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Disciplinary divide in doing a PhD - Then and now

About 20 years ago...

The 'apprentice' model is still widely accepted in the natural and applied sciences: students work with and for an experienced researcher, their supervisor, for an extended period of supervised research training. On completion of their degree they are deemed to be sufficiently independent and skilled to conduct research on their own and train other aspiring scientists. In the humanities more often a ‘coming of age’ model is practiced by supervisors: the postgraduate student is deemed to have come of age and the new freedoms of independent inquiry and undirected study are bestowed in recognition of this new state (Moses, 1985, p.6).

  • Moses, I. (1985). Supervising postgraduates. HERDSA Green Guide No. 3. Campbelltown, NSW: Higher Education Research and Development Society of Australasia.

More recently...

When universities require all candidates to submit research proposals, humanities students are pressed at least to define a research question, even if they do not construct a forma hypothesis in the same way as a candidate in the social sciences might. … advisors now expect to be somewhat more closely involved than they once were. On the other side of the discipline divide, advisors are sometimes questioning whether candidates really learn how to conceive, develop and execute a program of research by simply slotting into a research team and, more or less, following instructions. (Nightingale, 2005, p. 30)

  • Nightingale, P. (2005). Advising PhD candidates. HERDSA Guide. Milperra, NSW: Higher Education Research and Development Society of Australasia.
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