Doctoral Research  – PhD

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About Us – PhD (Doctoral Research)

We are the Education Service Provider in Global, called International European Campus. Our Success is originating graduates and Doctorate Programs. We provide Academic, Professional Programs, but also, we provide Vocational and Technical Programs for School Leavers and Job Seekers under a Separate Branch.

We would like to provide an International Level high Efficient Qualification and strictly, we always ensure the Quality of Service. It is the key for our success. Though we achieve success in the streams we enlighten, we feel it is insufficient without achieving proficiency in your esteemed PhD Efficiency Bar.

We always receive frequent requests to start PhD programmes in Global. Thus, we very well understood the demand of proving PhD Classes here. Thus, we would like to conduct PhD programmes with your blessings and guidance and anticipate your support for the entrepreneurs who are waiting eagerly to be enlightened.


Doctoral Research –PHD QUALIFICATION

A globally recognized postgraduate academic degree awarded by universities and higher education institutions to a candidate who has submitted a thesis or dissertation, based on extensive and original research in their chosen field. Take another look at that last sentence, because it might possibly be the only thing that can be said about a PhD that remains true regardless of country, institution and academic field. Beyond this, the specificities of PhD degrees vary depending on where you are and what subject you’re studying.

PhD is the highest level of degree a student can achieve. Traditionally, a PhD involves three to Three years of full-time and part time study (can be four years or more if studied part-time), in which the student completes a substantial piece of original research presented as a thesis or dissertation. Some PhD programs instead accept a portfolio of published papers, while some countries require coursework to be submitted as well.

Students must also complete a ‘viva voice’ or oral defense of their PhD. This can be with just a small number of examiners, or in front of a large examination panel (both usually last between one to three hours). While PhD students are traditionally expected to study on campus under close supervision, distance education and e-learning schemes have meant a growing number of universities are now accepting part-time and distance-learning PhD students.



A bachelor’s degree traditionally meant that the recipient had obtained a general education. A master’s degree is a license to practice. A Doctor’s degree historically was a license to teach – meaning to teach in a university as a member of a faculty. Traditionally the doctorates of universities have been named for particular faculty, for example: Educational, Technological, Agricultural, DD (Divinity), MD (Medicine), LLD (law), DMus (Music), DSc (Science), DLitt (Letters, i.e. Arts). These so called ‘higher doctorates’ are awarded as recognition of a substantial contribution to the discipline by published work.



The interviewees felt that they provided added value and that their advanced abilities were recognized and appreciated in non-academic workplaces. This suggests that there were wider benefits for employers in deploying such highly qualified personnel, implying reputation enhancement and knowledge spill-overs through the diversity of personnel.

 The social impact that the PhD had on the respondents could be understood in three ways:

  1. Development of social skills (communication, presentation);
  2.  Accessing professional networks and building personal relationships; and
  3.  Societal recognition.

During the PhD period, candidates find themselves involved in teaching undergraduates and postgraduate students, presenting their research to colleagues and different audiences and networking during conferences and academic events.

These activities enhanced the interpersonal and communication skills of respondents and facilitated them in becoming a member of highly esteemed networks that were considered invaluable for social and professional life beyond the PhD.

When respondents were asked about the impact and benefits of the PhD, all female respondents referred to social relationships, reporting how during the PhD they met their partners and very good friends and how they boosted collaboration and cooperation with colleagues.

From a less positive perspective, they perceived the PhD as an activity that limited their leisure time and the ability to socialize beyond the academic community. Only two men working abroad shared a similar concern about limited opportunities to have a family life and reconcile their academic career with living near family and friends.

Interestingly, a small number of male respondents – who were working in the Greek private sector – reported that the PhD provided high status in societal circles possibly because the PhD is not a degree often required in the private sector, as illustrated below:

Personal development

Participants highlighted personal development gains they had made through their PhD, such as maturity and independence. In addition, they reported further development of perseverance, persistence, time management and organizational skills among others. These skills were utilized not only in the workplace but also in their everyday lives.

To sum up, research has been Pre-occupied with the returns of doctoral degrees in financial terms, but there is limited information about the impact of the PhD beyond these terms.

This research provides examples of PhD gains and impact in terms of transferrable skills, social life and personal development. In this way, it is shown that PhD graduates in their reflective accounts identify a plethora of different benefits, which reflect the unique and individualized experience of a doctoral degree. It should be mentioned though that these findings are limited to Greek PhD graduates in their early career paths and larger scale research is required to get a better understanding of the PhD incorporating ideally the perspectives of other stakeholders – employers, colleagues etc – beyond self-perceptions of PhD graduates.

Enhancing transferable skills

PhD holders identified further benefits of doctoral education beyond acquiring specialized knowledge. Benefits include a set of transferable skills: problem-solving, critical reasoning, thinking in-depth and from different angles and perspectives.

While these skills were emphasized by most respondents irrespective of their current workplace employment, those in non-academic settings were more likely than their counterparts in academia to report that the PhD – and mainly these skills developed during the PhD – enabled them to make a difference in the workplace.

This seems contradictory, but it might not be. Doctorate holders can be innovative individually but might not be able to make a difference in the academic setting being at an early career stage in universities that are resistant to change. In contrast, in non-academic employment where a more diversified workforce in terms of qualification levels can be expected, the PhD experience was perceived as adding value in distinguishing oneself from colleagues.


You have to be a little strange to want to do a doctorate. You’ll be giving up the chance to earn some real money in a steady job, for several years of little or no money. You’ll be losing the simplicity of regular hours and a boss who tells you want to do, for the complications of setting your own agenda and planning your own work. Why do you want to do a doctorate? No, really. Why? You need to be very clear in your mind what the reasons are. Thankfully, there are some very good reasons why a normal, sane person would choose to do a doctorate. If any of these make sense to you, then you are on the right track



  1.  To achieve something significant

  2.  To discover or learn something new

Those who never lose their childlike curiosity of the world make great researchers. If you feel a driving force pushing you to explore and learn new things, then you may love research, and find a doctorate is perfect for you.

3. To improve yourself and your life

Doing a PhD for the sake of a pay rise is not a good reason. But if you want to improve your abilities to understand and solve problems, increase your confidence, make yourself a better communicator and gain skills that may lead to a better job, then a doctorate may be right for you

4 .It fits you

Some people are made for a doctorate. You might have grown up doing countless little ‘research projects’ as hobbies. You might have a natural thirst for knowledge or an insatiable appetite for reading books about a particular topic. You might have had a life-long fascination – even obsession – about something significant. If this sounds like you, and you can tailor a doctorate to suit your particular needs, then you’ll love it



We organizers of our panel, “The Future of the Doctorate in the Humanities,” have invited us to prognosticate a about where our humanistic graduate programs may be headed in the near and possibly distant future. Moreover, the very fact that we are having a session about the future of the doctorate in the humanities suggests an underlying assumption: that the future won’t be the same as the current situation or how it’s been for the last ten, twenty-five, or fifty years. Neither my experience as a graduate dean nor my training as a humanistic scholar really equip me to peer into the future; but what we can do is look at a few current developments that bear, we believe, the index of the future the Humanities doctorate will become:

I predict that in the future, the Humanities doctorate will become:

  1. Increasingly reoriented and customized towards the user of the Humanities doctoral degree, which entails a weaker influence exercised by the norms of academic disciplines and a re-definition of the mentorship roles of research professors in the Humanities;
  2. More “translational”: that is, connected to practical interventions into pedagogical practices, public discourses, policy discussions, and community desires and needs. If perhaps the notion of “translational” humanities work doesn’t have as clear a channel as translational medicine’s “lab bench to bedside,” I nevertheless think it is true that humanities doctoral work will have to become more intentional about translations to and from different publics, across different linguistic and cultural contexts, and among different configurations of digital and analogue states of the Humanities’ primary objects of study;
  3. More embedded in the specific needs, requests, and desires of particular communities and publics;
  4. More self-conscious and experimental in the design of doctoral procedures, configurations of expertise, and platforms of scholarly communication than has been the case in the previous fifty years.

Allow me to take these predictions one-by-one, and briefly unpack and exemplify them a bit.

I’ll start with the first: making the doctoral degree in the Humanities more user-centered and customized to user needs. Notably, this move, which has only begun in doctoral education, has strong parallels in the shift from teaching-centered to learning-centered approaches in undergraduate education. If I have focused more on the “users” (rather than “learners”) of the Humanities doctorate, it is because at least one strain of thinking about the Humanities have emphasized the apparent distance of Humanities research from utility as a positive, defining characteristic: roughly, the Humanities captures all those values—ethical, aesthetic, historical, affective—that in a ruthlessly pragmatic, bottom-line and technically driven society are conceived to be useless.

While there is a certain philosophical power in that argument, too strong a tilt in the direction of inutility has generally not served the Humanities well as a rhetorical strategy in institutional, political, or public contexts that demand clear demonstration of impact and value, or even, “return on investment.” Yet notice that I spoke not of uses, but of users—this reminds us that Humanities doctoral degrees all along have been put to use by users, in a wide variety of more and less direct applications, even though the focus of most disciplinary professionals, Humanities professors, has been up till now heavily focused y on one use ( albeit an important one): the doctorate’s use as preparation and credential for tenure-track university employment. Reorienting towards users acknowledges the plurality of uses—some extremely creative and innovative—that have been found or invented by users of Humanities doctoral degrees and seeks to facilitate options for success along a multiplicity of professional pathways.


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