Expert article

UDC 378.046.4:159.947.5

Assistant Professor Tatjana Milivojevi, PhD* Graduate School of Culture and Media, Megatrend University, Belgrade Professor Milan Stamatovi, PhD Metropolitan University, Belgrade

SUBJECTIVE EXPERIENCE OF THE PROCESS OF GAINING A PHD DEGREE

Summary The PhD degree is the crown of the entire education, i.e higher academic education. The process of gaining a PhD degree is exceptionally complex and demanding, asking for a lot of sacrifice. Other than material, financial, organizational and intellectual, the process contains an existential dimension, as well. The cognition and understanding of the existential side of the PhD degree are necessary, since they can help to better perceive, reduce or prevent some of the hardship which follow it, make it slower or stop, and not seldom, lead to giving up, which in most cases brings major disappointment influencing the future careers of potential PhD candidates. The biggest benefit of a research of the sort would be for the PhD candidates themselves to discover that they are not alone in their hardship, and that the lack of certainty, doubt, disappointment, blockage, short and long term loss of interest and motivation and similar, trouble their colleagues as well, and do not present their personal weaknesses and faults. Through bigger understanding for this vulnerable population, understanding the difficulties through which they go, better communication, adequate mentorship and direction through the complex process of gaining a PhD degree, all the participants in the process, with mutual strenght and good will can significantly releave the path for the future scientfic elite which is truly needed in our country. The athors of the paper met similar difficulties. ey words: gaining a PhD degree, psychology, experience, stages, dynamic patterns JEL classification: D83, J24

1. Introduction The PhD degree is a crown of the entire, i.e higher academic education. Other than the socio-demographic statistics and the data about the number of PhD candidates and their distribution at universities and schools, various brochures about the administrative aspects of enrollment at doctoral studies and books
*

E-mail: tmilivojevic@megatrend.edu.rs

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about the methodology of scientific research, what is apparent is lack of attention for the life, difficulties and challenges for this population. First information about writing a PhD thesis are gained through the studies, from the website of the school, from stories of successful PhD candidates. However, all these stories are full with adrenalin and push you towards writing a PhD thesis. Although they present the intelectual elite of each country, the future university professors and scientists are not examined, or rather not enough examined, namely their life conditions, material, financial, family conditions, existential problems etc. Other than the material, financial, organisational and cognitive dimensions, the process of gaining a PhD degree contains psychological, emotional and conative dimensions as well. This paper primarily deals with the stages of the process of gaining a PhD degree, while the material and existential factors would be mentioned by their influence on the emotional experience of gaining a PhD degree. The perception and understanding of the psychological aspect of gaining a PhD degree are necessary, since they aid better understanding, reduction and prevention of some difficulties which are a part of it, make it slower and stop and more often than not, lead to giving up. Possibly the biggest benefit of a research of this matter would be the discovery for the PhD candidates themselves that they are not alone in their hardship, and that the lack of certainty, doubt, disappointment, blockage, short and long term loss of interest and motivation and similar, trouble their colleagues as well, and do not present their personal weaknesses and faults. The difficulties, obstacles, challenges and temptations for the PhD candidates should neither be hidden, nor reduced. Most PhD candidates have difficulties in finishing their PhD thesis, but it is not likely that their cognitive abilities are to blame. The suspects are, most probably, anxiety, hesitation, self-doubt and perfectionism. They all face the problem how to overcome negative thoughts, feelings and emotions not only to finish the PhD thesis, but to acquire self-confidence stemming from achieving the objective.1 It must be emphasized that anxiety brought from unexperienced mentor can also lead to giving up.2 Finally, it is a big achievement, and nothing big nor valuable can be achieved without a big sacrifice. Thus, it is necessary to differentiate effective, productive sacrifice from not so effective ones, which lead to discouragement and inhibit further efforts and will to bring this task to its end. Often it is the lack of knowledge and dynamics of the process of gaining a PhD, as well as the afore mentioned lack of conscience about the mutual dimensions of subjective experience which contribute towards fertile negativity into unfurtile.
1

A. Miller, Finish Your Dissertation Once and for All!: How to Overcome Psychological Barriers, Get Results, and Move on With Your Life, American Psychological Association (APA), 2008. P. Dunleavy, How to Plan, Draft, Write, and finish a Doktorial Thesis or Dissertation, Palgrave, Macmillan, NY, 2003.

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In order to better see the inside of the entire existential complexity of the process of gaining a PhD, and come to rich and meaningful insights, there is no better method that questioning the candidates themselves. We were inspired by the methodology of semi-directed interviews of a similar, but more comprehensive project in France,3 only with the difference that our research is focused on the psychological aspects. The sample of interviewees was made of 26 PhD candidates (14 female and 12 male) coming from different academic areas (9 candidates from humanities, 6 from natural science, 7 from technical-technological fields and 4 candidates from art) from domestic and foreign universities (11 from France, 6 from Serbia, 3 from Italy, 2 from Germany, 2 from the United States of America, 1 from Australia, 1 from Canada). A small step forward or an innovation in comparison to the afore-mentioned research was the survey of a certain number of interviewees (5) which had got their PhD degree three to five years before our research, by using the method of retrospection in order to compare the perception of the experience of getting a PhD degree of current or just graduated and former PhD candidates. Former PhD candidates were, with regard to the time distance and selective memory, at the beginning of the interview, giving more general, pale and poorer statements, but in the second stage, when introduced to the experience of current PhD candidates, recognized their own experiences, often exclaiming: That is it! Just like that! I felt the same way, too. By encouraging specific memories and narratives we got an additional validation of specific memories of subject categorizaton and common stages of the psychological experience of certain PhD candidates. Of course, that is not a concrete, quantitative method, but an antropological method of observation and participation which was more appropriate in this case in order to unlock the inner experience of interviewees. The target group of this research is made of, by the term coined by the sociologist Bertaux - the so called situational category.4 In this case, all the interviewees had a common situation: getting a PhD degree. This is a social situation because it consists of a common frame, internal dynamics and development, since it is noticed through the collective perceptual scheme and because it develops inside specific institutions univerisities. Despite smaller and bigger differences between individual cases and stories, some recurrent stages and dynamic patters which shape the subjective experience of the situation of getting a PhD degree were identified, without regard to the country, university and/or study area. Shortly said, the subject of this research is the inner, subjective experience of getting a PhD degree, more precisely put the key topics which reflect it.
3

I. Boursier, Litinraire du doctorant, Projet de licence de Sociologie, Direction V. Elrich, Departement de Sociologie-Ethnologie, Universite de Nice-Sophia Antipolis, 2000. D. Bertaux, Les rcits de vie, Paris, Nathan, Collection 128, 1997.

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Although individual experiences are different, there seem to be several stages which can be common. 2. Decision to get a PhD degree The first stage already shows a big heterogeneity of paths and motives. At first glance it could be thought that the population of PhD candidates mainly consists of students who had previous been continuosly successful in their educational path. However, it turned out that that assumption or prejudice was not accurate. The interviews showed that many of the PhD candidates in the previous education stages were not so excellent students, even had to repeat some classes in elementary or high school, had a gap year or studies longer at faculties. Furthermore, many excellent students did not enroll post-graduate studies. Of course, there are various external, social, economic, family or other reasons for that. At the same time, the reasons are subject and psychological. The external and internal aspects are interwined and influence one another, as psychological processes do, as well. The subjectivy is always within one specific social situation and interwines with it. There are different motives to gain a PhD degree. The social evaluation of PhD in different environments influences it. We differentiate internal from external motives in the first decision to gain a PhD degree, but it is still interesting that despite the belief that the post-graduate studies with intrinsic motives are more successful (scientific curiosity, wish to explore a certain area, to deepen a certain subject area, to give an original contribution to science, feeling that one does what one wished to do, wish to belong to the academic community and participate in its way of life or work, to exchange opinion and results etc.), things are not as simple. It was shown, and that is a rather interesting part of this research, that candidates who decided to apply for a PhD degree by chance (I could not find a job at first...), under the influence of their family, out of curiosity, even because candidates wanted to postpone entering the job market, a certain number of them gave very valuable results and had success in their future academic career. It could be said that they developed, with time, instinsic moments, while others, who were enthusiastic at first, with clearly defined expectations, with time simmered down or broke: the sparkle was put out, they were disappointed (by the conditions, mentor, topic, institutional support and similar), or by themselves (their capacities, lack of motivation, interests, perseverance, etc). After making a decision and fulfillment of the necessary administrative procedures, there are psychological stages of the process of gaining a PhD degree in the right sense od the word, which do not follow a firm order, but depend on individuals and context. The stages are interwined, permutated, but due to practical reasons and clarity issues, we will represent them as distinctive, separate moments. Megatrend Review

Subjective experience of the process of gaining a PhD degree 3. Psychological stages of the process of gaining a PhD degree 3.1. Idealistic enthusiasm

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The starting period is full of huge hopes, high level of energy and rather unrealistic expectations. The first stage is usually coloured with positive energy: feelings of challenge, impatience, enthusiasm. Even the candidates who have not enrolled PhD studies out of strong intrinsic motives, such as vocation, talent, interest in a certain topic or area, there is a certain type of spirit, joy and proud anticipation. There are ambitious working plans, it seems that there is plenty of time and energy and that everything can be achieved. The decisions are strong: I will dedicate the first year to reading, gathering references and data, research; the second year would be dedicated to processing and interpretation of data, the third to writing the thesis. I wil spend a certain number of hours daily and weekly on it, depending if the candidate is employed or not. According to Foss and Waters, the total active time on working on the thesis is 1078, and if the working week is 40 hours long, that makes 27 weeks or six and a half months.5 The objective is realistic, the road to it is clearly marked, straight forward and clean. The early enthusiasm of the PhD candidates can be seen in the over-ambitious judgement of what they can achieve in the first year. One interviewee, a PhD candidate in architecture, remembers the starting enthusiasm and excitement: I was more thrilled than organized and I was hoping that my mentor would guide me through the following steps. That period is characterized by idealisation of the world od science and research, university professors and mentors. The feeling of being priviliged to enter the university of greatness, mind, wisdom, above the mediocrity of usual world and the everyday routine, down to earth problems and worries is the strongest one. This beginning stage could be called the honey moon in the life of a PhD candidate. Of course, people are ambivalent creatures, and there are no clear, simple, nor stirred emotions. The beginning enthusiasm, which marks the beginning of each life period, even the PhD one, is often spiced up with a certain dosage of anxiety and self-questioning, questioning their abilities and capabilities: Can I do that? Will I be up to the task? Am I capable to finish the PhD project? Do I have anything to say, anything to contribute? Will my contribution be important and worthwhile? Along with this, there is a tendency to overvalue colleagues, teaching assistants, professors, all candidates who deserve to get a PhD degree or have already become PhD candidates deservingly. This self-questioning, which is partially present even before making a decision to gain a PhD degree, in the beginning stage is emphasized with a positive motivation, as a response to a new challenge.
5

S. Foss, W. Waters, Destination dissertation: a travelers guide to a done dissertation, Rowman & Littlefield Publishers, Maryland, 2007.

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When one goes from the beginning enthusiasm and making plans to the actual process of research, gathering data, literature and writing, often things do not seem as exciting as they used to. Towards the end of the first year, PhD candidates become disappointed by their achievement, pace of work and progress. It is common to feel that they could have achieved more than what they have effectively done. This is a logical consequence of the belief, present in the previous stage, that there is more than enough time. One PhD candidate was honest: I do not feel that I have done much in a year. I could have done much more. I am frustrated that I did not achieve the planned progress, but I did not know how to achieve more. There are the first disappointments with the mentor and the institution: It is scandalous how they treat PhD candidates. My mentor is always in a hurry, superficial, not interested, neither paying me enough attention, nor time. There is no doubt that some mentors are not dedicated nor engaged enough, it is logical to assume that the disappointment comes from previous big expectations, and enthusiasm. In the first stage, PhD candidates are overcome with the feeling of the importance and value of their action, the courage they had to undertake it, and consciosly or unconsciosly, they expect to be at the center of the attention of their mentor, to be recognized and respected. 3.3. Frustration Somewhere in the middle of the road, PhD candidates question their efficacy and value of what they have done. They become confused and feel stuck. Feelings of anxiety and frustration are an inevitable stage of each creative process.6 They can not make a distance, they feel that everything is out of their reach, they cannot make order in the material they have gathered, or feel that they have not gathered enough material, they do not know which direction to take next. Mentors know this going nowhere syndrome well.7 One professor warned his post-graduate student: During the next six months you will be going through a sticky path and the results will be pathetic. In this stage, it is usual for PhD candidates to show emotional difficulties, to become irritated, tired, satiated, dissatisfied, they can even have some physical problems, cognitive blockage, and certain behavioral deviations such as feeling apathy and no will. They are often questioning themselves: What did I get into?, Why did I need this? They lose track, their aim seems further and further away, and the road to it seems tiring, unlikely, full of deadlocks, back-sliding and curvy.
6 7

T. Milivojevi, Psihologija stvaralatva, Megatrend univerzitet, Beograd, 2011. L. Hudson, Human Beings: An Introduction to the Psychology of Human Experience, Harper Collins Publishers, New York, 1997.

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Subjective experience of the process of gaining a PhD degree 3.4. Monotony and boredom

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Now I have reached the boring part, which is crucial for my thesis, and the only thing left for me to do is to work hard and be disciplined as an ant. I throw out results by churning, without deep thinking, creativity and challenge. Another interviewee poetically described that stage: The only thing I see is dusk before a dark night. A third one says: Now I know that what I do is good for my PhD thesis, but I have lost all interest, I do not feel the challenge any more, I have burned out. Namely, many rookie PhD candidates have correctly understood the definition of a PhD thesis as an original scientific contribution, but have overestimated the creative aspect in comparison to the anty one, which is the gathering or routing part of the job. Monotony, repetitiveness, going back to the same thing, care for the technical details and precision, aridity, which cannot be avoided, make this period tiring. 3.5. Being left on your own and loneliness In spite of good relations with mentors, many PhD candidate complain about unsufficient help and support. The problem with the thesis, says one PhD candidate in political sciences, is lack of dynamics and structure. You go to doctoral studies, you are told that you need to write a PhD thesis, than you are left on your own in terms of organization. You do not communicate much with other PhD candidates. A PhD candidate in law always feels being left on his own. I feel completely isolated among other also isolated PhD candidates. What is common among us is despair and adds: It is a common problem of all PhD candidates. However, some PhD candidates find this situation good since they feel that the thesis is a personal thing, almost intimate, which happens in themselves. They enjoy the high level of autonomy, they do not feel the need to talk about their work with others, and they do not like their mentor to get much involved in their job. One interviewee emphasized the fact that PhD candidates keep the data they have gathered and the method how they have gathered them for themselves. The same applies for their ideas and hypotheses, to keep them from being used by others.8 One interviewee, PhD candidate in literature, admits that the lack of involvement of her mentor suits her fine. I am lucky to be really interested in the topic and subject area of my thesis, I am fascinated by it and would like to go through the path on my own. I know that the mentor, if I talk to him, would feel that he has a role to play in it and give me some advice, suggestion, objection, point of view and than I would feel obliged to take it. I want to keep my vision intacked, and I can do that by respecting my pace of work, the way in which ideas come to me.
8

C. Roberts, The Dissertation Journey; A Practical and comprehensive Guide to Planing, Writing, and Defending Your Dissertation, Corwing Press, California, 2004.

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We notice, however, that the experience of this PhD candidate cannot be measure or direction for the relation mentor student and that there is a risk involved. The importance of a fairly regular communication between the candidate and the mentor, or rather the feedback from the mentor is necessary. From the quality of the work point of view, the comments and suggestions from the mentor allow candidates to adjust, direct, tune and correct their actions timely. On the other hand, feedback helps candidates not to lose track, focus or compas, to position themselves well, according to the degree to established progess in relation to the end goal. Communication with the mentor, in set intervals, gives structure to the process and rhythm of work, breaking the big and long term objectives (completion and defense of the PhD thesis) on closer and more easily realized subgoals, which is crucial for maintaining continuity and motivation.9 We have to emphasize at this point that there are differences in the approach to a PhD thesis among interviewees depending on their area. In natural sciences, there is a bigger need for team work and cooperation with the mentor, there is less space for creativity, which stems from loneliness. Most often, the most lonely candidates are PhD candidates from the social sciences and humanities. The natural and technical areas put the emphasis on gathering and processing data, making experiments, the social sciences and humanities put the emphasis on writing. In the first areas, the steps are well timed, the time period is divided in smalled segments and smaller objectives, or shorter deadlines. In the other areas, the theses are more complex, the process of writing is longer and more demanding since the written form and style are as important as the contents is, which makes a bigger psychological distance with regard to deadlines. The time is not experienced in the same way in these two cases. It is not rare to find lonely PhD candidates who have entered the fourth or fifth year of doing the PhD. Majority of them do not have scholarships, they have to be employed, but that is not the main reason for not meeting the deadlines. The statements of the interviewees in that category show that the primary reason for delaying the process is lack of connection, or presence of a formal connection with the institution. They are mostly directed to individual work at home or in libraries. As a compensation, the lonely PhD candidates have greater freedom and autonomy, both in terms of choosing the topic and the mentor, and the time management. Their work is not strictly planned, there are no timetables or hours planned. They do not have sub-deadlines. But, the PhD thesis occupies their minds more: some interviewees call it even an obsession. Their statements are full of topics of isolation and loneliness, even when they have good relations with their mentors. They see them regularly, but talk more about other things, than the thesis itself.
9

T. Milivojevi, Motivacija za rad, Filip Vinji, Beograd, 2009.

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Generally speaking, lonely PhD candidates feel isolated on human level. They complain about lack of frames, structure and direction. They do not socialize with other PhD candidates. We say hi, say good afternoon, and that is all. The concept of a working group or research team do not exist and these postgraduate students do not have the feeling that they participate in mutual activities (they rarely attend seminars and conferences, rarely publish their papers).10 The socialization of lonely PhD candidates is different, however, depending on the fact if they are financed or not. Lonely PhD candidates who have scholarships or are employed at the faculty are also isolated and talk about the fictious presence in the institution, and say that they are more priviliged than others, since they have an official status which gives them a certain level of visibility and legitimacy. They also have an easier access to scientific gatherings and journals. The lonely unfinanced PhD candidates feel marginalized, at the suburbs or outside the academic and scientific environment, flow, rituals and norms, since they do not even have a legitimate status, not a feeling of belonging. They say that they are in no mans land , that they do not exist anywhere, that there is no significance for them at the faculty, as well as outside it, since they are unproductive citizens. They feel the injustice, they are doubtful, lose illusions and motivation in longer term, and as consequence, give up. Their status and identity are coloured with strong individualism, they experience their situation as exclusion. The social identity of these PhD candidates can be classified as individualistic, excluded from the institution. This is particularly valid for international PhD candidtaes who explicitly state their feelings of being rejected in comparison to domestic colleagues. However, not everything is so bleak. The most vulnerable interviewees speak at the same time of the opportunity for self-realization, self-fulfillment, since they finally have the possibility to do something that they like. 3.6. Loss of motivation PhD candidates, especially the lonely ones often mention loss of motivation or loss of illusions and admit that in a certain moment, mostly half way through, when they become tired, and the objective is still away, they seriously considered the option to give it up. One interviewee at the second year of PhD studies had, as he put it, a melancholic episode, he completely stopped working on the thesis and was on the verge of depression. He went back to working on it after a year break. Others experience a serious questioning of the decision to gain a PhD degree even in the first year. The interviewees showed that the general condition for PhD candidates who have no financial grounds (scholarship or teaching assistants position) the feelings of being lost, self-doubt and doubt in the project is present. However,
10

M. Stamatovic, Doctoral Studies, Word document, Metropolitan University, Belgrade, 2010

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some of them intuitively figured out that they should be proactive, to get out of themselves, or their shells and become involved in varies social networks and activities of the faculty. They understand that they need to find a balance to the intelectual work in isolation, to do something concrete in order to make structure, to rationally organize the time, discipline their efforts, avoid rambling over, as well as maintain focus and motivation. By volunteering in the faculty library, IT room or students service, by assisting students, participating in different academic events, thus gaining practical advantages (access to literature, data bases, copy machine, printer, frequent meetings with professors), afore all, certain visibility and a network of mutual help and support. It is important, since the status of a PhD candidate, according to the interviewees, is a hybrid one: You are neither a student, nor a scientist, in the right sence of the word. PhD candidates are in the space among the students world and professional world of research and lectures. They feel, according to one of them, in a permanently transitional condition. It is clearly seen in the statements of most PhD candidates who define themselves as students- researchers or students-lecturers, sometimes emphasizing the students part, other time emphasizing the research part, or the lecture aspect (Boursier, 2000). It is difficult to define the status of a PhD candidate says one of them, I think that there is no official status, it is something between a teaching assistant, researcher and lecturer. Actually, it is rather complicated to define yourself, probably I am still a student says another one. Third candidate, who is a teaching assistant, stil sees himself as a student, being closer to the other side of the fence which separates students from professors: I belong to the other side, only for three hours a week. 4. Time stages 4.1. First year: typical student life PhD candidates in the first year do not testify to difficulties regarding time management. We mentioned that it is the period of a honey moon full of enthusiasm, time streching and a feeling of freedom, width and optimism. Their free time is principally structured and divided into segments (working week, free weekends and evenings), unaffected by tension and stress. Most new PhD candidates, in the beginning period, continue with their usual activities (unless they are employed). Typical students lifestyle is still predominant in their everyday life, and they still do their hobbies, socialize, go out at night or during the weekends, have vacations (in summer, at least one month). They clearly divide the time for work and their free time. Although they work on the thesis, read, gather documents, take notes, they do not feel the pressure. Megatrend Review

Subjective experience of the process of gaining a PhD degree 4.2. Second year: life between brackets

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As time passes, and as they make progress in their work, things change and the days of PhD candidates become more full, they become more engaged. There is less free time, they start to sacrifice their hobbies, entertainment, having good time, vacation. The PhD thesis becomes more central in their mind. Some complain that the work on the thesis takes more time and energy: It takes away my entire life, that is clear. The word taking away is adequate, since there is the growing feeling that they are deprived of other important things in life. The weekend is shorter for a day, not all evenings are free: The PhD thesis comes first. 4.3. Third and the following years: impatient waiting for the release In the officially last year of doctoral studies (and the following ones if the work on the thesis is prolonged), the pace of work is becoming stronger. The evenings, and entire weekends, are more full. A PhD candidate, who has been working on the thesis for four years, talks of a nun-like, strictly intellectual life. She goes out more rarely than before, she visits the theater and cinema less, and reads much less. The only books I read are professional literature book relevant for my thesis, and there are so many of them that I have no wish to read something relaxing before going to bed anymore. On the third, and subsequent years, PhD candidates use the word sacrifice more. As the end comes closer, the PhD thesis is more of a burden which needs to be get rid off finish it already!. They use metaphors as: climbing a steep path, last section of the race and similar. The employed ones who want to finish the thesis on time do not take even short breaks. The time of work and free time are not clearly divided. They are under the impression that they work all the time, with short and rare breaks, their spirit is still occupied with the thesis: I work, I write around the clock. I never take breaks. My life is the PhD thesis. All the rest is not as important now. On the question if they take vacations, the candidates mostly reply: We took a vacation after the first year, but from the second one not anymore. The PhD thesis is the first engagement which requires full dedication, and the candidates who are aware of that and of the difficulties the decision to gain a PhD degree brings, are rare. We are absolutely not aware of the obligation we undertake. In the first year there is a feeling of width, time and freedom. Nothing is specific yet. Towards the end, everyone fantasized of a break and vacation after the defense of the PhD thesis. 4.4. Towards the end: stress and excitement As the writing of the thesis is brought towards the end, the stress is stronger. There are numerous checks of citations, footnotes, spelling and grammar mistakes. The PhD candidates are, as a paradox, most relaxed when working, in the Vol. 8 (2) 2011: pp. 525-538

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moments when the rhythm is good, when they make progress. They are impatient to materialize the thesis to print it, to put it in covers, to submit it. The moment when all the hours, days, weeks, months and years of work are turned into a material form, in a physical object, is full of a huge relief. After the life for the thesis and in the thesis, the PhD candidate can start to gather the psychological fruits: pleasure of achievement, release and pride. Now, the candidate hardly waits, with a certain degree of positive, encouraging stress and excitement, to defend the thesis. 5. Subjective setting of the score The PhD thesis represents personal enrichment, fulfillment and realization for which PhD candidates are prepared to make many sacrifices, especially towards the end of the process. In the first year, the testimonies of the interviewees showed samples of typical students life, divided between studying and free time. From the second year on, expecially towards the end, the days become fuller and candidates talk about life between brackets. They give up going out, parties, no longer take weekends off nor vacations. Their intimate and family life are also part of the sacrifice of the work on the PhD thesis, especially female candidates feel that. The female interviewees who are married and/or have children find it difficult to balance family life and working on the PhD thesis. They claim that it is necessary to have complete understanding from the family, especially the partner. Some of them say that they broke up their relationships because it took too much of their time (it is interesting to note that none of the male candidates made a statement of that sort, or similar). Normal life is postponed till after the PhD degree. Female PhD candidates often feel guilty for neglecting some obligations of the roles traditionally atributed to them. Some PhD candidates feel bitterness because of the difficulties they face, and they talk about it to members of their families, parents or friends, rather than with colleagues, professors or mentors. When they settle the score towards the end of the difficult journey, they admit that they would never go through the same process again, but do not regret it and do not feel sorry about it. They feel mature, fulfilled, responsible, self-confident, important. 6. Conclusion Analysing the testimonies and confessions of interviewees, the strongest impression is the vulnerability of this situational category.11 What makes them vulnerable are the material conditions, undefined status, lack of recognition at
11

D. Bertaux, Les rcits de vie, Paris, Nathan, Collection 128, 1997.

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the faculty and the society which sees them as unproductive citizens. They are vulnerable since their future is not defined despite their commitment which requires huge sacrifice. Furthermore, even under the assumption that the other conditions are satisfactory, the work on the thesis is intellectually and psychologically a demanding, complex, tiring activity. In Serbia, where the information about highly-educated population is alarming, special attention should be paid to this category, it should be nurtured and supported. Although we cannot influence their material and social circumstances directly, we believe that by taking an interest, understanding the difficulties they are going through, better communication, adequate mentorship and direction through the complex process of gaining a PhD degree, professors, mentors, colleagues, administrative staff of the faculty and other participants in the process, all together, can significantly make the path of our PhD candidates, future university, scientific and professional experts, which are necessary for our country, easier. Not wanting to present things from the difficult side only, it can be seen that all interviewees confirmed that they do not regret going through the experience of gaining a PhD degree, although they claimed they would not want to repeat it. Rewards, mostly intrinsic ones, as feelings of self-realization, pride, satisfaction in the job, research and creative excitement, do compensate for the doubts and difficulties. That applies to candidates who have successfully brought the process to an end, i.e who have gained the PhD degree and became doctors of philosophy or science. We wish there were more such candidates, that the percentage of those who do not make it to the end and are left with the bitter taste of defeat or incompleteness, become smaller from year to year, since the defeat of our PhD candidates is our own defeat, as well.

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Bertaux, D.: Les rcits de vie, Paris, Nathan, Collection 128, 1997 Boursier, I.: Litinraire du doctorant, Projet de licence de Sociologie, Direction V. Elrich, Departement de Sociologie-Ethnologie, Universite de Nice-Sophia Antipolis, 2000 Dunleavy, P.: How to Plan, Draft, Write, and finish a Doctorial Thesis or Dissertation, Palgrave, Macmillan, NY, 2003 Foss, S. Waters, W.: Destination dissertation: a travelers guide to a done dissertation, Rowman & Littlefield Publishers, Maryland, 2007 Hudson, L.: Human Beings: An Introduction to the Psychology of Human Experience, Harper Collins Publishers, New York, 1997 Kane, E.: Doing Your Own Research, Basic Descriptive research in the Social Science and Humanities, Marion Boayars, NY, 1987, 1989, 1993, 1997 Milivojevi, T.: Motivacija za rad, Filip Vinji, Beograd, 2009 Milivojevi, T.: Psihologija stvaralatva, Megatrend univerzitet, Beograd, 2011 Miller, A.: Finish Your Dissertation Once and for All!: How to Overcome Psychological Barriers, Get Results, and Move on With Your Life, American Psychological Association (APA), 2008 Roberts, C.: The Dissertation Journey; A Practical and comprehensive Guide to Planing, Writing, and Defending Your Dissertation, Corwing Press, California, 2004 Stamatovic, M., Word document, Doctoral Studies, Metropolitan University, Belgrade, 2010

Paper received: September 20th, 2011 Approved for publication: September 26th, 2011 Megatrend Review