award and the Vice Chancellor’s Award for Outstanding Community Engagement. He is coauthor with Terry Evans of Doctorates Downunder: Keys to successful doctoral study in Australia and New Zealand (2006) and Supervising Doctorates Downunder: Keys to effective supervision in Australia and New Zealand (2007), both published by ACER Press.

Terry Evans is Professor of Education at Deakin University where, until 2008, he was Associate Dean of Education (Research and Doctoral Studies). Terry was a foundation member of the Council of Deans and Directors of Graduate Studies in Australia and remained on the Council until 2008. Over the past 25 years he has helped numerous candidates (mostly from Australia and New Zealand) to complete doctorates. Terry’s research and scholarly interests include doctoral policy and practice, and open and distance education. He is a Chief Investigator on two current and two completed Australian Research Council (ARC) Projects that concern aspects of doctoral education in Australia. Terry is a serial contributor to the Quality in Postgraduate Research conferences.

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