Future Faculty: Doctorate education in Communication, Culture and Media Studies in the UK

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1 Future Faculty: Doctorate education in Communication, Culture and Media Studies in the UK A project funded by the Art, Design & Communication Learning & Teaching Support Network (ADC-LTSN) Funded in January 2003 by Dr Katharine Sarikakis Communication Media and Culture Subject Group Coventry School of Art and Design

2 ADC-LTSN Learning and Teaching Project Fund Future Faculty: Doctorate education in Communication, Culture and Media Studies in the UK PROJECT OVERVIEW This is the first ever investigation into the educational experience of doctoral students in communication departments in the UK. The aim of the project is to provide an analysis of the relationship between teaching, learning and research in the lives of research students, focusing particularly on the ways in which students balance the various demands made of them as students, as teachers and as researchers. The survey focused on the relationship between students and supervisors, the degree of integration in the departmental life, research direction and the impact of other factors, such as private/personal life and finances on the quality of doctoral studies. In particular, the study sought to identify any differences based on gender and take into account ethnic background and socioeconomic status. The project builds upon an earlier study among international subjects (Sarikakis 2003, 2004). Furthermore, to enable transnational/international comparisons in longitudinal studies the project has taken into account two pioneering studies in the field of gender and communications studies, namely the first ever study conducted by Rush and Oukrop in 1972 and its update in KEY FINDINGS In general, the project aimed to map the experiences of doctoral students in communication departments in the UK and identify the key factors affecting their performance. The degree and character of integration of the students in their departments and academic life in general, their involvement in teaching and possibly the role of gender and ethnic background in forming their experiences are the major areas of focus. The data is based on the responses to a questionnaire sent to PhD students in communication, media and culture studies departments the UK. In brief, it seems that the future faculty is overwhelmingly White and from a privileged background. The PhD degree is seen as the passport to an academic career or as a means of advancing one s intellect as nearly all respondents stated. The relationships with PhD students and supervisors are good, but the concept of a mentor or of a mentoring system is not prevalent in the field. Feelings of isolation are particularly widespread among women, while feelings of insecurity and doubt about the worthiness of the degree are also felt by high numbers of PhD students. More women than men show interest in teaching, while half of those currently teaching are not receiving relevant training. In contrast to the United States, for example, PhD students have very little opportunity to take initiatives in their own teaching as they are called to deliver pre-designed seminars and/or tutorials. Some quantitative data are given below: Out of an estimated population of a maximum number of 700 registered PhDs in the broader area of communication, culture and media studies projects in the UK, 75 students responded, offering a satisfactory geographical representation. The findings presented here are based on their responses. As a starting point, the vast majority of the

3 respondents come from a White British, European and other background. Students stating Chinese ethnic origins are the second highest represented group with 4% and the highest among other ethnic backgrounds and ethnicities. The respondents (70%) are between years old. Only one in ten students would have been able to register for a PhD without financial support slightly more likely to be male and already on self-financing part-time studies. Two thirds of the respondents come from a family where at least one parent holds an academic qualification. The research areas studied are mostly in the expected areas of cultural studies with audiovisual media (film and television) being the single most strongly represented area studied, followed by studies in new technologies and new media. Of the submitted titles/themes of dissertations only four explicitly deal with gender/women centred topics, whereas identity studies and national/regional focused media studies are quite popular. Two thirds of the respondents are supervised by one or more male supervisors; approximately 40% has one or more female supervisors as in a few cases students have male and female supervisors. In general, students make positive statements about their supervisors; the vast majority feels their supervisor is accessible and encourages them to think for themselves. Of the 10 non-white respondents, only 3 state that their supervisor introduces them to other scholars; slightly more than half of the white British students state the same, while slightly lower than half of white Europeans agree. Approximately one in ten respondents has co-authored work with their supervisor. The vast majority of the respondents has no mentor (over 60%), and supervisors seem to undertake that role, as, according to 70% of the male respondents, their supervisor knows about their personal circumstances. In terms of mental health and feelings of belonging (in the department), one in two female students feels isolated; around one third of all respondents state that they have considered giving up their studies. One in two female students feels that responsibilities at home have an effect upon her research. Furthermore, one third of all respondents state that they have experienced conflicts based on their gender, age, ethnicity and/or sexual orientation in the classroom, in social gatherings and/or while conducting research. However, the overwhelming majority would encourage a woman or a member of an ethnic minority to register for a PhD in their department. One third doesn t know whether their institution or university has a written policy against racial discrimination; 40% doesn t know whether their institution has a formal sex discrimination policy. Nearly half of all PhD students are not involved in teaching, although approximately two thirds express interest in teaching. More than half of those teaching are currently on a training programme or have received a training programme in teaching in Higher Education. Just over half of male respondents believe that teaching is an important part of academic life the same answer gave 76% of female students. Nearly 70% of all respondents believe that research is an important part of academic life Higher numbers of male than female students are unsure whether/ disagree with the statement that the PhD degree will pay back the sacrifices they make. Two in three women believe in the statement. This sense seems to be particularly strongly represented by non-white female and male students and among white European males.

4 White British students (male and female) are almost equally divided between those who agree and those who are unsure or disagree with the statement. The vast majority of male students state that they are involved in the selection process of their external examiner, while one in two women is either unsure whether her opinion will count or she is not involved in this process. PROJECT OUTCOMES The immediate outcome of this project is a wealth of information about the status and opinions of PhD students in the field. The data can be used for comparative studies in doctoral programmes in other fields in social sciences, humanities or sciences in the UK and can form the base for longitudinal studies. There are strong indications that one of the most important aspects of reading for a PhD in the field is the degree of isolation felt by a very high number of students and the closely linked feelings of insecurity and lack of motivation. Currently, there is very little systematic support of PhD students, and a great deal of support and work seems to rest on the shoulders of rather overworked staff. It is therefore suggested that this particular issue be looked at by the natural home/s of scholars in the field, that is the relevant associations in the UK, through the creation and support of networks but also a form of mentoring that may take place not only between established and new academics, but also among PhD students. A starting point can be seen to be the development of a list dedicated to the discussion of issues related to the experience of PhD students/ junior scholars in communication, culture and media studies in the UK. The list has the potential to be used as a forum that will firstly facilitate academic exchanges among PhD students but will also enable debate on policy and philosophical dimensions of PhD education in CCM departments. In the long-term, this initiative could be undertaken together with MECCSA and ADC-LTSN and possible sister associations for wider national presence and diversification of population. Currently the address of the list Future Faculty in Communication, Culture and Media Studies is and it is a restricted list, initially to provide a secure environment where potentially sensitive issues could be discussed among PhD students. The intention of the list-owner (principal investigator) is to initiate the forum and facilitate academic, professional and collegial exchanges. DETAILS OF DISSEMINATION PLANS Preliminary results were presented and discussed in the MECCSA Women s Networking Day that took place on 31 October 2003 and was organised by the University of Cardiff. In particular, the focus was on data deriving from the survey in relation to gender and mentoring in the Academe. Currently, given the volume of the quantitative and qualitative data and their proper evaluation, the investigator is working on thematic strands that will be produced as journal articles. Priority will be given to the journal of the ADC-LTSNetwork but the investigator will also seek to publish the findings in other international journals and therefore reach wider audiences. LEARNING AND TEACHING IMPLICATIONS As far as the teaching role of the PhD students is concerned, a large number of PhD students has no teaching experience, training in teaching and the opportunity to

5 design teaching sessions. Although teaching adds considerably to one s workload (but can also be beneficial to one s financial situation), generally later post applicants are expected to have some teaching experience. A more systematic approach to allow/enable PhD students to design a few teaching sessions (lectures or others) annually within existing modules would offer some valuable experience and sense of participation in the academic life of the department. Social and economic factors in the lives of PhD students are closely interlinked with the teaching and learning experience, as statements about isolation and lack of motivation and economic means indicate. The PhD students appear disillusioned with their degrees and the academia in general, its consumerisation, lack of support for social sciences, RAE/rating driven race that leaves little space for constructive academic relations and mentoring and general working conditions. Feelings of gloom and uncertainty are mostly found among female students. Some students make references to the unwritten rules that pregnancy and family life (dependents) can hold one behind in terms of PhD completion and career progression. These conditions affect not only the day-to-day experience but also the future of the British Academy. Despite the fact that individual institutions may be strong in supporting PhD students, general lack of time on behalf of overworked staff (that is being noticed by PhD students), the lack of credit given to the supervision of PhDs in some departments/universities and the more general conditions of work in British HE today are discouraging for PhD students the future faculty- and as one student put it, it can only lead to a brain drain. These problems cannot be resolved by individuals or institutions alone as they point to a more general, structural problem rather than local difficulties. The analysis of qualitative data, which will become available through academic and other articles, will shed more light into the perceptions and opinions of PhD students. CONTACT NAME FOR FURTHER INFORMATION Dr. Katharine Sarikakis Communication Media and Culture Coventry School of Art and Design Priory Street Coventry CV1 5FB Tel: Fax: k.sarikakis@coventry.ac.uk References Sarikakis K 2003 In the land of becoming: the gendered experience of communications doctoral students. Art, Design and Communication In Higher Education 2 (1): Sarikakis K 2004 Communications research students: tomorrow s academics in obsolete worlds? an international perspective. In Rush, R.R., Oukrup, C., Creedon, P. (Eds.) Seeking equity for women in journalism and mass communication education: A 30-Year Update, Lawrence Erlbaum Associates, Research Monograph forthcoming Rush R Oukrop C Andsager J Daufin E-K Wooten B Sarikakis K 2004 forthcoming: another 30 years of discrimination for junior scholars? The search for equity for

6 women and minorities in journalism and mass communications education Journalism and Mass Communication Monographs forthcoming. Ramona R. Rush, Carol E. Oukrop, Sandra W. Ernst [1972] (More Than You Ever Wanted to Know) About Women and Journalism Education in