1. Avoid looking for work – Looking for work is a long process. Especially when you are first joining the workforce. Building your CV is hard. It has to be a short document, but you’re struggling to think of what to include and what to take out. Regardless your CV feels inadequate. So, you complete […]
When looking to change industries or careers, it can be hard to know what skills you have that other industries are interested in. That can make choosing a new sector, industry or job difficult. Identifying transferable skills is difficult. We can often see them in other people, but rarely in ourselves. Here are different approaches […]
The is the final blog in the series on What could make a PhD program fail. This blog covers insufficient data about the program and its operations.
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
Cooperative Research Centres, Centres of Excellence, Centres of Research Excellence, Institutes, etc. are all large programs, usually have high (monetary) value
The predominant method for delivering training within a PhD is through apprenticeship-style approaches. Essentially students are asked to “see-one-do-one”. In an environment where learners are immersed in the culture for large periods of time (40 hours per week for more than three years), apprenticeship-style works very well. Indeed, errors are often seen early and corrected.