[...] In particular, having a "PhD in X", where X is some subject
area does not mean you have studied the whole of X for three more
years than you would have done had you done a a BSc/BA in it - it means
you have done some narrow research in one very specific area of X.
Yes. The expectation is that you are now a "world expert"
in that very narrow topic, but you would typically still have an
awful lot to learn to be a "world expert" in X at large. Indeed,
these days X's like maths or CS are so large that *no-one* is an
expert in the whole subject, and it's pretty hard just to keep up
with your own specialism.
Post by Richard SmithOne reason to go straight into a PhD and not do an MSc is that it is much
much easier to get funding for a PhD than it is for an MSc. If you need to
catch up on taught course material then they will often allow you to spend
your first year of the PhD sitting in on MSc lectures. (But you won't take
the exams and if you quit after one year you won't have any qualification.
If you quit after two years they will probably give you an MPhil.)
All of this is very possibly true, but needs qualification.
The availability of PhD/MSc funds varies *a lot* between subjects,
as does where these funds come from -- research councils, industry,
charities, univ or departmental funds, other govt agencies, ....
Also, the relationship between MSc [and also 4-yr u/g masters, etc
-- MMath, MSci, MEng, MRes] and MPhil/PhD varies a lot between univs
and between subjects. It's a very tangled tale. But see below.
An MPhil is generally a sort of consolation prize for someone who's
started a PhD, but just hasn't come up with the new knowledge required
to get the degree. Sometimes research is like that, you start it off
but just don't get anywhere. So a PhD is risky as well, sometimes
whether you hit on a good research topic and get something going in
it is a matter of luck rather than skill.
This is true. But it's not *just* luck -- basically, you are
a fool if you embark on a PhD that requires you to solve some problem
that lots of [other] very clever people have worked on for ages and
failed to solve. Your supervisor should be steering you towards topics
that "pick off" some problem that just needs a "dogsbody", or where
you're part of a team that is making serious inroads into some problem
and can share in the glory. This is not a recipe that leads to *good*
research, however; that nearly always has to wait until you have an
established post.
But times are changing. Somewhat. Firstly, the Bologna Process
[qv] is slowly changing and unifying the way all univs across Europe
award degrees, by standardising what is meant by [eg] an MSc, or a PhD.
This is pretty-much along extant UK lines, so is a case in which Europe
is falling into step with us; but there will still be some changes here.
Secondly, one of the important recent changes to the whole structure is
that [many? all?] PhD programmes are now *required* to include an element
of "taught course". At the least, this should include instruction in
the processes of research, how to use libraries/IT/etc, how to write
papers, give presentations, perhaps how to mark u/g work, give tutorials,
etc. It may well also include "conversion" material or other subject-
specific material [eg from a nearby MSc course] to enable you to get
started.
Thirdly, I think it is becoming recognised that the old-style
"do lots of original research or else ..." was too draconian. One
friend from my time as a PhD student was hung out to dry when, a couple
of days before his PhD viva, some new observational results came out
which blew his research sky-high. Three years down the drain, and he
essentially had to start again. A few years later, I was on an appeal
cttee when a student appealed because her thesis had been held up by
the examiners -- not her fault at all -- and by the time of her oral
the external said that her results [in sociology] were too old to be
useful. It was obviously very unfair, but the external couldn't be
shifted, and there was nothing we could do. But it's not really in
anyone's interests that a student should work away for three years or
more, do competent work, and then be told "sorry, no PhD for you, go
away". So increasingly the regulations are moving towards the notion
that a PhD is *training* in research, not *necessarily* leading to
"new results". But the precise rules still vary a lot between univs.
--
Andy Walker, School of MathSci., Univ. of Nott'm, UK.
***@maths.nott.ac.uk