From coursework to research thesis

In academic terms, undergraduate education is generally highly organised. Courses are described. Textbooks are set. Unit outlines are provided. Laboratories and practical sessions are designed. Assignments have set formats and set dates. Examinations are set to cover a range of topics.

In contrast, students entering postgraduate research find themselves responsible for initiatives to progress their academic learning. They must determine what topics and theories are relevant to their work, initiate discussions and argue about what they are learning. Others will help them – their supervisors, other academic staff in the department, fellow students – but the student does not travel on a course laid down by others.

While this necessity for personal academic initiatives may be the key cultural change that research students encounter in comparison to their undergraduate days, it is not the only change (Phillips & Pugh, 1994, p. 3). The initial year of postgraduate education is marked by high anticipation (e.g. of making an outstanding contribution to the discipline) and anxiety (e.g. about being found out as incapable or not intelligent enough to pursue a research degree).

Assumptions and conceptions in the discipline that they thought were inviolable may be challenged and students may enter a period of self-doubt and questioning. They may need to unlearn or rethink much of what they have already accepted. They may be expected to take up teaching in their discipline and may be unsure of expectations and of their teaching skills.

Postgraduate students open themselves to exciting ideas but also to stressful times, criticism and personal evaluation.

• Phillips, E. M., & Pugh, D. S. (1994). How to get a PhD. Buckinghamshire: Open University Press.