Elite, professional and semi-professional athletes have coaches. So why not elite, professional and semi-professional thinkers!? This is what the 12 month group coaching is all about. Helping academics (elite, professional and semi-professional thinkers) improve their academic game. What’s involved? Group work 12 months with between 10 and 20 people. Everyone has their own goals. We meet […]
Routines and their negative counterparts – superstitions – are common in most forms of life and work. Routines help you by shifting our mental state into one of relaxed concentration. Superstitions can hold you back by making you believe success cannot happen with(out) them. Could you be making better use of routine in your research […]
Routines and their negative counterparts – superstitions – are common in most forms of life and work. Routines help you by shifting our mental state into one of relaxed concentration. Superstitions can hold you back by making you believe success cannot happen with(out) them. Could you be making better use of routine in your research […]
So, you’ve completed your PhD. What next? Do you stay in academia? Do you leave? If you stay do you work as a Post Doc with your supervisor? Or do you try to find another role in a different group, department, school, faculty, university or country?
Whether it is a global pandemic or broken machinery, there are times when doing experiments might not be possible. In this webinar I’ll go through some of the things you could do when collecting data is not possible. We’ll also hear from you – the participants – about your go to things to do when […]
I just got off a coaching call1where the key outcomes included identifying five transferable skills and then how they can be used to move forward. Followed by identify future industries or employers who might be interested in hiring you based on your PhD experiences and/or research findings.
We’ve already looked at two other failure points – number of students and neglecting participants and knowledge transfer. Here, we look at making sure we plan well in advance of students starting – the fourth point of failure.
Failure to transfer knowledge We’ve already looked at two other failure points – number of students and neglecting participants (students and supervisors alike). Here, we look at the next failure point – failure to transfer (program) knowledge amongst key staff.
Last week we looked at student or supervisor neglect, this week its critical mass.
Failure – lack of success; the action or state of not functioning1