Symposium 12: The doctoral journey and transition to post doctoral working: is it managed effectively and do post doctoral nurses have a career structure?
Symposium lead: Helen Allan, Senior Research Fellow, Centre for Research in Nursing and Midwifery Education, Faculty of Health and Medical Sciences, University of Surrey, Guildford, United Kingdom h.allan@surrey.ac.uk
Symposium chair: Dr Lorraine Ellis, University of Sheffield, Sheffield, England, UK
Symposia focus
This symposium will address the current position of clinical academic careers in nursing and the preparation of faculty who are both clinically and academically active. We will do this through the exploration of two empirical studies investigating two points in the preparation of Faculty: the doctoral journey and the transition to post doctoral work as well as a reflection by a doctoral student who is undergoing both the doctoral journey and the transition to post doctoral working. How the papers link together: The doctoral journey and transitions, such as the one from doctoral student to post doctoral employment can be a troubling and difficult time (Ellis 2005, Meyer & Land, 2003).
During the transitional period, existing certainties are challenged as previously acquired skills have to be integrated with the demands of the new position (Clouder, 2005). In making the transition from doctoral student to employment, individuals often have to develop new skills and apply the knowledge gained from their doctoral studies to new markets. The intention of the symposium is to present these two empirical studies followed by facilitated discussion to explore the audience’s experiences of similar doctoral transitions, thoughts on future research directions and the feasibility of clinical academic careers in nursing. The papers in this symposium will explore the doctoral journey from three perspectives: empirical work undertaken by Allan et al at the University of Surrey and Ellis at the University of Sheffield; Ellis’ work presents the doctoral journey longitudinally over time while Allan et al’s paper explores the transition between doctoral study and post doctoral working in nursing and other health care disciplines. In the last paper, a student will explore her experience of both the doctoral journey and career planning for post doctoral work.
Source of Funding: N/A
Level of funding: N/A
Abstract 1: Dr Lorraine Ellis, BSc (Hons) MSc PhD RGN EN FRSA FRSM Senior Lecturer School of Health and Related Research (SCHARR) The University of Sheffield The Doctoral Journey Funded by the General Nursing Council Trust
This research reports the findings of a longitudinal study designed to capture students’ perceptions experiences and outcomes of doctoral education over time. This research builds on an earlier study that mapped the number and range of professional doctorates for the health professions in the UK (Ellis 2005). In 2005 twenty three centres in the UK offered professional doctorates for the health care disciplines. Professional doctorates may be conceptualised along a continuum of provision, from the highly prescriptive to the least prescriptive not unlike the traditional PhD. In terms of the present study eight centres were purposively selected from along this continuum and each programme studied in depth longitudinally over time. Using a modified form of illuminative case study methodology doctoral students (n=102) were interviewed at each stage of their doctoral journey; as they embarked on their doctorate; during the taught phase; the transition to research; the research phase; and, on completion. Students’ sponsor and/or line managers’ were interviewed and the educators to the programme also. Students enrolled on a PhD were also interviewed and their attitudes towards the professional doctorate relative to the PhD captured. The curriculum (n=8) and associated documents were also content analysed. Students reported a range of outcomes resulting from their doctorate. This paper presents the key issues to emerge at each stage of the doctoral journey over time including those factors contributing to a positive and negative experience, challenges and concerns. This paper concludes with recommendations for practice, education and research.
This paper will be of interest to commissioners and sponsors of professional education, policy makers, educators, supervisors and those at the cross roads of whether to pursue a programme of doctoral education.
Reference
- Ellis L.B (2005) Professional doctorates for nurses in the United Kingdom: mapping and perceptions. Journal of Advanced Nursing.50 (4), pp.440-448
Abstract two: Authors: Helen T Allan PhD PGDE BSc (Hons) RN RNT, Senior Research Fellow, Centre for Research in Nursing and Midwifery Education, Faculty of Health and Medical Sciences, University of Surrey. Janet Anderson BSc (Hons) MSc PhD, Lecturer Faculty of Health and Medical Sciences, University of Surrey. Khim Horton PhD BSc (Hons) PGCEA RCNT RNT RGN Lecturer Faculty of Health and Medical Sciences, University of Surrey
Supporting the transition from doctorate to post doctoral employment This study sought to identify the learning needs during the transition from doctoral student to post doctoral employment by reviewing processes and systems within one university in the South East of England. Using focus groups, the following groups were interviewed; newly appointed academics; PhD students and programme directors from three disciplines within the university.
The findings suggest that doctoral students have diverse backgrounds that strongly influence their transition from doctoral study to post doctoral working. Some progress to PhD study after completing a bachelor’s degree while others return to study following a successful career in business (what sort of business? Others choose to study a taught or clinical doctorate while continuing in employment. Post doctorate, some individuals will pursue an academic career while others will continue as practitioners albeit in research active roles. Therefore, because of this diversity, it is essential that the transition is based both on individual learning needs and discipline relevant outcomes. Our data suggest that there are two broad pathways to a post doctoral career associated with the age of the doctoral student, the nature of the profession and its maturity as an academic discipline. We have identified two main routes to post doctoral careers. In this paper we will discuss both routes and those factors that facilitate or hinder the development of successful post doctoral careers.
References
- Clouder, L. (2005). Caring as a ‘threshold concept’: transforming students in higher education into healthcare professionals. Teaching in higher education, 10, 505-517. Meyer, J.H.F. & Land, R. (2003). Threshold concepts and troublesome knowledge (1)-linkages to ways of thinking and practicing. In C. Rust (Ed.). Improving student learning-ten years on. Oxford: OCSLD.
Abstract three: Author: Isabel D. White, MSc Nursing, P/GDip Psychosexual Therapy, BEd (Hons), DipLSc Nursing, RNT, RGN, RSCN, Onc cert. CRUK PhD studentship at Faculty of Health and Medical Sciences, University of Surrey
Between a rock and a hard place: the lived experience of 'becoming post-doc!' The transition to a post-doctoral clinical academic career is neither transparent nor equitable. Fired with the desire to conduct research relevant to their field of practice, the aspiring clinical academic in nursing finds themselves engaged in a funding game where the focus of their work may clash with dominant biomedical research agendas. Students are caught between two competing professional paradigms: one that fails to value nursing research as an essential component of advanced clinical practice and the other which appears to value the size and prestige of the research grant more than the clinical relevance of the proposal. This journey is “smoothed” by 'personal champions' of the student’s work in both clinical and academic settings, without which no transition can take place. The student’s task is to collaborate with individuals and organisations prepared to demonstrate creativity and flexibility in achieving their research and service development agendas.