DEVELOPING INDEPENDENCE IN PHD STUDENTS

Abstract

PhD student independence is a crucial requirement in defending one’s thesis. However, the transition towards an independent researcher may not be straightforward, nor is it clear which aspects of senior research should be instilled during the PhD student journey, and which are to be learned on the job once, and if the student decides to stay in academia after completion of their PhD candidacy. In this report, the authors investigate PhD student independence through interviews with PhD students and supervisors concerning their thoughts and experiences with fostering and developing PhD student independence. The study included 8 PhD students and 4 supervisors at the Faculty of Engineering, Lund University. The findings reveal that PhD independence is a multifaceted issue and may reference varying desirable characteristics, including critical thinking, creativity, problem-solving, as well as autonomy. Interestingly, both the PhD students and supervisors interviewed indicated themselves as the ones primarily responsible for developing PhD student independence revealing conscious efforts on both sides towards this shared goal. Most of the interviewed PhD students feel that they are encouraged to become more independent and creative. However, they still question and are unsure of their supervisors' expectations in terms of independent boundary, i.e., the balance of freedom and control. Thus, an important requirement in terms of fostering PhD independence is trust between the PhD student and supervisor.