See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/273694286

Putting philosophy into PhD

Article · April 2015

CITATION READS

1 1,709

4 authors:

Adele E Baldwin Melanie Birks

Central Queensland University James Cook University
50 PUBLICATIONS 384 CITATIONS 154 PUBLICATIONS 6,476 CITATIONS

SEE PROFILE SEE PROFILE

Jane E Mills Lea M Budden

La Trobe University 81 PUBLICATIONS 801 CITATIONS
221 PUBLICATIONS 7,505 CITATIONS
SEE PROFILE
SEE PROFILE

All content following this page was uploaded by Adele E Baldwin on 22 March 2015.

The user has requested enhancement of the downloaded file.

 Putting the philosophy into PhD
Adele Baldwin

Introduction ing increasingly blurred as the award the argument that over recent years,
Novice researchers undertaking a structures change over time. the differences between the two ap-
PhD are exposed to different research proaches to doctoral study have be-
methodologies, methods, and relat- A Doctor of Philosophy (PhD) award come more vague with a number of
ed philosophies. The emphasis is on is generally considered to be one of PhD graduates working in their cho-
developing knowledge and skills as the highest academic qualifications sen field of practice (Pearson, 2005),
they progress through the research available (Johnson, 2001; Bourner and those with professional doctor-
process. Doctoral studies are usually et al., 2010). In academic terms, a ate establishing careers in academia.
considered research training, or an PhD is considered to be higher de- These authors highlight the similari-
‘apprenticeship’ in research. With gree research training and signals the ties between doctoral programs and
the emphasis on investigative pro- beginning of a research career. The relate the phenomena to the contin-
cesses, the place of philosophy in the alternative professional doctorate uing development of the professions.
Doctor of Philosophy can be over- includes a smaller research element Ultimately, the inclusion of the word
shadowed. This paper will discuss supported by coursework compo- ‘philosophy’ in the title of PhD, im-
the role of philosophy in the Doctor nents. A traditional PhD requires the plies a greater emphasis on this con-
of Philosophy, why this important candidate, under the guidance of a cept. Given the intent of the discus-
consideration challenges the candi- supervisory team, to complete a sig- sion that follows, this paper focuses
date and, through personal reflec- nificant piece of individual research, on the relationship between philoso-
tion, provides reassurance for those which upon completion is approved phy and the traditional PhD.
beginning their doctoral journey. by an expert panel including external
examiners (Maxwell, 2011). Despite In spite of the reference to philosophy
What is a PhD? the differences between the profes- in the title of the PhD, there is little
In some countries, in the disciplines sional doctorate and the PhD, some discussion in the literature about the
of medicine, veterinary science and similarity exists between the two in relationship between philosophy and
dentistry, the title of ‘doctor’ is hon- the way that the student inevitably is the study of research at this level. It
orary and may be adopted upon required to undertake some personal would be reasonable to assume that
completion. Formally, the title is as- philosophical searching. The degree a considerable part of the PhD jour-
signed to students who complete a to which this is undertaken will be in- ney is dedicated to philosophy and
doctoral degree. The term ‘doctoral fluenced by the degree to which re- its incorporation into this significant
studies’ incorporates two higher de- search forms the content. That is, un- piece of research. Anecdotally, it is
grees that result in the awarding of dertaking higher degree studies with also reasonable to assume that even
this title; a Doctor of Philosophy and any element of research will include those embarking on a PhD struggle
a professional doctorate. There are some philosophical searching in the with truly understanding the role of
traditional views about the differenc- building of a doctoral identity. philosophy in a PhD.
es between PhDs and professional
doctorates but the lines are becom- Several authors differentiate be- Philosophy in a PhD
tween the types of doctoral studies Birks (2014) defines philosophy as “a
Author details as being that the PhD prepares the view of the world encompassing the
Adele Baldwin future researcher, whereas the pro- questions and mechanisms for find-
Lecturer, Principal Academic Adviser fessional doctorate provides the ex- ing answers that inform that view”
Nursing, Midwifery and Nutrition
perienced professional with research (p.18). This emphasis on questioning
College of Healthcare Sciences
Division of Tropical Health and
capacity (Neumann, 2005; Pearson, is expanded in the definition provid-
Medicine 2005; Pearson et al., 2008; Bourner ed by Crossan (2003) as an “uncom-
James Cook University et al., 2010; Fenge, 2010). However, plicated and innocent way of ques-
Townsville Queensland 4810 Maxwell (2011), Malfroy and Yates tioning which produces confusion
Australia (2013) and Edwardson (2010) go fur- and instability in assumptions” (p.47).
adele.baldwin@jcu.edu.au ther to challenge this perception with He goes further to say that philoso-

Working Papers in the Health Sciences 1:10 Winter 2014 ISSN 2051-6266 / 20150063 1
phy is the most basic level at which sign and the philosophical position- particular research methodology, in-
research methods should be consid- ing of the researcher receives limited stead encouraging new links and the
ered and that philosophy drives the attention in the literature with few opportunity to interpret research
interrogative processes that generate authors addressing it on a level easily through different lenses (Holloway
the research questions and inform understood by novice research stu- and Todres, 2003; Burbank and Mar-
the research. dents (Crossan, 2003; Mills and Birks, tins, 2009; McCreaddie and Payne,
2014). To prepare a research propos- 2010; Dowling and Cooney, 2012; Hall
Philosophy comprises both ontologi- al, the candidate must reflect on who et al., 2013; Mesel, 2013; Mills and
cal and epistemological components. they are in the world and what their Birks, 2014).
Ontology refers to the individual’s ex- world-view is. Embarking on quali-
isting assumptions about reality and tative research can, however, often Learning about and discerning be-
how they view the world. Epistemol- raise more questions than answers. tween research designs creates one
ogy is how an individual believes that What is my philosophy? Where did it of the first major learning curves for
knowledge is gained. Together, ontol- go? How do I find it? How do I know the candidate: choosing a study de-
ogy and epistemology describe what what it looks like? Oh, what have I sign that is suitable to address the re-
the researcher knows and how they got myself into?! search question and that is consistent
gain knowledge (Denzin and Lincoln, with the researcher’s philosophy. Ul-
2011; Howell, 2013). Furthermore, in some cases the timately, the philosophy should come
alignment of philosophy to a specif- first (Crossan, 2003). In reality, the
As a lens through which we view the ic research design is almost a sacred areas of interest for most researchers
world, philosophy allows research- bond and students who inadvertently generally reflect their personal phi-
ers to identify knowledge gaps upon disrespect the bond may potentially losophy (regardless of whether this
which to base research and the meth- become alienated and disillusioned. is articulated) and thus such align-
od with which the gaps are filled (Mills Conversely, students who feel that ment occurs as a natural progression.
and Birks, 2014). Thus philosophy they are not following their own Those whose personal philosophy
and research are inextricably linked path can foster feelings of not own- leads them to see the world as com-
in knowledge generation. A PhD is ing their PhD which can ultimately prised of singular truths for example,
basic research training and acknowl- lead to non-completion (Johnson, will seek to prove such truths through
edgement of an individual philosophy 2001). Therefore in the interest of the use of the scientific method. Oth-
is fundamental to each person’s PhD self-preservation, students tread very ers whose philosophical values and
journey. A researcher’s philosophy carefully to avoid invoking the ire of beliefs has them see the world as
or the way they view the world will experienced researchers. A negative constructed through interaction are
undoubtedly influence the way in experience at this early stage may re- more likely to lean towards qualita-
which a study proceeds. Philosophi- inforce the ‘imposter syndrome’ that tive approaches that permit inves-
cal questioning informs identification many students feel, turning an excit- tigation from this perspective. The
of the research problem and selec- ing learning opportunity into an ardu- lead author’s philosophy, research
tion of research method and thus is ous task from start to finish (Maxwell, methodology and process is outlined
an essential part of ensuring that the 2011). in Box 1.
researcher stays true to their chosen
method (Evans, 2013). This covert el- The identification of an individual Box 1 Adele’s PhD
ement of research permeates all as- philosophy has the potential to be Adele is a nursing and midwifery aca-
pects of the project and may in fact lost in the process of developing a demic with over 25 years experience in
be more readily identifiable in its ab- strong research design and result in the profession. Her PhD is: Role mod-
sence/lack of acknowledgement than confusion for the student. Knowl- eling by nurse academics: a grounded
in its presence. Identifying one’s phil- edge acquisition in the early stages theory study. This reflects her interest
osophical position is therefore one of of a PhD includes developing a clear in holistic learning experiences and the
the first and most important tasks for understanding of research methods development of nursing students’ pro-
fessional identity.
the researcher. But, how do you know applicable to the chosen methodolo-
Grounded theory is based on the belief
what you don’t know? gy. Reading a multitude of texts and that knowledge is generated. Therefore
journals opens a whole new world the answer to this research question
The student experience of knowledge and ways of thinking. could be best investigated using this
We have established that undertaking Traditional texts about research pro- methodology.
qualitative research at a doctoral lev- cesses align specific methods with During the early stages of methodolog-
el requires the candidate to adopt re- underpinning philosophies. More ical and philosophical discovery, Adele
search methods that align with their recently, however, some researchers found that symbolic interactionism
philosophical position. The philos- have challenged the need to adopt aligned with both her personal philos-
ophy and with grounded theory.
ophy underpinning the research de- a specific philosophy when using a

Working Papers in the Health Sciences 1:10 Winter 2014 ISSN 2051-6266 / 20150063 2
In any event, embarking on a PhD re- The example in Box 2 outlines commitment to providing new knowl-
quires the candidate to take a leap of the experience of many higher edge in an area of interest. Putting
faith: faith in his or her own ability, degree research students, who the philosophy into PhD is almost a
and in the wisdom of the supervisory suffer from ‘impostor’ or ‘fraud misnomer. Finding your philosophy
team. Regardless of the candidate’s syndrome’ (Jones, 2009; Peter- in your own PhD is a more accurate
academic background, the prospect nelj-Taylor, 2011), as alluded to by title. It will align with a formal phi-
is daunting and results in confront- Maxwell (2011). First described by losophy described in the literature,
ing beliefs and values in a process Clance and Imes in 1978, impostor but your philosophy is the key. The
of self-assessment. As described by syndrome has been linked in the challenge is to find it then see what
Maxwell (2011), most students ex- health professional literature to door it opens.
perience some “sense of being an nurses, novice writers and students
imposter” (p.25) and have an “ongo- (Legassie et al., 2008; Jones, 2009; Conclusion
ing struggle to balance feelings of de- Peternelj-Taylor, 2011). When be- Philosophy is undeniably a central
spair and inadequacy with a dogged ginning a PhD within the nursing pillar underpinning research de-
determination to succeed” (p.28). discipline, many such students are sign. However, prior to developing
Maxwell also likens this to Goleman’s novice writers and students. Au- research projects, many novice re-
1996 work on Emotional Intelligence thors who have written about im- searchers have not previously had
to “keep the distress from swamp- postor syndrome in these contexts reason to identify their own personal
ing the ability to think” (p.34). The offer suggestions to overcome the world-view and individual philoso-
“dogged determination to succeed” potentially disabling effects of the phy. Embarking on a significant piece
must prevail to allow a sense of be- syndrome. The first step is to rec- of independent research can be over-
longing and ultimately a sense of sig- ognize what it is and acknowledge whelming in itself, let alone the jour-
nificant achievement. it – a process that is aided by re- ney of self-analysis, self-awareness
flective writing. Seek supportive and situating oneself in the world.
Pulling it all together and constructive feedback – the Despite the potentially confronting
In most cases, the candidate, through supervisory team provides that. process of identifying an individual
immersion in the literature and sub- Take risks and forge ahead – that is philosophy, it is an essential first step
sequent reflection, is able to articu- the PhD journey: keep moving for- in the research process and demands
late a philosophy that resonates with ward, put ink to paper and write. appropriate attention at the very be-
their personal values and beliefs. And ultimately - think positively. ginning of any research project, par-
Publications about philosophy range ticularly one with such significant
from the simplistic to the extremely Indeed searching for a philosophy professional ramifications as the PhD.
complex. If the wrong philosophy is upon which to base a research The light-bulb moment when you find
grappled with at the wrong time dur- study opens the door to a new ways the philosophical view that resonates
ing the candidature, there is a danger of thinking and understanding. The with you is truly spectacular. At that
of the “feelings of despair and inad- necessary reflection that this pro- time you start to believe you actual-
equacy” (Maxwell, 2011, p. 28) that cess engenders fosters a growing ly belong here and that you are not a
may become overwhelming. An ex confidence in academic ability, a fraud after all.
ample of the lead author’s experi- belief in the ability to conduct a
ence of finding her philosophy is pre research project of relevance, and
sented in Box 2.

Box 2 Adele’s Story

In my experience of searching for a philosophy I found that I related to the philosophical perspective of symbolic inter-
actionism. The supervisory team guided me to Charon’s (2010) work, which I read again and again, delighting in the new
knowledge. Through my reading I was lead to the work of Blumer (1969) with whom others felt an affinity. I tried (I really
did!) early in the philosophy reading, to read Blumer but I just did not get it. This brought about another challenge to feeling
unworthy of joining such esteemed ranks of higher degree research scholars.
As the PhD progressed, I kept reading as much about symbolic interactionism as I could by a range of authors. Again, I
thought about Blumer. Every author referred to his work as seminal and profound so eventually I found the courage to tackle
it again. So I did. I went in prepared for hard labour and to my great surprise; I understood it, setting off a light-bulb moment
of nuclear proportions. It made sense, a lot of sense. Charon (2010), and I thank him for it, gave me the basis to understand
and the confidence to step off. The works of Charon do not dumb down the concept of SI, merely his writing style and expla-
nations worked for me at the level I was at that time. Incidentally, his work continues to be the backbone of my thinking as I
move slowly through the learning journey.

Working Papers in the Health Sciences 1:10 Winter 2014 ISSN 2051-6266 / 20150063 3
 References
Blumer H (1969) Symbolic interac- Evans G (2013) A novice research- Educ Theory Prac 11: 18-32
tionism: perspective and method. er’s first walk through the maze of
University of California Press grounded theory: a rationalization for McCreaddie M, Payne S (2010)
classical grounded theory. Grounded Evolving grounded theory
Charon J ed (2010) Symbolic inter- Theory Rev 2: 37-55 methodology: towards a discursive
actionism: an introduction, an inter- approach. Int J Nurs Stud 47:
pretation, an integration. Pearson Fenge L (2010) Sense and sensibility: 781-793
Education making sense of a professional
doctorate. Ref Prac 11: 645-656 Mesel T (2013) The necessary
Clance P, Imes S (1978) The impostor distinction between methodology
phenomenon in high achieving Hall H, Griffiths D, McKenna L (2013) and philosophical assumptions in
women: dynamics and therapeutic From Darwin to constructivism: the healthcare research. Scand J Caring
intervention. Psychotherapy 15(3): evolution of grounded theory. Nurse Sci 27: 750-756
241-247 Res 20: 17-21
Mills J, Birks M (2014) Qualitative
Bourner T, Bowden R, Laing S (2010) Holloway I, Todres L (2003) The status research: a practical guide. SAGE,
Professional doctorates in England. of method: flexibility, consistency and London
Stud High Educ 26 coherence. Qual Res 3: 345-357
Neumann R (2005) Doctoral
Burbank P, Martins D (2009) Howell K (2013) An introduction differences: professional doctorates
Symbolic interactionism and to the philosophy of methodology. and PhDs compared. J High Educ
critical perspective: divergent or SAGE, London Policy Manag 27: 173-188
synergistic? Nurs Philos 11: 25-41
Johnson H (2001) The PhD Student Pearson M (2005) Framing research
Crossan F (2003) Research as an adult learner: using reflective on doctoral education in Australia
philosophy: towards an under- practice to find and speak in her own in a global context. High Educ Res &
standing. Nurse Res 11: 46-55 voice. Ref Prac 2: 53-63 Dev 24: 119-134

Denzin N, Lincoln Y, eds (2011) Jones J (2009) Unmask your talent. Pearson M, Evans T, Macauley P
Introduction: the discipline and Nurs Stand 23: 64 (2008) Growth and diversity in
practice of qualitative research, doctoral education: assessing the
in: Denzin, N., Lincoln, Y. The SAGE Legassie J, Szibrowski E, Goldszmidt Australian experience. High Educ
handbook of qualitative research. M (2008) Measuring resident 55: 357-372
SAGE: Thousand Oaks well-being: impostorism and burnout
syndrome in residency. J of Gen Intern Peternelj-Taylor C (2011) Is impostor
Dowling M, Cooney A (2012) Med 23: 1090-1094 syndrome getting in the way of
Research approaches related to writing for the Journal Forensic
phenomenology: negotiating a Maxwell J (2011) Contesting the Nursing? J Forensic Nurs 7: 57-59
complex landscape. Nurse Res 20: culture of the doctoral degree. J High
21-27

Working Papers in the Health Sciences 1:10 Winter 2014 ISSN 2051-6266 / 20150063 4
View publication stats