Towards the end of my full-time academic career, during a 2020 Covid lockdown, I submitted my PhD by published work. In this article, I argue that this doctoral route offers academics – whether newbies or gnarled veterans – a precious chance to reflect, achieve and grow.
A doctorate by published work can be approached in two ways. If you don’t have a PhD, it can be researched and written as a prospective thesis, which can enable you to pursue research and journal-article production that map out a coherent path. Or, if you are like me, you can work on a retrospective doctorate, identifying a “golden thread” through which to look back and make sense of your academic career. The academic Susan Smith has written the gospel on this subject, entitled, would you believe, PhD by Published Work – which I heartily recommend.
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As Smith suggests, my endeavour in this doctorate aligned with the UK Quality Assurance Agency for Higher Education’s 2011 requirement to present a “series of peer-reviewed academic papers, books, citations or other materials that have been published…accompanied by a substantial commentary linking the published work and outlining its coherence and significance”.
So I selected nine of my academic publications – a single-authored chapter in an edited book, single-authored journal articles, co-authored academic articles, co-authored project reports for the Higher Education Academy – plus 10 practitioner publications of mine that supported my case but were not formally included. I argued that together these made an original, significant contribution to scholarship and public knowledge equivalent in scope and esteem to work required for a traditional PhD. Furthermore, I demonstrated my unique input to scholarship in the fields of higher education pedagogy and community development, as well as the sufficiency and coherence of this work and accompanying publications.
The “golden thread” or commentary in my case reflected on a central theme from previous publications, namely to explore and determine the nature and degree of connectedness between HE teaching and learning, and community development theory and practice. Somewhat to my relief, I discovered that my 40-plus-year academic career did, indeed, have some coherence. And the process of looking back bore out Danish philosopher Søren Kierkegaard’s 1843 contention that life “can only be understood backwards; but must be lived forwards”.
Tried-and-tested advice for a successful academic career
Beyond the career-defining interrogation of a PhD through exploring your own published works, I offer four further career tips that have stood me in good stead.
1. Follow your interests
First, (as far as possible) be true to yourself and follow what interests you, whether in teaching, research, administration or consultancy (rather than where management might push you). An example of this for me was undertaking consultancy work reviewing community development projects and activities. These examples of action research then provided up-to-date case studies to feed into student contact sessions. Of course, there will be horse trading, whereby you might have to give ground to gain some. Such is life.
2. Get the balance right
This links to my second suggestion: try, for example via annual staff appraisals, to work towards your preferred balance of teaching-admin-research-consultancy. For example, I volunteered to look after work-based modules, such as internships, across my department because I came into academia from practice and believed in the value of work experience for undergraduates; and I researched and published on this topic in academic journals and books. To vary the metaphor, seek to steer the ship that is you and your career rather than be bounced by the strong tides of administrative urgency.
3. Be a good colleague
Third, make alliances and friendships with colleagues – seek those with humanity who are not just work dominated or totally driven. As Iain Hay comments in his 2017 book How to Be an Academic Superhero, connect to “good colleagues; be a good colleague…to the best of your abilities, try to help out…The web of obligations is two-sided and you will receive reciprocal favours over time”. I deliberately worked with other national teaching fellows (NTF) at my higher education institution to seek to influence teaching policies and practices, similarly helping applicants to gain an NTF on the basis of climbing a mountain and helping colleagues to make the ascent. It helped others and I felt good in offering a hand.
4. Never stop learning
Finally, keep learning as you proceed (in your academic career); don’t assume you have “arrived” (down that road lie fossilisation and lack of currency). In this vein, I undertook a beginners’ Spanish module, joining in like any other student in the class. As well as giving me words of use when I visited the Alhambra in Granada, it taught me valuable lessons for teaching: how you need to be ever so careful and clear in what you say and how you say it, pause regularly to check that students understand what has just been covered and have time to ask questions.
Oh, and enjoy the ride! Yes, there are downsides to academic life, such as the administrative tail wagging the teaching dog, insecure short-term job contracts…but, equally, I maintain that an academic life can give you so much freedom as well as the ability to travel, write, teach, publicise research findings to improve life and the planet…
James Derounian lectures on community governance. He is a national teaching fellow and a visiting professor at the University of Bolton, UK.
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