Doctoral Candidates as teachers, developing future academics or just filling the timetable – Sustained engagement of feedback leading to improved outputs Arron Phillips Arron.Phillips@bbk.ac.uk Lecturer in Corporate Governance and Business Ethics – Birkbeck, University of London Visiting Lecturer – University of Greenwich Ph.D. Candidate – University of Greenwich

Multiple Perspectives Institutional Departmental Course/Module Doctoral Student

CASES Both in same faculty – different departments Both wanted future careers as academics Both were starting their 2nd year of doctorate Both met requirements to enable them to teach Both taught in the conventional tutorial

CASE 1 Met the module leader twice At the beginning of the course Before marking Result = no further teaching undertaken left academia after PHD

Case 2 Met the Module leader At the beginning of the course, week 5 and 10 Had email communication throughout the course Was observed teaching Marking was a facilitated process Result = Continued to teach

Why did two people have vastly different experiences? Communication feedback

Why is this important? Apprenticeship Beginning of career Classroom engagement Fresh ideas

What can be done? Ongoing training – Stock 2018 Co-teaching Observation Keeping in touch emails Team meetings Marking support

Questions? How do you see doctoral candidates that teach? What do you do to support and develop future academics? What can you do to facilitate a greater learning environment for doctoral candidates in their formative teaching experiences?