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Top tips for #FreshersWeek #freshers2017 #Uni #StudentLife from an academic midwife

Tis that time of year again when students from all over the world descend upon university campuses to embark upon a fun filled journey of learning, adventure and growth.

Having been in education now for a number of years, I think this must be close to my tenth freshers week! Every year I get the same buzzy feeling of excitement as the freshers week commences…

(Unless that is the same feeling of excitement you get when Santa is coming…oh come on…Autumn…I am already thinking about the festive season!)

The streets are full of vibrant things to do and get involved in…people are making friends and connections and everyone is ready to take on a new challenge in life!

The sad thing is…whether I wear my student ID badge, or my staff ID badge..I am seemingly passed by when the invites for the foam parties and other nights out are being dished out…(grump)!…hmm…I wonder why? 🤔🎓 Maybe it will be different this year…and if you do see me on campus…I would love to hear about your plans!

I will be involved in the #CovHLSFreshers Twitter takeover this year..Ooh..snazzy!

 

As well as other survival guides out there, I wanted to share some of my own hints and tips for freshers.

Tip One:

No matter how scared or excited you are during freshers week….I think there are a few quotes that you should memorize and repeat to yourself in times of need….

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Image result for everything will be alright in the end

 

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Tip Two:

Remember that there is no need to justify your course choice to anyone but yourself. This is your journey, your life now….trust yourself to make your own life choices. You got this!

Tip Three:

Find your tribe….Not necessarily those who look and talk like you…but those who will hear your voice, sing with you and lift you up. This could be your relevant student society or Twitter community..it could even be those you meet through doing what you love….hold on tight to these people for the ride…and make sure to lift each other up!

Tip Four:

Document your journey and take time to reflect. This experience will be over all too quickly and it’s going to be amazing! reflecting will help you to be mindful about your own situation and recognize your own achievements as your hard work pays off. Be grateful for 1 thing every day…however big or small…and celebrate the achievements of yourself and others every chance you get.

Tip Five:

Look after yourself. Self care can make your university experience a million times better. Take breaks, help yourself before you help others…and as for romance……

Image result for put your own oxygen mask on first quote

See->

10 Tips for Success & Self-Care for Academics

Category Archives: Student Tips 🎓

❤Welcome all!❤

See you on campus!

If you would like to follow the progress of my work going forward..

Follow me via @SallyPezaroThe Academic MidwifeThis blog

Until next time…Look after yourselves and each other 💚💙💜❤

 

 

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Five Myths about Internationalization in higher education

Freshers week is almost upon us again this year at Coventry University and I am learning to teach!…So I wanted to reflect on and celebrate the diversity of students coming to study.

 

I have always enjoyed the vibrancy and wealth of knowledge that international students bring to universities…and when you are indulging in a new topic of interest, international students can bring a wealth of new and insightful knowledge to the table…from around the world! But there are a few myths about internationalization that I wanted to reflect on with the help of Jane Knight. These myths apply to all higher academic institutions, and of course there are always exceptions to every rule.

MYTH ONE: FOREIGN STUDENTS AS INTERNATIONALIZATION AGENTS

“A long-standing myth is that more foreign students on campus will produce
more internationalized institutional culture and curriculum. “

In fact, unless there are bespoke programmes targeted towards international students, divisions and factions will often provide a more secular experience on campus. The rationale for internationalizing a university campus is often well intended, but new strategies will be required to turn this vision into practice. To reflect on this, there may be some scope to include international students in blended learning sessions prior to their arrival on campus. Perhaps a buddying system with domestic students may also enhance the learning experience, as international students will also be adapting to a new life outside of the classroom at first.

MYTH TWO: INTERNATIONAL REPUTATION AS A PROXY FOR QUALITY

Internationalization does not always translate into improved quality or high standards. This means that we, as teachers may need to find new ways to evaluate the quality of our outputs with a view to making real world improvements. This means acting on student feedback at a personal level to understand what is happening on the shop floor. Improvements will not appear automatically, but rather than just hoping for the best….PDSA cycles may be of use when making such improvements.

 

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MYTH THREE: INTERNATIONAL INSTITUTIONAL AGREEMENTS

It is often believed that the greater number of international agreements or
network memberships a university has the more prestigious and attractive it is to
other institutions and students

To maintain active and fruitful relationships, major investments are required in human and financial resources from individual faculty members, departments, and international university offices. This is not always feasible to maintain. Therefore, it will be key to develop a few deep and meaningful international relationships or partnerships rather than create many paper based partnerships which may not always best serve our students, staff and/or institutions.

MYTH FOUR: INTERNATIONAL ACCREDITATION

The premise is that, the more international accreditation stars
an institution has, the more internationalized it is and ergo the better it is. But a foreign recognition of quality does not necessarily speak to the scope, scale, or value of international activities related to teaching/learning, research. Again, it will only be via the creation of deep and meaningful real-world relationships that meaningful connections can be made between quality and reaping the rewards of international partnerships.

MYTH FIVE: GLOBAL BRANDING

It is a myth that an international marketing scheme is the equivalent of an internationalization plan.

An international marketing campaign is a promotion and branding exercise…an internationalization plan is a strategy to integrate an international, intercultural, and global dimension into the goals and teaching, research, and service functions of a university. In teaching international students, it may be more important to focus on the internationalization plan, as this is what may result in the better student and staff experience within the university. Then again, of course it depends on what university policies and strategies set out to achieve.

Personally, I would like to spend my time in higher education creating small numbers of really meaningful international relationships rather than collaborate with large numbers of international students and institutions. Whilst large numbers may look better on paper, superficial relationships will not translate into value, quality or high standards in academia.

People work better when they are connected through things that matter, and in order to reap the rewards of an international student community, we must all make connections that matter. It is focusing on the few important relationships that will enable us to listen, plan, do and act better in higher education.

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Further reading:

Knight, Jane. “Five myths about internationalization.” International Higher Education 62 (2015).

Beine, Michel, Romain Noël, and Lionel Ragot. “Determinants of the international mobility of students.” Economics of Education review 41 (2014): 40-54.

Soria, Krista M., and Jordan Troisi. “Internationalization at home alternatives to study abroad: Implications for students’ development of global, international, and intercultural competencies.” Journal of Studies in International Education 18.3 (2014): 261-280.

Sin, Sei-Ching Joanna, and Kyung-Sun Kim. “International students’ everyday life information seeking: The informational value of social networking sites.” Library & Information Science Research 35.2 (2013): 107-116.

If you would like to follow the progress of my work going forward..

Follow me via @SallyPezaroThe Academic MidwifeThis blog

Until next time…Look after yourselves and each other 💚💙💜❤

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How to conduct research: A dummy’s guide to conducting research

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Seminars held by the worlds top universities generally present the most up to date and respected ideas in relation to conducting research. Recently, I was lucky enough to attend a conference where several seminars were held over a one week period…How very convenient!…These seminars in combination were able to map out a broad blue print of how to conduct research for their audiences (myself and other chums).

As a result of attending these wonderful seminars, I am now able to translate what was shared into this dummy’s guide to conducting research. I write here not only to refresh my own knowledge in this area, but also in the hope that it may be of use to the readers of this post. Wish me luck!…

research

So why do we do research?…Because we have an idea?, a problem to solve?, or an area where a lack of knowledge resides?..(See ) …These are all valid reasons to conduct research within reason, but…What is research?…

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OK, so we need to define a research question…What question, need or idea are we trying to answer?..What itch do we have to scratch? We need to formulate a research question….and also formulate a research problem.

How to formulate a research problem

  • Explore the nature of the problem. Why is it a problem?..who does it affect?
  • Explore the context of the research problem. Where does it ‘sit’ among other things?
  • Define your variables. What would vary?…what can’t you control?…what would be the impact of that?
  • Think about what would happen if you didn’t address this problem. What would be the consequences of doing something else?
  • Define your objectives? What are you trying to achieve by doing this research?

How to formulate a research question

Think first…is your research question:

  • Interesting
  • Relevant
  • Focused
  • Answerable

Then…narrow your ideas down to develop a great research question.

Broad topic  Narrowed topic      Focused topic   Research Question
Children’s
health →
 Children and diabetes → School meals and sugar content→ Is there an association between sugar content in school meals and diabetes risk?
Walking → Walking related injury → Walking related injury and
adults→
How does Walking related injury affect
adults?
Bullying → Teenagers and
bullying →
Teen peer
pressure and aggressive behavior→
What role, if any, does
peer pressure play in the development of aggressive behavior
among teens?

                                          Image result for hypothesis

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  1. Non directional hypothesis = Pregnant women will experience some change in their pattern of urination.
  2. Directional hypothesis = Pregnant women will urinate less frequently.
  3. Null hypothesis = A statistical assumption. e.g: There will be no difference in the frequency of urination for pregnant women who swim compared with those who do not swim.

And to test this theory…..(quasi-experimental or experimental study design)..we must ascertain the relationship between variables.

Components

Experimental group = Pregnant women swimming

Expected result = e.g Pregnant women will urinate less frequently

Comparison group = Pregnant women who do not swim

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Quantitative and qualitative research characteristics….

Characteristic Quantitative research Qualitative research
Philosophical origin Logical positivism Naturalistic/Interpretive
Focus

Reasoning

Concise and objective Broad and objective
Reasoning Logistic and deductive Dialectic and inductive
Basis of knowing Cause and effect relationships Meaning, discovery and understanding
Theoretical focus Tests theory Develops theory
Researcher involvement Control Shared interpretations
Methods of measurement Structured interviews, questionnaires, observations, scales or measurements Unstructured interviews and observations
Data Numbers Words
Analysis Statistical analysis Individual interpretations
Findings Generalisation, accept or reject theoretical propositions Uniqueness, understanding of new phenomena and/or theory

Image source and further reading = Crowe, Michael, and Lorraine Sheppard. “Qualitative and quantitative research designs are more similar than different.” Internet Journal of Allied Health Sciences and Practice 8.4 (2010): 5.

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Quantitative data analysis methods Qualitative data analysis methods
Involve statistics/number analysis Text analysis
Seek deductive interences Seek inductive inferences
Focus on quantifiable phenomena (comparisons, differences, trends and relationships) Focus on meanings (themes)
Involve data clustering analysis for relationships in non-hypothesis testing Involve data structuring and coding into themes and groups.
Involve systematic predetermined analysis Involve in-depth fluid analysis
Value-free enquiry Considers the impact a researcher may have on others’ values
Objective Subjective
Narrow and specific General and broad

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Variable = Anything that varies

Independent variable = does not depend on that of another. Can be introduced or withdrawn by the researcher

Dependent variable = Depends on the independent variables and it’s out come variable e.g: Trauma, bleeding, symptom changes.

Extraneous variable = Unwanted influence that may interfere with either the dependent and/or independent variables.

Demographic variable = Age, gender, race etc.

Top tips:

  • We can ask..’What is the relationship between two or more variables?’ However, we cannot infer ’cause and effect’.
  • Experimental study designed (hypothesis testing) is considered to be the ‘Gold standard’ for evidence. However, you can gather a multitude of this type of evidence via systematic review and/or meta analysis (See more information on these here or in the image below).
  • Ethical considerations should be revisited throughout the study, as well as before commencement.
  • Take control of any extraneous variables by random sampling (from a larger sample base), random assignment (into either a control or experimental group), selecting a homogeneous (similar on an important variable) sample and by matching the control to the experimental group on important variables.

In conducting a systematic review, you can also arrive at new research problems and questions…meaning that the possibilities of conducting research are endless!..

 

But why do all of this hard work if you are not going to share what you have found, analysed, discussed and then concluded?

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It is important to publish and share your work at both a high and low level, so that new knowledge is available to everyone!…Students and professors alike should publish. It is never too soon or early in your career to get started on this. If you are not confident about writing or publishing your work, contact me and I will be happy to partner with you throughout the process.

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If you would like to follow the progress of my work going forward..

Follow me via @SallyPezaroThe Academic MidwifeThis blog

Until next time…Look after yourselves and each other 💚💙💜❤

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Making Birth better: How research shapes practice #bbresearch17

Indulging in my passion for research, I am today reflecting on my time at  …an intimate conference made into a delightful day thanks to  & …More specifically …    &   …

I personally enjoyed this as a more intimate conference, where deeper conversations could get the brain working on what was really needed in maternity services and health research…Another reflection of the day can be seen on Steller here…

As you can see, we had a great line up for the day, and a fish and chip lunch no less!

Highlights for me include:

Stop sexualising breastfeeding!!!! The great presentation by

Learning about associated with at with

Learning so much about at with Prof. Soo Downe

Getting a wave from miles away from  across the miles sending & midwifery love to us all …..❤️

Powerful words from at …. how do we cope as midwives, & ensure excellence in maternity care?

And of course.. # learning all about making sure that blood goes to baby with  with ❤️

Learning about the barriers to identifying poor shared by prof at  with 🎓

Yet there were a couple of overarching themes that came from the day…including….

 

Thank you to everyone who came to see these wonderful presentations (including those who came to see my own presentation of course – you gave me lots to think about!)!…and thank you all for such an intimate and heartwarming day discussing my favorite topic…Research in Midwifery 😍…

 

And a last word from the Head of Midwifery at Hinchingbrooke  Hospital….(Heather Gallagher)…..

bbresearch

If you would like to follow the progress of my work going forward..

Follow me via @SallyPezaro; The Academic Midwife; This blog

Until next time…Look after yourselves and each other 💚💙💜❤

 

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How to Structure a Research Paper

OK, there are many ways to structure a research paper, and I would urge everyone to follow the guidelines of which ever journal, school or university they are writing for. However, have you ever wondered how to structure a research paper? (A typical one anyway)!…Well I have put together one structure which you may find useful in your writing and planning (I certainly have).

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Introduction:

  • State what this paper going to do, say or explore
  • State why your topic or ‘problem’ is important – why should we care about it?
  • State what we already know about this issue, and what is yet to learn
  • What are you aiming to do with this work? If you are answering a problem, what are your research question(s)?

Background:

  • If the word count allows, give the reader a broader picture of your topic and what you are trying to highlight with the problem you have identified
  • What is the prevalence of your problem? – Give us some stats
  • What could be changed for the better? – Tell us what has already been tried

Methods:

  • Tell us exactly what you have done in order to get the results and findings of this study
  • Tell us where your study took place and in what context
  • State the type of study you chose to use, and why that particular design was appropriate in your case
  • Who did you include in your study? – Tell us about them
  • State how you recruited this sample of participants for your study in detail – How many? where? why?
  • Describe in detail the process you went through to gather your data
  • If you use an intervention, describe it in detail
  • Tell us whether or not there were any variables in this study, is there anything we should know about?
  • How did you collect or ‘extract’ data for this study? – Tell us, and be sure to mention any instruments or tools that were used in this data collection, and why they were chosen
  • State in detail how you analysed the data you collected

Results:

  • How did it all go? Tell us who responded, what your drop out rates where and how many participants took part overall
  • Describe those who did take part – were they men? women? old? young?… where were they from and what conditions did they have?
  • Go back to your research question – Tell us what key findings relate back to answering these questions and how
  • What else did you find out – Tell us the interesting bits, the correlations, the secondary findings which came out of your work

Discussion:

  • Give the reader a quick recap summary of your overall results/findings
  • Discuss what you found in relation to previous research – How do your findings differ from or confirm previous conclusions?
  • Discuss the implications of what you have found – what might change? and who might benefit from knowing?
  • Make sure you do not overstate your findings or exaggerate (I am guilty of this too)! – List the limitations and strengths of your study
  • Offer some thoughts on what research may come next

Conclusions:

If you have covered all of the points above, all you should need to do here is describe what your paper has done, and what is has added to the literature. Leave the reader with some closing thoughts and remarks, before declaring any conflicts of interest and/or funding sources.

Image result for you don't have to be great to start but you have to start to be great

Top academic writing tips:

  • Consider whether your work may be improved by applying a theory to underpin it
  • Think about which other frameworks and/or evidence may underpin your work
  • Consider using a reporting framework or guideline to strengthen the standard of reporting in your work (also….ensure that the framework is suited to the type of research you are doing) – See list here. 
  • How else might you ensure rigor in your research? – Use peer review, risk of bias and quality appraisal tools to check your work
  • Be proud of what you have achieved… always. You are always ahead of those who have yet to begin 💜🎓💜

Further reading:

Huth EJ. How to Write and Publish Papers in the Medical Sciences, 2nd edition. Baltimore, MD: Williams & Wilkins,1990.
Browner WS. Publishing and Presenting Clinical Research. Baltimore, MD: Lippincott, Williams & Wilkins, 1999.
Devers KJ , Frankel RM. Getting qualitative research published. Educ Health 2001; 14: 109–117.
Docherty M, Smith R. The case for structuring the discussion of scientific papers. Br Med J 1999; 318: 1224–1225.
Perneger, T V, Hudelson P M; Writing a research article: advice to beginners. Int J Qual Health Care 2004; 16 (3): 191-192. doi: 10.1093/intqhc/mzh053
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If you would like to follow the progress of my work going forward..

Follow me via @SallyPezaro; The Academic Midwife; This blog

Until next time…Look after yourselves and each other 💚💙💜❤

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How do you decide which type of review to use? a guide to beat the literature reviewing blues…

Recently, I have been in search of the perfect methodology for reviewing the literature. So many options…benefits, limitations and choices…I found it really hard to choose the right one.. Which reviewing methodology would Goldilocks choose? which one is just right for you?.. After all of my searching, I thought it my be useful to make a listed guide to what I have found…
So… first of all, what is a literature review?…as always, the academic community will debate around this subject… but feel free to browse my  ‘Guide to Literature Reviewing for Student Midwives & Student Nurses’ here

Perceived strengths.  The literature review method seeks to identify what has been accomplished previously, allowing for consolidation, for building on previous work, for summation, for avoiding duplication and for identifying omissions or gaps.

Perceived weaknesses.  Literature reviews lack an explicit intent to maximise scope or analyse data collected. Any conclusions they may reach are therefore open to bias from the potential to omit, perhaps inadvertently, significant sections of the literature or by not questioning the validity of statements made. Additionally, authors may only select literature that supports their world view, lending undue credence to a preferred hypothesis.

Grant, Maria J., and Andrew Booth. “A typology of reviews: an analysis of 14 review types and associated methodologies.” Health Information & Libraries Journal 26.2 (2009): 91-108.

But there are many types of literature review that can do much more than simply review the literature…so how do you know which one to choose?

discovery

In order to decide which type of review to use, you will need to decide what you are trying to do, find out, or achieve.

Trying to develop a new concept? theory? or model?

Then you may want to explore the use of a critical literature review methodology. This methodology allows you to demonstrate how you have not only extensively researched a topic, but that you can critically evaluate the literature and take new conclusions and interpretations from it. You can then present these new interpretations as a new hypothesis or model… sounds good right?

Search

Not systematic – You are searching to find the most relevant stuff.

Appraisal

No need to evaluate quality -You are looking for literature which is fit for purpose.

Synthesis

Usually narrative, but you can be creative with this.

Analysis

Needs to arrive at a new conceptual theory or hypothesis of some kind.

Cautions

Every conclusion you draw will be subjective – Others may not be able to repeat your process

Looking to identify gaps in research?

Then you may want to conduct a mapping review of the literature. This methodology allows you to map out and categorise the existing literature on a topic. From this you can identify what other kinds of reviews or research need doing, as you identify gaps in the literature.

Search

Can be systematic, but searching is usually bound by time constraints, so this can be determined in line with your scope.

Appraisal

No need to evaluate quality

Synthesis

Use tables and graphics

Analysis

Quantify the research found and outline study types – suggest areas of future research.

Cautions

Can be overly descriptive, try to characterise studies on more than the basis of study design

Want to combine statistical data to provide more precise results?

In this case you may consider doing a the meta-analysis (A type of analysis done within a literature review – so really, this is one component of or add on to a systematic review).

Search

Thorough, comprehensive, systematic – Can use funnel plot

Appraisal

Use quality appraisal to guide inclusion/exclusion and/or sensitivity analyses

Synthesis

Use tables, graphics and narrative

Analysis

Analyses measures of effect numerically

Cautions

Your review can only be as good as the included studies allow..also, there is little value in comparing very diverse study types.

Want to combine quantitative with qualitative?

If you want to explore a complex problem using both qualitative and quantitative literature, then a mixed-methods review is for you…

Search

Your strategy must capture both quantitative and qualitative research

Appraisal

Need to use an appraisal tool appropriate for both qualitative, quantitative and/or mixed-methods research

Synthesis

Use tables, graphics and narrative – Present qualitative and quantitative results separately

Analysis

Look for correlations, gaps in the literature and draw conclusions based on combined findings.

Cautions

Theoretical and methodological challenges in bringing together qualitative and quantitative studies

Need to assess what is already known about a topic?

A rapid review is for you.

Search

Determined by time constraints

Appraisal

Formal quality appraisal required

Synthesis

Use tables and narrative

Analysis

Look for directions of effect, and quality and quantity of the literature

Cautions

Doing things quickly…you always run the risk of bias and mistakes are more easily made

Want to know the size and scope of available research?

A Scoping review is for you..

Search

You may want to perform your search as a research in progress

Appraisal

No formal quality appraisal is required

Synthesis

Use tables and narrative.. you can also use commentary

Analysis

Look for directions for future research – Use this to form new research questions.

Cautions

This is not usually a final output…rather a means to an end

Want to address really current matters?

When you want to offer new perspectives on a current issue or point out a new area for further research, you may consider conducting a state-of-the-art review.

Search

Comprehensive and current

Appraisal

No formal quality appraisal is required

Synthesis

Use tables and narrative

Analysis

Present a current state of knowledge and list priorities for future research

Cautions

Beware of subject experts’ particularly idiosyncratic and personal perspectives on current and future priorities.

Want to systematically search for, appraise and synthesis research evidence?

If you are looking to do more than a just review or systematize the literature, then a systematic literature review is for you.

Search

Comprehensive exhaustive and systematic

Appraisal

Formal quality appraisal is required – This can be used to exclude research of poor quality

Synthesis

Use tables and narrative

Analysis

Present recommendations for future research based on what is known, what remains unknown, and what we are still unsure about…The review should answer a broad research question.

Cautions

Adhere to reporting guidelines for a strong output.

Want to create an accessible and usable document in relation to a broad issue?

If you would like to highlight reviews that address interventions and their results in relation to a broad issue, then an umbrella review is for you.

Search

Only searches for component reviews

Appraisal

Formal quality appraisal  for reviews is required

Synthesis

Use tables, graphics and narrative

Analysis

Present recommendations for future research based on what is known, what remains unknown, and what we are still unsure about…The review should consolidate all that is known about one broad issue.

Cautions

Requires the pre-existence of the narrower component reviews

Want to know what works, for whom, in what circumstances . . . and why?

If you want to unpack the mechanism(s) of how and why complex interventions thrive or fail, in particular setting(s), then the realist review methodology is for you!

Search

Highly detailed and systematic

Appraisal

Justify how judgments were made

Synthesis

Use tables, graphics and narrative – include information on the constructs analysed and describe the analytic process.

Analysis

Present the key findings with a specific focus on theory building and testing

Cautions

Ensure that the RAMESES (Realist And MEta-narrative Evidence Syntheses: Evolving Standards) guidelines and standards are adhered to for a strong output.

workings

So…have we made a decision, are we sitting comfortably? are we ready to begin?…Let me know how you get on, and please share any additionally methodologies I may have missed.
Until next times, take care of yourselves…and each other 🌟🎓🌟
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The 5 stages of academic rejection grief

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An academic career has been described as a journey filled with brutal, unrelenting rejection. I frequently find myself having to pick myself up from rejection. It is hard.

In academia..your peers will be some of the most intelligent, creative and driven people in the world. – I have found this to be very true. I am in awe of them all.

Additionally, from the inside, all you ever see is tweets and Facebook posts about how everyone else is winning awards, being featured by the press, or getting cited a thousand times.….Yes. I am constantly celebrating the achievements of my peers…. this is wonderful!…but yes… this does make my own rejections even harder.

Whether it is a paper in a journal, a grant application, your viva or an idea that you have lovingly nurtured and come to love and cherish, there are 5 stages of rejection grief that are more or less inevitable (for me anyway).

Having your work rejected can feel like you have just spent a lifetime nurturing and rearing a beloved child, only to find out that it has grown into an evil and murderous human being in need of ‘Major revisions’!

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1. Denial and isolation

This is wrong. It cannot be. I was so certain that my work was beautiful!…I don’t want to talk about it 😦

2. Anger

How dare the reviewer pull apart my work in this way…do they know nothing???!!

3. Bargaining

OK, I will take a look at the revisions. I will accept comment 4 and 5, but I’m not doing what reviewer 3 wants!

4. Depression

Gah!….these revisions are so laborious and depressing.

5. Acceptance

Oh…OK…phew… it is done. I am happy with it. I am at peace and ready to resubmit!

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Feedback is golden…but it can be challenging to accept…it feels like rejection….but we are all actually moving forward ..all of the time. See here about the importance of feedback. I don’t believe that managers, reviewers or examiners are out to get us (not all of them anyway)….and so we must remember that none of this is personal. It is not a rejection of you as an entity, it is a very subjective point of view which may actually improve the work you do.

Try to portray humility and gratitude…Rather than any knee jerk feelings…

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“I’m sorry… you’ve got major revisions to do”

Work that needs major revisions? How will people judge that? How will I be judged? is everything I thought I knew a lie?..what would another reviewer have said? (Most of the time the reviewers all want different things in any case)!

Self doubt, career doubt, black and white thinking and a feeling of doom sets in. ‘I am not good enough’…I begin to catastrophise. But then I reflect…what is really behind success?

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I think that my approach to revisions needs major revisions. I continue to work on these revisions daily….

Every piece of work that I have ever revised following feedback or rejection has improved. Yet every time…I have to put all of my toys back into my pram before I begin the process of making any changes. I go back and forward around the 5 stages of academic grief..round and around…but it always ends up fine in the end….mostly it ends up better.

I live in constant fear of rejection, failure and disappointing those who I respect most… But we must try to get over our fear of failure and rejection, or we loose the opportunities we have to learn and grow.

Remember…things always feel better in the morning…you will not always feel this way. The cure for academic rejection grief is not always instant success…it is compassion for both yourself and others.

Until next time, take care of yourselves and eachother ⭐🎓⭐