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Disclaimer: No particular logic was employed in entitling or composing this post. I take no responsibility for any confusion, incredulity, or insanity that may result from reading it.

Today is such a blah sort of day. For those of you who may still be at the start of your PhDs, trust me, towards the end, just about every day will be a blah sort of day. That means you will have a seemingly endless number of things to do, but, rather than worry and try to keep up with them as you did in the beginning, you will take on a relaxed, apathetic kind of attitude that will still ensure you get things done eventually, but will freak out everyone around you in the process. It being a blah day, however, you will not care much about this, and will continue blahing around until there is blah no more.

This being my first and, so far, only time doing a PhD, I am still uncertain of how this actually works, but I will make sure I continue blogging about it to inform future generations of PhD-goers.

I had a quick-catch-up-before-Christmas-and-the-foreseeable-future meeting with my third supervisor on Saturday (yes, we occasionally come in to the office on weekends…academia is such a passionate place) and in all honesty I came out with more questions than when I went in. So many different things to chase up, look up, finish up. I have a meeting with my second supervisor tomorrow. No doubt that’s going to be just as chaotic, stirring up another list of things to do and not doing much to resolve others. Why is it that after two and a half years of virtually non-stop work and countless attempts at early preparation and drafting, my last few months of being a PhD student seem more hectic than ever? Sometimes I get the feeling I have the completely wrong idea of when this is going to end – it doesn’t end when you enter write-up, not when you submit, not when you have your viva, not even when you do your corrections, but when you get your certificate in the post. When you’ve got your certificate in the post, that’s it, you’ve got your PhD. That’s when all the PhD-related chaos finally comes to an end.

Of course, that’s when the postdoc-related chaos begins. But I don’t fancy writing about that right now.

Today is a blah sort of day. I have more on my ever-rolling To-Do list than I did last week, even though I thought the opposite would be the case. For my supervisory meeting tomorrow, I have to re-run all my analyses ready to show my supervisor, and track down some admin forms for her. For my other supervisors, I have a list of things to run after from our meeting on the weekend – mainly papers and other literature, but I also have to do the reading and actually work some kind of interpretation into my analysis, because field research is only ever quasi-experimental. Oh, the joys of social science!

Apart from all that, I also have to do that little job that’s been pushed back continuously for several months now…what was it again? Ah yes, writing my thesis.

Too bad you can’t write blah blah blah in that.

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As a psychologist who thinks she almost has her PhD, I’m conscious that I’m being a little conceited when I say I can redefine chaos theory. But I’m going to go ahead and say it anyway.

I can redefine chaos theory.

Right now, less than 6 months away from the (scheduled) end of my PhD, I am up to my neck in data, analyses and literature that need reading, re-reading, interpreting and writing, up to my eyeballs in anxiety about how I’m actually going to put my thesis together and have a fighting chance of passing my viva in July, and just about buried under my incredulity at being asked to teach a workshop series for 11 weeks next semester to a group of rowdy undergraduates. On top of all that, I also increasingly need to think about my life after my PhD (assuming I actually finish my PhD at some point, which still seems impossible at times) and keep up with a host of irritating errands that seem to keep popping up…like eating and sleeping. And showering. I seem to need to keep showering. According to my mum, these bizarre errands form part of something known as ‘everyday life’.

Huh.

Anyway, what I’m trying to illustrate here is that apart from the chaos of all of the above, I very often feel at a loss with regards to my work because my mind is in a state of chaos as well. This is especially annoying when my supervisors, whom I otherwise adore, tell me with apparent admiration that I am such an organised person. Actually, I have been told I am organised by quite a few people since I started grad school – at least two of my lab colleagues, a professor in another department whose research methods seminars I took for a semester, two of my three supervisors, the Dean of my department, and that bloke from Queensland who processed my passport renewal application at the Aussie high commission in London a couple years ago.

I’m telling you, people, I may seem the picture of organisation on the outside, but my mind is like a minefield littered haphazardly with all manner of academic and non-academic junk such that the phenomenological Me wandering through it in a vain attempt to understand myself and the significance of my work (if it has any significance at all) has frequently to jump, hop, swerve and somersault through the mess in order to navigate it, and even so does not make much progress in comprehending it.

I mean, a mind that can even produce a sentence like the one just above has got to be in for trouble when it comes to writing a thesis – a long, complex document that desperately requires a clear, logical, flowing structure and narrative.

More chaos to be added to my week:

Tuesday: A day trip to Wales to present a paper at a conference. I SWEAR I’m not doing any more of these until I have submitted my thesis!!!

Wednesday: Spending all day running my final analyses and probably getting confused and frustrated.

Thursday: More work on analyses.

Friday: Writing up the analyses and sending off the data files, output, and notes to my supervisor in advance of our meeting next week.

The weekend: Resolving to work on my thesis, but more likely finding something otherwise educational to do by way of active procrastination and convincing myself I’m still being productive…like reading some more of The Condition of the Working Class in England by Friedrich Engels, as I did this weekend.

Well, bring on the chaos! Let’s finish this thing!

I spent the weekend rewriting some of my chapter outlines because I’d figured out that the chaotic scribbles, notes and corrections I’d added all over them in times of afterthought were preventing me from really seeing what the final product looked like. Now, I have new, revised chapter outlines for my first four chapters, and I’m about halfway through planning the fifth one. I’ll probably get to the sixth and final outline tomorrow. Maybe. Potentially. But I do pen-and-paper work at home. Right now, I am sitting at my desk in the office again, and my mind is completely blank. I have no idea what I’m supposed to be doing.

You see, that’s a problem with being nearly finished in a PhD programme. When you’re at the beginning, everything is new and exciting and you’re busy setting up your studies. When you’re in the middle, you’re busy running the studies, reading, and running to conferences. But when you get to the end, your studies are complete, you have no data to analyse, your supervisors never see you any more because you’re supposed to be writing, and you walk around like a ghost every day, quietly procrastinating on one pointless activity or another, all the while wondering what on earth it is you are meant to be doing. Life feels so…meaningless. As if you have no worthwhile purpose in it.

I know I’m going to submit in May. I know I’m going to do whatever it takes to have my thesis ready on time. I know I have to start now before it’s too late. I just don’t know how.

So I’ve taken to looking ahead at what my life is probably going to look like from now until I submit.

It’s probably going to go something like this:

From now until November 28th: Dragging myself into the lab to do data clean-up and preliminary analysis for my last study, and whipping up the results into a snazzy conference presentation for a conference in December.

November 29th to Christmas: Assessing the possibility probability of doing mop-up data collection to up my sample size, doing the full analysis, analysing another dataset I collected last summer, and writing up summary reports for both datasets.

Christmas/New Year: Notoriously avoiding all celebratory activities, people, shopping madness and social media to spend the winter break writing, and probably feeling paradoxically sorrowful that I’m all alone and nobody likes me.

January, February, and potentially March: Becoming a complete social recluse and writing, not even coming to the office any more for fear of running into my supervisors/reviewers/optimistic colleagues who always expect me to say I’m fine and would no doubt get uncomfortable if I burst into tears about not being able to write well, and editing, and daydreaming about how unreal my thesis is going to look when it’s printed and bound.

April and maybe the first half of May: Completely crashing and potentially going mad after spending three months in self-imposed solitary confinement while doing final editing and proofing and sending off the file for printing and binding.

Sometime in the rest of May: Submitting the thesis, breathing a huge sigh of relief that’s it over, and then starting to worry again when I remember my viva is in July.

Oh, to be an undergrad again!

I spent the weekend preparing slides for a lecture I’m giving to a group of undergrads in a few weeks’ time.

I, the supposed-to-be-submitting-in-May PhD candidate.

Over the years, the more immersed I’ve become in my very narrow, very specific area of research, the more complex my understanding of the world has become, and the less I am now able to see the world in simple (or simplistic?) terms. Where, as an undergraduate, people, places, events seemed reasonably clear to me in what they were, now I always seem to be saying “but only if”, “based on the assumption”, “may have a different perspective”, “if we hypothesise”, “insufficient evidence to suggest”, “need further research” and “remains an open question”.

Even about things like what the weather’s going to be like today.

I’ve forgotten how to think like a lay person. Science has taken over my thoughts. I can’t resist the logic, the rationality, the stoic procedural calmness of thinking like a scientist.

So it’s not surprising that I find it difficult – infuriating, even – to write lecture material for an undergrad cohort mostly newly out of high school and unaware of the basic things many of us academics would expect they ought to be aware of. At an undergraduate statistics tutorial last year I only just managed to hide my incredulity at a student who didn’t know how to round numbers to two decimal places when the purpose of the tutorial was to construct a simple 2D correlation matrix using output from statistical software.

“So when you’ve got 0.972, you look at the 2 and then what?” she asked. I stared for a second, unsure if she was serious or joking.

“Then because the 2 is a number 4 or under, you leave the 7 as it is, and your answer is 0.97,” I said.

I thought that would address her confusion, but a while later the same student called me over again and this time asked me what to do if the third decimal place was a number 5 or over.

Honestly, I remember learning about decimal numbers in 6th grade. At primary school. Where have these students been all their lives? What do schools teach them these days? And I’m not even that old – in fact, most of the students I teach are just about my age, in their early twenties. It’s not like I was educated in a different era.

So, in what should theoretically be a straightforward research methods lecture, I have, deliberately, included words like “paradigm”, “constructivist” and “empirical” and suggested reading original articles dating to the 1960s. In short, I’ve included material that, in comparison to the relatively ‘soft’ lectures other staff seem to give, will shock and repulse many undergrads and fill them with the horror of actually having to look up an article themselves and read it in all its 1960s snobby white upper middle class style of English. And, imagine them being forced to look up “paradigm” in the dictionary! Oh, the torture!

So what do we conclude? Am I a bad lecturer for raising the level of complexity in my material even when I know many students won’t be able to understand it completely without, shock horror, doing extra reading, researching, or investigating? Or is the system to blame for so many of the students coming to university without knowing how to round decimal numbers, write essays, or address lecturers respectfully? Or, conversely, are all undergraduates at a degree of understanding that is somehow ideal, and instead I’m the one who’s gone nuts because my PhD has made me far too scientifically knowledgeable?

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The Final Countdown

Submission of PhD ThesisMay 1st, 2013
The big day is here. Joy to the world!
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