part time phd reading university

Doctor of Philosophy (PhD)

As a postgraduate research student at the Institute of Education (IoE) at the University of Reading, you will be part of a vibrant and diverse research community, working alongside leading experts within education. We offer flexible modes of study designed to fit with your needs. Our PhD is available for study on a full-time or part-time basis.

If you would like to learn more about pursuing your PhD research at the IoE, please click here .

If you are looking for a potential supervisor to supervise your research, please click here .

Read on to see what some of our PhD alumni think about their time at the IoE and what they have been up to since their graduation.

Dr. Anna Tsakalaki

Title of thesis: Investigating spelling in English and Greek native speaking children with and without dyslexia

Year of graduation: 2016.

Research focus: My PhD explored areas of literacy development and literacy difficulties in different languages. I compared the spelling performance of Key Stage 2 students in England and Greece. My sample included children with dyslexia and typically developing children. By comparing their spelling performance, I was able to detect differences in the pace with which their spelling skills developed, the manifestation of dyslexia in the two different languages and the contribution of the specific language they were writing in (English or Greek) to acquisition of spelling skills.

Memorable experiences at the IoE: As a doctoral student, I enjoyed working in a supportive research environment being supervised by experienced researchers specialising in my field. I have been given several opportunities to present my work at seminars and conferences, to assist in other research projects apart from my own and to gain teaching experience in higher education. I also enjoyed being part of an active community of doctoral students, who met regularly to support each other.

Career: I am currently a Lecturer in Education at the University of Reading’s Institute of Education, where I teach across postgraduate and undergraduate programmes and supervise research projects of postgraduate level. In the future, I am hoping to build a strong network of colleagues sharing my teaching and research interests leading to many opportunities for collaborations and exchange of knowledge.

Dr. Hebah Sheerah

Title of thesis: Exploring English as Foreign Language (EFL) students’ perceptions on the use of blended learning to develop academic English language skills in preparatory year in Saudi Arabia

Year of graduation: 2018.

Research focus: My PhD explored EFL undergraduate students’ perceptions concerning the strengths and weaknesses of blended learning as a technology-enhanced pedagogic tool on the development of their academic English in each language skill (reading, listening, speaking, writing) as well as their recommendations for improving the skills using blended learning in the preparatory year in Saudi Arabia.

Memorable experiences at the IoE: As a doctoral student, I have been given several opportunities to present my work at seminars and national conferences in the UK. Moreover, a wide range of research opportunities was provided. The environment was encouraging and enabled flexible ways of working.

Career: I am currently an Assistant Professor in Teaching English to Speakers of Other Languages (TESOL) at King Khalid University (Abha, Saudi Arabia). I teach undergraduate programmes. In the future, I am hoping to build a strong network of colleagues sharing my teaching and research interests which will hopefully lead to opportunities for collaborations and exchange of knowledge.

Dr. Heike Krusemann

Thesis title: Language learning motivation and the discursive representation of German, the Germans, and Germany in UK school settings and the press

Year of graduation: 2018 .

Research focus: My PhD at the Institute of Education combined the areas of language learning motivation and discourse studies. I explored the motivational dynamics underlying the subject choices of adolescent German learners in England beyond the compulsory stage of language learning (age 14), and how they are related to the representation of German in wider, national press discourses.

Memorable experiences at the IoE: Highlights of my time at the IoE were taking part in internal and external conferences, and being made to feel welcome in the departmental research group (Language & Literacy in Education). I also appreciated the professional, respectful and supportive working atmosphere between supervisors, other staff and research students.

Career: I now work as post-doctoral researcher here at the IoE for Linguistic Creativity in Language Learning , a strand of the large Arts and Humanities Research Council (AHRC)-funded research programme Creative Multilingualism , led by the University of Oxford. I enjoy this post enormously as it is a natural fit for my research interests and skills, and it is perfect for gaining experience and building connections in my academic field.

Dr. Jie Liu (Sherry)

Title of thesis: Trilingual education of Chinese university minority students in China: A case study

Year of graduation: 2017.

Research focus: My PhD set out to study the language education of Chinese minority groups in China. In particular, I explored the experiences of staff and minority students in a trilingual educational programme (home language, Mandarin Chinese and English) at tertiary level.

Memorable experiences at the IoE: As an international EFL research student, I I felt extremely lucky to have supervisors at Reading who provided effective and constructive guidance throughout my whole PhD journey. Their tremendous and consistent supports and genuine care for me in life played a crucial role in my achievements today.

Career: I am currently a Teaching Fellow in Education at the Institute of Education, the University of Reading. I am hoping to develop my capacity for academic teaching and research on the post and collaborate with colleagues within a wider network to explore shared areas of interest, such as multilingualism, multilingual education and language policies.

Dr. Nayr Ibrahim

Title of thesis: Identity in children learning to read and write in three languages: A case study

Research focus: My PhD research investigated how trilingual/triliterate children negotiated an emerging multilingual identity. It was a qualitative case study, using mixed and multimodal methods, that placed the child at the heart of the research process as it elicited their attitudes, perceptions and interpretations of living and learning in diverse multilingual contexts.  

Memorable experiences at the IoE: I was a part-time student studying away from the university, in Paris, with a full-time job on the side! Even though I was not based in the UK, I did hop on the Eurostar and came over to Reading as often as I could to: meet my supervisor; attend Researcher Development sessions; give my first presentation at the Language Studies PhD conference; and finally for my viva. I always found every one very friendly and helpful, and enjoyed meeting up with other PhD students. 

Career: After graduation, I have accepted the post of Associate Professor of English Subject Pedagogy at Nord University in Bodø, Norway. I am excited to move to Norway and to start my work with student teachers at the University. I am also looking forward to building my network and continue my research in multilingualism, language learning, literacy and children’s voices.

Dr. Pengchong (Anthony) Zhang

Title of thesis: Comparing different types of EFL vocabulary instruction for Chinese high school learners of English

Year of graduation: 2018.

Research focus: I started my PhD research here at the Institute of Education in 2014, exploring the teaching and learning of vocabulary through listening among Chinese high-school learners of English. I used a quasi-experimental, mixed method design in a classroom intervention comparing incidental vocabulary learning through listening with different types of vocabulary instruction.

Memorable experiences at the IoE: As an international student, I was made to feel very welcome, with a warm and informative induction that helped familiarise me with the IoE’s vibrant research community. Alongside my PhD, I have worked as a research assistant on two projects (‘Linguistic Creativity in Language Learning’, ‘Phonics Roadshow’) and have taught postgraduate modules. The training, support and research seminars provided have equipped me well to become an independent researcher.

Career: I am now working as a Lecturer in Second Language Learning at the University of Reading’s Institute of Education, having previously worked as a Teaching Fellow in Education at the same Institution. As a Lecturer, I lead and teach postgraduate level modules as well as supervise MA dissertations. My career aspiration is to become a leading scholar in my research field of second language education.

Dr. Sufang Li Brassington

Title of thesis: ‘it’s like kindling a fire’: training student teachers about special educational needs and inclusive education at a university in china.

Research focus: The purpose of my PhD at the University of Reading was to raise awareness of special educational needs and inclusive education in China, and the study included a blended-learning training course for student teachers at a university.

Memorable experiences at the IoE: The Institute of Education was such a special place where I immensely enjoyed both my MA and PhD studies. In addition to the consistent support and academic guidance from the team of supervisors, and the Enrichment Programme about English culture, I also benefited from lots of opportunities to grow and develop, to present my work at seminars and conferences, to co-organise postgraduate research conferences, to supervise dissertations, to experience teaching in higher education in the UK, and to apply for funding as well. And for all these I am extremely grateful.

Career: Since September 2017, I have been working as the Research and Development Officer at Innova Press (Reading, UK).

Dr. Yang Hong

Title of thesis: The educational aspirations of ‘Left-behind Children’ in rural China: A case study

Research focus:   My research investigated educational aspirations of Chinese rural ‘left-behind children’ (a highly socially disadvantaged young population in China) in relation to their educational experiences within the context of being ‘left behind’. It adopted the qualitative case study approach and used ethnography as the primary research technique to capture factors that impact on aspirations, and to understand and explain why educational aspirations are different among these young people who share many similar social characteristics.

Memorable experiences at the IoE: I have had an absolutely amazing experience studying at the University of Reading’s Institute of Education (IoE). As we all know, doing a PhD is difficult, and it can be even more challenging for international students. However, I received generous support from staff and my fellow PhD peers at the IoE. Without them, I couldn’t make it! I cannot express my gratitude enough for their support.

Career:   Currently, I am working as a Research Associate at Shaanxi Normal University in China. I will continue doing research with a focus on the disadvantaged young people and their education, not only in China but also in other countries. I want to give voices to these young people’s experiences, and I hope to raise more awareness towards providing more care, protection and support to these young people.

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PhD opportunities

We have a long and established track record of research excellence and international impact.

In the latest Research Excellence Framework, 98% of our research is of international standing (REF 2021, combining 4*, 3* and 2* submissions – Education).

As a research student with us, we encourage you to participate in the wide range of opportunities available to you at the Institute, and to engage with the important and often complex issues which arise in research within the field of education.

Our expertise

We have a national and international reputation for impactful research which at the same time makes important contributions to theory across the education, language and learning spectrum.

Explore information about our research staff and their projects  

Visit our latest news page

PhD supervision 

When you undertake a PhD with us, you'll be assigned a supervisor with expertise that aligns with your research topic.

Our expert academics are leaders in their areas of research, and will work closely with you to ensure your time with us as a PhD student is as rewarding as possible.

Find out more about our staff and the areas of doctoral research they supervise

Fees and funding

The University allocates around 150 entry awards each year in PhD studentships and bursaries, so there are many ways to access PhD funding. A studentship is usually a package that provides full funding for tuition fees and living costs.

At the Institute of Education, our PhD students come with a range of funding.

Learn more about PhD fees and your funding options  

Types of doctoral degree

We offer several routes to a doctoral qualification, so you can find the one that suits you and the topic you wish to study.

Part-time study

Part-time PhDs are available as well as full-time, so you can choose a mode of study that suits your circumstances.

PhD by Distance

Our PhD by Distance programme allows you to benefit from the expertise of a Reading-based supervisor, while conducting your research in a different location.

Take the next step

• How to apply for PhD
• How to apply for EdD
• Get a prospectus
• Ask us a question
• Learn about the Doctoral and Researcher College

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Course type

Qualification, university name, part time phd degree at university of reading.

48 courses available

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• PhD Agriculture, Animal Care, and Veterinary Science
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• PhD Communications and Media
• PhD Computer Science and Information Technology
• PhD Creative Arts and Design and Illustration
• PhD Economics
• PhD Education
• PhD English Literature
• PhD Environmental Health and Safety, Protection and Conservation
• PhD Food Science and Technology, Nutrition and Dietetics
• PhD Gallery, Conservation and Museum Studies and Museology
• PhD Geography and Earth Sciences
• PhD History
• PhD Journalism and Publishing
• PhD Languages
• PhD Law and Legal studies
• PhD Leisure, Hospitality Management and Event Management
• PhD Linguistic Studies
• PhD Literature
• PhD Mathematics
• PhD Other Sciences and Research
• PhD Performing and Dramatic Arts, Acting and Music Studies
• PhD Philosophy
• PhD Physiotherapy and other Therapies
• PhD Psychology
• PhD Surgery, Medicine and Dentistry

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PhD Fine Arts

University of reading.

• 3 years Full time degree: £4,712 per year (UK)
• 5 years Part time degree: £2,356 per year (UK)

PhD in Psycholinguistics

Mphil/phd agriculture, policy and development.

• 4 years Part time degree: £2,356 per year (UK)

Phd in Spanish and Latin American Studies

Phd in practice in curating, phd computer science, phd in pharmacy practice, phd food, nutrition and health, mphil/phd french studies, phd in applied linguistics (taught-track & thesis), phd mathematics and statistics, phd politics and international relations, phd in physiology and pharmacology, phd in intercultural and comparative studies, phd typography and graphic communication, phd real estate and planning.

1-20 of 48 courses

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25 Best Part Time PhD Programs [2024 Guide]

Explore part time PhD programs. Compare schools and see why you should consider earning your doctorate part time.

If work or other responsibilities have been holding you back from diving headfirst into doctoral studies, consider part time PhD programs instead.

Editorial Listing ShortCode:

You may enroll in an on-campus or online PhD program to earn your doctoral credentials on a schedule that fits your busy lifestyle.

Universities Offering PhD and Other Doctorate Programs Online

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format.

1. Andrews University

Andrews University is a private university in Berrien Springs, Michigan, that is affiliated with the Seventh-day Adventist Church. Founded in 1874, Andrews has a current annual enrollment of 3,366.

Students can pursue 130 undergraduate and 70 graduate majors across eight schools and colleges. Degrees at the bachelor’s, master’s, and doctoral levels are available.

• PhD in Curriculum and Instruction
• PhD in Educational Leadership
• PhD in Higher Education Administration
• PhD in Leadership

Andrews University is accredited by the Higher Learning Commission.

2. Clemson University

Clemson University is a public research university located in Clemson, South Carolina. Founded in 1889, Clemson boasts an annual student enrollment nearing 30,000. U.S. News & World Report ranks Clemson University in 24th place among all public universities.

Students can pursue bachelor’s, master’s, and doctoral degrees across Clemson’s seven schools and colleges.

• PhD in Healthcare Genetics
• PhD in Parks, Recreation and Tourism Management
• PhD in Rhetorics, Communication and Information Design

Clemson University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

3. George Washington University

Chartered in 1821 by an act of the United States Congress, George Washington University stands today as a private research university with an annual enrollment of more than 27,000. GWU is divided into 14 colleges and schools offering bachelor’s, master’s, and doctoral programs.

The Princeton Review consistently ranks George Washington University as a top college in a number of categories. In addition, GWU has been ranked as one of the Top Universities for Producing Billionaires by the Times Higher Education’s World University Rankings.

• PhD in Nursing
• PhD in Systems Engineering

GW  is regionally accredited by the Middle States Commission on Higher Education.

4. Hampton University

Hampton University is a private, historically black university located in Hampton, Virginia, that was founded in 1868. The university is comprised of 10 accredited schools and colleges offering 50 bachelor’s programs, 26 master’s programs, and seven doctoral programs. The Alumni Factor has named Hampton one of the best colleges in Virginia.

• PhD in Business Administration
• PhD in Educational Management

Hampton University  is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.

5. Indiana State University

Indiana State University is a public university located in Terre Haute, Indiana, with a history dating back to 1865. ISU offers more than 100 undergraduate majors and 75 graduate. Students can pursue 20 bachelor’s degrees, 22 master’s degrees, and seven doctoral degrees on campus and online through ISU’s six academic colleges.

• PhD in Educational Administration – Higher Education Leadership
• PhD in Educational Administration – School Administration
• PhD in Technology Management

Indiana State University is accredited by the Higher Learning Commission.

6. Keiser University

Keiser University is a private university based in Fort Lauderdale, Florida. Founded in 1977, Keiser offers bachelor’s, master’s, and doctoral programs available both on campus and online. Money magazine has rated Keiser University one of the top colleges for the money in Florida. Nearly 20,000 students study at Keiser.

• PhD in Criminal Justice and Criminology
• PhD in Industrial and Organizational Psychology
• PhD in Instructional Design and Technology

Keiser University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

7. Liberty University

Liberty University is a private evangelical Christian university founded in Lynchburg, Virginia, in 1971. The school consists of 17 distinct colleges offering a wide variety of bachelor’s, master’s, and doctoral programs. Programs are divided between 366 on-campus options and 280 online options.

• PhD in Bible Exposition
• PhD in Communication
• PhD in Criminal Justice
• PhD in Criminal Justice – Homeland Security
• PhD in Criminal Justice – Leadership
• PhD in Education – Curriculum and Instruction
• PhD in Education – Instructional Design and Technology
• PhD in Education – Organizational Leadership
• PhD in Education – Special Education
• PhD in Higher Education Administration – Educational Leadership
• PhD in History
• PhD in Nursing – Nursing Education
• PhD in Psychology – Developmental Psychology
• PhD in Psychology – Industrial/Organizational Psychology
• PhD in Psychology – Social Psychology
• PhD in Public Policy
• PhD in Public Policy – Economic Policy
• PhD in Public Policy – Education Policy
• PhD in Public Policy – Foreign Policy
• PhD in Public Policy – National Security
• PhD in Public Policy – Social Policy
• PhD in Strategic Media
• PhD in Theology and Apologetics

Liberty University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

8. Mississippi State University

Mississippi State University is a public research university located near Starkville, Mississippi, that is classified among RI Doctoral Universities for very high research activity. MSU’s more than 22,000 enrolled students can pursue more than 180 areas of study for bachelor’s, master’s, and doctoral degrees. The school was founded in 1878.

• PhD in Community College Leadership
• PhD in Computational Engineering
• PhD in Electrical and Computer Engineering
• PhD in Engineering – Aerospace Engineering
• PhD in Engineering – Civil Engineering
• PhD in Engineering – Mechanical Engineering
• PhD in Industrial & Systems Engineering

Mississippi State University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

9. North Carolina A&T State University

North Carolina Agricultural and Technical State University is a public, historically black university located in Greensboro, North Carolina. The school was founded in 1891 by the North Carolina General Assembly. It is ranked among the top historically black colleges and universities (HBCUs) by U.S. News & World Report.

A total of 54 bachelor’s, 29 master’s, and nine doctoral degrees are offered through the school’s eight colleges.

• PhD in Leadership Studies

North Carolina Agricultural and Technical State University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

10. Texas Tech University

Established in 1923, Texas Tech University is a public research university in Lubbock, Texas, featuring 13 colleges and 60 research centers. The Princeton Review has ranked Texas Tech among the 125 best colleges in the Western United States.

Texas Tech offers 150 options for bachelor’s degrees, 110 options for master’s degrees, and 59 doctoral degree programs.

• PhD in Curriculum and Instructions – Curriculum Studies and Teacher Education
• PhD in Curriculum and Instructions – Language, Diversity & Literacy Studies
• PhD in Curriculum and Instructions – STEM
• PhD in Educational Leadership Policy
• PhD in Family and Consumer Science Education
• PhD in Special Education

Texas Tech University  is accredited with the Southern Association of Colleges and Schools Commission on Colleges.

11. University at Buffalo

Founded in 1846, the University at Buffalo a public research university with campuses in Buffalo and Amherst, New York. Nearly 32,000 students are enrolled in what is considered to be the largest public university in New York. UB offers bachelor’s, master’s, and doctoral degrees across 13 academic schools and colleges.

• PhD in Information Science

The  University at Buffalo  is accredited by the Middle States Commission on Higher Education.

12. University of Alabama – Huntsville

The University of Alabama in Huntsville was founded in 1950. It is one of three members of the University of Alabama System. UAH school awards 44 bachelor’s, 30 master’s and 15 doctoral degrees across nine colleges to a study body of nearly 10,000.

UAH is a space-grant university with a large focus on engineering and science programs.

• PhD in Civil Engineering
• PhD in Engineering Management
• PhD in Industrial Engineering
• PhD in Joint Nursing Science

UAH  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

13. University of Colorado – Denver

A member of the University of Colorado system, the University of Colorado Denver is a public research facility offering hundreds of degree programs for bachelor’s, master’s, and doctoral studies across dozens schools and colleges.

Total annual enrollment stands at 24,910. Forbes places the University of Colorado Denver 34th on the its list of best public colleges.

University of Colorado – Denver is accredited by the Higher Learning Commission.

14. University of Florida

The University of Florida is a public land-grant, sea-grant, and space-grant research university with a main campus in Gainesville, Florida. This senior member of the State University System of Florida offers bachelor’s, master’s, and doctoral programs to the more than 56,000 students that enroll annually.

The list of notable UF alumni includes Erin Andrews, Emmitt Smith, Faye Dunaway, and Marc Rubio.

• PhD in Classical Civilization
• PhD in Latin and Roman Studies

The  University of Florida  is regionally accredited by the Southern Association of Colleges and Schools.

15. University of Kansas

The University of Kansas is a public research university based in Lawrence, Kansas. Founded in 1865, KU offers more than 345 degree programs for bachelor’s, master’s, and doctoral studies. KU has an annual enrollment of more than 28,400 students.

The school’s faculty and alumni list includes four NASA astronauts, seven Pulitzer Prize winners, 27 Rhodes Scholars, and 325 Fulbright Scholars.

The  University of Kansas  is accredited by the Higher Learning Commission.

16. University of Missouri

The University of Missouri was founded in 1839 as the flagship of the University of Missouri System. Mizzou currently offers more than 300 bachelor’s, master’s, and doctoral degree programs across 13 major academic divisions for its more than 30,000 enrolled students.

• PhD in Architectural Studies

The University of Missouri is accredited by the Higher Learning Commission.

17. University of North Carolina – Greensboro

The University of North Carolina at Greensboro is a public research university located in Greensboro, North Carolina, that dates back to 1891. This school with an annual enrollment topping 20,000 is part of the University of North Carolina system.

More than 100 bachelor’s, 61 master’s, and 26 doctoral programs are offered at UNCG.

The  University of North Carolina at Greensboro  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

18. University of North Dakota

Located in Grand Forks, the University of North Dakota offers 90 bachelor’s majors, 54 master’s programs, and 27 doctoral programs. UND was founded in 1883. Currently, UND has an annual enrollment of 13,581 students spread across its 10 academic divisions. The school’s athletic teams compete in the NCAA’s Division I.

• PhD in Aerospace Sciences
• PhD in Biomedical Engineering
• PhD in Chemical Engineering
• PhD in Electrical Engineering
• PhD in Energy Engineering
• PhD in Environmental Engineering
• PhD in Indigenous Health
• PhD in Petroleum Engineering

The University of North Dakota is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

19. University of South Carolina

The University of South Carolina is a public research university located in Columbia, South Carolina. The more than 35,000 students enrolled at USC today can study toward bachelor’s, master’s, and doctoral degrees from 14 degree-granting colleges and schools. The school’s history dates back to 1801.

• PhD in Computer Engineering
• PhD in Computer Science
• PhD in Mechanical Engineering
• PhD in Nuclear Engineering

University of South Carolina is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

20. University of South Dakota

The University of South Dakota is a public research university in Vermillion, South Dakota, with an enrollment of nearly 10,000 students. The university is divided between seven colleges offering hundreds of bachelor’s, master’s, and doctoral degrees. USD’s campus is home to the National Music Museum. The school was founded in 1862.

• PhD in Health Sciences

USD  is accredited by the North Central Association of Colleges and Secondary Schools.

21. University of Southern Mississippi

The University of Southern Mississippi is a public research university with a main campus located in Hattiesburg, Mississippi. Southern Miss awards bachelor’s, master’s, and doctoral degrees across more than 189 programs. Founded in 1910, the school boasts an annual enrollment of more than 14,00 students.

Southern Mississippi’s academic offerings are divided across four colleges and schools.

• PhD in Nursing Leadership

The  University of Southern Mississippi  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

22. University of Tennessee – Knoxville

Founded in 1794, the University of Tennessee is a public research university located in Knoxville, Tennessee. UT offers bachelor’s, master’s, and doctoral degrees across 10 undergraduate colleges and eleven graduate colleges. Annual enrollment stands at close to 29,000 students.

Established two years before Tennessee officially became a state, the University of Tennessee is one of the oldest public universities in the country.

• PhD in Industrial and Systems Engineering – Engineering Management

The  University of Tennessee – Knoxville  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

23. University of the Cumberlands

The University of the Cumberlands is a private university located in Williamsburg, Kentucky, dating back to 1888. Bachelor’s, master’s, and doctoral programs in a variety of specialties in the arts and sciences are offered across four colleges. Total annual enrollment is 13,476.

University of the Cumberlands  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

24. Virginia Commonwealth University

Virginia Commonwealth University is a public research university located in Richmond, Virginia, with a history dating back to 1838. VCU offers more than 217 programs for bachelor’s, master’s, and doctoral degrees across 11 schools and three colleges.

U.S. News & World Report has classified VCU as a Tier 1 University that ranks in 84th place among all public colleges and universities in the United States.

• PhD in Health Related Sciences

VCU  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

25. West Virginia University

Founded in 1875, West Virginia University is a public research university with a main campus in Morgantown, West Virginia. More than 350 academic programs for bachelor’s, master’s, doctoral, and professional degrees are offered through 14 schools and colleges for the nearly 30,000 students who enroll at WVU annually.

Designated among the R1 Research Universities for very high research activity, WVU boasts research partnerships with the Rockefeller Neurosciences Institute and the Federal Bureau of Investigation.

West Virginia University  is accredited by the Higher Learning Commission.

Do Part Time PhD Programs Exist?

Yes, part time PhD programs do exist. Universities know that many people have packed schedules. To accommodate busy students, some schools give the option of part-time enrollment in PhD programs online or on-campus.

The idea is that you may work your way through one of these programs while still living at home and holding a regular job — no uprooting your life required.

Many part-time PhD programs are offered online, which can be particularly convenient. Online college allows you to attend the university of your choice without having to move away from your hometown.

You may take classes online, chat digitally with your academic advisors, and work on your dissertation from the comfort of your own home. Even still, there may be some in-person residencies or practicums required.

Finances are one of the best reasons to enroll in a part-time online program. The paycheck that you bring in each week can help you afford your grad school tuition without living on ramen noodles for five years straight.

Of course, being able to hold a full-time job while going through your doctoral program is more than just a way to make money. Particularly if your field of study is relevant to your job, you may find many opportunities to connect your classroom studies to real-world experiences.

It’s even possible that a situation at work may provide inspiration for the topic of your doctoral dissertation. If you feel that a dissertation may prevent you from finishing your PhD, then a professional doctorate may be a better choice.

For example, doctor of education programs don’t require dissertations in many cases. Instead, students may complete a final capstone project to demonstrate subject mastery.

Part-time students don’t make up the majority of doctoral candidates; even still, you certainly won’t be the only one if you choose to go this route. In the past year, approximately 44% of doctoral students were enrolled in part-time programs .

What Are the Most Popular PhD Programs?

Doctorates are available in practically any field, but some are more common than others. The following table shows some of the top PhDs that you may be able to earn online.

According to the Bureau of Labor Statistics, some related careers and their average salaries include:

Getting your doctorate may certainly increase your earning potential. According to the Bureau of Labor Statistics, the median annual salary for PhDs is $110,200. That’s a large jump from $78,210, the average annual earnings for those with a master’s degree.

How Do Part Time PhD Degree Programs Work?

To graduate from a part-time doctoral program, you’ll need to do the same work that you would for a full-time course of study. You’ll simply spread the work out over a longer stretch of time.

The first portion of your program will likely be devoted to classes. If you’re enrolled on a part-time basis, you’ll probably keep your course load light instead of taking multiple classes at once.

You may be able to take the classes online, but your school may require a few in-person residencies as well.

Some classes will focus on the research methods that are essential for all doctoral candidates to know, such as analyzing data and writing scholarly reports. At this point, you may also start thinking about a topic for your upcoming research project.

Other courses will be related to your field of study. While some classes may be required of every student in your PhD department, others may be electives. That way, you may build a course of study that is tailored to your career goals and research interests.

After completing your classes, your school may require oral or written testing as a way of assessing your knowledge.

Next, you’ll turn your attention toward your dissertation or another final project. This usually requires completing original research and reporting your findings in a detailed paper.

Even for full-time students, it may take several years to complete a dissertation. On a part-time basis, you may be working on this project even longer.

Once you finish your dissertation, the school’s faculty will need to approve it. Then, you’ll answer questions during a defense of your research. If the faculty determines that you have successfully defended your dissertation, you’ll then be awarded your PhD.

How Long Does It Take to Do a PhD Part Time?

How long it takes to complete your PhD through a part-time schedule is largely up to you and how much you can commit to your studies at any point in time.

You may find that there are some seasons in which you’re able to invest a good portion of your time and other seasons when you’re only able to do the bare minimum to keep going.

As a general rule, though, you should expect your part-time studies to last for several years. Being a part-time student won’t exempt you from any of the program’s requirements.

You’ll still need to earn just as many credit hours, complete any residency or internship experiences, and do the same final projects. The work will just be spread out over a longer period of time.

You should probably plan to work on your doctoral program for six to eight years. Some students take even longer. There may be a maximum duration allowed by your program, so be sure to discuss that with your faculty advisor.

Although part-time schooling is convenient, being enrolled in the same program for years on end may start to feel tedious. It’s important to choose an area of study that you really care about.

Your passion for your studies can keep you motivated even when graduation still seems a long way off.

Admission Requirements for a PhD

No matter what type of doctoral program it is, whether it is a part time or an online accelerated doctoral program , they can be competitive and you’ll want to make sure that your application stands out to the admissions committee. The first step is making sure that you meet the requirements and include all necessary documentation.

• Application and fee: Filling out this form gives the committee basic information about you, so be sure to complete it thoroughly. The fee will be non-refundable, even if you aren’t admitted.
• College transcripts: These demonstrate whether you have the appropriate academic background. You will need to hold a bachelor’s degree, and you may need a master’s degree as well. There may be minimum GPA scores required.
• Test scores: Many schools use GRE or GMAT scores to determine whether you have what it takes to succeed in a PhD program. If you’re an international applicant, you may also need TOEFL scores to demonstrate your proficiency with the English language.
• Letters of reference: These should come from academic or professional colleagues who can attest to your commitment and character. Two or three letters may be required.
• Personal statement or research proposal: This is your chance to communicate your study goals. That way, the school can determine whether your interests align with the expertise of the faculty.

Pay close attention to application deadlines. It’s smart to submit your materials a few weeks before the cutoff since schools don’t usually take late applications.

Accreditation for PhD Programs

Accreditation is a process in which an independent organization evaluates a college’s programs and results to determine whether the school is doing a good job of educating students. If the college is up to par, then it receives approval from an accrediting body.

The primary type of accreditation to consider is regional accreditation . There are seven U.S. organizations that have the right to grant regional accreditation.

There are fairly high standards for regional accreditation. As a result, this type of accreditation is well-respected, and employers are often more inclined to select candidates whose degrees come from regionally accredited schools.

Financial Aid for PhD Students

Paying for a doctorate out of pocket can be an overwhelming prospect, but there are a number of options for funding your PhD.

• Fellowships: Based on your personal merits, your school or a private organization may give you fellowship money intended to further your research goals.
• Government grants: If your income qualifies, you may get free tuition help from the state or federal government.
• Government loans: You may have the option to take out low-interest loans from the federal government or your state.
• Private loans: To supplement your financial package, you may also need private loans. Just be aware that these can come with high interest rates.
• Scholarships: You can apply for gift money from a scholarship-granting organization, such as a professional association in your field.
• Stipends: Some schools grant PhD candidates a small stipend. There are usually stipulations to this, and the rules may differ for part-time students.

To find out more, talk to your school’s financial aid department. Be sure to fill out the Free Application for Federal Student Aid (FAFSA) .

Also, if getting a doctorate could benefit your performance at work, you may be able to request tuition assistance from your employer.

Can You Do PhD Part Time?

Yes, you can do a PhD part time. Studying for a PhD doesn’t have to be all-or-nothing. Just as there are part time masters programs , you can likewise enroll in a doctoral program on a part-time basis.

With that approach, you may be able to go to work during the day and take classes or write papers in the evening. It may even be possible to complete the coursework online.

Is PhD Full Time or Part Time?

Both full-time and part-time PhD programs are available. Some people choose to earn their doctorates as quickly as possible by going to school full-time. Others opt to enroll part-time so that they may keep up with work or family responsibilities.

Keep in mind that not all schools give you the choice between full-time and part-time study; their traditional or online doctoral programs may be specifically designed for one or the other.

Is a PhD Worth It?

Yes, a PhD is worth it for many students. The U.S. Bureau of Labor Statistics projected a 5.9% job growth for doctoral or professional degree holders over the next 1o years, faster than the average for all occupations.

Getting a PhD may open new doors. Earning this top degree may grant you entrance into academia as a researcher or a professor.

It may also prepare you to assume high leadership roles and earn more money in your field. Plus, there’s often a sense of personal satisfaction that comes from accomplishing a huge goal like earning a PhD.

If you’re ready to put those three letters after your name, then it’s time to think about enrolling in a doctoral program. Apply to part-time PhD programs so you may pursue your degree without putting your life on hold.

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Part-time study

MPhil, PhD, DHSC and EdD degrees are all available for part-time study. MPhil and PhD students are normally required to be resident in the UK, whereas the DHSC and EdD programme is available to students living anywhere in the world.

Studying part-time may be more convenient if you need to balance your studies with work and family commitments. Part-time students are supported by their supervisors and can access a wide range of virtual services and facilities, including the rich online resources of the world-class OU Library, Research Skills training modules, and live training and meetings via Microsoft Teams.

Access to tailored online spaces and communities provides a rich source of links to streamed events and training resources.

If you study for a PhD, you will be encouraged to come to campus for meetings, seminars and events in your research area, to make sure you can get the full benefit of integrating into the research environment. If you study for a Professional Doctorate, you will need to come to campus for residential weekends.

Can I work while I study?

There is no limit to the number of hours part-time students can work. Part-time students are expected to commit to spending a minimum of 18.5 hours a week on study.

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WIth a very full professional and home life, I needed a programme that would be flexible and personal. The OU programme has been diligently and sensitively planned to ensure high quality academic rigour in a format that works for everyone’s unique circumstances.

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For advice about applying for a research degree, or sponsoring a research student, email the Graduate School or call +44 (0)1908 653806.

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The Department of Computer Science and Technology will offer a part-time route to the PhD Degree with effect from October 2022. 

Part-time structure

The Department of Computer Science and Technology could offer a part-time route to the PhD. At present, the University allows a part-time route which is 60% of a fulltime PhD route for which the minimum number of terms for a part-time student is 15. The maximum number of terms for a part-time student is 21 terms.

The requirements for the probationary CPGS in Computer Science will be spread across two years with the first-year report due near the end of the fifth term (i.e. end of March for a Michaelmas admittee), and the registration viva occurring in the sixth term (Easter term). The Department expects the completion of the required 12 units from the Researcher Skills Programme across two years. Part-time students are also encouraged to spend one term full-time in the first year of the programme and that students will be in residence in Cambridge during that time.

After successful registration for the PhD Degree, part-time Ph.D. students are expected to have between 2 and 4 meetings with their supervisor per term for at least a further ten terms. They are expected to spend an average of three weeks each term in the Department with a minimum of 45 nights p.a. in residence.

Requirements for a part-time PhD applicants in Computer Science and Technology

• The proposed topic needs to be suitable for study over a minimum of five years (15 terms) and a maximum of seven years (21 terms).
• If a supervisor identifies a potential student and a topic as being possibly suitable for part-time study, an interview report form must be sent to the PhD Applications Panel for consideration.
• Potential supervisors should invite the Chair of the PhD Applications Panel or a deputy to attend the interview.
• As well as consideration by the PhD Applications Panel, the interview report will be considered by, and a decision approved by, the Degree Committee. The approved form will also be loaded to the applicant portal for consideration by the Postgraduate Admissions Office.
• The proposed supervisor must be able to supervise a part-time Ph.D. for at least the minimum 15 terms. This means that supervisors on short-term contracts, or those due to retire within seven years of a part-time student being admitted, will not be eligible to supervise. Those who are due to take sabbatical leave should consider alternative supervision arrangements.
• Applicants should be aware that there is no obligation on supervisors to accept applicants who wish to be admitted as part-time students.
• The student must live close enough to Cambridge, or be able to spend enough time in Cambridge during the first two years, to be able to participate, as much as possible, in research group seminars, reading groups and other activities.
• The student and supervisor will sign an agreement about how often the student will be in the department. This might be, for example: 2 x 8-hour days per working week per term, or 3 x 1-week per term, plus 40% of time in the research term (1 July to 30 September).
• Most CST Research Skills courses are available remotely. For research themes’ group meetings and seminars, physical presence in the department is preferred.
• The student will be required to provide a letter from the employer (if the student is employed) confirming that they may have time off to attend the University as required for the duration of the course. Applicants are required to upload a part-time attendance Declaration to their application once approved for admission.

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Thriving Part-Time

Everything you need to know to not just survive but thrive during your part-time doctorate

Writing about writing: Establishing sustained writing practices for part-time doctoral researchers 

Taryn Tavener-Smith is a full-time Lecturer at Buckinghamshire New University. She is in the fourth year of a part-time practice-based PhD in English Studies with the University of Stirling. Taryn’s research explores the portrayal of liminal identities in non-fiction life writing.

Finding the time and space to write as a part-time doctoral researcher can feel like an immense challenge, especially when this needs to fit alongside a full-time academic role. In this blog, I will share what I have learned about establishing my own writing practice.

I started my part-time practice-based PhD in English Studies in September 2020 while working full-time. Following enrolment, I encountered the seemingly insurmountable task of churning out a 70,000-word creative artefact alongside a 30,000-word critical piece detailing my reflections on the writing process. Once the initial panicked flailing of the project’s breadth had subsided, I started writing: I wrote in brief bursts for an hour before work each morning; I wrote for brief 15-minute intervals throughout the working day between lectures, seminars, student and faculty meetings (such writing spells were less frequent); I wrote in the evenings for momentary bursts when my otherwise weary brain permitted (these occurrences were even scarcer).

These non-sequential writing hours eventually clocked into writing days and, later, into entire weeks that morphed into blurry months. My writing practice (if I can even call it that) was punctuated by endless reams of fragmented text. Before long, the project’s content began swirling around my desk in several forms: crumpled Post-it notes, haphazardly constructed reminders in my mobile’s Notes , hastily typed, misspelt emails to myself, and scribbled musings on jagged-edged pieces of paper.

Suddenly though, something miraculous happened: I had a page completed. Then two. Then three. Then twenty pages. Before I knew it, an entire chapter had been written. But this was not a supernatural occurrence – all it boiled down to was gradually establishing a writing practice (more or less) and sticking to it (well, mostly sticking to it). Not everything I wrote was any good, either. In fact, much of the material produced during those earlier days has since been relegated to the proverbial ‘cutting room floor’, while William Faulkner’s reminder to ‘Kill your darlings!’ echoed in my ears.

Here are some things I have learned about writing during the first four years of part-time PhD study:

• Find your ‘tribe’ and attend writing retreats: Your ‘tribe’ can be anyone: a local writing group; a collection of students or scholars who are interested in writing; novice writers practising the craft for enjoyment. These communities reinforce accountability while making the (often isolating) PhD journey feel less lonely. These groups are also well established to support writers from all disciplines, interests, and walks of life. If you cannot locate any local writing groups, establish your own by reaching out to peers at your institution.
• Write less, more often. An advisor once gave me a piece of advice about dissertation writing: ‘Just start by writing a room in the house and forget about writing the entire house!’ This caveat has remained with me. It reminds me of the significance that even the most rudimentary of initial steps often holds in terms of writing practice.
• Write anything! We often possess the misconception about obtaining ‘perfection’ in our writing from the outset. We hold ourselves to standards that are not only unattainable (in the first draft, anyway) but that are often stifling to our progress. We assume that unless a piece of text is ‘perfect’, it fails to convey progress. First drafts will never be perfect and are called ‘drafts’ for exactly that reason, but they are still undeniably valuable components on the journey toward perfection (if such a thing even exists). And, if this fails, remember the well-used ‘cutting room floor’ idea from earlier.
• When it comes to writing practice – you need to do just that: practice. Writing is a craft requiring practice. We take pride in practising various other skills in our daily lives and writing is no different. It requires practice if it is to be mastered.

Four years on, I have reached the conclusion that the PhD endeavour (regardless of discipline) is firmly rooted within writing practice and as such, calls for clear acknowledgement of this fact. The importance of identifying suitable approaches to writing, establishing a writing practice, and actually executing that practice consistently (regardless of how fragmented it may appear in the moment), cannot be overstated. Writing in a PhD is ultimately a journey, whose destination can only be reached in one way: by writing. One. Word. At. A. Time.

Studying part-time: enjoying the ride for a little bit longer

Beverley Jennings is doing a part-time PhD with the Institute of Education at the University of Reading whilst also working part-time as a secondary school English teacher. She can be found on twitter @bjm_teacher

A common metaphor for PhD study is that it is a journey and for a long time this felt true for me. A major feature of my journey, with all its twists and turns, mountains and valleys, swamps and deserts, has been the company of my fellow travellers. We were like pilgrims, a disparate group thrown together onto the same path with a common goal. But, as a part-time student whose full-time companions have now completed their journeys, thinking about my PhD in this way was starting to make me feel like I had been left behind. I found myself in need of a new metaphor to make sense of this feeling of dissonance and I am claiming the carousel.

I started my part-time PhD in September 2018. As part of the welcome and induction activities at my university all the new starters, both full-time and part-time, met on campus and were encouraged to get to know and support each other. To be honest, apart from the fact that I was only studying two days a week, I didn’t really feel that much different to the full-timers. In the first year we helped each other through two research methods courses, grappling with ontology, epistemology, and statistics. In the second year we clambered over the obstacle of confirmation of registration and then parted ways to start collecting our data. I may have passed these milestones a few months behind the full-timers, but I still very much felt like we were a group.   

This year though, the inevitable has happened. Those full-time students who started with me in 2018 have now finished. Theses have been submitted, vivas completed, and graduations celebrated. It has been an enormous privilege to have travelled alongside my full-time colleagues and to see their successes, but it also didn’t feel like it made sense that they had finished without me. I had always felt as if we were journeying together, so how could I not have arrived at the destination with them? How did I manage to fall behind when we have been alongside each other the whole way?

So, I am throwing away the journey metaphor and reaching instead for the carousel. The part-time PhD experience can then be thought of as a fun and thrilling ride that I joined at the same time as my full-time companions. When we started there were already some riders on board and more have joined us since. The PhD carousel has its ups and downs, but we rode side by side and have laughed, cried and screamed together. The ones who have now left can still cheer and wave from outside and I still have companions, both old and new, with whom to enjoy every remaining rotation. In this metaphor I am no longer left behind, as a part-time student I am just enjoying the ride for a little bit longer.

Part-time Studying as a Disabled Student

Katherine Langford is a part-time PhD student at the Open University.  She is in her 4 th year of researching how students develop an understanding of tricky Physics concepts.

I came down with ME when I was 13 and I have effectively been studying part-time ever since. For a while, I was barely well enough to get out of bed, so studying even four GCSEs with a home tutor was a real struggle. I was never going to be able to go away to university, but I was determined to get a degree and ended up studying Psychology part-time from home with the Open University. That came in handy when our house flooded. We were woken in the middle of the night by a fireman who told us we had an hour to pack up our things. Fortunately, I remembered to pack my OU textbooks, so I could keep studying for the 8 months that we were waiting for the flood damage to be repaired.

Finding your rhythm

I really enjoyed my degree and wanted to continue with a PhD. Studying part-time suits my ME very well as I can study at my own pace. I tend to do a little at a time and need rest breaks in between as otherwise, my brain refuses to work properly. If I need to take time off because I’m not feeling well, then it doesn’t matter as I can catch up later. As long as I do the work, it doesn’t matter when I do it. I can find technical research papers a bit challenging at times if they are particularly heavy going, so tend to read a little and often. Part-time studying gives me the flexibility to do what works for me. I wouldn’t be able to do my PhD otherwise. 

The benefits and challenges of part-time life

I find one of the other advantages of being part-time is that it doesn’t matter as much when it takes a while for people to reply to emails, forms to be approved or if it takes longer than expected to find research participants. It helps to remove some of the pressure. I’ve learnt that no matter how generous you are when planning how long things will take, research will always take longer than you expect, even when you’ve added in extra time for unforeseen problems. However, when you’re part-time, people tend to assume that you’re doing something else like working or raising a family, so it can get a little awkward when they ask what else I’m doing besides studying for a PhD (being a disabled student – recovering from studying a PhD mostly!).

One of the most difficult things I find is that, because I mostly study from home, it is sometimes difficult to switch off. There is always a temptation to get a bit more done by doing some work at the weekend or studying late into the evening if I haven’t got everything done that I wanted. Of course, that’s a great way to end up getting burnt out, so I’ve learnt it’s important to have some downtime and make sure I have some time off in the evenings and weekends either to relax or spend time with family and friends.

The pandemic has changed things

The pandemic has actually done a lot to even the playing field. Suddenly, nearly all training is available online or at a distance. Everyone has been in the same boat, so I’ve been busy trying to get as much training done as possible. Before the pandemic, I went into the Open University campus a few times a year. However, it has always been a challenge to fit in as much as possible when I’m there or I’ve had to make choices about which events it’s best to attend in person. Some things just aren’t the same when you attend online and other people are there in person. As a distance student, it means you’ve got to be more proactive about making contacts and joining in with events.

Studying for a PhD is very different from anything I’ve done before. My degree was much more structured. There was a set syllabus and a timeframe to cover it in. For a PhD, you study much more independently. I have guidance from my supervisors and training sessions, but it’s largely up to me what I need to do when and what I want to study. I’m a perfectionist, so it can be a little overwhelming to have so much to do. I survive by making to do lists and prioritising the top few most important things. If a job is particularly big then I’ll break it down into smaller, more manageable jobs. On days when my ME is particularly bad, then I may only be able to tick off one or two things. It’s all progress. Some days I make more progress than others, but I’ve learnt that big things can be achieved just by taking things one step at a time.

My top three tips for success

• Use being part-time to your advantage and find a routine that works for you.
• Remember that having some downtime is important too. A lot of part-time students have to fit in studying around other commitments, so may not have a lot of free time. Time off is important to recharge, so set some time aside as part of your routine.
• Don’t feel you need to do everything at once. Prioritise the most important things and set your own deadlines to help stay motivated and on track.

Avoiding getting bogged down in the Swampy lowlands

Victoria Pendry ( @VictoriaPendry1 )  is a freelance education consultant based in York specialising in Education and International Development. Most of her work is as the CEO of the The Curriculum Foundation (CF), a not-for-profit, internationally orientated social enterprise working with Governments in Low- and Middle-Income Countries to improve access to, and the quality of education. She is also a researcher forging her way (at 47 years young) through a part-time EdD at UCL where her focus is on teacher education in low resources settings.

‘In the varied topography of professional practice, there is a high, hard ground where practitioners can make effective use of research-based theory and technique, and there is a swampy lowland where situations are confusing ‘messes’, incapable of technical solution. The difficulty is that the problems of the high ground, however great their technical interest, are often relatively unimportant to clients or to the larger society, while in the swamp are the problems of greatest human concern.’ (Schön, 1984, p. 42)

Focus has been one of the hardest aspects of both my (interlinked) professional and researcher roles. The education landscape is vast and ever-changing, especially when you work internationally. To have the relative freedom as a consultant to respond to opportunities that wink at you over unexpected horizons is a mixed blessing particularly when this is combined with a newfound access to shiny academic journals, inspirational questioners, and totally unmissable webinars full of new thinking and challenges to previously held assumptions. This combination of opportunity, shifting priorities and the discovering of yet more ‘unknowns’ creates a busy environment which could arguably be described as ‘messy’.

So, I frequently find myself in what Schön describes as ‘swampy lowlands’ where principles of quality education are complex in countries where class sizes regularly exceed 100 mixed-aged students and where characteristics of effective teaching are hard to define when teachers are hardly paid and hardly trained.   It would be easier to step out and stand back seeking quick-fix solutions. But such solutions are often shallow and superficial, lacking in contextual relevance. Consider the teacher for example who is handed a guidebook on Peace Education in English where her 1 st language is Dinka, her second language is Arabic and her third is English – and then the materials suggest websites and videos in a land where internet penetration is less than 7% and she can’t afford the data anyway. So I prefer to remain within sea of swampy possibilities, a place of struggle and adventure in order to get to the heart of the matter, driving lasting change for a better world.

Using reflective thinking to help

It was during our first EdD Module on Professionalism with Dr D’Reen Struthers that I considered in more detail the value of reflective thinking as a reflective practitioner to help me continue to juggle all of my roles and responsibilities. (I’m a governor too and a tangled mum of teens). I consider the oppressive ‘circle of certainty’ and swampy lowlands be interlinked due to their focus on the need to look for solutions ‘amongst’ rather than from ‘beyond’. This is also one of the challenges of juggling in-depth research and solution focused consultancy.

Like many practitioners, I also tend to be over-critical of my own professionalism – some would suggest Imposter Syndrome – but my career has featured rapid change through new pastures which have made it entirely necessary for me to be hypersensitive to my environment.

When consumed with the challenge of navigating these lowlands with their supercomplex web of uncertainties within a liquid modernity of increasingly rapid change, D’Reen would remind us of the importance of getting in our helicopters to take a look at our swamp from another perspective from time to time. It’s admittedly difficult to see the new growth and possibilities when you are working within uncertainty and change, so standing back once in a while, is a worthy investment in time.

Operating predominantly within these swampy lowlands as a freelancer and part-time researcher requires one to keep a keen eye on the signs of burnout.  Messy terrain can be suffocating and one can become blind to possibilities ‘just behind’ or ‘just underneath’. To survive and thrive I have found that a commitment to enabling others and regular, purposeful visits to the hard, high ground are essential aspects of my blended researcher/professional journey. One way to do this is by talking and about my research with others.

On this hard, high ground I can pause, take a look at the whole landscape, and look to further horizons which may offer innovation and new learning. This ‘step up and out’ gives me the energy and perspective to dive back into the lowlands where ‘the problems of greatest human concern’are waiting to be solved.

I value the struggle and beauty of the swampy lowlands, but it’s not an easy journey. I’m grateful for the watchful and kind eyes of my EdD and CF community and for the people of South Sudan who constantly inspire me with their resilience and imagination.

The study habits of a full-time educator, part-time EdD student

Nathan Douglas ( @Nathan_DHT_EdD ) is a full-time Deputy Headteacher at a large, multicultural primary school in Birmingham. He has over twelve years’ experience in primary education, and currently leads on curriculum design and implementation, teaching and learning, the spending of the pupil premium grant and attendance. Nathan is a part-time EdD student at Birmingham City University, where he is researching professional identity in a teacher retention context.

Study habits come naturally, don’t they?

Study habits are what I see as the important tools and processes that I use to read, make notes and write-up my thinking. Whether that is for reading and notetaking, ongoing writing for personal reflection, or something for my Thesis, my study habits allow me to ‘get there’ (Or, as close to ‘there’ that I can be)! Having study habits and knowing what yours are, in order to get the best from them, are important on the doctoral journey.

Study habits come naturally, don’t they? The academic ‘jump’ from Masters-level to Doctorate-level is vast; and, despite enjoying successes at previous-level studies, my study behaviours did not simply appear to me as fully-formed habits that were good-to-go. I have just started my fifth year as a part-time EdD student, and this something I have become acutely aware of.

Study habits as ‘a journey’

I have come to understand everything on my EdD course as ‘a journey’. This sounds a little clichéd – and I am aware of that – but it is genuinely true. When reflecting on my studies, everything, including my study habits, are a journey of sorts. My supervisors were constantly reminding me to accept change, prepare for the unexpected, acknowledge there will be setbacks. This was – and is! – hard for me, so, try I had to.

Yet, there actually does come a point in your studies where, all of a sudden, like the proverbial lightbulb moment, things slot into place and suddenly make sense. Maybe it’s an article that provides the missing jigsaw puzzle piece or the supervision you needed to put you back on the straight and narrow (rather than the rabbit hole you were in ten minutes prior). Very recently, I have found myself developing more effective study habits, which manifests in the outcome of better writing…all because I’ve gone on a journey!

What are my study habits?

When I do the following, my writing is slower than it used to be, but its quality improves significantly.

• Ringfencing my doctoral study time and promise myself that I will keep to it: So many people say ‘turn off your phone’ and ‘shut down Twitter.’ I say: ‘do what works for you.’ I love tweeting about what I’m doing when I’m working; it helps my motivation (something else that’s really important). I enjoy a quick nosey scroll through Facebook for 2 mins. But, a few ‘likes’ here and there, and I’m back to it.
• Finding the most effective time for my own situation: I used to put whole days (6hrs+) to one side to accomplish one big job. Now, I sometimes study for an hour, or even less, breaking down the task. Less, but more often, has proven to be better at times, for me.
• Reading widely, reading little and often, and re-reading: This includes returning to the same book but a different chapter. Or, re-reading the same article again a few months later.
• Making notes under main themes/headings and sub-themes: I organise my notes/references in tables in MS Word and then categorise major themes in MS Excel. Both together helps me to see micro and macro knowledge. I also keep records of all of my references in an ongoing manner.
• Working actively with my notes: I cannot just write from my notes; there’s just there’s too many. So, I collate all my notes onto a mindmap, which helps to gather my thoughts, including things I’ve forgotten, and structure my thinking. In turn, this structures my writing.
• Accepting change to my motivation, habits and processes: Being flexible! I used to get easily frustrated when something did not go to plan or get ‘done’ on my first attempt. For example, now, I readily accept big obstacles and my judicious editing of ‘good writing’ as part of the thinking process.

What’s the point?

When people ask me, “Why are you doing a doctorate?”, my answer is, “Because I enjoy it.” In all of the study habits I’ve listed above, I forgot the most important one:

• Enjoy studying: If I am not enjoying what I am working on, I think reflectively about how I’m studying, when, where, how often, my methods and sources of motivation. When I find that something is a grind, I switch my focus to another area of my Thesis or simply get away from the screen. Some of my best thinking occurs when I am away from Word or Excel!

Getting It Done (and rewarding yourself along the way)

Leona McQuaid is a second year part-time PhD Student and Occupational Therapy Lecturer at Glasgow Caledonian University.

In my attempt to manage the demands of a part time PhD alongside a busy full time academic role, I have developed a form of self-bargaining; I call it transactional thinking. This is where I set mini goals throughout the week and reward myself for doing them. We all set goals and have deadlines in the PhD process but for me, this is more about acknowledging the mundane progress being made. It’s about creating small, regular wins to maintain focus and motivation.

“If I read this paper first, then I’ll go for a run”. “If I write 600 words in my literature review this morning, then I’ll meet my friend for a coffee this afternoon”. “If I do 10 articles of data extraction this week, then I’m taking the weekend off”. You get the idea.

The goal, timescale and reward can all change but the simple recipe is; If I do X, then I can enjoy Y. The trick is to make the task specific and measurable so you’ll know if you have achieved it or not. Setting the reward up front helps to motivate me to get the task done and when I’m enjoying the run, coffee with a friend, time off etc. I can fully relax and be present, knowing the time is earned and there is no room for guilt. Involving other people and informing them of this method has really worked for me. It has allowed family and friends to see that I can still have a life and work on my PhD. They can also encourage me to get X done and help protect my PhD time especially if they are invested in doing Y too.

I’m not sure if this type of transactional thinking will work for everyone but I find not seeing my progress can be really demotivating. Whilst interest in my subject and making a valuable contribution to knowledge provide the intrinsic drive to complete my PhD, sometimes that isn’t enough to get through the hard work week-to-week.

They say a PhD is a marathon not a sprint so what motivates us to keep putting one hypothetical foot in front of the other? I have noticed that if I remove the reward or transaction element and only tell myself ‘I have to do X’ , then the task becomes much more stress inducing. This leads to thinking of the many things I have to do and this can feel overwhelming.

All tasks, the PhD, or the marathon, can be broken down into smaller steps that chip away at the bigger picture – so that’s where I like to focus.  At this point I should divulge that I am an occupational therapist by background so breaking tasks down and creating specific, measureable, achievable goals is something I naturally gravitate to. But we can all do it, it might just take a bit of trial and error to gauge the right level of goal and reward for ourselves.

So whilst the bigger picture of PhD completion is motivating, we still need to lead ourselves to that point. Rewarding ourselves for constantly showing up and putting the effort in through transactional thinking can provide this.

We must not forget the bigger picture completely though. Whilst transactional thinking may be another tool in the box to help us along the way, we do need to lift our heads and take an overview of our work. For this, I have my Gantt chart. This helps align those small goals and transactions towards the bigger picture and timescales. If you are reading this and thinking ‘but my Ganntt chart is just a piece of paper or spreadsheet I never look at’ then may I suggest Team Gannt ? This software offers visual feedback as you progress on a task, so all that reading, writing and thinking is colour progressing on your bar chart. Oh, and when you get to click the box to say a task is done… well, that is very satisfying indeed.

Whichever way you approach it, the work needs to be done for you to make enough progress in your part-time PhD. As of course does your paid work, family life, role as a mother, father, partner, friend, dinner maker, house cleaner, yogi etc. Doing a PhD part-time means we need to actively carve out the time to work on it, as we don’t have the same gift of structured time to dedicate to our study, as perhaps do our full-time colleagues.

Carving out small chunks of PhD time throughout the week lends itself to setting small but regular goals — and using my approach — small, regular rewards. So transactional thinking may be one way that can help you manage the many plates you are spinning, to get the work done, but to also enjoy yourself along the way with the other hats you wear in life.

Top Tips for Balancing Clinical Practice and a Part-time Professional Doctorate

Allison Scott ( @AllisonPoddem ) is a professional doctorate student embarking on the design for her project. Her research explores the decision- making experiences o proxy decision makers for people with dementia lacking capacity.

There is no denying doing a PhD of any sort is hard and extremely time consuming, add in the pressures of daily life and in my case the pressures of working full time as clinical lead in a busy podiatry practice, not a week goes by without someone asking, ‘but why do you do it?’ The answer to me is simple, I love it, I love learning, I love the opportunities to meet people from different backgrounds and I love challenging myself. Despite this I can confess there are times when keeping the required level of motivation can be challenging and have therefore come up with these seven top tips for balancing them.

1.   It sounds simple but find a project you are passionate about.

If at the outset you do not have a topic that you care about, you will never commit the amount of time out of work needed to be successful. I am completely driven by the hope that my topic will truly impact and benefit the target population.

2.   Plan your time!

Spend a bit of time setting out a schedule, by doing this you are making a commitment to dedicate that time to the task. This helps to ensure you manage to carve out that much needed down time!

3.   Within your plan, set yourself some mini deadlines.

Despite the cohort of the professional doctorate when it has been a while since you met or discussed your project with anyone it can be all too easy to push it to the back of your to-do-list. By setting your own deadlines you are creating some personal accountability, driving you to keep going.

4.   Work at a time that works for you!

I find after a long day in clinic I struggle to switch to researcher mode in the evenings. It took a while to work out a pattern that works best for me, but I find getting up early doing 1-2 hours research work before a walk with the dog to clear my head really sets me up for the day ahead and gives me a sense of achieving something, chipping away little and often at my project. Managing my time in this way also frees up some guilt free family time in the evenings.

5.   Make time to do what you enjoy.

Constantly working between clinic and research will eventually get you down and can lead to you resenting both. Make sure to spend your down time doing what you enjoy. For me it is getting out into the hills with my dog for some much-needed escapism. It will often amaze you the ideas and different angles that will pop into your head when you are not staring at a screen hoping for inspiration.

6.   Learn how to say no

It sounds harsh however juggling time to maintain and develop the clinic, continue with your studies as well allowing time to enjoy yourself means that you are going to have to prioritise your time and miss some social events. Your friends and family will understand and are often proud to see the level of commitment you are making.

7.   Most importantly, ENJOY IT!

The process takes you on an undeniable journey at times the conflicting demands will be tough, and you will have to keep long hours but the sense of satisfaction and the impact on you, especially as a clinician are significant. Working through the taught element of the professional doctorate has taught me so much about myself and about my approach to clinical practice. Your confidence will grow, your ability to critique literature and use it to change and implement practice will flourish, your ability to engage meaningfully with others from all different backgrounds will develop and your interests will expand leading to more significant conversations with patients.

Surveys take longer than you think! Or: taking your time has benefits for data collection

This post is from Sophie Payne-Gifford. Sophie is a social scientist at the University of Hertfordshire . She completed her PhD part-time from 2010-2016, mostly because she only won part-funding and had to keep her day job at NERC UKRI, a great job which had its definite advantages. She tweets at @GiffordPayne on food, environment, agriculture and research design.

Introduction

In this post, Sophie describes implementing a survey late in her PhD to demonstrate one of the advantages of doing a PhD part-time, the added time benefit. You know that saying, one woman can produce a baby in nine months, but nine women can’t produce a baby in one? It’s a similar tale, some processes can’t be sped up, even with additional resourcing.

Phase 1: Qualitative fieldwork

I started my social science PhD on agricultural innovation with a qualitative research design and conducted fieldwork from 2011-2013. I interviewed agricultural scientists, agrochemical companies, food processors and agricultural consultants and observed at a number of agricultural events. I was exploring what replacements for pesticides were available in the scenario that many were to be withdrawn under a proposed change in pesticide legislation.

After this round of fieldwork, I had a working conclusion: that many farmers were locked in to the regular spraying of pesticides and were unable to change their agricultural practice. However, I had made that conclusion based on conversations with only a few farmers and my theory was based on many other people’s opinions on what they thought farmers would do . I didn’t think this was fair, reasonable, or rigourous and to address this I wanted to talk to more farmers. But British farmers are geographically distributed, and I didn’t have time to traipse around the country again . Also, I had a simple-ish quantitative question that did not need me to visit their farms to answer:

If fungicide mancozeb is withdrawn, will you

• Use the other chemical fungicides available?
• Use genetically resistant seeds?
• Use biologically-derived treatments?
• Use mechanical methods of control, such as removing infected plants?

Phase 2: Being patient

In February 2013, around the same time as making this conclusion, I was at an agricultural event and met an industry organisation’s head of communications. I floated the idea to her: would she like to collaborate on sending a fungicide usage survey to the organisation’s ~1000 members? She was vaguely positive, so I emailed her in the Spring to start the planning process. Little did I know that getting approval and buy-in from the industry organisation would take months!

At some point in the Autumn of 2013 the Head of the Organisation needed to discuss the survey. I don’t remember what we discussed in detail, but I remember that it was an uncomfortable conversation. In hindsight I think she was checking my ‘politics’ were okay and in line with the needs of her organisation. She might have been checking whether I was pro- or anti-pesticide (I’m neither). She might have been checking who I was funded by, whether I was funded by a university, pesticide company or campaigning organisation and therefore what my agenda for the research was. She wasn’t alone, an agricultural consultant I approached for interview checked who I was funded by, before agreeing to an interview. I now know these kinds of checks are common when working with external organisations, but at the time it was confusing. However, apparently I passed the test, and got the go ahead.

The survey itself was ready to go by the Winter of 2013, and still I had to wait. This time, it was because the industry organisation wanted to put the chemical companies that made the fungicide on stand-by to give them an opportunity to respond to a finding that could potentially positively or negatively affect their business interests. The organisation wanted to act in the interests of its members, and so I waited until this communication had been issued.

A year after it’s conception, the survey was launched in February of 2014!

Reflections

What did I do to overcome these delays? In the main, I just waited. I had the extended part-time timeline working in my favour. No amount of extra work could make the bureaucratic processes move more quickly. As I still had another three years until I had to submit my PhD thesis, I knew I had time to wait for the collaborating organisation to be satisfied. And throughout this process of waiting, I had plenty to keep me busy as I was transcribing and analysing the data from the previous qualitative fieldwork, as well completing a new ethics application. There is much to be said for planning a project where the different workstreams overlap rather than become dependent on one another.

Plus, I was also (and still am) a confident and unapologetic qualitative researcher and at the time wasn’t worried about the prospect of not implementing the survey. I know how to construct a qualitative argument, draw on theory as well as use the requisite phrase in research discussions: “more research is needed…”

My waiting paid off, however. Nearly 80 farmers confirmed that, yes, they would continue to use fungicide mancozeb because market and environmental conditions lock them in to using chemical methods of crop protection. Had I been a full-time student nearing the end of my fieldwork, I couldn’t have waited a year to implement a survey. The benefit of stretched time had allowed me to conduct more rigorous research.

Not only did conducting a survey allow for quantitative data collection, it allowed for additional qualitative data collection. Through widespread use of free-text boxes, growers were able to tell me why they needed to continue to use the fungicide mancozeb, adding invaluable additional insight.

Recommendations

If you’re thinking of supplementing your research with a different type of data, remember that collaborating with an external organisation may take longer than you want.

Also, if you were to do the opposite to me and start with purely quantitative data collection and decide near the middle or end of your project to collect qualitative data, that it is equally time consuming, as you will need to:

• submit a qualitative ethics application (another potentially long bureaucratic process);
• recruit participants;
• schedule interviews (for example);
• transcribe, analyse and write up qualitative data.

Data collection is always time consuming if done properly, and more so if done in partnership with others. Remember that next time you think “ oh, I’ll just send out a little survey .”

Four uncomfortable truths about part-time doctoral study…

Ceri Coulby ( @cericoulby ) is a part-time online EdD student with the University of Liverpool. She is in her 6 th year and is due to submit her thesis in October 2021. Her case study research is a narrative exploration of part time doctoral students’ experiences of personal transformation during their studies. Ceri also works full time at the University of Liverpool and lives with her husband, 14-year-old son and Labrador on the Wirral.

I started my online part time EdD in July 2015 after being turned down for a job mainly due to my lack of PhD or equivalent. It was made clear to me that if I wanted to go further in my career I needed to get that piece of paper. I was a reluctant student, having already dropped out of a PhD five years previously and having the emotional scars to prove it. Scowling, I enrolled on the EdD, with a deadly determination to get through it.

I was in a slightly better position this time around, my son was older and at school, and I had some experience of the reality of doctoral study. This was a mixed blessing, as I had found the previous experience lonely and confusing, and the aftermath left me feeling stupid and embarrassed. Hence the decision this time around to do an EdD with a taught component rather than a PhD.

My doctoral journey has been transformational, and whilst I cannot say I have enjoyed every minute of it, my overwhelming experience of the process has been joyful. The motivation for a ‘piece of paper’ a distant memory. However here I share four uncomfortable ‘truths’ I have learnt along the way, in the hope it might save other students some anguish on their own journeys.

• If you feel like an imposter, who doesn’t know what they are supposed to be doing a lot of the time, or if you are in a cohort and think everyone around you “gets it” and you are the only one who doesn’t- THAT’S NORMAL. This is actually a part of the process for the majority of students. Doctoral study takes you out of your comfort zone constantly, if it didn’t you wouldn’t be learning anything new would you? As hard as it is to accept, uncertainty and doubt will be your bedfellows during the doctoral journey and you are going to need to learn to live with them and trust in the process.
• You will likely be changed by doctoral study, indeed this is the topic of my own doctoral research. These changes can be wonderful, but also uncomfortable and distressing at times. During a doctorate you develop new skills and knowledge, but you also learn to perceive things differently, and from multiple perspectives. You may find yourself questioning some of your deeply held personal values and beliefs, or those of the people around you. During the process you may see your workplace and colleagues through a more critical lens. These changes in perception are usually irreversible; once you ‘see’ something you cannot un-see it. I don’t say this to put people off doctoral study; it is just something potential candidates should be aware of.
• If you have multiple commitments such as a full time job, family, or caring responsibilities, do not kid yourself that you will be able to fulfil all those roles to the same extent whilst also undertaking a part time doctorate. You may tell yourself ‘oh I will only work when the kids are in bed or early in the morning before people are up’ but you probably won’t be able to sustain it over an extended period ,. If you are a parent, part-time study will mean you spend less time with your family and you will feel guilty about it. If you currently work full time and like a spotless house and to cook every meal you eat from scratch, it is unlikely you will maintain the same standards unless you have help. You will need to be more flexible in your self-expectations and willing to compromise in some areas as the time and energy required by the doctorate itself is uncompromising. 
• Lastly, the difference between people who complete a part-time doctorate and those who don’t is persistence and self-belief. There will very likely be times when you consider quitting. It is a long, time consuming and at times hard journey, academically and emotionally. You read, write, refine, discard, abandon repeatedly throughout. Your ability to keep at it, even when you are not sure you are getting anywhere is crucial to your success, as it will pay off in the end.

Undertaking the EdD has been one of the best experiences of my life. I have grown so much as a person and am comfortable in my own skin. I feel that I have something to contribute personally and professionally. I am happier and more content as a result of my doctoral journey and would definitely recommend it to others, but as with most things that bring pleasure, there is a cost to be paid for it.

Lessons for life

This post is from Jon Rainford ( @jonrainford ), one of the editors of the blog. Jon completed his PhD part-time with Staffordshire University in 2019. He has studied part time in various forms for over 12 years. Having interests in the Sociology of Higher Education and having worked in varied roles in education, his doctoral research focused on exploring the gaps between policy and practice in relation to widening participation in higher education. He now splits his time between teaching, research and developing the resources he wishes were there when he started his own doctorate.

As I sit here at my desk and look around, I realise how many of my daily habits have been formed through my experiences of studying and researching part-time. Whilst the doctorate was not my first experience of studying part time, it was the first time of doing it without quite as much structure. My secret to success is probably working out what structure works best for me and creating it. Here are a few suggestions of what has worked for me and might work for you:

You need a deadline

Even if you make them up yourself, you need specific goals and times to work to. Human nature is to prioritise the urgent things, especially if they are things you don’t like doing. For example, how many times have you panicked when you heard the bin lorry to put your rubbish out? This need for a deadline is most true when it’s a task you don’t want to do. If something is not urgent and you don’t want to do it, it rarely gets done.

Deadlines aren’t just for the big stuff

The focus during a doctorate is often on formal deadlines such as assignments (for taught and professional doctorates), annual review points, drafts and thesis submission, smaller deadline are often important. When dealing with a large project, focusing only on these deadlines is not an ideal strategy.

There is a saying that the best way to eat an elephant is one bite at a time. Think of these deadlines as planning which bits to eat first. You may have already begun to do this by creating a project plan or you may be familiar with Gannt charts. In these, there will be dependent things you might need to finish before you move onto the next task. This can go some way to making those deadlines.

For me, I need even smaller deadlines. they just work to keep me on track and motivated. I also love visual cues so over time I’ve taken to using an adapted version of a kanban board . This is a visual way of tracking tasks to do, in progress and done. This visually helps me see where I am. Depending on the project, these might be things as small as emailing someone or reading a paper. They might be as big as a journal article or chapter. The great thing about this method is i can adapt it for what I need at the time. I can also merge work, research and life tasks, really helping to balance my time.

Have a variety of tasks on the go

Time is always precious but when you are juggling competing demands it can feel even more important not to waste it. This morning was going to be spent reading a chapter in a book. I started but the words wouldn’t go in. Previously I might have slogged it out and not really got what I needed out of the reading. Instead, I took the approach honed during the part-time PhD and moved to my desk and found an admin task that was on my list. As such I’ve had a productive morning and can try later with the reading. Knowing when you can and can’t do certain things is important. This does not mean just ignoring some tasks (if something sits on your list for a while, you might want to ask why) but it does mean being attuned to your own abilities on a given day and time. Having finite pockets of time juggling work and study taught me this and it does work.

Find your rhythms and build the rest around it

I am an early bird. I always have been. I know afternoons are not my most productive. Therefore, I plan with this in mind. It is too easy to be reactive to the world around you. One of the benefits of part-time study was the ability to focus my doctorate for those optimal blocks of time. I continue to do that. Now I juggle a number of paid roles in additional to continuing to research and write, I tend to follow those same patterns. I never start with email in those first few hours if I have writing or reading to do. It only gets done if all other tasks are off the table. After all, why would you dedicate your best hours to replying to emails?

Remember your strengths

One of the things I have been guilty of is forgetting these skills I have developed and how valuable they are. There is a reason the Open University is ranked so highly with employers . As well as the quality of its degrees, the skills part-time students develop, especially in relation to managing competing demands are worth their weight in gold. Taking some time to remember this and working out how to ‘sell’ these skills is important especially if you are looking to apply for jobs. I embraced the part-time nature of my own doctorate and hope you will to as it helps build some excellent skills that will live long after that thesis is complete.

‘Life in the Part-time Lane’

This post is from Ruth Tudor (@AuntyOof ). She is a pastoral support tutor in an institution supporting students from further education through to higher education.  All her higher education has been achieved through part-time distance learning, including her research degree on Care Experienced Students which she is currently writing her thesis for. I left school with few exams under my belt and what I had, the grades weren’t great. I definitely wasn’t going to university, so off to work I went and picked up SVQ level qualifications along the way.  Since then, I’ve barely set foot inside a classroom as a student, only as a teacher. Eventually I got bored with my dead end ‘career’ and started investigating the Open University.  I wanted to work and learn at the same time.  I had a mortgage and other financial outgoings, I couldn’t afford to study full-time.  I also didn’t have the confidence to study full-time.  I was in my mid-thirties I didn’t have the courage to walk into a classroom full of teenagers.  I also lacked confidence in my academic abilities.  I had left school with few qualifications I didn’t think I was clever enough to go to university.  If I was going achieve a university education the OU was the only way I could do it.

Learning to deal with feedback at a distance

I was a different way of life for me, writing essays, learning to reference but I was lucky in that I picked the right subject for me and although it was all new to me, I enjoyed it. What I did have to adjust to was the tutor feedback which came back in written form.  I had to learn to read and understand what my tutor was writing, I had to learn to accept that although I thought I had written a masterpiece I hadn’t and there were things I could have done better and there was always the knowledge that I could contact my tutor for additional support if needed.   

Finding my secret weapon

I also discovered a talent for being organised I never knew I had and it turned out to be my secret weapon.  I don’t think I could have survived if I hadn’t been able to get myself organised around my shifts, running a house (and then boyfriend, now husband) and fitting in the study.  For my first year there were face to face tutorials – 90 minutes away so that was a Saturday in the big smoke every month but it was worth it to get the time with my tutor and guidance for the assessment.  Some people find it hard not being physically guided in what to study, luckily, I settled into it.  This was my life all through my degree and then my Masters – on a whole different topic as I didn’t fancy the Masters in my field.  Masters study was hard work.  My path to my Masters wasn’t as smooth but I still managed to pass. By then more work was online, less face-to-face tutorials and I definitely found the jump from undergraduate study to postgraduate study harder.  I had to learn to write differently but never had any problems with the reading and research side of things. 

Developing a distance learning skillset

There are important skills to be learnt for part-time distance learning.  Organisation is perhaps one of the most important.  Life will get in the way: work, kids, caring responsibilities, your health so it’s important to set aside our study time every week.  You also need to be prepared for good weeks and bad weeks.  Some weeks can be hard and you will wonder why you are bothering and other weeks you will sail through.  Then there is assessment (or feedback) anxiety and waiting for the results.  We all feel it.  No matter how long you have been studying you still want to know how good (or bad) you did.  You need to be disciplined, motivated and determined because there is no-one to tell you to sit down and study, you are responsible for your learning.  However, the skills I learnt at undergraduate and Masters level have helped me manage my research degree.

Doing the doctorate

After completing my Masters, I wondered if I should do an EdD?  Why not, the pinnacle of my educational achievement.  Back to the OU and here I am in my final year, writing my wee socks off.  I would be lying if I said it hadn’t been hard work and lonely.  I’ve had to work hard at building up my networks, particularly online and during a pandemic but isn’t that what Twitter is for?  Friendly stalking of academics?  Working and doing a research degree is brutal but it does let me consider my research alongside what I do for a living, practice what I preach even.  I think the discipline I have built up doing my Undergraduate and MA has stood me in good stead for doctoral study but it still hasn’t been easy.  I have my submission dates but other than that I am left, home alone, to work and study, during a pandemic.  I have a WhatsApp group with my peers and it’s a lifesaver, I have a critical friend who promises me I can pass this – all people I have met during my online life at the OU.

Finding enjoyment in a PhD with time and space: switching from full-time to part-time

This post is from Laura Wilde. Laura is a part-time PhD student at Coventry University in the Centre for Intelligent Healthcare . Her thesis is exploring experiences of using apps and wearables for monitoring physical activity among people with Chronic Obstructive Pulmonary Disease (COPD). She is in her 4 th year having completed 2 years full-time, a year away from studying, and then returned in 2020 part-time. Laura tweets @laurawilde24 and blogs about her experiences and research journey on her website .

I started my PhD in January 2017 and successfully completed 2 years full-time. As I came to the end of my second year and my annual progress review, I was feeling stressed and burning out. I was also struggling with chronic pain (more on that on my blog ). In 2019 I was really struggling with my mental health and suspended my studies (read about my mental health story here ). At first, I really didn’t want to suspend but certain events meant that I really needed to take a break and pause my studies. After around a year away from studying, I returned in January 2020 switching to part-time via a simple form which was supported by my supervisors and the University. Returning to my studies after a year off is one thing, returning part-time was something else. In this post I am mainly going to talk about the switch to part-time and how this has impacted me and my studies (you can read more about my experiences of returning to my PhD on my website ).

All-consuming PhD life to finding other things

My main motivation for changing to part-time was my own mental health and wellbeing and it was the best thing I did. Reflecting on when I was full-time, it was all-consuming and intense, I was never able to switch off and stop thinking about it. Don’t get me wrong, full-time was right for me at the time when I started my PhD, and I found the transition from working full-time to full-time PhD straightforward. However, after a year away from studying five days/week, staring at a screen trying to do the same PhD, was not something I wanted or needed. I am so grateful to have an amazing supervisory team who were extremely supportive and understanding of my circumstances and decisions. We met (and still meet) regularly and talk about the whole PhD experience.

When I went back part-time I made sure  I planned my week as Monday to Wednesday working on PhD (as much or as little as I could manage), Thursday attending and volunteering/working for Arty-Folks and Friday catching up on housework or reading (an actual book – not research papers!). Later, my Friday mornings consisted of volunteering at a Rabbit Rescue and in the last 6 months I have been working as a Research Assistant at Coventry University and Zipabout Ltd. Part-time also gave me flexibility with which days I wanted to work, for example, if I didn’t feel up to it on a Monday morning, I would work on a Thursday afternoon instead. My supervisors trusted me and had faith that I was doing as much or as little on my PhD as I could manage. They didn’t add any extra pressure of deadlines or meetings and let me lead the team. I am pretty good at managing my time, prioritising, and putting pressure on myself, so this wasn’t something I needed from my team and they knew that. Instead, they helped by encouraging me and being positive and enthusiastic about my work.

Same or different?

So, generally, what’s changed? Here are some things that I feel are the similarities and differences from studying part-time compared to full-time:

• Same work to do – the PhD hasn’t changed; I am still doing the work I planned to do before I changed modes of study.
• Same supervisors and institution – I wasn’t changing supervisors or switching universities, I knew the system and could talk to my supervisors about deadlines and expectations.
• Same amount of time waiting for comments, feedback, ethical approval – these things I don’t have control over and up to the time other people have, but in some way its faster as I have spent less of my PhD time waiting.
• More energy, enjoyment and enthusiasm to work on my PhD – I get quite excited about my PhD days now and look forward to what I am going to work on that week rather than being tired and frustrated.
• Less stressed and more relaxed – the PhD doesn’t feel so fast paced and urgent, deadlines have shifted slightly to give me more time overall.
• More time to think and reflect – having time away from the PhD and switching off also gives me an opportunity to reflect on the week or the PhD tasks, thinking about the barriers and how to overcome them, as well as the successes and to celebrate them.
• More productive and focused – I am more focused. Less PhD time each week focuses me on what I want to get done that week (though this is not always the case, some weeks are just not productive and that’s OK!).
• Fewer hours per week working on the PhD – giving me time to do other things like volunteering, art, working, etc.
• More creative – having a varied week means that I am inspired by other things and have space to think outside the box generally which, I think, influences my research.

Time and space

Basically, the biggest positive change going part-time gave me was time and space. At first, this gave me time to reflect on transitioning back to my PhD and continue with my mental health recovery. Later, I had time for a part-time job thinking about career progression, gaining experience for my CV, and earning some money. Part-time gave me time to feel ‘ok’ about not working on my PhD all day, every day, and it was ok to do other things. I tended to plan my week in advance with activities and commitments, so it was busy but not overwhelming, and everything I planned was what I wanted to do and made me happy. But, possibly the most beneficial thing was having time and space to switch off from the PhD!

Moving to part-time also meant my submission deadline was further away giving me time and space to enjoy the PhD journey and the research itself, rather than needing to rush data collection, analysis and write up to get to submission.

Not without its barriers

Working part-time and juggling a part-time PhD can be a challenge in itself. Luckily, I am extremely organised and have fantastic employers who understand my PhD commitments. Finances can also be a barrier for some people, but luckily my Husband supports me with living costs and mortgage payments. Also, my tuition fees are covered with a studentship which paid a monthly stipend for the first 3 and a half years (or part-time equivalent) that I continued to receive during my year suspension.

A PhD is not easy, but I love research, learning and my PhD topic. It’s definitely achievable if you want it and you have choices and abilities to make changes to things that are not working. Now, part-time works for me, whereas previously full-time worked. There is no one-way to completing a PhD and it’s important to do what works for you. Give yourself permission to make a change and see where it takes you.

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18% of Oxford's graduate students are undertaking a part-time degree. The University of Oxford offers a wide range of high-quality and flexible part-time graduate courses, with over 70 programmes to choose from.

To find out more about graduate study at Oxford, visit: http://www.graduate.ox.ac.uk/parttime .

VLADIMIR NIKOLAEVICH MEGRE

Author of the series The Ringing Cedars of Russia

Little is known about Vladimir Megre's early background, apart from a few experiences he himself describes in the context of his writings. One of these occurred in the 1960s when over the course of a year the teen-aged Megre made periodic visits (as inconspicuously as possible) to a monk named Father Feodorit at the Trinity-Sergiev Monastery in the town of Sergiev Posad (then known as Zagorsk), just east of Moscow. These meetings (described in Chapter 24 of Book 2, The Ringing Cedars of Russia (pp. 119-31) left a lasting impression on the young Vladimir's consciousness, and can perhaps be taken as a prelude to his later spiritual transformation during his meetings, as he describes them, with Anastasia in the Siberian taiga.

We know that by the mid-1980s Megre was married with a daughter and living in Novosibirsk, where, like many other budding Russian capitalists, he took advantage of perestroika and the subsequent collapse of the communist system to launch into an entrepreneurial career. Even before perestroika he had shown his business acumen in finding ways to significantly increase the profits of a photographic collective. He went on to form a number of commercial co-operatives and by the late 1980s had leased a fleet of river steamers which plied the waters of the Ob River north of Novosibirsk. (see Chapter 1 of Book 1, Anastasia).

On one of these trips north in 1994, he encountered two elderly gentlemen who told him of a cedar tree (kedr in Russian, more commonly known as the Siberian pine in English) deep in the taiga forest that was making a 'ringing' or humming sound, which meant it was near the end of its centuries-old life and was ripe for cutting up and giving out pieces to those interested in its remarkable healing properties. He decided to return to the area the following year (1995) on his own to investigate. In place of the two elderly gentlemen he discovered a young woman in her twenties who said they were her grandfather and great-grandfather, and offered to take him to the cedar they had described. She turned out to be a recluse who lived all alone in the taiga, with no other company or facilities (including housing and food supply) than those provided by Nature.

But that was just the beginning. During the three days Megre spent with her in the taiga, she revealed to him not only the secrets of the ringing cedar, but many mysteries of Nature and the Universe - especially their role in the Divine order of things - that had been known to people in so-called ancient times but subsequently lost to mankind. Much of the earlier knowledge had been deliberately consigned to oblivion by so-called 'wise men' who felt their own sophisticated world-view threatened by the simple wisdom of their forebears.

At his new acquaintance's insistence he reluctantly abandoned his business career and set about writing a book about his taiga experiences (but only after he became penniless trying to set up a league of ethical entrepreneurs and only after his marriage failed, although he received help from a number of Moscow university students as well as his grown daughter Polina). The book, entitled Anastasia, was published in 1996 - largely thanks to the generosity of the manager of a print shop Megre had shown it to - and sold by the author himself in Moscow subway stations.

Then an incredible turn of events suddenly took place. A great number of those who purchased the book returned right after they finished reading it (or even before) to buy copies for their friends and neighbors, and the first print-run of 2,000 copies sold out in a very short time. A generous donor financed the next printing, before a recognized publisher caught wind of its success and launched it into mass production. (The Russian editions of the Ringing Cedars Series are now published by Dilya Publishers in Moscow & St-Petersburg.) And one copy of the first printing even ended up in the United States Library of Congress collection.

The success of Book 1 prompted the author to write a second volume, The Ringing Cedars of Russia, which offers, among other things, a fascinating behind-the-scenes look at the story of how Anastasia came to be published, as well as a deeper exploration of the concepts revealed in the first book. Subsequent visits to Anastasia in the taiga - including conversations with the son she had conceived together with the author - engendered even more books, which now number eight in the original (the last one running into two volumes). By 1999, only three years after the first book appeared, Vladimir Megre had become modern Russia's most widely read author, with his writings selling in the millions.

At the end of Book 3, The Space of Love, may be found a thumbnail sketch of the "Series at a glance", as well as a brief description of the background to the series and profiles of the author, translator and editor.

It is interesting to note the change in the author's style over the course of the books. According to his own admission, before his taiga adventure this hard-nosed businessman had never written a word of prose or poetry before in his life, but he reluctantly launched into writing a book at the insistence of Anastasia. He admits his initial prose did not sound professional, which only aggravated his difficulty in getting his first book to press. This prose may well be described as 'choppy' and simplistic, but over the first few books - under the influence, he says, of Anastasia - his writing gradually developed into a style more and more polished and professional. By the latter part of Book 3, entitled The Space of Love, and throughout a good part of Book 4, Co-creation, his dialogues with the Siberian recluse take on the quality of poetic prose, including elements of met re and even rhyme. These features have been preserved as much as possible in the English translation.

John Woodsworth, Slavic Research Group, University of Ottawa

For more information on the book and their availability in English and other languages, see Publications section of this web-site.

100 Best universities for Mechanical Engineering in Russia

Updated: February 29, 2024

• Art & Design
• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
• Mathematics

Below is a list of best universities in Russia ranked based on their research performance in Mechanical Engineering. A graph of 714K citations received by 136K academic papers made by 158 universities in Russia was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Mechanical Engineering

2. Tomsk State University

3. St. Petersburg State University

4. Bauman Moscow State Technical University

5. Ufa State Aviation Technical University

6. Peter the Great St.Petersburg Polytechnic University

7. Tomsk Polytechnic University

8. Ural Federal University

9. South Ural State University

10. National Research University Higher School of Economics

11. Moscow Aviation Institute

12. Novosibirsk State University

13. ITMO University

14. N.R.U. Moscow Power Engineering Institute

15. National Research Nuclear University MEPI

16. Kazan Federal University

17. National University of Science and Technology "MISIS"

18. Moscow Institute of Physics and Technology

19. Samara National Research University

20. Moscow State Technological University "Stankin"

21. Novosibirsk State Technical University

22. RUDN University

23. Southern Federal University

24. Saratov State University

25. Ufa State Petroleum Technological University

26. Samara State Technical University

27. Siberian Federal University

28. Kazan National Research Technical University named after A.N. Tupolev - KAI

29. Perm State Technical University

30. Omsk State Technical University

31. Saint Petersburg State Electrotechnical University

32. Moscow Polytech

33. Saint-Petersburg Mining University

34. Magnitogorsk State Technical University

35. Saratov State Technical University

36. Moscow State University of Railway Engineering

37. Lobachevsky State University of Nizhni Novgorod

38. Nizhny Novgorod State Technical University

39. Tula State University

40. Belgorod State Technological University

41. Far Eastern Federal University

42. Novgorod State University

43. belgorod state university.

44. Finance Academy under the Government of the Russian Federation

45. Moscow Medical Academy

46. Kazan State Technological University

47. Russian State University of Oil and Gas

48. siberian state aerospace university.

49. Tambov State Technical University

50. Voronezh State University

51. Siberian State Industrial University

52. Saint Petersburg State Institute of Technology

53. Kalashnikov Izhevsk State Technical University

54. St. Petersburg State University of Architecture and Civil Engineering

55. Mendeleev University of Chemical Technology of Russia

56. Murmansk State Technical University

57. South-Western State University

58. Ogarev Mordovia State University

59. Tomsk State University of Control Systems and Radioelectronics

60. south-russian state university of economics and service.

61. Perm State University

62. Kuzbass State Technical University

63. Russian National Research Medical University

64. Plekhanov Russian University of Economics

65. Ulyanovsk State Technical University

66. Ulyanovsk State University

67. Penza State University

68. Kuban State University of Technology

69. Polzunov Altai State Technical University

70. Chelyabinsk State University

71. Yaroslavl State University

72. University of Tyumen

73. National Research University of Electronic Technology

74. Leningrad State University

75. Moscow State Pedagogical University

76. Udmurt State University

77. Irkutsk State University

78. North-Eastern Federal University

79. Bashkir State University

80. Russian Presidential Academy of National Economy and Public Administration

81. Kuban State University

82. Kuban State Agricultural University

83. St. Petersburg State University of Aerospace Instrumentation

84. Kemerovo State University

85. Immanuel Kant Baltic Federal University

86. Orenburg State University

87. Baltic State Technical University "Voenmeh"

88. Tomsk State University of Architecture and Building

89. Chuvash State University

90. ivanovo state power university.

91. Irkutsk National Research Technical University

92. Orel State University

93. State University of Management

94. Tomsk State Pedagogical University

95. Volgograd State University

96. Petrozavodsk State University

97. Tver State University

98. Northern Arctic Federal University

99. Omsk State Transport University

100. Kaliningrad State Technical University

The best cities to study Mechanical Engineering in Russia based on the number of universities and their ranks are Moscow , Tomsk , Saint Petersburg , and Ufa .

Engineering subfields in Russia

Marquette employees launch union organizing drive amid budget uncertainty and job cuts

A group of more than 50 Marquette University employees have launched a union organizing drive in hopes of gaining federal recognition — allowing them to negotiate over wages, benefits and workplace conditions.

The effort announced this week comes shortly after Marquette laid out plans to cut $31 million from its budget over the next seven years .

"It just seems like we need this now more than ever," said Grant Gosizk, a union steering committee member who teaches in the university's English department. "There’s an amount of pressure to the campaign now that we haven't had for the past year or two. It’s been in the works for a long time, but now it seems essential."

The unionization effort speaks to the unease felt across campus, especially among its workers who lack tenure protections. Union members believe university leaders left faculty and staff out of the decision-making process. Having a local chapter, they say, is the way to restore their seat at the table.

Marquette officials said the university is engaging with the entire campus community to decide how to cut costs and plan for the future.

"Marquette University is in a strong financial position, and strong institutions are constantly evaluating and planning for the future," university spokesperson Lynn Griffith said. "We are choosing to shape our own destiny and proactively prepare for significant demographic changes coming in 2026."

University leaders believe the campus "is best served by working collaboratively and without a third party," Griffith said. "That said, Marquette leadership has repeatedly stated that it will follow a lawful process that protects the rights of all parties, as defined by the National Labor Relations Act."

Four types of employees are part of new Marquette union

The union includes non-tenure track faculty, academic staff, graduate student workers and undergraduate workers. It is a local chapter of United Campus Workers , which is affiliated with the Communications Workers of America.

The chapter has not yet filed with the National Labor Relations Board. The board oversees union elections and enforces the law guaranteeing the right of most private sector employees to organize.

Among the Marquette chapter's challenges will be organizing the different bargaining units based on their job classifications. A vote has not yet been scheduled, but Gosizk said the chapter will be working on an "aggressive timeline."

Marquette union seeking longer contracts

Gosizk is in his fourth year of teaching full time at Marquette. He's received a series of one-year contract renewals.

"It's unnecessarily cruel, I think, to keep somebody guessing every year whether or not they're going to continue to have a job," he said. "We want longer contracts."

Non-tenure track faculty are also pushing for more pay. At Loyola University Chicago, one of Marquette's peer institutions, faculty with the same job title as Gosizk earn $20,000 more, he said.

Marquette has offered three-year contracts to nearly 100 of its non-tenure track faculty and developed promotion criteria. These were among 22 recommendations made by a committee that studied how to improve the non-tenure track faculty work experience .

Graduate workers seek health insurance

Marquette used to offer a voluntary health insurance plan for graduate student workers but phased it out several years ago . This leaves most graduate student workers relying on their parents' health insurance plans or buying it through the federal government.

Josh Seidman, a second-year graduate student in the math department, said his options were limited when he faced a surgery last year.

"It's pretty frustrating," he said.

Marquette offers stipends of up to $750 for graduate students to use on health care, but Seidman said it's an insufficient amount.

Marquette recently surveyed graduate students and found 94% of respondents already had health insurance, Griffith said. The university also partners with an outside agency to help students find a plan that works best for them.

The University Academic Senate last month voted against pursuing additional health insurance for graduate students and voted to increase graduate stipends, Griffith said.

Student workers seek higher pay

Undergraduate workers are pushing for a minimum $15 per hour wage. Some students, Gosizk said, earn less than $10 per hour.

Marquette said a new pay structure implemented last fall has increased wages for the majority of student employees. The lowest level of pay falls between $7.25 and $11 per hour.

This isn't the first time Marquette employees have tried unionizing

Marquette graduate students and non-tenure track faculty began organizing a union in 2018 . The university pushed back , saying a a third party "may not understand our university, our mission, or our guiding values."

No election was held, and the organizing effort petered out.

This time around, union members said conditions are more favorable, with a friendlier political climate under the Biden administration and a wave of other unionization efforts at colleges across the country.

In 2023 alone, 26 new bargaining units representing over 40,000 graduate student workers, postdoctoral workers or researchers earned certification or voluntary recognition, according to the National Center for the Study of Collective Bargaining in Higher Education and the Professions.

As Inside Higher Ed reported last month , "it's a boom time for higher education organizing."

Contact Kelly Meyerhofer at  [email protected] or 414-223-5168. Follow her on X (Twitter) at  @KellyMeyerhofer .