the inclusive phd viva [email protected]@lse.ac.uk 0207 955 6034
TRANSCRIPT
The Inclusive PhD viva
[email protected] 0207 955 6034
background
Beardon L ,Edmonds G (2007) The Aspect report. A national report on the needs of adults with Asperger syndrome. www.shu.ac.uk/theautismcentre
Madriaga M, Goodley D, Hodge, N, Martin N (2008) Enabling transition into higher education for students with Asperger syndrome' HEA www.heacademy.ac.uk
Martin N.(2008)'REAL services to assist university students who have Asperger syndrome' NADP
www.nadp-uk.org Martin N (2010) ‘Minimising the stress of the PhD viva for students with
Asperger syndrome’. GAP. 11. 1. 52-57
Preliminary research
further research via the NADP list see ethical guidelines for research on NADP
website participatory-emancipatory principles leading
to useful outcomes wider engagement with PhD students is
needed to inform this further
success
many students with AS are highly successful, particularly in science, engineering, ICT and maths, and progress to higher degrees, often exceeding the expectations of their parents and teachers
universities have the resources to provide appropriate backup and The Disability Equality (2006) demands further improvements
numbers are increasing in HE in general. some people with AS are raising the profile of AS in a
positive way, as a difference, and creating a supportive community, via the internet
The Autism Act
The viva-student concern
‘ I don’t know how to behave in the viva. What is expected of me? Do I say hello? Do we shake hands? How long will it last? Will he expect me to look at him?’
Tutor concern
‘He has been told what he needs to do following the viva in terms of revisions but is using a lot of energy on arguing that this is not necessary and it is difficult to convince him of the potential consequences for him of adopting this attitude’
Challenges of the viva
dealing with a high stress socially demanding environment
so much is hanging on it therefore anxiety levels are high
Knowing how to respond to questions from the external examiner at the right level, i.e. in relation to their prior knowledge
communicating with people who may be being unclear
imagination /flexibility required to work out how to behave
........
issues with empathy towards and from other difficulty with understanding expectations getting lost in detail managing practicalities anxiety, stress, often arising as a result of
confusion sensory sensitivities(central coherence, executive function, ToM)
some individuals embrace the A.S. Label, others hate it and consequently would avoid engaging with any services associated with A.S. or with disability
a diagnosis is necessary in order to access many services and adjustments and adult diagnosis can be hard to obtain
post diagnosis support is often lacking so someone may be struggling with the implications of a recent diagnosis
stereotyping and attitudinal barriers
REAL
reliable, empathic, anticipatory and logical engagement with the student is relevant at all levels-and for all students
positioning students with AS as the only ones who need this is ‘othering’
academically successful PhD students still require sensitivity –don’t we all!
Reliability
a degree of learner autonomy will have been achieved by any student working at PhD level
that does not mean that the student will have the equilibrium to cope easily with cancelled tutorials, people not being there in ‘office hours’ or failures in communication around administrative concerns
a named person, or specific office, may be necessary to help the student to move through the journey and step up support at specific stress points
empathise
empathy is a two way street would ‘I know about AS, I have read ‘The curious
incident...’ make you feel good? how about a bit of genius pressure? stereotyping is something that people with AS
complain and worry about the external examiner may need some prior
information (which is within the control of the student and could be general-but emphasising individuality-or specific-bespoke to what the student wants to communicate)
An empathic approach
accept that the student will have their own learner style
some things will come easily-others will present huge barriers eg: filling in forms, interacting within the context of ‘networking’, participating in conferences and the viva
some peer learning might go on in the pub-how can the student access this?
does cyber space networking count?
anticipate...
unfamiliar situations can cause anxiety unexpected changes in routine can cause distress the sensory environment may be disturbing some students will come nowhere near disability
services phases of depression and anxiety are likely the PhD viva is about as stressful as it gets! some people fail and support will be needed if this
occurs rewrites are usual but the student may perceive this as
failure
anticipatory strategies
develop and communicate robust joined up procedures throughout the PhD process which include regular keep in touch opportunities
establish a way of communicating between student and supervisor (and other key people)
make the admin as straightforward as it can be ensure access to general support and wellbeing services,
and timetabled fun think about every stage ,induct students into each phase-
think about post viva support-and failure! advise of changes in routine (eg a post it note on the door to
advise of a room change, texting, email, intranet) Build in practice vivas?
be logical
interact ' with the affect turned off’ ambiguity, lack of clarity, unclear expectations,
can perpetuate confusion which causes anxiety difficulty with understanding what is in another
persons head can make it hard for the student to work out what the supervisor means
spelling out how (a) relates to (b) can help students to see the links
logical strategies
communicate in an unambiguous way produce written next step guidance which is
straightforward (including at the post viva pre completion phase)
spell out the relative importance of pieces of work and how much effort is expected
explain the potential consequences of choices put achievement and failure in context say what you mean and mean what you say
So
So—how about –maybe-a viva where the student is in one room with an invigilator-and the external is in another room? They communicate-in real time-via the computer?
Not for everyone all the time obviously-but is this so outlandish?