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

2. Multiple Perspectives
Institutional
Departmental
Course/Module
Doctoral
Student

3. 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

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

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

6. Why did two people have vastly different experiences?
Communication
feedback

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

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

9. 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?