University of Stirling STIRLING GRADUATE SCHOOL UG to TPG Student Transitions PG Guide Booklets available at: http://stir.ac.uk/18d University of Stirling STIRLING GRADUATE SCHOOL

Themes that emerged Imposter Syndrome Workload and Feedback Relationships Peer relationships Student/supervisor relationship Student/staff relationship Induction Funded and Self-funded Students Ongoing Transitions Suggestions for Improvement

Imposter Syndrome: fake, luck, success? Despite attaining consistently top grades and excellent feedback from teaching staff throughout my undergraduate, my lack of confidence has once more returned to the forefront of my mind in my short time as a postgraduate so far. I am in a much smaller, much more able and much more confident group than I was during my undergraduate degree, and I am finding it harder to hide, work and think away quietly, and to blend a bit into the background. Quite rightly so, more is expected from students at this level in terms of participation and originality, and I’m finding that – though surely capable at this point – I’m struggling to amass the confidence to push this through just yet. (Sophie, Masters student)

Workload and Feedback: Pressure and expectations It has been stressful in terms of trying to adapt to what a masters is like compared to undergraduate. In my undergraduate I knew what was expected of me in terms of coursework, whereas at postgraduate level I am less sure. (Louisa, Masters student) I mentioned in the dissertation surgery last week, like what is expected of us. Okay, there is a jump from UG to masters. I knew the formula at UG but how does that change when you go to masters level? (Louisa, Masters student)

Relationships: Peer/supervisor/staff If I am in some classes with people who also haven’t studied at Stirling before I feel that we’re all sort of in this together but then some classes when this is not the case I feel like an outsider. (Nathan, Masters student) It is nice to have a group of people on my Masters who I did my undergraduate with as this provides a sense of stability and support. (Louisa, Masters student) Peer support is very important, we don’t want to get involved with it or alter it in any way. (Samuel, RPG Tutor) My supervisor is incredibly supportive and everyone I have asked for help within the department with my proposal has been amazing. (Tara, Masters student)

Induction: preparation is key I felt there was a lot of pressure on me at induction to say what my research goals were in front of everyone else. I didn’t really know at that point what it was I wanted to research but everyone else seemed to know and could talk about it. I think if I had been told before coming to the induction to be prepared for this I would have felt better on the day. (Nathan, Masters student) Induction covers communication, hopes, fears, expectations – balancing time. (James, supervisor)

Funded and Self-funded Students: different stress and pressures How can I compete with these confident, talented and experienced researchers? As a fully funded ESRC student, I have found these thoughts to be increasing in the last two weeks whilst trying to decide upon my topics, and I’ve felt a lot of pressure to live up to the scholarship. (Sophie, Masters student) There is definitely pressure to get a distinction. It is unlikely that I would get funding for a PhD without a distinction. I need a distinction. I really want a career in academia and teaching really badly. It’s all I want to do. (Tara, Masters student)

Ongoing Transitions Part-time students - working and PhD applications Families Professionals who are having to deal with hierarchical issues as a student The students understanding of their end goal

Suggestions for Improvement Having someone talk to the other students before classes begin about applying for funding etc. Informal drinks or socialising event with fellow students prior to course   Guided tour of campus prior to course (or map in the handbook)  Emailing prior to the course advising students what to expect during induction i.e. being prepared to discuss research goals Having an early piece of coursework graded to gauge what is expected of them  ‘Meet the staff’ event  Bring in PhD students to talk about the roller-coaster of emotions and possible coping strategies