NUFS TEACHER DEVELOPMENT SYMPOSIUM PROCEEDINGS

Doing a Doctorate: Three Experiences
NICHOLAS BRADLEY
Nagoya University of Foreign Studies
KEVIN OTTOSON
Nanzan University
ANDREW D. TWEED
Soka University
Abstract
Language education at university has always required high-level qualifications. Whereas
a master’s degree is typically the entry level qualification for people working in language
education, the number of people holding doctorates has been rising. An increased numberof doctorates in the profession may lead someone to consider undertaking doctoral studies
as a means of maintaining or advancing their career. As studying towards a doctorate is alarge undertaking, it is one that should be considered at length. To assist this deliberation,
this article presents the reasons, experiences, and outcomes of three teachers whocompleted doctoral studies.
Introduction
The decision concerning whether to undertake doctoral studies is one that should not betaken lightly. A legion of documents from books and magazine articles to internet memes
highlight the large workloads, long hours and, as is often the case, high costs involved.
However, unlike much of the information available, this article does not present theprocess of doing a doctorate in generic terms but gives it from the perspective of threeteachers who undertook specific courses and who detail their own individual views. Theseviews cover objective information such as the university and course of study, but also
their subjective experiences, reasons for embarking on a doctorate and their assessmentof the “value” it afforded them. Additionally, from these experiences will be drawn advice
for those who may be considering doctoral studies.
Before detailing the three individual experiences, it is worth considering some broader
facts about holding a doctorate. Arguably the most influential is that of compensation.
People who hold a doctorate are paid more on average than those who do not. This would
appear to be a global reality with data in the UK (Vitae, 2020), USA (Michigan State
University, 2020), and Japan (Real Estate Japan, 2020), among others, all showing higher

DOING A DOCTORATE: THREE EXPERIENCES

yearly and lifetime earnings for doctorate holders. Although this should come as no great
surprise given that each step up the education ladder typically brings higher financial
rewards, it does confirm the monetary incentive for doing a doctorate and, implied within
this, that the qualification is desired by employers.
Perhaps a consequence of the higher remuneration and access to higher level positions,the number of people doing a doctorate is growing in most countries, quite substantiallyin many. In the US, for example, the number of people holding a doctorate increased from
2 million in 2000 to 4.5 million in 2018 (Census, 2019). This is similar to the increases
seen in many other countries such as France, Germany, China, and South Korea (Mainichi,2018). However, this phenomenon is not entirely global. In Japan, although long-term
statistics such as 5,576 doctorates awarded in 1989 vs 15,658 in 2018 (Japan Times, 2019)
might suggest a steady increase over time, they hide the fact that 2006 represented thepeak in the number of doctorates awarded and, since that time, there has been a decline(Japan Today, 2020; Mainichi, 2018). The reasons for this decline are beyond the scopeof this article, though anecdotal evidence suggests that it may be influenced by theidiosyncrasies and recent changes within the employment system, particularly in thehigher education employment sector.
Though the recent decline in the number of doctorates awarded in Japan is an anomaly
when considering the global trend, the reality of increased remuneration and access tohigher level positions is not. This is a universal reality and so is true for the higher
education sector in Japan.
Doctorate Experience 1: Nicholas Bradley, PhD.
Background & Rationale
After teaching on the JET Programme for two years and an eikaiwa [English conversation
school] for a few months after, I returned to the UK and worked for a prestige German
car manufacturer. A lack of job satisfaction and a desire to have a more pleasantenvironment for my two young children made me once again consider teaching in Japan.
Rather than return to pre-tertiary teaching, I undertook a TESOL MA at the University ofLeeds to gain access to university level employment in Japan.
After achieving this and teaching for three years in a Japanese university, I once again
wished to advance my career. There were several reasons for this, such as the desire to2

DOING A DOCTORATE: THREE EXPERIENCES

teach more content courses or a wider variety of courses, and to gain an increased salary,
but the most powerful motivator was to avoid the employment cycle faced by university
teachers in Japan. This employment merry-go-round sees teachers hired by universities
on fixed-term contracts of usually 4-5 years, though some universities have started tooffer 10-year contracts. Holding a doctorate allows for a greater likelihood of moving into
a permanent position as the qualification is usually either a prerequisite or a preferred
qualification for most life-time posts both in Japan and overseas.
University & Course
The School of Education at the University of Leeds is staffed by extremely approachable
and supportive academic staff who possess the wealth of knowledge and experience andthe extremely positive experience of completing my TESOL MA at the University ofLeeds led me to explore the possibility of undertaking a PhD there within the School of
Education. Living and working in Japan, the doctorate option available to me was that of
the Split-site PhD. The course has two models, as shown in Figure 1.
Figure 1: Two Split-site PhD Models(University of Leeds, 2020)

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DOING A DOCTORATE: THREE EXPERIENCES

Completion of the split-site PhD course requires the production and defence of a thesis
containing robust independent research that is justified by the literature, attempts to makean original contribution to the field and is of publishable quality. The length of the final
thesis is typically 100,000 words. To gain admittance to the course requires a research
proposal that defines an area of inquiry that is feasible, relevant, and pressing, and which
demonstrates academic ability and original thinking. These points will also be assessedin person by the potential supervisor who will speak to the candidate about the research
proposal.
Once a research proposal is accepted by the supervisor, the candidate is able to formally
begin work on the early stages of their doctoral work. From my own experience, I would
present the PhD workflow as is shown in Figure 2; the items in bold text represent thestages that were the most demanding in terms of time, difficulty, or stress.
Figure 2: PhD Workflow
Extensive Reading

Substantial amount of reading around thesubject and focusing on particular areas ofinterest.

Identify an area in which to contribute Finding the “gap” in the field that can be
filled through research.
Make a research plan

Creating specific research questions andidentifying ways to answer them.

Pass the “transfer” stage

Creating a revised and substantive
research proposal based on extensive
reading and containing research questions,justification and proposed researchmethods. Approx. 10-15,000 words. Also
includes gaining ethical approval.

Conduct the plan

One of the most enjoyable stages. Goingout and collecting data.

Analyze data

Also very enjoyable to see data comealive.

Begin the drafting process

A huge task that cannot be overstated.
Creation of many chapters and many
thesis drafts that often change and need to4

DOING A DOCTORATE: THREE EXPERIENCES

be cross-referenced. A painstaking task ofconcentration and endurance.
SubmitSubmit electronic and soft-bound paper
copies of the thesis. Complete submission
admin.

Defend (Mock & Real)

Practicing speaking about the main thesisof your research in clear and succinct
ways. Practice answering questions bothgeneral and specifically related to thethesis.
Mock defence with supervisors and later
actual defence with examiners.

Outcomes
The value of the actual outcomes can only be assessed against the desired outcomes thatprovided the impetus for embarking on the PhD. In this instance, the actual and desired
outcomes are congruent. At the midway point of my PhD, I was able to move into apermanent position that offered excellent job security. Being a PhD candidate and wellon the path towards completion was a factor in gaining the position. Though job security
was the primary goal, other positive outcomes are shown in Figure 3, which is not an
exhaustive list.
Figure 3: Selected Positive Outcomesü Development of my own personal educational philosophy and the ability tocritically assess it
ü Obtained a high level of expertise in research methodology and data analysis
ü Gained substantial project management competency
ü Greater ability to identify and critically analyze my own and others’ beliefs andassumptions
ü Greatly improved time management / organizational skills
ü A feeling of achievement
Not all outcomes were positive, however. Although some negative outcomes were rather
insubstantial, such as having a reduced interest in reading, others were not. The mostsignificant was a strong feeling of burnout towards the end of my PhD. Adding PhD

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DOING A DOCTORATE: THREE EXPERIENCES

studies to a schedule that is already heavy from a very busy full-time job and managing afamily life with young children was extremely demanding both mentally and physically.
While one may assume that the feelings of fatigue might subside with the end of the PhD,
the reality was that several years of such an intense schedule resulted in the feelinglingering longer.
With both positive and negative outcomes, the ultimate question is “If I could go back,would I do it all again?” Without hesitation I would answer “Yes” and I would have said
this at every stage of the PhD. Of course, if I were to go back, there are some things that
I would do differently as well as questions I would ask myself, or any PhD candidate toconsider.
AdviceDoing a doctorate in any form is a huge undertaking, but a PhD also represents anenormous project that has to be managed very carefully. The main advice I would give tomyself at the start of the course would focus mostly on the endurance and management
aspects of the course. These points are shown in Figure 4.
Figure 4: PhD Advice
Try to recognize when enough is enough.
It is quite possible to engage in an endless literature review. There is always
something that leads to something else, which leads to something else. Knowing
when you have enough to make your point, justify your methods or challenge an
idea is very important.
Data management is extremely important (backing up, file organizing andstorage).
With masses of data, chapter drafts, articles and much more, effectively
organizing and backing up data not only saves time when it comes to using thedata, it prevents tragic losses and setbacks.
Isolation makes you second guess. Contact reassures.
Doing a PhD at distance can be quite lonely and can leave you wondering (often
quite pessimistically) about your progress. Connecting with other doctoral
students and maintaining regular communication with supervisors reassuresand keeps your mind on target.
Hit the ground running and make hay while the sun shines.
It is a good idea to have a lot of reading done before the PhD starts. Life and6

DOING A DOCTORATE: THREE EXPERIENCES

work can throw up challenges that take your time away from your PhD. Being
a little ahead of the game allows the flexibility to compensate for these.
Additionally, any slow/easy times in work/life should be taken advantage of by
spending extra time on doctoral work.
Although the above are mostly for PhD candidates, the questions below should beconsidered by anyone considering doctoral studies.
ü Do you prefer extensive focus on one subject or examination of many? (PhD /EdD)ü Is your interest in the subject(s) strong enough to maintain focus on them forseveral years?
ü Are you able to manage your time well and work at length in isolation?
ü Will a doctorate give you value for your investment in time and money?
ü Will the investment in time/money negatively impact life?

Doctorate Experience 2: Kevin Ottoson, EdD.
Background & Rationale
After teaching on the JET Programme in central Japan for three years, I experienced agrowing dissatisfaction with the lack of development as an instructor. As anundergraduate student in a teachers’ college, I enjoyed using the concepts and skills innumerous practicum assignments in American middle schools and high schools.
Reflecting upon this time of satisfaction, I decided to enroll in the MA TESOL programat Nagoya University of Foreign Studies (NUFS). During my time as an MA student at
NUFS, I continued to develop as a teacher and better understand the EFL classroom as an
assistant language teacher on the JET programme.
After graduating with an MA, I was able to gain employment at the university level as aforeign language instructor. With growing responsibilities, I felt that I lacked thenecessary leadership skills to carry out my duties inside and outside the classroom at theuniversity. Again, I started to look for professional development opportunities. Aftercompleting the Quantitative Research Training Project coordinated by Gregory Sholdt, I
felt it extremely satisfying to take part in online professional development with a team ofresearchers. Soon I began to search for online doctorate in education programs that would

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DOING A DOCTORATE: THREE EXPERIENCES

provide a structured environment for me to continue developing as a scholar practitioner.
University & Course
In 2014, there were fewer completely online doctorates in Education programs to consider.
The University of New England (UNE) in Biddeford, Maine, USA, was one such programthat provided a 100% online doctorate in education focusing on educational leadership.
In addition to the institution’s regional accreditation, the flexibility and structure of the
program made the Doctorate in Education in Educational Leadership at UNE an attractive
place to further my education. The 51-credit hour Doctor of Education program at UNE(see Figure 5) has multiple start dates and can be completed in three years.
Figure 5: UNE Doctor of Education Course
EDU 801

Preparation for Transformative Leadership (Credits:3)

EDU 802

Qualitative Research Methods (Credits:3)

EDU 803

Interpreting Empirical Data (Credits:3)

EDU 804

Technology & Organizational Transformation (Credits:3)

EDU 805

Managing Change (Credits:3)

EDU 806

Policy Analysis (Credits:3)

EDU 807

Enacting Transformative Leadership (Credits:3)

EDU 808

Using Theory to Guide Research (Credits:3)

EDU 809

Conceptualizing Applied Research (Credits:3)

EDU 810

Ethical Leadership (Credits:3)

EDU 811

Diagnosing Organizational Dynamics (Credits:3)

EDU 812Dissertation Seminar I (Credits:3)

EDU 813

Dissertation Seminar II (Credits:3)

EDU 814- Dissertation (Credits: 12)817
Note: Each course is eight weeks in duration. There are two courses per 16-week semester.
At UNE, doctoral students work on their dissertation throughout the 51-credit hour
program. The five-stage dissertation process (see Figure 6) begins with the application
essay where students explore their dissertation topic. This exploration continues in thefirst year of the program. Into the second year, students refine their research topic. By thetime students enter their third year of the program, they will have completed a first draftof the first three chapters of their dissertation. The rationale for integrating the dissertation
throughout the program rather than just at the end is to avoid the “all but dissertation”
8DOING A DOCTORATE: THREE EXPERIENCES(ABD) status and maintain a high retention and graduation rate.
Figure 6: Dissertation development-5 stages

Topic explorationApplication essay

Development ofliterature review

Final presentationof dissertation to
your committee

Dissertation
proposalpresentation

Completion ofdata collection

Outcomes
The EdD program at UNE enabled me to develop research skills and education leadershipskills. Thus, I have a better understanding of my students and colleagues though part ofme feels that I have not fully utilized the knowledge and skills I have learned due to thenature of my current teaching position. However, at the time of writing this paper, I havebeen able to secure a tenure-track position at a university where I will teach students whoare studying childhood education. As my main goal of development as a scholar
practitioner has been achieved, I feel a deep sense of accomplishment. Completing aterminal degree program while working full-time and raising two children under six
definitely was a taxing experience. Being able to make it through this program helped
develop resilience and grit to help me work through other turbulence in life. Additionally,
this program enabled me to land several interviews for permanent positions at theuniversity level. Thus, my chances for career advancement increased due to thecompletion of the EdD program at UNE.
The outcomes of this EdD program at UNE were mostly positive, but there were some
negative outcomes during and after the program. First, I suffered from a severe lack ofsleep. Being the primary caregiver of my children only allowed me to focus on my studies
from 10pm - 2am. Routinely, I would have to pull all-nighters on the weekends. This lack9

DOING A DOCTORATE: THREE EXPERIENCES

of sleep caused my teaching and personal relationships to suffer. Additionally, I felt like
I was missing out on important events and time with friends and family. Due to time andfinancial constraints, I was unable to take part in numerous activities. Finally, while I felt
a wonderful sense of accomplishment, my salary and responsibilities at work remained
unchanged. At times, I still find myself asking myself, “Was it worth it?” At this point, I
would say, “Yes and no.” Perhaps, I can better answer this ten years later.
AdviceBefore I chose to enroll in the EdD program at UNE, I frequently sought out advice fromthose who either completed a doctorate, were currently enrolled in a doctoral program, or
had chosen not to do a doctorate. Now I find myself the one who is asked about myexperience and any advice I can give. The following pieces of advice (see Figure 7) arewhat I typically offer.
Figure 7: EdD Advice
Talk to current and former participants
Seeking out advice and perspectives will help you make a better-informed decision onenrolling in a doctoral program. Additionally, once registered, talking with others will bea source of mentorship and support. Doing a doctorate can be a lonely experience attimes. Reach out to others as much as you can.
Communicate clearly to those around you about deadlines
Your friends and family will likely not be aware of important deadlines coming up.
Communicating to people around you about upcoming tasks and deadlines will help themunderstand times when you may be busier than normal. Hopefully, this knowledge of yourschedule will help them provide the needed support during stressful times.
Anticipate turbulence and be flexible
Most likely, you have an area of research that you would like to explore more in detail.
When you begin the program, you would likely have a good idea of what you would liketo research. However, situations can change. Your position, place of work, or personal
life may likely change over the next several years. Furthermore, a global pandemic mightput your research plans on hold. Thus, your original research plan may need to be altered.
Consider possible alternative research plans should you encounter unforeseeablechanges to your personal or professional life.
Don’t neglect both your professional life and personal life
Taking on a doctorate can cause you to neglect other important areas of your life. You
will often hear about the importance of maintaining a work-life balance. However,10

DOING A DOCTORATE: THREE EXPERIENCES

consider how to maintain a balance within your work. Focusing on your dissertation cancause you to neglect other areas of your professional life. As a foreign-language lecturer
in Japan, I neglected teacher development, language learning, and publications. All ofthese can carry importance in your current work situation and securing future
employment. Of course, if in Japan, your prospective employer will be interested in yourdoctoral research, but they will also know about your Japanese language ability. Everyinterview I have had has either been partially in Japanese or entirely in Japanese.
In sum, these are some of the pieces of advice that I often find myself giving to others.
Of course, everyone’s situation or motivation for doing a doctorate is different. Thus, I
tailor my advice accordingly. Pursuing a doctorate will not be right for everyone. Even at
this time, I am not sure if it was right for me. However, in 2015, it seemed like the rightdecision. In the end, I completed my doctorate in education, and it has helped me achievesome of my goals. Consider your goals and how a doctorate might help you achieve them.
At the same time, consider other avenues to achieve those goals.
Doctorate Experience 3: Andrew D. Tweed, EdD
Background & Rationale
I first started working as an EFL teacher in 2000, in a rural area of Japan near Mount Fuji.
After working at an eikaiwa for a couple years there, followed by teaching English at avocational college in Tokyo for three years, I returned to the US to do a MATESOL in
2006. After I completed my MA, I thought about doing a doctorate, but I instead decided
to go to Southeast Asia, where I worked mostly as a manager and a teacher trainer. The
six-plus years in Vietnam and Cambodia involved really rewarding and enjoyable work,
but after a while I started to feel complacent professionally, and I wanted to be exposed
to fresh ideas, which were backed by research. I therefore decided to undertake adoctorate, and I believed this would help me with university positions once my wife andI returned to Japan.
After considering a number of other universities, for various reasons, I decided to apply
to the Doctor of Education in TESOL program at Anaheim University (AU) in California.
One reason I chose AU was that I liked that I could take it online, and so it did not matter
if I was in Cambodia or Japan. In addition, while it was online, their program included
both synchronous and asynchronous coursework, as well as two residential sessions,which helped reduce feelings of isolation. I also decided on AU because it offered a nice11

DOING A DOCTORATE: THREE EXPERIENCES

balance between the practical and theoretical. For example, while it offered highly usefulcourses in curriculum design and materials development, it also included more theorybased ones in research methods, instructed second language acquisition (SLA), andpragmatics. One other reason I opted for Anaheim’s doctorate was because of its
esteemed faculty. David Nunan started Anaheim’s Graduate TESOL program, and theprofessors who teach the courses are generally regarded as experts in those particularareas. Thus, for example, Rod Ellis taught instructed SLA, Brian Tomlinson taught
materials development, and Kathleen Bailey taught teacher education. This was different
from my MA where only a relatively small number of professors taught all of our courses,
and they frequently taught outside of their areas of expertise.
University & Course
Figure 8 presents an overview of the coursework, which in my case, took me two and halfyears to complete.
Figure 8: Coursework for Anaheim Univ.’s EdD Program•

Synchronous online lectures every Saturday morning•

Lectures followed by discussions with classmates•

Moodle for weekly tasks, e.g., discussion forum•

Two residential sessions, in Tokyo or southern California•

Generally, two papers for each course•

Qualifying and comprehensive exams

I would like to highlight the fact that the course has been designed in a way that provides
a lot of interaction with the professors and between classmates. The synchronous classes
and discussion forums facilitated various modes of interaction. Furthermore, theresidential sessions, which were about three days each and alternated been Tokyo andsouthern California, were helpful in fostering stronger bonds with others in the program.
For me, the most difficult aspect of the course work was writing two papers for eachcourse. However, I also feel like this made me a much better writer. By the end of the
EdD I had written about thirty papers. Also rather challenging were the qualifying and

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DOING A DOCTORATE: THREE EXPERIENCES

comprehensive exams, as these required periods of intense study sessions of previous
material in order to pass.
Figure 9 shows an overview of the dissertation process. While the dissertation for AU’s
EdD in TESOL can be done in as short as one year, mine, being qualitative, tookapproximately two and half years. I wrote the dissertation proposal while taking a generalcourse on dissertation proposal writing and the professor of that course, while not myadvisor, gave me some helpful guidance. Particularly in the early stages of working with
my advisor, I also made some significant changes to the original proposal, which required
more time. Furthermore, as my study involved a grounded, bottom-up approach toanalyzing the data, I experienced some difficulty settling on an appropriate theoreticallens with which to make sense of my data.
Figure 9: Anaheim Univ. EdD in TESOL Dissertation Process•

Write dissertation proposal•

Formally request to work with an advisor•

Write the dissertation with ongoing support from advisor•

Send completed dissertation to one external examiner, one internal examiner•

Carry out defense to one external examiner, one internal examiner and advisor•

Address any required or suggested revisions and then re-submit

In addition to academic challenges, I dealt with a number of more general obstacles tocompleting the dissertation. Some of my most significant problems were health related:worsening eyesight, tooth aches, back pains, shoulder pains, and the most disruptive ofall, chronic headaches. This was also happening amidst a very stressful work situation,
where there was frequent turmoil among members of our small self-access center team.
Dealing with AU’s administration also caused me a good deal of frustration. I was pushed
to take double course loads, I had to argue with them to take a term off when my health
was in poor condition, and added to that, I had to keep paying for each additional term of
my dissertation. While academically, I had an excellent experience with Anaheim, theiradministration left me ultimately feel somewhat negative about the university.

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DOING A DOCTORATE: THREE EXPERIENCES

Outcomes
Finally, I would like to briefly discuss the positive and negative outcomes of doing adoctorate. Regarding the former, I am now much more focused in terms of my researchinterests. Both the coursework and my dissertation helped me to narrow in on learnerautonomy and psychology in language learning as my primary areas of interest. I am also
more confident in both the practical and theoretical domains of TESOL. Last but certainly
not least, I am more competitive in the job market. I have landed two university positionsin the past five years directly linked to my professional interest in self-access centers.
At the same time, there have been some negative outcomes. The cost of my doctorate wasabout $60,000 US. Hopefully, this investment pays off in the long run. In addition, I haveexperienced what might be called a doctoral hangover. I still feel somewhat run-down by
the whole process and I have only recently submitted the paper based on my dissertation
to a journal. Finally, I have some lingering health issues which took root during my
doctoral studies, most notably, poor eyesight and back pain. Anyone considering doing adoctorate should be aware of these potential payoffs and pitfalls.
AdviceI started my doctorate while working in Cambodia. A colleague of mine there fromEngland used to say, “I would like to have done one, but I don’t actually want to do a
doctorate.” In my case, I am glad that this experience is over, and I am pleased that I have
got my doctorate. However, I would not put myself through that process again. Especiallyat my age, it would not make sense from a cost-benefit perspective.
Related to the financial benefits of doing a doctorate, I do believe teachers thinking about
doing one should be aware that it may not actually pay off. Doctorates are expensive andtime consuming. Teachers in our field should consider other things that they can do toadvance their careers to provide themselves with a financial boost. For example, they cantake on more classes, teach privately, open a business, become an examiner, or work fora publisher. Now with the widespread use of video conferencing applications, they could
try online teaching as well. Of course, there are other things not directly related to English
teaching that they can do. I have worked as a music teacher in Japan. Some people getpaid for writing and copywriting, while others translate. In sum, I would suggest thatTESOL professionals consider the reasons for doing a doctorate and what they would
hope to get out of it, and they should compare that with what they could get from putting

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DOING A DOCTORATE: THREE EXPERIENCES

their time elsewhere. I am happy that I did a doctorate. It has helped me in a numberof ways. But it is certainly not the best option for everyone.
BIO DATA
Nicholas Bradley is an associate professor at NUFS and holds MAs in TESOL andHistory, and a PhD in Applied Linguistics. He has taught at university in Japan for 10
years and is currently the Director of multiple courses within the Core English Program.
Kevin J. Ottoson is a language instructor at Nanzan University in Nagoya, Japan. He
holds an Ed.D from the University of New England. His research interests include study
abroad and the development and assessment of intercultural competence.
Andrew D. Tweed holds an Ed.D. in TESOL from Anaheim University. He is a lecturer
in the World Language Center and coordinator of the Self-Access Center at Soka
University in Tokyo. Andrew’s research interests include learner autonomy andpsychology in language learning.

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