I’ve had an odd experience over the last couple of weeks, I’ve got lost in my writing. I actually almost missed a tutorial last Tuesday because I was so sucked into my chapter and I hadn’t set the timer for the 25 minutes like normal. All turned out okay but still, it was a new feeling.
Part of the excitement I believe is linked to the data. It’s great to be in the data and seeing the patterns and building my understanding of what I’m actually going to say. It’s also interesting I’m more able to articulate where I’m going and what I’m actually trying to achieve because I have data.
I was with Michael for breakfast and we were talking about my thesis and I put a sentence together about what it was about and he expressed how that was the first time I’d been able to put something coherent together that sounded like a plausible thesis. His words were kinder than that because he’s nicer than me, but that was the general gist.
I was then having breakfast with Jason (I have a lot of breakfasts out) and mentioned how I think it’s mean to ask people about their thesis until they are in data collection because it’s only then that you actually know what you’re doing. He commented that surely you must know what your thesis is about all the time. I realised then that I didn’t really. I had a gut feeling for where I wanted to go and an idea about how to get there, but until I got my hands on the data I was lost. I was drowning in the concept of research – the theory, the methodology the literature. The data has given me the excitement. It has tethered me to the idea of what I’m trying to achieve.
And what I’m trying to achieve is a shift in the debate on university education. There is so much complaining about university education and the way it is delivered, but the data shows me that what we have is actually what we want. So everyone needs to stop complaining about university education and how bad it is and actually ask, what is the university education we need? So much effort in research and media and people generally is going towards complaining about what we have. If we, as a society, policy makers, academics, education administrators, put that effort into discussing what we need rather than what we have, well, then we might get the university education we both want and need. Until then we’re all just whining. My thesis is showing people there is no value in whining. The data shows us we have what we want. You can’t complain about that!