Getting you through your doctoral journey and beyond!
The DoctorateHub is a space for professional doctoral practitioners to connect and to meet up in the virtual and physical world thereby allowing overcoming one of the main challenges of the doctoral journey: being on one’s own without a peer network with whom to connect. The doctoral journey is long and lonely, and unlike undergraduate and graduate programs, the doctoral students largely struggle to find and engage with doctoral peers. The DoctorateHub attempts to address this and to provide complementary support to professional doctoral practitioners that work towards a doctorate.
The gradual roll out of our new DoctorateHub educational community marketplace from end of 2020 ahead will see a growth of freemium services. At current we are reworking all of our support services so to provide as much free learning and support opportunities as possible, and by the same time, allow our tutors and students to optimise their time and interactions at the DoctorateHub. You are cordially invited to provide us with feedback on how we are doing, and where you still see ways on how to improve.
Our tutors are at the heart of the DoctorateHub’s service offerings. And we attempt to provide our tutors with just the right tools so to excel in their student support. Our new platform will over time empower our tutors to better find and respond to student support requests. The platform will facilitate a match making in between tutors and student service requests. The system will also provide tutors with the relevant student history and all information needed. We leave it to the discretion of tutors to choose the type of support that they like to provide: be it the publication of advanced training courses against royalties, to tutor courses against a fee, to engage in mutually beneficial joint research, or to enhance their professional networks. There are many options at hand.
Our students are practitioner scholars who value support and the possibility to connect. They have to fit in their research and thesis development with their work commitment and managing their family lives. This also implies, that there are often times where there is no time for them so to advance on their doctoral journey, while there are other times at which they will need to run a(n extended) sprint. Consequently, we are going to introduce more support and collaboration means: be it self-study and peer support offers, fully tutored support, ad-hoc and on-demand services – we want to assure that we get our students covered, once in need.
A dynamic Hub of academic tutors from across the globe.
The DoctorateHub consists of a number of academic tutors from across the globe that all have a vast experience in doctoral education, be it in person or virtual. Many of the DoctorateHub tutors wear a number of heads and often hold positions within academia or the private sector.
We attempt to grow our network of tutors in a way that allows to get our students covered and to cater to their particular needs in accordance to their research project, the subject, methods used, or their geographic location.
The coordination and development efforts of the DoctorateHub are steered by Andreas and Ana, which we introduce in the below.
Dr. Andreas Meiszner, PhD
Andreas is driving the strategy, technology and service development at the DoctorateHub. And he continues to be an active tutor as much as the time allows for.
Andreas has been a portfolio worker for most parts of his career and is constantly looking for opportunities where to apply his knowledge and analytical skills. Since 2012, Andreas has tutored, mentored and coached beyond 500 professional doctoral students (mid-level to senior executives, aged 35 to 70); initially with the University of Liverpool Management School’s Doctorate in Business Administration (DBA) program (UK) and since 2016 also with the DoctorateHub.com. This allowed him to understand how to tackle problems at scale, be it the tame, the complex, or the wicked. 500+ students also implies 500+ workplace-based problems which he had the chance to look at. Together with Ana, Andreas also is the co-founder and managing partner of SCIO (PT), a research, capacity building and consultancy company that specializes in Knowledge, Innovation and Organizational projects in a varied number of fields from across Science, Technology and Sustainability. Andreas has a track record as Principal Investigator in numerous research, training and capacity building projects within Europe and across the globe. He has been for example responsible for coordinating and overseeing the academic work of internal and external research teams from Europe, Africa, Asia and Latin-America; as well as managing and implementing physical and virtual business and technology training programs across Africa. Andreas holds three higher education degrees in management from universities in France, Germany and The Netherlands, and with majors in ‘International Management’ and in ‘Human Resources and Organizational Management’. He obtained his PhD in 2011 from The Open University (UK) for his work carried out at their Institute of Educational Technologies and that is titled ‘The Emergence of Free / Open Courses - Lessons from the Open Source Movement’.
Dr. Ana Faria, PhD
Ana is the one who keeps things together and assures that everyone is covered. As a mother of twin-boys, Ana also knows how to bring calm into disruption. A lesson that she happily shares.
Intrapreneur and entrepreneur by nature, over the past two decades Dr. Ana Faria has been acting as Project Advisor, Project Manager, Business Developer, Principle Investigator, Business Consultant, Mentor and Coach, and for a variety of organisations and clients from the private and public sector. Cross cutting areas that Ana has been working at during that time are ICT, Innovation and the development of technology-based systems in support of change, decision-making and sustainable development. Her motherhood in 2014 lead to a career refocus towards business consultancy, entrepreneurship, honorary lecturing and doctoral coaching and mentoring assignments. Ana holds a PhD from the Engineering and Innovation Department at the Faculty of Mathematics, Computing and Technology, The Open University UK, that has been awarded for her thesis in the area of behavioural economics, titled “The role of behaviour in the transition to more energy efficient use at home”. Ana’s research combined positivist and constructivist paradigms, so to allow for both: to statistically analyse the data, whilst also allowing for an exploration of the complex set of variables that influence human behaviour. Ana also holds a degree in Economics from the Universidade do Minho (PT), a degree in International Management from the RSM Erasmus University (NL), and a Master in Business Administration in International Industrial Management from the Esslingen University of Applied Science, a MBA program that had been developed to cater the needs of international senior staff from local enterprises such Behr, Bosch, Daimler, Festo, Hewlett Packard, IBM, Kärcher, Modine, Porsche or Siemens.
2021 – the way ahead.
Since our start back in 2016, the DoctorateHub is using a freemium business model. This means, that we attempt to keep our basic service offer available for free. We want to act as a Hub, and thus to connect all those that are in need for support, that want to connect to others, and those that can provide support.
With the launching of the new DoctorateHub community marketplace all of our advanced training courses will be offered under three support formats: a free self-study edition with peer support, as a fully tutor supported edition, or with flexible on-demand feedback whenever you need it. You can select the option that suits your learning needs best.
Drawing on the continued feedback and demand of our students you also can expect further community services, such as the introduction of Clubs, integrated videoconferencing with whiteboards, a community kitchen, or your own study space where you have all resources at a fingertip.
2020 – the pandemic sets our re-direction towards online.
The year 2020 we kicked-off with two workshops, one in Dubai and one in Dallas. In between these two we also were asked to run with less than two weeks of notice an In-Residency week in Porto, which we did, and which was very well received. With the Dubai workshop we also introduced our Learning Cafés as an open session format for students and academics to connect. Luckily all such events took place within the first ten weeks of 2020, and thus prior to the globally growing pandemic lock downs.
With the growing lock downs and uncertainty on what to expect for the months to come, it was clear that from March 2020 onwards we would prioritise development efforts of our new DoctorateHub educational community marketplace, including to increase our already existing virtual service portfolio by converting analogue services to virtual ones. With the beginning of November 2020, a first beta-release of our new platform is to be released, with many more features and functions to be expected by 2021.
2019 – new training offers: workshops and advanced courses.
With the year 2019, we saw the emergence of our workshop training program and our advanced training courses, which grew from one course subject by the start of 2019 to six course subjects that we delivered by the end of the same year. The first workshop that we run in Liverpool, UK, was also well received and thus the next workshop sessions were scheduled for taking place some time after our September residency.
What also started back in 2019, though would remain largely invisible until late 2020, was the development of our new DoctorateHub educational community marketplace – a technology platform which we decided to design from scratch. The continued growth in service offers, the need to better mediate between students and tutors, the quest to keep learning and achievements connected, and to establish clear communication and collaboration structures, all this called for a central platform to be put in place.
2018 – a quickly growing service portfolio.
2018 saw a continued growth in student support requests, and we kept on developing education services upon such requests. For each request we would look at the student’s individual situation so to jointly decide on the right format. By 2016 we started with review and editing services, including a full thesis reviews and proof reading, complemented with residencies and webinars by 2017. And in 2018 we were approached to run a couple of Mock-Viva examinations. Students also started to ask for some more continuous support, and for which we developed our mentoring and coaching services, and as complementary support to the students’ university supervision.
2017 – from ad-hoc support to our first residency event.
In 2017 most of the DoctorateHub support was provided on an ad-hoc base and the most structured training format that we offered back then was perhaps the 2017 residency event, which then developed in our annual flagship event. Well, at least until the Pandemic kicked in in 2020, and with this kicked out our 2020 residency…
And while ad-hoc service requests continue to be the standard, they became much more robust and mature over time.
The end of 2017 then saw the emergence of the DoctorateHub web presence. And with this came the start of our regular webinars. This provided students with a mean to connect and to stay in touch.
2016 – the year we started!
We started the DoctorateHub back in 2016 as a result of what might be best described a ‘demand-side pull’. We started out from a group of doctoral tutors who worked with students in a large scale global doctoral program offered by a UK university, and with more than 700 enrolled students.
Our initial student population therefore consisted of practitioner doctorate students, aged roughly 35 to 70, who had to fit in their research and thesis development actions next to full time work and managing family live.
Like our students, also we as tutors were based across the globe, but we would meet up occasionally for our residencies in Liverpool, allowing us to connect to students and tutors alike. And with this connection came the ever-growing support requests that students would approach us with.