City Research Online

Abstract

Within the United Kingdom (UK), the graduate student population in mathematics departments seeking to obtain the higher degree of Doctor of Philosophy (PhD) has become increasingly diverse as a result of a number of factors. This student body faces a variety of challenges that raise questions about what provisions universities should provide in order to give these students the greatest chance of a successful completion of their PhD programme.

In this article I argue that universities should increase their provision for the development of the writing skills of PhD students and especially for those in mathematics and related disciplines. This is partially motivated by the new diversity of the graduate student body but also by the fact that undergraduate degrees in mathematics in the UK provide few opportunities for students to develop their writing skills. I argue for a centralized provision of support, either at the department or university level, to move the development of a student’s writing away from their PhD supervisor, which is not ideal.

Publication Type:	Article
Publisher Keywords:	Doctoral study, student development; mathematics education; skills; learning activities
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Departments:	Professional Services > Learning, Enhancement and Development > Learning at City Journal
SWORD Depositor:	Symplectic Administrator

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