A while ago a colleague of mine asked what my research interests were, and after my standard reply of there not being enough time to engage in research, and the fact that I hadn’t yet found a topic worthy enough to invest in, she started probing into my noticeable frustrations. As the conversation continued, what was uncovered were outward facing credentials, awards and successes, rooted in lived experiences of discrimination and marginalisation in a career that was over two decades long.
And then she asked a simple question: Do you think these experiences are exclusive to you?
As I moved towards a discussion on the lived experiences of other South Asian women academics I had spoken to, the barriers that many still face today, and the exhaustion of having to work twice, sometimes thrice, as hard for very little progression, I found myself reflecting on how research in this field could help shape transparent, equitable and inclusive pathways to career advancement for all, and bring in a more diverse range of voices to leadership teams at every level.
And so in October 2025, I started a part-time distance learning PhD at the Institute of Education, UCL.
At the time of application, I was anxious about the loneliness and isolation that a PhD life could result in, especially as I had chosen to do it part-time and online. I imagined that the hybrid sessions would be like others I had experienced, where those attending online were forgotten, or an afterthought. I was also worried that by choosing to pursue research study at an alternative institution to the one where I worked in full-time, I would be at a disadvantage, as I wouldn’t be building on pre-existing relationships or have commonality with new members of staff I was engaging with.
However, before I had even had my first supervision meeting, the pre-course tasks and engagement with pre-recorded and live welcome and introductory sessions, alongside the mandatory training, brought me a sense of ease. Every element of the distance learning programme had been carefully thought out, and set up in a way that I always felt like I was part of the institution and was no less than those studying in person. Hybrid sessions were inclusive, and drew upon the experiences of both those in person and online, and online only sessions were interactive and engaging, with opportunities to collaborate, network and make friends outside of sessions.
Alongside this, the opportunities for self-development, learning and growth have been plentiful. With a calendar full of training, courses and self-directed learning opportunities, and the encouragement to engage in weekly writing retreats, drop-in sessions to present research ideas, proposals, and listen to peers preparing for upgrades and vivas, I have honestly been in awe of what is possible as a distance learner and how even the online learning space has the power to refuel a love of learning.
This year has taught me the value of making space for my professional and personal advancement, without compromising on my work-based goals and targets. I have also learnt that there will never be enough time to do it all, and where there are set timeframes and expectations, working outside of these isn’t always the best strategy to have. Clear calendar blocking, protecting my non-work days and annual leave, and ensuring workload capacities did not exceed the recommended maximum, have all helped in keeping space for PhD study.
As this first year comes to a close and I transition into the next phase of my study, with a core focus on securing ethical approval and conducting participant interviews, I am looking forward to what else the distance learning experience will bring. And while I am no longer anxious about PhD isolation, or protecting space for research study, I am conscious of the responsibility that comes with holding and sharing the truths of South Asian women academics as they navigate professional advancement and their journeys to leadership.
