As we move forward on this grand expedition of the PhD journey, we find ourselves approaching the next pitstop – a crucial waypoint on our path. Picture this rest area not just as a chance to regroup but as an opportunity to delve deeper into the evolving terrain we have traversed. At this juncture, we will reflect on the rich landscape of experiences and insights from our recent chapters. It is a moment to pause and examine how the diverse elements of our journey interconnect, revealing patterns and pathways that might not have been visible at first glance. Just as a traveller examines their map and adjusts their route based on new discoveries, we, too, will assess the key themes that have shaped our expedition so far.

In Chapter 6, Rio Waldock took us on a deeply personal journey through the intertwined challenges of grief and academia. She began by recounting her initial struggles with education, reflecting on how her unexpected academic path – from failing GCSEs to pursuing a PhD – was shaped by her evolving sense of purpose and passion for justice. Rio shared the devastating loss of her father, an event that triggered an identity crisis and emotional turmoil. She described how grief affected her, manifesting in feelings of exhaustion, anger, and sadness. Despite these challenges, Rio emphasised how she gradually transformed her pain into a source of strength and motivation. By dedicating her PhD journey to her late father, she found renewed determination to continue his legacy of standing up for others. Ultimately, this chapter explored the profound impact of grief on one's identity and aspirations, something which transcends beyond the confines of academia and underscores the importance of self-care in navigating such a complex emotional landscape.

Mikahil's PhD research, undertaken at Birmingham City University, involved completing a nine-month ethnography of Birmingham mosques to understand the lived experiences of Muslim communities, identify threats, and the improvement of safety. This involved being immersed in and around mosques and speaking with worshippers, staff and volunteers.

Introduction

Completing a doctorate involves overcoming several inter-related trials and tribulations; however, little has been written about the experiences of starting the PhD, in this instance, the forming of a topic. This chapter will provide my experiences of conceptualising a PhD topic and reflect upon the various issues which affected my entry into academia. It is hoped that you will gain a detailed understanding of what should be considered when conceptualising a topic for a doctorate. This chapter will take you on the journey of how I was initially unsure of whether I should undertake a PhD to ultimately conceptualising my research topic, while referring to the challenges faced along the way. Although everyone's experiences will differ, it can be said that the process is not as straightforward as I was led to believe.

Context of the PhD

The PhD, regardless of the chosen discipline, upon completion, will consist of between 60,000– 80,000 words (excluding references and appendices), which can be compared to authoring a book. Upon realising the extensive word count of a doctoral thesis, I was in disbelief this qualification could be achieved due to the magnitude of the task.

Liam's PhD explores how young people in Birmingham are impacted by the cost of living crisis when considering the backdrop of a global risk society.

Introduction

As the global economy faces perpetual collapse with little signs of immediate revival, there is a mutual experience of precarity and risk within all realms of life, ranging from the institutional to the familial. This became rapidly clear to me as I embarked on my PhD journey at Birmingham City University (BCU) in 2021. I first came to BCU in 2017 to begin my undergraduate studies in criminology. My reasonings for studying criminology were not dissimilar from those of the students who I now teach. I wanted to learn more about society and why people committed crime. I wanted to make a difference. I originally wanted to join the police force or prison service upon the completion of my undergraduate studies. It was at this stage of attending university that I became exposed to unique theoretical approaches that awakened my critical consciousness, particularly Critical Criminological and Social Theory which have very much inspired my research interests. This influenced me to abandon my original plans, and excitedly, I decided to pursue a career in academia. Throughout my undergraduate journey, I made life-long friends and had many experiences that shaped who I am today. I also worked in the student union for a year as a sabbatical officer for student academic experience. During this time, I became inspired to develop a safety on-campus campaign in response to growing concerns of violence on and around campus.

Twenty years ago, in sunny Brighton, I found myself at a crossroads and seeking advice from the late, great Dr Sandra Winn, my undergraduate lecturer and an instrumental figure in my early academic journey. Sandra had not only taught me research methods but she recruited me into my first research post while at my graduation. When I asked her whether I should pursue a PhD, she reassured me with what I now realise was a deceptively simple truth: ‘It's just about being organised’.

Fast forward a few research posts and universities later, I embarked on my PhD, which was a discursive exploration of how men convicted of rape accounted for their offences. A light-hearted topic? Not quite! Looking back, Sandra's words gave me the confidence to start my PhD journey, as my superpower was in the writing of a good to-do list. But let's be honest, it turns out there's a bit more to it than being organised!

The PhD experience, while unique, is also profoundly universal in its challenges. As you will discover in this book, there are shared experiences which will resonate with anyone who has undertaken a PhD. Imposter syndrome (spoiler alert: it never fully goes away), loneliness, and persistent uncertainty are familiar companions. Explaining what you do to others who haven't been on the journey … whether it is your well-meaning granny who assumes you’re avoiding a ‘proper job’ or your mates down the pub who don't quite get what you are doing, only adds to the complexity.

But let us not dwell solely on the struggles! The PhD journey is also a time of immense growth. It creates a community, a huge sense of achievement, and, of course, an original contribution to knowledge.

Where to begin?

To begin this book, we would like to take a moment to explain how and why it was written. Unlike some of the previous books in which members of the editing team have been involved, there was no initial grand plan or design for this collection. As PhD students in the social sciences and, in the case of one of the editors, a PhD supervisor, we are taught to consider each of our research projects carefully, to meticulously design and plan our methodology, our theoretical framework and, of course, our impact. This can, of course, be seen in the multitude of ‘how to’ books and guides written for new and aspiring PhD students as they embark on their journey, along with those more seasoned and battle-hardened researchers who may need a source of inspiration as they face, for example, a methodological barrier here or ethical quandary there. For instance, there are texts such as Duleavy's (2003) Authoring a PhD: How to plan, draft, write & finish a doctoral thesis or dissertation, Hockey and Gupta's (2019) book, PhD 101. The manual to academic, and Harrison's (2010) How to write a PhD in less than three years. While we acknowledge the practical significance and utility of such books, it was over a coffee and a catch-up on campus one morning that we stumbled upon a discussion about there being little to no texts that discuss placing the student's experiences at the centre, a book that is less a guide written by someone far removed from their own experiences of undertaking a PhD and one in which the realities, obstacles and reflections by those in the ‘now’ are at the heart.

Lisa's PhD explores the impact of trauma on the lives of criminal justice-involved women who have used violence. Lisa is designing and applying a trauma-informed methodology to capture the experiences and biopsychosocial processes which provide context for understanding women who have used violence, the worlds they live in, the motivation behind their use of violence, and the interventions required to improve the quality of their lives.

Introduction

In the neoliberal university, which heavily markets itself on values of equality, diversity, and inclusion (EDI), mental health awareness campaigns are regularly flaunted throughout higher education (HE) institutions. Being seen to challenge mental health stigma with messages like ‘it's okay not to be okay’ is a popular business strategy. However, accepting poor mental health as ‘just the way it is’ prevents critical enquiry into the multiple, often socio-economic factors which generate and maintain suffering and inequality among some of the most disadvantaged sections of society. The chronic destitution endured by many with complex trauma is not ‘okay’, and within the backdrop of a culture which insists ‘mental health matters’, there appears to be little genuine enthusiasm within UK universities to acknowledge and actively tackle the structural part they play in sustaining this adversity.

This chapter, written in the third person, is a critical and personal reflection on the systemic and cultural barriers faced by a PhD student with complex trauma, in particular reference to the importance of building trust and safety in supervisory relationships.

Sarah's PhD focuses on the experiences of the adult family members of child and youth homicide offenders. The experiences of this ‘hidden population’ are explored to investigate the impact that these uniquely distressing events have on differing aspects of their lives. Her research also aims to critically analyse the diverse nature of concepts such as victimhood, indirect victimisation, and disenfranchised grief.

Introduction

My story begins 23 years ago. This may seem unusual as this section of the book focuses more on the beginnings or early stages of the PhD journey and the many choices that must be considered. However, I must take you back to my past for my present journey to make sense. This is, however, challenging, as reflecting on a time when my whole world came crashing down around me is something that I scarcely do. Whether that be a response to childhood trauma or a coping mechanism of grief, the recollection of adversity for anybody is overwhelming. My chapter discusses some sensitive topics and experiences, yet I hope that my story can offer others a sense of confidence in themselves, especially when considering taking on the daunting yet profound task of a PhD.

The moment that changed everything

At 13 years old, I was a quiet, inquisitive, clever young girl. I was in Year 8 at secondary school and didn't have many friends as I had started at a senior school that none of my friends from junior school had progressed to. When I heard that a week-long school summer trip to the South of France was being organised, I jumped at the chance, as I thought this would be a great opportunity to make new friends, experience new things and have fun.

Content warning: this chapter discusses sensitive topics.

Kyla's research explores the relationship between contemporary identity politics using ethnographic methodology using found poetry to disseminate her findings.

Introduction: A cold wet day in January

The person who tweeted this was a hollowed-out shell, circles that formed under their eyes were as dark as the clouds that had formed in their mind. They had just stood shivering on a cold train station gulping down tears and swallowing the intrusive thought that if they just stepped off the platform, it would all stop. The cacophony that had taken over their thoughts was a collection of screaming voices; ‘you’re too busy for us’, ‘Daddy says all you care about is your PhD’, ‘How many hours of teaching are you doing this semester?’, ‘You haven't filled in this form’, ‘You will be withdrawn’, ‘YOU’RE NOT GOOD ENOUGH, WHY CAN't YOU COPE? YOU’LL NEVER FINISH’ …

This person was me.

At this point, you are probably thinking about where this is going, or maybe you are shuffling about uncomfortably because this was also your experience, or just maybe it was so far removed from your own experience that the words you just read are as alien as reading an ancient text.

Kavya's PhD research is an ethnographic study exploring women's experiences with punishment and care in a women's centre in England.

Introduction

From September 2021 to June 2022, I completed my doctoral fieldwork in a women's centre in England. I had planned to conduct an ethnographic study, relying on participant observations to make sense of the social world in the Breddon Centre. Employing my methodology in practice, however, led to ethical negotiations that reshaped my experience in the Centre. This will be the subject of this chapter. I will reflect on my co-location as researcher and colleague in the Breddon Centre and describe how this unique positionality led a number of ethical tensions and dilemmas. While my commitment to reflexivity may not have resolved these dynamics, it helped me consider the boundaries of my involvement in the organisation, and just how far I would go to understand the Breddon Centre and its inhabitants.

It was late afternoon at the Breddon Centre. I was sitting in the office writing down some of my observations when Abi walked in. ‘Hey Kavya. Do you want to come visit a client with me?’ I nodded. ‘Sure,’ I said, gathering my belongings and walking with her to the car park, where we got into Abi's car to visit a 24-year-old client named Thea at her home. Thea met us at the door, her face leached of colour. Her eyes were red. She looked like she had been crying all day. ‘Hi darling,’ Abi said, reaching out to touch her shoulder.

Eliska's PhD research focuses on the experiences of Czech children with incarcerated parents, with an emphasis on how children of prisoners are informed about parental incarceration.

Introduction

This chapter provides an account of the relocation process to pursue higher education studies in another country, with a specific focus on my move from Czechia to the United Kingdom. It illustrates my fluid journey towards adjustment, in line with Oberg's (1954) theory of ‘culture shock’. In addition, the chapter reflects on my experience of moving from one higher education institution to another, describing the process of getting used to different institutional settings and the benefits of being part of an international cohort of researchers. Finally, my chapter provides an account of maintaining research ties with one's home country and argues for the possibility of the symbiotic co-existence of multiple spatial identities.

Moving from one country to another country – Czechia to the United Kingdom

Completing my secondary education at the Austrian Grammar School in Prague, I was exposed to an omnipresent culture glamorising studying abroad, and thus making the most of my obtained language skills. Having obtained both Austrian and Czech A-Levels, it would have been expected of me to study either in Austria or Czechia. Many alumni of my Austrian Grammar School did, but I chose to move to the United Kingdom instead. The simple reason for this was that neither Austria nor Czechia could ‘criminology’ be studied at an undergraduate level.

Alex’s PhD examines sexual violence from the narratives of victims/survivors and offenders who identify as sexually and/or gendered minoritised men and/or non-binary individuals. It draws upon the singularised normality of masculinity and how this influences survivors when reporting, offenders when perpetrating, and the police’s responses to survivors and offenders within cases of sexual violence.

Introduction

This chapter will provide an overview of my experiences in applying for doctoral research funding. Initially, I will explore the necessity of reflective writing when discussing my experiences of attaining funds for my PhD research. I will also examine the competition I faced when applying for my PhD’s research funding. This will be complemented by discussions on applying for research funding and the importance of research proposals having both originality and innovation (Baptista et al, 2015). I will also discuss the process of constructing my research proposal, centrally around imposter syndrome and my identity as a gay man. This chapter hopes to reveal the three key processes to attaining doctoral research funding, including developing a personal statement, presenting research to a potential doctoral supervisory team, and how to hopefully obtain funding for the PhD itself. I will follow this with deliberations around how I secured a Visiting Lecturer role and the intrinsic conflicts I faced as a young academic. It is important to acknowledge that this chapter examines sensitive issues, where I expose my lived realities of bullying, sexual violence, victimisation, and dysphoria with both my sexuality and gender

Chelsea's PhD research examines the social, cultural, and economic implications of the COVID-19 lockdowns on young people in Stoke-on-Trent.

Owen's PhD research explores hedonism within Stoke-on-Trent's night-time economies through the use of ethnographic methodology.

James’ PhD research, inspired by the changes in the scene that arose out of the socio-economic culture of football in the early 1990s, involved extensive study of a football hooligan group in the North of England using ethnography in the form of participant observation.

Introduction

This chapter is borne out of an unusual collaboration and role reversal in academia, the conventional norm being that academic staff school PhD students and guide them through the process. In contrast, reversing these norms’ role, we considered the frustrations and challenges of the PhD from the point of view of two doctoral candidates, Chelsea and Owen, and one supervisor, James, both sides trying to be honest. The conventional story of the PhD, of course, is that of the ‘academic apprenticeship’ served by candidates where the master draws on their extensive subject area expertise and knowledge of the subject, knowledge of research methods, and skills to see the PhD successfully completed, learning from an established supervisor who is the senior and expert. In reality, the truth is that the process is one of collaboration, where all learn from one another and find their way through imperfectly.

As we approach this final break in our PhD journey, we find ourselves at the last overlook before the path ahead disappears into the horizon. This is not just a moment to rest, but a place to recognise that although this leg of our journey is coming to an end, it is also the beginning of something new. The chapters we have just traversed have shown us that the end of the PhD is not a final destination, but a gateway to new explorations. The knowledge and skills we have gained continue to evolve, guiding us on uncharted paths. As we pause here, let us reflect on how far we have come and how the journey of learning and discovery stretches beyond the confines of the doctoral experience. This is our last pitstop, but far from the end of our expedition.

In Chapter 14, Nick Gibbs explores the final stages of a PhD journey, focusing on the Viva Voce examination and the challenges of navigating the academic job market. Nick reflects on his own experience, emphasising the importance of thorough preparation for the Viva and offering practical advice for handling its rigorous demands. He also addresses the often-precarious nature of early academic careers, stressing the need to build a robust professional network and strategically approach opportunities. Despite the challenges, Nick encourages readers to stay resilient, believe in their expertise, and view the Viva as a stepping stone toward a rewarding academic career. Nick's chapter is particularly valuable not only for those navigating academia but also for those considering a transition out of it.