Doctoral student life is multifaceted and challenging, particularly in today’s competitive academic environment. High expectations and increasing pressure on performance and professional development coincide with an uncertain job market for postdoctoral work (McAlpine & Amundsen, 2018). As an American postgraduate pursuing my PhD in the UK, I’ve navigated differences in academic expectations and requirements. While attending successive international conferences – one in the US and another in the UK – I appreciated connecting with fellow scholars from around the world. These experiences highlighted the considerable variation in the doctorate across borders.

Doctoral programmes across countries present unique experiences, shaped by factors such as culture, funding, competition and the research itself (Cardoso et al., 2022). At the US conference, many attendees were surprised by the shorter duration and research-intensive nature of UK doctoral programmes, compared to the more coursework-driven structure of US programmes. I recognise the privilege of navigating these spaces as a white person moving between two Western nations with colonial histories. Doctoral students from the Global South, especially those of colour, face greater obstacles in crossing borders for academic growth (Morley et al., 2018).

Despite these differences, the sense of global solidarity among doctoral students in education was palpable. International conferences provide space for exchanging ideas and perspectives essential for academic development (Altbach & de Wit, 2015). These exchanges are especially transformative for those researching complex global issues such as education, climate change and social justice.

Attending international conferences as a doctoral student involves navigating complexities like language barriers, presentation styles, social customs and nuances of academic etiquette (Brown, 2014). For instance, as a Midwestern American accustomed to arriving early and engaging in minimal small talk, I had to adjust to UK norms which Lewis (2006, p. 199) discusses in their work on global interactions: ‘on-the-dot punctuality may … be seen as overdone [and] … most meetings begin with a few minutes of small talk’. These cultural adaptations, while enriching, add to the challenges of presenting and networking, intensifying the pressure to perform all while maintaining personal wellbeing.

‘International conferences are not just spaces for professional development – they provide opportunities for spontaneous diplomatic dialogue rooted in shared passions for global issues.’

Yet, international conferences are not just spaces for professional development – they provide opportunities for spontaneous diplomatic dialogue rooted in shared passions for global issues. As a doctoral student in trans studies, an interdisciplinary field exploring concepts of gender and issues affecting gender-diverse people, I’m committed to understanding how these topics manifest globally. Engaging with scholars from international contexts enriches my research offering new perspectives. This form of organic diplomacy – where knowledge transcends national borders – mirrors broader societal and political dialogues, where emerging scholars drive critical engagement, rather than leaving this work to individual nations. For example, at the UK conference, scholars from around the world participated on a panel discussing issues facing their education system. These discussions led to insights on policy and reflection on global best practices. This critical engagement among scholars advances academic knowledge and contributes to cross-national collaboration on global issues (Heng et al., 2020).

International conferences blur institutional boundaries, fostering interdisciplinary and intercultural exchange. Doctoral students in education are uniquely positioned to engage in these conversations, as their research often addresses global challenges, such as migration, social justice and education. As such, these gatherings serve as academic forums and advocacy platforms (Knight & de Wit, 2018).

Ultimately, attending international conferences as a doctoral student goes beyond advancing academic knowledge. These events foster intellectual diplomacy, where cross-cultural exchange promotes such real-world applications as podcasts, networks and activism. In an increasingly interconnected academic landscape, these dialogues are crucial for building solidarity, promoting collaboration, and driving societal and research-based change, especially on global issues like immigration and education.

References

Altbach, P. G., & De Wit, H. (2015). Internationalization and global tension: Lessons from history. Journal of studies in international education, 19(1), 4–10. https://doi.org/10.1177/1028315314564734

Brown, J. (Ed.). (2014). Navigating international academia: Research student narratives. Springer.

Cardoso, S., Santos, S., Diogo, S., Soares, D., & Carvalho, T. (2022). The transformation of doctoral education: A systematic literature review. Higher Education, 84(4),885–908. https://doi.org/10.1007/s10734-021-00805-5

Heng, K., Hamid, M., & Khan, A. (2020). Factors influencing academics’ research engagement and productivity: A developing countries perspective. Issues in Educational Research, 30(3), 965–987. https://www.iier.org.au/iier30/heng.pdf

Knight, J., & De Wit, H. (2018). Internationalization of higher education: Past and future. International Higher Education, 95, 2–4. https://doi.org/10.6017/ihe.2018.95.10715

McAlpine, L., & Amundsen, C. (2018). Identity-trajectories of early career researchers. Palgrave Macmillan.

Morley, L., Alexiadou, N., Garaz, S., González-Monteagudo, J., & Taba, M. (2018). Internationalisation and migrant academics: The hidden narratives of mobility. Higher Education, 76, 537–554. https://doi.org/10.1007/s10734-017-0224-z

Lewis, R. (2006). When cultures collide: Leading across cultures. (3rd ed.). Nicholas Brealey International.