Hva\u00f0 \u00e1 einstaklingur sem vill fara \u00ed framhaldsn\u00e1m og stunda ranns\u00f3knir \u00ed l\u00edffr\u00e6\u00f0i a\u00f0 gera? Hann g\u00e6ti byrja\u00f0 \u00e1 a\u00f0 lesa \u00feessa grein. Og s\u00ed\u00f0an kanna\u00f0 sinn hug.<\/p>\n
Grunnn\u00e1m \u00ed l\u00edffr\u00e6\u00f0i b\u00fd\u00f0ur upp \u00e1 marga m\u00f6guleika. Framhaldsn\u00e1m og ranns\u00f3knir eru einn kostur sem felur \u00ed s\u00e9r \u00fe\u00e1ttt\u00f6ku \u00ed \u00feekkingarleit mannkyns. N\u00e1mi\u00f0 byggist \u00e1 v\u00edsindalegri vinnu, t.d. tilraunum e\u00f0a\u00a0 ranns\u00f3knarlei\u00f0\u00f6ngrum, me\u00f0 \u00fea\u00f0 a\u00f0 markmi\u00f0i a\u00f0 \u00fer\u00f3a a\u00f0fer\u00f0ir e\u00f0a svara \u00e1kve\u00f0num spurningum. \u00c1 hverju \u00e1ri fara nokkrir \u00fatskrifa\u00f0ir l\u00edffr\u00e6\u00f0i- e\u00f0a sameindal\u00edffr\u00e6\u00f0inema \u00ed framhaldsn\u00e1m, \u00fe\u00f3tt hlutfalli\u00f0 s\u00e9 minna en \u00ed \u00e1rdaga l\u00edffr\u00e6\u00f0ikennslu h\u00e9rlendis. Pistillinn er \u00e6tla\u00f0ur f\u00f3lki sem er a\u00f0 velta \u00feessu fyrir s\u00e9r, og vill vita um hva\u00f0 m\u00e1li\u00f0 sn\u00fdst. Hann er mi\u00f0a\u00f0ur \u00fat fr\u00e1 framhaldsn\u00e1mi \u00ed l\u00edffr\u00e6\u00f0i en getur \u00e1tt vi\u00f0 a\u00f0rar greinar raunv\u00edsinda, verkfr\u00e6\u00f0i og l\u00e6knisfr\u00e6\u00f0i. Framhaldsn\u00e1m \u00ed l\u00edffr\u00e6\u00f0i byggist alltaf \u00e1 ranns\u00f3knarvinnu, undir lei\u00f0s\u00f6gn kennara e\u00f0a s\u00e9rfr\u00e6\u00f0inga. Framhaldsn\u00e1m er ekki heppilegur kostur fyrir alla. Framhaldsn\u00e1m er annars e\u00f0lis en b\u00f3kn\u00e1m og jafnvel verkleg n\u00e1mskei\u00f0. Margir eiginleikar sem n\u00fdtast \u00ed b\u00f3kn\u00e1mi eru nau\u00f0synlegir til a\u00f0 lj\u00faka ranns\u00f3knarverkefni, en framhaldsn\u00e1m krefst einnig annara h\u00e6fileika. Einnig eru d\u00e6mi um a\u00f0 f\u00f3lk bl\u00f3mstri \u00ed ranns\u00f3knavinnu, \u00fer\u00e1tt fyrir a\u00f0 hafa gengi\u00f0 verr \u00ed b\u00f3kn\u00e1mi. Framhaldsn\u00e1m krefst me\u00f0al annars, greindar, frj\u00f3rrar hugsunar, skipulagsg\u00e1fu, samviskusemi, sj\u00e1lfst\u00e6\u00f0is, aga, samskiptah\u00e6fileika, ritf\u00e6rni og \u00ferj\u00f3sku. F\u00e6stir f\u00e6\u00f0ast me\u00f0 alla \u00feessa eiginleika, en marga \u00feeirra er h\u00e6gt a\u00f0 \u00fej\u00e1lfa, helst fr\u00e1 unga aldri. \u00dea\u00f0 er spurning hvort sk\u00f3lakerfi okkar s\u00e9 heppilegur undirb\u00faningur fyrir framhaldsn\u00e1m, e\u00f0a hvort almennt vi\u00f0horf til menntunar f\u00e6kki m\u00f6guleikum ungs f\u00f3lks til a\u00f0 l\u00e1ta til s\u00edn taka \u00ed ranns\u00f3knum. En jafnvel h\u00e1sk\u00f3lanemar geta teki\u00f0 \u00fat meiri \u00feroska og \u00fev\u00ed skipta sj\u00e1lfsagi og samviskusemi miklu m\u00e1li.
\nFramhaldsn\u00e1m \u00ed l\u00edffr\u00e6\u00f0i felur yfirleitt \u00ed s\u00e9r meistara- og doktorsn\u00e1m. H\u00e9rlendis var lengi algeng fj\u00f3r\u00f0a \u00e1rs verkefni, sem eru \u00ed raun l\u00edtil meistaraverkefni (45 ECTS). Meistaran\u00e1m \u00ed l\u00edffr\u00e6\u00f0i h\u00e9rlendis hefur lengstum veri\u00f0 me\u00f0 90 ECTS verkefni en h\u00e6gt er a\u00f0 taka minni verkefni \u00e1 svi\u00f0i Umhverfis- og au\u00f0lindafr\u00e6\u00f0i, l\u00edfuppl\u00fdsingafr\u00e6\u00f0i og br\u00e1\u00f0um fiski- og sj\u00e1varl\u00edffr\u00e6\u00f0i. Evr\u00f3pska menntakerfi\u00f0 hefur gengi\u00f0 \u00ed gegnum samr\u00e6mingu undanfarin \u00e1r, hi\u00f0 svokalla\u00f0a Bologna ferli. Samkv\u00e6mt \u00fev\u00ed eiga nemendur a\u00f0 fara \u00ed meistaran\u00e1m \u00e1\u00f0ur en \u00feeir hefja doktorsn\u00e1m. Umr\u00e6\u00f0an h\u00e9r \u00e1 eftir mi\u00f0ast samt a\u00f0allega vi\u00f0 doktorsn\u00e1m, \u00fe\u00f3 vi\u00f0urkennt s\u00e9 a\u00f0 meistaran\u00e1m s\u00e9 nau\u00f0synlegur undanfari.<\/p>\n
Hv\u00ed a\u00f0 fara \u00ed framhaldsn\u00e1m?<\/p>\n
Mannf\u00f3lk gerir hluti a\u00f0 misvel \u00edhug\u00f0u m\u00e1li. Sem er kannski eins gott, \u00fev\u00ed ef staldra \u00e1 vi\u00f0 hverja \u00fe\u00fafu og velja s\u00e9r framt\u00ed\u00f0 eftir \u00edtarlegar bollalengingar, er h\u00e6tt vi\u00f0 a\u00f0 flest okkar s\u00e6tu f\u00f6st \u00ed sandkassanum \u00e1 leiksk\u00f3lanum. En framhaldsn\u00e1m er st\u00f3r \u00e1kv\u00f6r\u00f0un, og \u00fev\u00ed happadrj\u00fagt a\u00f0 leggja fr\u00e1 s\u00e9r b\u00e9v\u00edtans raft\u00e6kin og velta m\u00e1linu fyrir s\u00e9r \u00ed r\u00f3legheitum. \u00c1st\u00e6\u00f0ur \u00feess a\u00f0 f\u00f3lk \u00e1kve\u00f0ur a\u00f0 fara \u00ed ranns\u00f3knarn\u00e1m \u00ed l\u00edffr\u00e6\u00f0i eru fj\u00f6l\u00fe\u00e6ttar. Margir kj\u00f3sa ranns\u00f3knir vegna \u00feess a\u00f0 \u00feeir hafa brennandi \u00e1huga \u00e1 r\u00e1\u00f0g\u00e1tu, fyrirb\u00e6ri e\u00f0a jafnvel tiltekinni l\u00edfveru e\u00f0a l\u00edfveruh\u00f3p. \u00c9g hef hitt menn sem hafa heillast af veirum e\u00f0a flugum, og lj\u00f3st er a\u00f0 \u00e1str\u00ed\u00f0an sem einkennir fugla\u00e1hugamenn brennur heitar en s\u00f3lin. A\u00f0rir heillast af tilteknum fyrirb\u00e6rum eins og eiginleikum taugakerfisins e\u00f0a sameindal\u00edffr\u00e6\u00f0i. Me\u00f0 m\u00edna sk\u00f3lag\u00f6ngu sem d\u00e6mi, \u00fe\u00e1 f\u00f3r \u00e9g \u00ed meistarverkefni hj\u00e1 Sigr\u00ed\u00f0i H. \u00deorbjarnard\u00f3ttir (blessu\u00f0 s\u00e9 minning hennar) og Gu\u00f0mundi Eggertssyni vegna \u00e1huga \u00e1 genum og sameindum. Doktorsverkefni valdi \u00e9g hins vegar vegna \u00feess a\u00f0 \u00e9g heilla\u00f0ist af tiltekinni r\u00e1\u00f0g\u00e1tu, \u00fea\u00f0 er hvernig st\u00f6\u00f0ugleiki \u00feroskunar og fj\u00f6lbreytni \u00fer\u00f3unar takast \u00e1 og spila saman (Raff 1996, P\u00e1lsson 2014).
\n\u00c1hugi \u00e1 ranns\u00f3knast\u00f6rfum dr\u00edfur f\u00f3lk einnig \u00ed framhaldsn\u00e1m. \u00dea\u00f0 hefur \u00e1huga \u00e1 a\u00f0 stunda ranns\u00f3knir, en hefur ekki endilega \u00e1huga \u00e1 tiltekinni spurningu, l\u00edfveru e\u00f0a fyrirb\u00e6ri. \u00de\u00e1 er \u00fea\u00f0 hin v\u00edsindalega a\u00f0fer\u00f0 sem heillar og \u00feekkingarleitin sj\u00e1lf. Kennslub\u00e6kur eru fullar af sta\u00f0reyndum og \u00feekkingu, en l\u00fdsa misvel hvernig \u00feekkingin ver\u00f0ur til og gamlar kenningar falla fyrir n\u00fdjum. Saga uppg\u00f6tvana getur veri\u00f0 hlykkj\u00f3tt og fl\u00e6kt, litu\u00f0 af athyglisver\u00f0um e\u00f0a l\u00edtilsver\u00f0um pers\u00f3num, h\u00e1\u00f0 tilfinningum, p\u00f3lit\u00edk og tilviljunum. V\u00edsindast\u00f6rf einkennast ekki af glysi og fj\u00f6ri, en uppg\u00f6tvanir \u00ed l\u00edffr\u00e6\u00f0i og v\u00edsindum geta veri\u00f0 meirih\u00e1ttar r\u00fass+\u00edbani fyrir \u00fe\u00e1tttakendur. Fr\u00e1sagnir v\u00edsindamanna af \u00fev\u00ed \u00feegar SVARI\u00d0 afhj\u00fapa\u00f0ist l\u00fdsa mikilli ge\u00f0shr\u00e6ringu, gle\u00f0i og jafnvel una\u00f0i \u00e1n hli\u00f0st\u00e6\u00f0u. \u00dea\u00f0 g\u00e6ti veri\u00f0 uppg\u00f6tvun \u00e1 leyndarm\u00e1lum genastj\u00f3rnunar (Jacob 1995) e\u00f0a lausn \u00e1 prakt\u00edsku vandam\u00e1li vi\u00f0 merkingu refa (P\u00e1ll Hersteinsson 1997). Vi\u00f0 erum \u00e1kaflega forvitnar skepnur og ef vi\u00f0 verjum ekki of miklum t\u00edma \u00ed a\u00f0 nj\u00f3sna um \u201efr\u00e6ga\u201c f\u00f3lki\u00f0, getum vi\u00f0 fengi\u00f0 heilmikla gle\u00f0i \u00far \u00fev\u00ed a\u00f0 rannsaka leyndard\u00f3ma veraldar og l\u00edfheimsins.<\/p>\n
Hugsj\u00f3nir dr\u00edfa marga \u00ed framhaldsn\u00e1m. Heimurinn okkar er ekki beinl\u00ednis \u00ed toppstandi, og herja m\u00f6rg vandam\u00e1l \u00e1 l\u00edfr\u00edki\u00f0 og \u00fej\u00f3\u00f0f\u00e9l\u00f6gin. Hnignun b\u00fasv\u00e6\u00f0a og \u00fatdau\u00f0i tegunda, loftslagsbreytingar og mengun, s\u00fdklalyfja\u00feolnar bakter\u00edur og faraldrar l\u00edfst\u00edlssj\u00fakd\u00f3ma eru bara nokkur d\u00e6mi um sl\u00edkar \u00e1skoranir. Margir leggja upp \u00ed framhaldsn\u00e1m af \u00fev\u00ed \u00feeir vilja takast \u00e1 vi\u00f0 og yfirst\u00edga \u00fe\u00e6r e\u00f0a a\u00f0rar \u00f3gnir. \u00deetta er heimspekileg og lofsver\u00f0 afsta\u00f0a, og sannarlega betri en hreinr\u00e6kta\u00f0ur pers\u00f3nulegur metna\u00f0ur, sem dr\u00edfur suma. \u00dev\u00ed mi\u00f0ur fara nokkrir \u00ed v\u00edsindi til a\u00f0 kitla h\u00e9g\u00f3mann. \u00deeir vilja ver\u00f0a fr\u00e6gir og virtir v\u00edsindamenn, hlj\u00f3ta vi\u00f0urkenningu kollega sinna og samf\u00e9lagsins. V\u00edsindi fela oft \u00ed s\u00e9r samkeppni milli einstaklinga og h\u00f3pa, sem eru a\u00f0 klj\u00e1st vi\u00f0 s\u00f6mu spurningar. Fj\u00f6lmargir v\u00edsindamenn nj\u00f3ta sl\u00edkrar samkeppni og \u00fe\u00e1 s\u00e9rstaklega sigranna. \u00cd verstu tilfellum getur uppg\u00f6tvunin sj\u00e1lf skipt minna m\u00e1li en \u00fea\u00f0 a\u00f0 skj\u00f3ta \u00f6\u00f0rum ref fyrir rass. Metna\u00f0ur einstaklinga m\u00e1 ekki ver\u00f0a v\u00edsindunum yfirsterkari, s\u00e9rstaklega ekki \u00feannig a\u00f0 einstaklingar slaki \u00e1 faglegum kr\u00f6fum til \u00feess a\u00f0 komast \u00ed mark \u00e1 undan samkeppninni. \u00dev\u00ed mi\u00f0ur eru m\u00f6rg d\u00e6mi um sl\u00edkt, og \u00feau eru lj\u00f3\u00f0ur \u00e1 umgj\u00f6r\u00f0 e\u00f0a samf\u00e9lagi l\u00edffr\u00e6\u00f0i- og l\u00e6knisfr\u00e6\u00f0iranns\u00f3kna n\u00fat\u00edmans, samanber \u00edtalska plastbarkal\u00e6kninn Paolo Macchiarini. Ekki m\u00e1 rugla sl\u00edkum ofurmetna\u00f0i vi\u00f0 hei\u00f0arlegan og faglegan metna\u00f0 sem v\u00edsindamenn ver\u00f0a a\u00f0 hafa fyrir s\u00ednu starfi. \u00dea\u00f0 er nau\u00f0synlegt til a\u00f0 vi\u00f0 leggjum \u00e6t\u00ed\u00f0 okkar besta \u00ed verki\u00f0 og l\u00e1tum ekki bendla nafn okkar vi\u00f0 misv\u00edsandi e\u00f0a yfirbl\u00e1snar \u00e1lyktanir. \u00cd \u00fev\u00ed samhengi \u00e6ttum vi\u00f0 \u00f6ll a\u00f0 for\u00f0ast \u00fe\u00e1 gryfju a\u00f0 halda a\u00f0 vi\u00f0 h\u00f6fum r\u00e9tt fyrir okkur um alla skapa\u00f0a hluti, \u00feegar vi\u00f0 ver\u00f0um loksins or\u00f0in s\u00e9rfr\u00e6\u00f0ingar \u00ed einhverju einu. N\u00fa ver\u00f0 \u00e9g a\u00f0 leyfa m\u00e9r enn einn \u00fat\u00fard\u00far, sem fjallar um \u00fea\u00f0 hvernig l\u00edffr\u00e6\u00f0ingar geta n\u00e1\u00f0 langt \u00ed s\u00ednu fagi. Lei\u00f0beinandinn minn vi\u00f0 Chicago h\u00e1sk\u00f3la, Martin Kreitman haf\u00f0i \u00fea\u00f0 eftir Edward O. Wilson a\u00f0 l\u00edffr\u00e6\u00f0ingar g\u00e6tu \u201eslegi\u00f0 \u00ed gegn\u201c \u00e1 \u00ferj\u00e1 vegu. Ein lei\u00f0, og s\u00fa erfi\u00f0asta, er a\u00f0 uppg\u00f6tva eitthva\u00f0 verulega merkilegt, n\u00fdtt fyrirb\u00e6ri, ferli e\u00f0a kraft. \u00d6nnur er a\u00f0 sprengja upp g\u00e1tt, t.d.\u00a0 me\u00f0 \u00fev\u00ed a\u00f0 b\u00faa til n\u00fdja a\u00f0fer\u00f0 e\u00f0a beita eldri a\u00f0fer\u00f0 \u00e1 n\u00fdtt vandam\u00e1l, sem opnar um lei\u00f0 n\u00fdtt ranns\u00f3knasvi\u00f0. Kreitman er einmitt d\u00e6mi um sl\u00edkt en fyrir r\u00famum 40 \u00e1rum var fyrstur til a\u00f0 sko\u00f0a breytileika \u00ed erf\u00f0aefni einstaklinga innan tegundar (Kreitman 1983). \u00deri\u00f0ja lei\u00f0in var s\u00fa sem \u00e9g vara\u00f0i vi\u00f0 h\u00e9r a\u00f0 ofan, en Wilson t\u00f3k sj\u00e1lfur. Hann fann afskiptan h\u00f3p maura (nokkrar tegundir) og ger\u00f0ist alheimss\u00e9rfr\u00e6\u00f0ingur \u00ed \u00feeim. \u00deegar hann haf\u00f0i sannf\u00e6rt alla um a\u00f0 hann v\u00e6ri\u00a0 s\u00e9rfr\u00e6\u00f0ingur \u00ed \u00feessum maurum, \u00fe\u00e1 f\u00e6r\u00f0i hann \u00fat kv\u00edarnar og a\u00f0 endingu var hann vi\u00f0urkenndur konungur mauranna (reyndar \u00ed f\u00e9lagi vi\u00f0 Bert H\u00f6lldobler, sem er afbur\u00f0a n\u00e1tt\u00farufr\u00e6\u00f0ingur). Reyndar er meira \u00ed Wilson spunni\u00f0 en \u00feetta, hann reyndist \u00e1g\u00e6tur hugmyndasmi\u00f0ur og skrifa\u00f0i l\u00e6silegar og hugvekjandi b\u00e6kur um l\u00edffr\u00e6\u00f0i og \u00fer\u00f3un atferlis.<\/p>\n
En v\u00edkjum n\u00fa aftur a\u00f0 \u00e1st\u00e6\u00f0um fyrir \u00fev\u00ed a\u00f0 fara \u00ed framhaldsn\u00e1m. Me\u00f0 aukinni menntun h\u00e6kka laun. En \u00fea\u00f0 vi\u00f0urkennist a\u00f0 hlutfalli\u00f0 milli lengdar framhaldsn\u00e1ms og launaukningar er ekki mj\u00f6g hagst\u00e6tt, nema f\u00f3lk komist a\u00f0 hj\u00e1 mj\u00f6g virtum h\u00e1sk\u00f3lum e\u00f0a \u00ed lykilst\u00f6\u00f0ur \u00ed einkageiranum. L\u00edti\u00f0 hlutfall \u00fatskrifa\u00f0ra doktora n\u00e6r \u00fev\u00ed. \u00dev\u00ed er frekar sjaldg\u00e6ft a\u00f0 f\u00f3lk fari \u00ed framhaldsn\u00e1m \u00ed l\u00edffr\u00e6\u00f0i beinl\u00ednis vegna peninganna. Fj\u00e1rhagslegur \u00e1vinningur er ekki g\u00f3\u00f0 \u00e1st\u00e6\u00f0a til a\u00f0 fara \u00ed framhaldsn\u00e1m. Til eru nokkrar a\u00f0rar sl\u00e6mar \u00e1st\u00e6\u00f0ur. Til d\u00e6mis a\u00f0 pabbi og mamma vilji \u00fea\u00f0, \u00fea\u00f0 v\u00e6ri svalt a\u00f0 vera kalla\u00f0ur doktor, \u00fe\u00e9r dettur ekkert anna\u00f0 \u00ed hug en a\u00f0 fara \u00ed framhaldsn\u00e1m e\u00f0a a\u00f0 \u00fe\u00fa s\u00e9rt b\u00fainn me\u00f0 Bs. pr\u00f3f og n\u00e6st hlj\u00f3ti a\u00f0 vera a\u00f0 taka meistaraverkefni. N\u00e1m er ekki t\u00f6lvuleikur \u00fear sem ma\u00f0ur ver\u00f0ur a\u00f0 klifra upp \u00e1 n\u00e6sta bor\u00f0. Ef \u00feetta eru \u00e1st\u00e6\u00f0ur \u00feess a\u00f0 \u00fe\u00fa \u00edgrundar framhaldsn\u00e1m, \u00fe\u00e1 skaltu sleppa \u00fev\u00ed. Nemandi ver\u00f0ur a\u00f0 hafa \u00e1huga \u00e1 vi\u00f0fangsefninu, \u00fev\u00ed ranns\u00f3knarvinna er krefjandi.<\/p>\n
Mikilv\u00e6gast er a\u00f0 finna n\u00e1m sem hentar<\/p>\n
Gefum okkur a\u00f0 \u00fe\u00fa hafir \u00e1kve\u00f0i\u00f0 a\u00f0 fara \u00ed framhaldsn\u00e1m innan l\u00edffr\u00e6\u00f0i. N\u00e6st \u00fearft \u00fe\u00fa a\u00f0 finna \u00feitt \u00e1hugasvi\u00f0 (t.d. fuglafr\u00e6\u00f0i, sameindal\u00edffr\u00e6\u00f0i, sj\u00e1varvistfr\u00e6\u00f0i) - ef \u00fe\u00fa veist \u00fea\u00f0 ekki fyrir. Til \u00feess ver\u00f0ur\u00f0u a\u00f0 lesa b\u00e6kur og greinar, og s\u00e6kja fyrirlestra, m\u00e1l\u00feing og r\u00e1\u00f0stefnur. \u00deegar \u00fe\u00fa finnur \u00feitt \u00e1hugasvi\u00f0 e\u00f0a r\u00e1\u00f0g\u00e1tu sem heillar er mikilv\u00e6gasta hr\u00e1efni\u00f0 komi\u00f0. Jafnvel \u00fe\u00f3tt lagt s\u00e9 upp af \u00f3l\u00edkum \u00e1st\u00e6\u00f0um \u00feurfa allir a\u00f0 lesa sig inn \u00ed \u00e1kve\u00f0in fr\u00e6\u00f0i. \u00deeir sem nenna ekki a\u00f0 lesa fr\u00e6\u00f0ib\u00e6kur e\u00f0a greinar, eru ekki gott hr\u00e1efni \u00ed fr\u00e6\u00f0imenn og \u00e6ttu endilega a\u00f0 finna s\u00e9r anna\u00f0 vi\u00f0fangsefni.<\/p>\n
Br\u00fdnt er a\u00f0 fagi\u00f0 og verkefni\u00f0 henti vi\u00f0komandi. F\u00f3lk ver\u00f0ur helst a\u00f0 \u00feekkja s\u00ednar sterku og veiku hli\u00f0ar; \u00feoli \u00e9g bl\u00f3\u00f0 e\u00f0a a\u00f0 liggja \u00e1 refagreni \u00e1 G\u00f3u? Mikilv\u00e6gt er a\u00f0 f\u00e1 r\u00e1\u00f0 hj\u00e1 \u00feeim sem \u00feekkja mann og skilja e\u00f0li framhaldsn\u00e1ms. H\u00e6gt er a\u00f0 r\u00e6\u00f0a vi\u00f0 kennara, framhaldsnema e\u00f0a s\u00e9rfr\u00e6\u00f0inga, til a\u00f0 f\u00e1 tilfinningu fyrir \u00fev\u00ed sem framhaldsn\u00e1m og ranns\u00f3knir fela \u00ed s\u00e9r.<\/p>\n
N\u00e6sta skref er a\u00f0 finna lei\u00f0beinanda me\u00f0 \u00e1hugavert og heppilegt verkefni, me\u00f0 vel skilgreindar ranns\u00f3knarspurningar. Starfandi v\u00edsindamenn f\u00e1 oft styrki til \u00e1kve\u00f0inna verkefna og augl\u00fdsa eftir nemendum til a\u00f0 leysa \u00feau. \u00c1hugsamir \u00e6ttu a\u00f0 fylgjast me\u00f0 sl\u00edkum augl\u00fdsingum, r\u00e6\u00f0a vi\u00f0 v\u00edsindamennina og s\u00e6kja um. Algengast er a\u00f0 innlendir nemendur finni verkefni eftir a\u00f0 hafa r\u00e6tt vi\u00f0 kennara, s\u00e9rfr\u00e6\u00f0inga og v\u00edsindamenn. \u00deetta geta veri\u00f0 kennarar vi\u00f0 H\u00cd e\u00f0a a\u00f0rar stofnanir og jafnvel fyrirt\u00e6ki (t.d. Hafranns\u00f3knarstofnun, Vei\u00f0im\u00e1lastofnun, H\u00e1sk\u00f3lann \u00e1 H\u00f3lum). Ef verkefni\u00f0 er leitt af s\u00e9rfr\u00e6\u00f0ingi utan H\u00cd er i\u00f0ulega skipa\u00f0ur umsj\u00f3narma\u00f0ur sem starfar vi\u00f0 n\u00e1msbrautina. Einnig eru d\u00e6mi um a\u00f0 BS. e\u00f0a n\u00fdsk\u00f6punarverkefni nemenda gangi \u00fea\u00f0 vel a\u00f0 \u00feau ver\u00f0i kveikjan a\u00f0 meistaraverkefnum. Einnig er ford\u00e6mi fyrir \u00fev\u00ed a\u00f0 a\u00f0 meistaraverkefni loknu haldi vi\u00f0komandi \u00e1fram \u00ed doktorsn\u00e1m \u00ed sama e\u00f0a skyldu verkefni. \u00cd Bandar\u00edkjunum er algengt a\u00f0 f\u00f3lk skr\u00e1i sig \u00ed framhaldsn\u00e1m vi\u00f0 \u00e1kve\u00f0na deild, t.d. \u00ed erf\u00f0afr\u00e6\u00f0i e\u00f0a taugal\u00edffr\u00e6\u00f0i. \u00dear er algengast a\u00f0 doktorsnemar vinni fyrst 2 e\u00f0a 3 minni verkefni \u00e1 \u00f3l\u00edkum ranns\u00f3knastofum og s\u00ed\u00f0ast velja \u00feeir verkefni a\u00f0 gefnu vilyr\u00f0i lei\u00f0beinanda \u00e1 fyrsta n\u00e1ms\u00e1rinu. \u00dear er einnig algengt a\u00f0 nemendur taki 1 \u00e1r \u00ed n\u00e1mskei\u00f0um og fj\u00e1rmagni n\u00e1mi\u00f0 a\u00f0 hluta me\u00f0 \u00fev\u00ed a\u00f0 kenna. \u00cd Evr\u00f3pu \u00feekkist hvoru tveggja einnig, \u00fe\u00f3tt hluti n\u00e1mskei\u00f0a s\u00e9 yfirleitt minni \u00fear.<\/p>\n
Hvernig s\u00e6kir ma\u00f0ur um \u00ed framhaldsn\u00e1m?
\nEins og \u00e1\u00f0ur sag\u00f0i er mikilv\u00e6gast a\u00f0 finna \u00e1hugasvi\u00f0 og spurningar sem mynda kjarna verkefnisins. Ekki er s\u00ed\u00f0ur mikilv\u00e6gt\u00a0 a\u00f0 finna lei\u00f0beinanda e\u00f0a lei\u00f0beinendur sem geta teki\u00f0 a\u00f0 s\u00e9r nema, og vilja f\u00e1 \u00feig \u00ed vinnu. Eins og \u00e1\u00f0ur sag\u00f0i er algengast a\u00f0 verkefni\u00f0 s\u00e9 n\u00e1tengt ranns\u00f3knum lei\u00f0beinanda, en d\u00e6mi eru um a\u00f0 nemandi komi, jafnvel \u00e1 meistarastigi, me\u00f0 mj\u00f6g \u00e1kve\u00f0nar hugmyndir og a\u00f0 \u00fe\u00e6r myndi megin\u00f6xul verkefnisins.
\nS\u00e6kja \u00fearf um\u00a0 n\u00e1mi\u00f0 fyrir tilskilinn frest og skila \u00f6llum g\u00f6gnum sem krafist er. Algeng skilyr\u00f0i eru l\u00e1gmarkseinkunn (t.d. 6,5 e\u00f0a 7) og me\u00f0m\u00e6li. H\u00e9r kemur \u00ed lj\u00f3s mikilv\u00e6gi \u00feess a\u00f0 leggja sig fram \u00ed \u00f6llum n\u00e1mskei\u00f0um, \u00fev\u00ed l\u00e1gmarkseinkunn metur hversu samviskusamlega nemandinn hefur lagt stund \u00e1 n\u00e1mi\u00f0. \u00deetta er \u00e1 vissan h\u00e1tt mat \u00e1 skipulagsh\u00e6fileikum og vinnut\u00e6kni nemenda. Leita \u00fearf eftir me\u00f0m\u00e6lum, spyrja fyrrum vinnuveitendur hvort \u00feeir geti veitt ums\u00f6gn. Oft leita nemendur til\u00a0 kennara \u00ed n\u00e1mskei\u00f0um sem liggja n\u00e1l\u00e6gt \u00fev\u00ed svi\u00f0i sem \u00feeir stefna \u00e1. \u00c9g skrifa oftast br\u00e9f fyrir nemendur sem \u00e9g kenni mannerf\u00f0afr\u00e6\u00f0i, \u00fer\u00f3unarfr\u00e6\u00f0i og \u00feroskunarfr\u00e6\u00f0i. Sterkast er samt ef nemandi hefur unni\u00f0 ranns\u00f3knarverkefni e\u00f0a veri\u00f0 \u00ed sumarvinnu \u00e1 tilraunastofu e\u00f0a \u00ed ranns\u00f3knum. \u00dea\u00f0 er strangasta pr\u00f3fi\u00f0 \u00e1 \u00feeim \u00fe\u00e1ttum sem m\u00e1li skipta fyrir framhaldsn\u00e1m. Bestu vinnuveitendurnir setjast ni\u00f0ur me\u00f0 nemanda \u00feegar verkefni er loki\u00f0 og segja vi\u00f0komandi hvernig me\u00f0m\u00e6labr\u00e9fi\u00f0 e\u00f0a ums\u00f6gnin mun hlj\u00f3ma. \u00dea\u00f0 getur reynst erfitt a\u00f0 f\u00e1 lista yfir gallana s\u00edna (f\u00e6rri kippa s\u00e9r upp vi\u00f0 upptalda kosti), en reynslan \u00e1 a\u00f0 n\u00fdtast til betrunar.<\/p>\n
Hva\u00f0 gerir framhaldsnemi?
\nL\u00edf framhaldsnemans er margslungi\u00f0 og felur \u00ed s\u00e9r margskonar \u00ferautir. Eins og \u00e1\u00f0ur sag\u00f0i \u00fearfnast neminn f\u00e6rni \u00e1 m\u00f6rgum svi\u00f0um, og a\u00f0 geta unni\u00f0 \u00ed a\u00f0 b\u00e6ta s\u00ednar veiku hli\u00f0ar. Mikilv\u00e6gustu verkefnin eru a\u00f0 lesa s\u00e9r til um vi\u00f0fangsefni, leggja dr\u00f6g a\u00f0 framkv\u00e6md ranns\u00f3knar, framkv\u00e6ma hana, greina g\u00f6gn og t\u00falka, setja \u00ed samhengi og skrifa greinar og ritger\u00f0.
\n\u00deegar or\u00f0i\u00f0 ranns\u00f3kn ber \u00e1 g\u00f3ma hugsa n\u00e6r allir um framkv\u00e6mdina. En verkefnisl\u00fdsing er hryggjarstykki\u00f0 \u00ed hverju verkefni. G\u00f3\u00f0 \u00e1\u00e6tlun, me\u00f0 sk\u00fdrum ranns\u00f3knarspurningum og verkhlutum, au\u00f0veldar framkv\u00e6mdina. Komi\u00f0 hefur \u00ed lj\u00f3s vi\u00f0 evr\u00f3psku sameindal\u00edffr\u00e6\u00f0istofnunina (European molecular biology laboratory: EMBL) a\u00f0 lengd doktorsverkefna, er \u00ed beinu sambandi vi\u00f0 hversu snemma er gengi\u00f0 fr\u00e1 ranns\u00f3kna\u00e1\u00e6tlun. \u00dev\u00ed er mikilv\u00e6gt fyrir nemanda og lei\u00f0beinanda a\u00f0 \u00e1\u00e6tlunin taki \u00e1 sig mynd sem fyrst til \u00feess a\u00f0 verki\u00f0 komist \u00ed gang og s\u00e9 markvisst. \u00c1\u00e6tlunin er ekki greypt \u00ed stein. Oft er tala\u00f0 um lifandi plagg, \u00fev\u00ed h\u00fan tekur breytingum ef ytri a\u00f0st\u00e6\u00f0ur e\u00f0a s\u00e9rstakar ni\u00f0urst\u00f6\u00f0ur krefjast. D\u00e6mi eru um a\u00f0 \u00f6skufall raski tilraunum \u00e1 sp\u00edrun \u00e1 s\u00f6ndum e\u00f0a a\u00f0 fara \u00feurfi a\u00f0ra lei\u00f0 ef kl\u00f3nun tiltekins gens mistekst. \u00cd sumum tilfellum geta \u00e1kve\u00f0nar ni\u00f0urst\u00f6\u00f0ur leitt til endursko\u00f0unar \u00e1 upphaflegu ranns\u00f3knartilg\u00e1tunni, sem beinir ranns\u00f3kn \u00e1 n\u00fdja og oft spennandi braut.
\nRanns\u00f3knir fela \u00ed s\u00e9r margs konar vinnu. Sumir vinna a\u00f0allega \u00e1 ranns\u00f3knarstofu, gera tilraunir e\u00f0a vinna me\u00f0 s\u00fdni. A\u00f0rir safna efnivi\u00f0i \u00ed n\u00e1tt\u00farunni \u00ed lei\u00f0\u00f6ngrum e\u00f0a feltfer\u00f0um. Gl\u00f3rulaust er a\u00f0 telja upp alla m\u00f6guleikana h\u00e9r, en nemandi \u00fearf a\u00f0 gera s\u00e9r grein fyrir \u00fev\u00ed hvers e\u00f0lis vinnan er. \u00dea\u00f0 er ansi lei\u00f0inlegt a\u00f0 komast a\u00f0 \u00fev\u00ed a\u00f0 ma\u00f0ur hefur ofn\u00e6mi fyrir \u00e1vaxtaflugum ef vinna \u00e1 me\u00f0 \u00fe\u00e6r. Afur\u00f0ir ranns\u00f3kna eru g\u00f6gn, sem \u00fearf a\u00f0 greina og t\u00falka. Nemandi \u00fearf \u00fev\u00ed a\u00f0 geta skipulagt og haldi\u00f0 utan um g\u00f6gn \u00ed t\u00f6flum, skr\u00e1m og m\u00f6ppum. Ekki er s\u00ed\u00f0ur mikilv\u00e6gt\u00a0 a\u00f0 geta framkv\u00e6mt t\u00f6lfr\u00e6\u00f0ilegar greiningar. L\u00edfm\u00e6lingar koma aldeilis a\u00f0 gagni \u00ed ranns\u00f3knum. Heppilegast er a\u00f0 m\u00f3ta sk\u00fdrar ranns\u00f3knarspurningar svo auglj\u00f3st er fyrirfram hva\u00f0a t\u00f6lfr\u00e6\u00f0ipr\u00f3f \u00e1 a\u00f0 framkv\u00e6ma.
\nNemendur \u00feurfa einnig a\u00f0 kynna ranns\u00f3knir s\u00ednar \u00ed r\u00e6\u00f0u og riti. Doktorsgr\u00e1\u00f0a er veitt fyrir ritger\u00f0, sem inniheldur yfirleitt ritr\u00fdndar t\u00edmaritsgreinar. Greinarnar l\u00fdsa tilteknum ranns\u00f3knum, t.d. \u00e1 hrygningaratferli \u00feorska \u00e1 grunnsl\u00f3\u00f0 e\u00f0a erf\u00f0abreytileika \u00ed stj\u00f3rnr\u00f6\u00f0um \u00e1vaxtaflugna. Nemandinn \u00fearf \u00fev\u00ed a\u00f0 geta skrifa\u00f0 um ni\u00f0urst\u00f6\u00f0ur s\u00ednar, en einnig rita\u00f0 inngang og umr\u00e6\u00f0ur um \u00fe\u00e6r. \u00dear kemur fram hi\u00f0 v\u00edsindalega samhengi ranns\u00f3knarinnar. V\u00edsindaleg skrif eru t\u00f6luvert fr\u00e1brug\u00f0in hef\u00f0bundnum skrifum, krafa er um hlutl\u00e6gni og yfirvegun. Pennalipur\u00f0 og lj\u00f3\u00f0r\u00e6na eru ekki nau\u00f0synleg en geta hj\u00e1lpa\u00f0 heilmiki\u00f0. Filipp\u00edskur kunningi okkar rita\u00f0i fr\u00e9ttir fyrir New York Times \u00e1\u00f0ur en hann f\u00f3r \u00ed framhaldsn\u00e1m \u00ed Bandar\u00edkjunum, og eru skrif hans una\u00f0ur aflestrar. L\u00e6silegar b\u00e6kur og greinar eru l\u00edklegri til a\u00f0 sannf\u00e6ra f\u00f3lk, og \u00feannig mi\u00f0la hugmyndum \u00e1lei\u00f0is.\u00a0 \u00d6nnur lei\u00f0 til a\u00f0 kynna ni\u00f0urst\u00f6\u00f0ur og ranns\u00f3knir er me\u00f0 fyrirlestrum. Erindi um ranns\u00f3knir eru kjarninn \u00ed m\u00e1lstofum og r\u00e1\u00f0stefnum, \u00fear sem l\u00edffr\u00e6\u00f0ingar kynna s\u00ednar ni\u00f0urst\u00f6\u00f0ur og fr\u00e6\u00f0ast um framfarir \u00ed s\u00ednu fagi. Nemendur \u00feurfa einnig a\u00f0 kynna verkefni s\u00edn, t.d. doktorsnemar me\u00f0 opnum fyrirlestri \u00fear sem \u00feeir ver\u00f0a spur\u00f0ir spj\u00f6runum \u00far af s\u00e9rskipu\u00f0um andm\u00e6lendum. \u00c1 sama t\u00edma og doktorsnemi er a\u00f0 kl\u00e1ra ritger\u00f0ina s\u00edna er algengt a\u00f0 \u00feeir s\u00e9u einnig a\u00f0 skrifa ums\u00f3knir. \u00de\u00e6r geta veri\u00f0 margskonar, ums\u00f3knir um atvinnu, styrki, r\u00e1\u00f0stefnufargj\u00f6ld og fleira.<\/p>\n
Hvernig er framhaldsn\u00e1m fj\u00e1rmagna\u00f0?
\n\u00cd flestum tilfellum eru framhaldsnemar styrktir, \u00fe.e. laun \u00feeirra borgu\u00f0, a\u00f0 einhverjum hluta e\u00f0a \u00f6llum. Eins og sta\u00f0an er \u00ed dag eru doktorsverkefni \u00ed l\u00edffr\u00e6\u00f0i alltaf styrkt \u2013 allavega \u00ed 3 \u00e1r (doktorssj\u00f3\u00f0ur H\u00cd veitir ekki styrk til lengri t\u00edma) en oftast 4 til 5. Efniskostna\u00f0ur er greiddur af lei\u00f0beinenda og samstarfsa\u00f0ilum, oftast af opinberu styrkf\u00e9. Meistaran\u00e1m n\u00fdtur ekki sama fj\u00e1rhagslega stu\u00f0nings hins opinbera, og algengast er n\u00faor\u00f0i\u00f0 a\u00f0 \u00fea\u00f0 s\u00e9 \u00f3launa\u00f0. Ranns\u00f3knasj\u00f3\u00f0ur Rann\u00eds og H\u00cd hefur greitt laun framhaldsnema \u00ed gegnum styrki til lei\u00f0beinenda. A\u00f0 auki framfleyta framhaldsnemar s\u00e9r einnig me\u00f0 kennslu, a\u00f0allega sem a\u00f0sto\u00f0arkennarar \u00ed verklegum t\u00edmum. Til eru s\u00e9rstakir a\u00f0sto\u00f0arkennarastyrkir sem veittir eru framhaldsnemum vi\u00f0 tilteknar deildir. Mikilv\u00e6gt er a\u00f0 r\u00e6\u00f0a fj\u00e1rm\u00f6gnun vi\u00f0 lei\u00f0beinanda \u00e1\u00f0ur en n\u00e1m er hafi\u00f0, til a\u00f0 vita hva\u00f0a fj\u00e1rmagn er til sta\u00f0ar og hva\u00f0 \u00fearf a\u00f0 s\u00e6kja um. Algengt er a\u00f0 framhaldsnemar og lei\u00f0beinendur skrifi saman styrki til framf\u00e6rslu, til Ranns\u00f3knasj\u00f3\u00f0s H\u00cd og Ranns\u00f3knami\u00f0st\u00f6\u00f0var \u00cdslands. Laun framhaldsnema eru l\u00e1g og duga til grunnframf\u00e6rslu en standa ekki undir d\u00fdrum l\u00edfsst\u00edl. \u00dea\u00f0 er ekki l\u00edklegt til \u00e1rangurs a\u00f0 stunda framhaldsn\u00e1m \u00ed hj\u00e1verkum me\u00f0 annarri vinnu, enda krefjast ranns\u00f3knir mikillar helgunar.<\/p>\n
Kassi 1. Hva\u00f0 \u00fearf nemandi a\u00f0 gera?<\/p>\n
Lesa s\u00e9r til um vi\u00f0fangsefni
\nDraga upp verkefnisl\u00fdsingu
\nFramkv\u00e6ma ranns\u00f3kn
\nGreina g\u00f6gn og draga saman ni\u00f0urst\u00f6\u00f0ur
\nSetja ni\u00f0urst\u00f6\u00f0ur \u00ed samhengi vi\u00f0 \u00feekkingu
\nSkrifa grein(ar) og ritger\u00f0
\nHalda erindi, r\u00e6\u00f0a um ranns\u00f3knir s\u00ednar
\n\u00deroska sj\u00e1lfst\u00e6\u00f0 vinnubr\u00f6g\u00f0 og fagmennsku
\nS\u00e6kja um (styrki, r\u00e1\u00f0stefnur, vinnu, n\u00fddoktorastyrki...)<\/p>\n
Kassi 2. Hva\u00f0 \u00fearf lei\u00f0beinandi a\u00f0 gera?<\/p>\n
Hanna gott verkefni
\nFinna r\u00e9tta nemandann \u00ed verkefni\u00f0
\nHalda nemanda \u00e1 r\u00e9ttri braut
\nSkaffa fj\u00e1rmagn
\n\u00dej\u00e1lfa nemanda \u00ed vinnubr\u00f6g\u00f0um og fr\u00e6\u00f0imennsku
\nHj\u00e1lpa vi\u00f0 a\u00f0 greina g\u00f6gn
\nLei\u00f0beina vi\u00f0 skrif og frams\u00f6gu
\nLei\u00f0beina var\u00f0andi framhald ferils<\/p>\n
Framhaldsn\u00e1m erlendis<\/p>\n
\u00c1 s\u00ed\u00f0ustu \u00e1ratugum hefur m\u00f6guleikum \u00e1 framhaldsn\u00e1mi \u00ed l\u00edffr\u00e6\u00f0i fj\u00f6lga\u00f0 miki\u00f0 h\u00e9rlendis. H\u00e6gt er a\u00f0 vinna a\u00f0 ranns\u00f3knarverkefnum vi\u00f0 H\u00e1sk\u00f3la \u00cdslands, en einnig vi\u00f0 a\u00f0rar ranns\u00f3knar e\u00f0a menntastofnanir. Samt sem \u00e1\u00f0ur fer st\u00f3r hluti f\u00f3lks \u00ed framhaldsn\u00e1m erlendis, b\u00e6\u00f0i til a\u00f0 komast \u00ed framhaldsn\u00e1m \u00e1 s\u00e9rst\u00f6kum fagsvi\u00f0um og af \u00e6vint\u00fdra\u00fer\u00e1. \u00cd Evr\u00f3pu n\u00fat\u00edmans er auki\u00f0 frambo\u00f0 \u00e1 meistaran\u00e1mi, sem byggir a\u00f0 st\u00f3rum hluta \u00e1 n\u00e1mskei\u00f0um. \u00dea\u00f0 gefur ekki s\u00f6mu ranns\u00f3knareynslu og st\u00e6rri verkefni. \u00cd gegnum t\u00ed\u00f0ina hefur komi\u00f0 \u00ed lj\u00f3s a\u00f0 meistaran\u00e1m h\u00e9rlendis n\u00fdtist \u00edslenskum l\u00edffr\u00e6\u00f0ingum vel til a\u00f0 undirb\u00faa sig undir doktorsn\u00e1m erlendis, enda voru verkefnin h\u00e9r yfirleitt metna\u00f0arfull og nemendur fengu g\u00f3\u00f0a \u00fej\u00e1lfun. Flestir \u00edslenskir doktorar \u00e1 svi\u00f0i l\u00edffr\u00e6\u00f0i hafa teki\u00f0 pr\u00f3f erlendis. \u00dev\u00ed geta n\u00e6r allir kennarar ykkar og lei\u00f0beinendur mi\u00f0la\u00f0 af reynslu sinni ytra. S\u00f6mu atri\u00f0i og \u00e1\u00f0ur voru tilgreind, eiga vi\u00f0 \u00feegar s\u00f3tt er um\u00a0 doktorsn\u00e1m erlendis. Til d\u00e6mis er h\u00e6gt a\u00f0 s\u00e6kja um \u00e1kve\u00f0in verkefni, t.d. sem augl\u00fdst eru \u00e1 Nature jobs e\u00f0a Evoldir. \u00dear a\u00f0 auki \u00fearf a\u00f0 huga s\u00e9rstaklega a\u00f0 nokkrum atri\u00f0um. \u00cd fyrsta lagi er t\u00edmaramminn oft lengri en h\u00e9rlendis. Einnig eru kr\u00f6fur um al\u00fej\u00f3\u00f0leg pr\u00f3f, t.d. \u00e1 enskukunn\u00e1ttu (TOEFL) e\u00f0a fagi, t.d. GRE sem er me\u00f0 pr\u00f3f \u00e1 almennum n\u00f3tum, \u00e1 svi\u00f0i l\u00edffr\u00e6\u00f0i og einnig l\u00edfefnafr\u00e6\u00f0i og sameindal\u00edffr\u00e6\u00f0i. Mikilv\u00e6gt er a\u00f0 huga a\u00f0 sl\u00edku a.m.k. einu og h\u00e1lfu \u00e1ri fyrir fyrirhuga\u00f0 upphaf n\u00e1ms. \u00deegar s\u00f3tt eru um erlendis eru n\u00e6r engar l\u00edkur \u00e1 a\u00f0 nemandi \u00feekki v\u00e6ntanlega kennara e\u00f0a lei\u00f0beinendur. \u00dev\u00ed \u00fearf ums\u00f3knarbr\u00e9fi\u00f0 a\u00f0 vera \u00feeim mun betur skrifa\u00f0. \u00de\u00f3tt s\u00f3tt s\u00e9 um \u00e1kve\u00f0i\u00f0 pr\u00f3gram, t.d. \u00ed erf\u00f0afr\u00e6\u00f0i e\u00f0a \u00feroskunarfr\u00e6\u00f0i, \u00fe\u00e1 m\u00e6li \u00e9g me\u00f0 \u00fev\u00ed a\u00f0 nemendur sendi br\u00e9f \u00e1 \u00e1kve\u00f0na kennara sem \u00feeir hafa \u00e1huga \u00e1 a\u00f0 vinna me\u00f0. \u00deessi br\u00e9f ver\u00f0a a\u00f0 vera vandlega skrifu\u00f0, og tiltaka \u00e1hugasvi\u00f0 og reynslu nemanda, s\u00fdna skilning hans \u00e1 fagsvi\u00f0i kennarans og geisla af \u00e1huga \u00e1 ranns\u00f3knum og v\u00edsindum \u00e1 \u00fev\u00ed svi\u00f0i. H\u00e9r \u00fearf nemandinn a\u00f0 leggja \u00ed mikla vinnu til a\u00f0 skrifa br\u00e9fi\u00f0 og rannsaka deildir og kennara, og ranns\u00f3knir \u00feeirra. Mikilv\u00e6gt er a\u00f0 leggja ekki \u00f6ll eggin \u00ed s\u00f6mu k\u00f6rfu. Amer\u00edskir krakkar sem hyggja \u00e1 doktorsn\u00e1m s\u00e6kja um \u00ed tugum sk\u00f3la, og \u00edslenskir nemar \u00e6ttu a\u00f0 gera \u00fea\u00f0 l\u00edka. En \u00fea\u00f0 \u00fearfnast vinnu, a\u00f0 skrifa \u00f6ll br\u00e9fin og ums\u00f3knirnar, en einnig fj\u00e1rmagns. Hverri ums\u00f3kn fylgir ums\u00fdslugjald. \u00c9g vil l\u00edka benda \u00e1 einn st\u00f3rkostlegan m\u00f6guleika sem stendur \u00edslenskum nemendum me\u00f0 \u00e1huga \u00e1 sameindal\u00edffr\u00e6\u00f0i til bo\u00f0a. \u00cdsland er a\u00f0illi a\u00f0 EMBL, sem rekur nokkrar ranns\u00f3knastofnanir \u00ed Evr\u00f3pu \u00e1 svi\u00f0i sameindal\u00edffr\u00e6\u00f0i, l\u00edfefnafr\u00e6\u00f0i og l\u00edfuppl\u00fdsingafr\u00e6\u00f0i, og sem b\u00fd\u00f0ur upp \u00e1 styrkt doktorsn\u00e1m. Nemendur allsta\u00f0ar \u00ed Evr\u00f3pu geta s\u00f3tt um, og er \u00fea\u00f0 heilmikill hei\u00f0ur a\u00f0 vera bo\u00f0i\u00f0 \u00ed vi\u00f0tal. \u00der\u00edr \u00cdslendingar hafa unni\u00f0 verkefni \u00fear, og loki\u00f0 doktorspr\u00f3fi fr\u00e1 H\u00cd (\u00fear sem EMBL er stofnun en ekki h\u00e1sk\u00f3li, \u00feurfa nemendur a\u00f0 velja s\u00e9r h\u00e1sk\u00f3la til a\u00f0 \u00fatskrifast fr\u00e1 \u2013 \u00fea\u00f0 getur veri\u00f0 H\u00cd, h\u00e1sk\u00f3linn \u00ed Heidelberg e\u00f0a einhver annar). Stofnunin er st\u00f3rkostlega m\u00f6nnu\u00f0, b\u00fain n\u00fdjustu t\u00e6kjum og b\u00fd\u00f0ur upp \u00e1 tugi s\u00e9rh\u00e6f\u00f0ra n\u00e1mskei\u00f0a sem kennd eru af f\u00e6rustu s\u00e9rfr\u00e6\u00f0ingum. En a\u00f0 s\u00ed\u00f0ustu, vill \u00e9g leggja \u00e1herslu \u00e1 a\u00f0 ef \u00fe\u00fa hefur virkilegan \u00e1huga \u00e1 a\u00f0 starfa vi\u00f0 l\u00edffr\u00e6\u00f0iranns\u00f3knir ver\u00f0ur \u00fe\u00fa a\u00f0 f\u00e1 \u00fej\u00e1lfun erlendis. \u00dea\u00f0 getur falist \u00ed doktorsn\u00e1mi e\u00f0a starfi n\u00fddoktors e\u00f0a s\u00e9rfr\u00e6\u00f0ings. Ranns\u00f3knir fela \u00ed s\u00e9r \u00fatv\u00edkkun sj\u00f3ndeildarhringsins, og \u00fea\u00f0 er best gert me\u00f0 \u00fev\u00ed a\u00f0 hleypa heimdraganum. \u201eL\u00edtilla s\u00e6va, l\u00edtilla sanda, l\u00edtil eru ge\u00f0 guma.\u201c (Gesta\u00fe\u00e1ttur H\u00e1vam\u00e1la)<\/p>\n
Hvers er a\u00f0 v\u00e6nta \u00ed framhaldsn\u00e1mi?<\/p>\n
Mikilv\u00e6gast er a\u00f0 nemandinn \u00e1tti sig \u00e1 \u00fev\u00ed hva\u00f0 s\u00e9 a\u00f0almarkmi\u00f0 doktorsn\u00e1msins. \u00dea\u00f0 er a\u00f0 stunda ranns\u00f3kn og kl\u00e1ra hana me\u00f0 doktorsritger\u00f0. Ef menn hafa \u00feetta markmi\u00f0 \u00ed huga allan t\u00edmann, \u00fe\u00e1 ver\u00f0ur starfi\u00f0 mun markvissara. Upplifun f\u00f3lks af framhaldsn\u00e1mi er mj\u00f6g mismunandi, sumir bl\u00f3mstra vi\u00f0 hverja \u00e1skorun og finna sig vel \u00ed ranns\u00f3knarumhverfi og akadem\u00edskri vinnu. A\u00f0rir l\u00ed\u00f0a kvalir og h\u00e6tta jafnvel \u00ed n\u00e1mi. Eins og \u00e1r\u00e9tta\u00f0 hefur veri\u00f0 h\u00e9r a\u00f0 ofan eru ranns\u00f3knir krefjandi vinna, en einnig gefandi og au\u00f0gandi. Stephen Stearns og Raymond Huey velta upp tveimur sj\u00f3narmi\u00f0um \u00e1 framhaldsn\u00e1m \u00ed greinarst\u00faf. Stearns tekur neikv\u00e6\u00f0an p\u00f3l \u00ed h\u00e6\u00f0ina, en Huey gefur j\u00e1kv\u00e6\u00f0ari mynd. \u00de\u00f3 pistillinn s\u00e9 fr\u00e1 1987, eiga hinar mannlegu lex\u00edur enn vi\u00f0. \u00dea\u00f0 er mj\u00f6g hollt a\u00f0 kynna s\u00e9r b\u00e1\u00f0ar hli\u00f0arnar. Ef \u00fe\u00fa er a\u00f0 velta fyrir \u00fe\u00e9r framhaldsn\u00e1mi er einnig \u00e1g\u00e6tt a\u00f0 r\u00e6\u00f0a vi\u00f0 f\u00f3lk sem hefur loki\u00f0 framhaldsn\u00e1mi. Vonandi hj\u00e1lpar greinarkorn \u00feetta l\u00edffr\u00e6\u00f0ingum og \u00f6\u00f0rum a\u00f0 velja s\u00e9r braut \u00ed l\u00edfinu. \u00deeir sem hyggja \u00e1 framhaldsn\u00e1m eru vonandi betur \u00ed stakk b\u00fanir eftir lesturinn. A\u00f0 endingu vill \u00e9g br\u00fdna fyrir f\u00f3lki, ver\u00f0andi framhaldsnemum og \u00f6\u00f0rum, a\u00f0 r\u00e6kta \u00e1huga sinn \u00e1 leyndard\u00f3mum veraldar og verkefnum dagsins. S\u00e1lfr\u00e6\u00f0ingurinn me\u00f0 flotta nafni\u00f0 Mihaly Czikszentmihalyi (1998) \u00fatlistar \u00feetta \u00e1g\u00e6tlega.<\/p>\n
\u201e\u00cd heiminum eru millj\u00f3nir m\u00f6gulega \u00e1hugaver\u00f0ra hluta og fyrirb\u00e6ra, til a\u00f0 sj\u00e1, gera og l\u00e6ra um. En \u00feeir ver\u00f0a ekki \u00e1hugaver\u00f0ir fyrr en vi\u00f0 veitum \u00feeim athygli.\u201c<\/p>\n
Kassi 3. Vefs\u00ed\u00f0ur til uppl\u00fdsingar.<\/p>\n
L\u00edf og umhverfisv\u00edsindastofnun H\u00cd<\/p>\n
http:\/\/luvs.hi.is\/<\/a><\/p>\n EMBL framhaldsn\u00e1m \u00ed sameindal\u00edffr\u00e6\u00f0i og skyldum greinum.<\/p>\n http:\/\/www.embl.de\/training\/eipp\/index.html<\/p>\n Mi\u00f0st\u00f6\u00f0 framhaldsn\u00e1ms vi\u00f0 H\u00cd.<\/p>\n http:\/\/midstodframhaldsnams.hi.is\/<\/a><\/p>\n Fulbright stofnunin \u00e1 \u00cdslandi<\/p>\n http:\/\/www.fulbright.is\/<\/a><\/p>\n Heimildir<\/p>\n Arnar P\u00e1lsson. 2014. Stefnum\u00f3t skilvirkni og breytileika \u2013 snertifl\u00f6tur \u00feroskunar og \u00fer\u00f3unar. N\u00e1tt\u00farufr\u00e6\u00f0ingurinn 84, bls. 53\u201360.<\/p>\n Arnar P\u00e1lsson. 2012\/14. Hvernig fer ma\u00f0ur \u00ed framhaldsn\u00e1m \u2013 vefur H\u00e1sk\u00f3la \u00cdslands. <\/a><\/p>\n \u00c1sr\u00fan Brynja Ingvarsd\u00f3ttir. 2016. Krafa um \u00f3h\u00e1\u00f0a ranns\u00f3kn vegna Macchiarinis. R\u00daV 1. Febr\u00faar.<\/a><\/p>\n Csikszentmihalyi, M. 1998. Finding Flow: The psychology of engagement with everyday life. Basic Books, bls 192.<\/p>\n Jacob, F. (ensk \u00fe\u00fd\u00f0ing Franklin, P.) 1995. The statue within: An autobiography. Cold Spring Harbor Laboratory Press. 326 bls.<\/p>\n H\u00f6lldobler, B. og Wilson, E.O. 1990. The ants. Belknap press, bls. 746.<\/p>\n P\u00e1ll Hersteinsson. 1997. Agga gagg: Me\u00f0 skollum \u00e1 Str\u00f6ndum. Ritverk, Seltjarnarnesi. 171 bls.<\/p>\n Kreitman, M. 1983. Nucleotide polymorphism at the alcohol dehydrogenase locus of Drosophila melanogaster. Nature 304, bls. 412\u2013417. doi:10.1038\/304412a0.<\/p>\n Lawler, R. So you want to go to grad school. Vefur Richard Lawler kennara vi\u00f0 James Madison University. <\/a><\/p>\n \u00d3\u00feekktur h\u00f6fundur\/h\u00f6fundar. \u00c1rtal \u00f3\u00feekkt. H\u00e1vam\u00e1l<\/p>\n Raff, R. 1996.\u00a0 The Shape of Life Genes, Development, and the Evolution of Animal Form. University of Chicago press, bls. 544.<\/p>\n Stearns, S. og Huey, R. 1987.\u00a0 Some Modest Advice for Graduate Students. Bulletin of the Ecological Society of America, 68, bls. 145\u2013153.<\/p>","protected":false},"excerpt":{"rendered":" Hva\u00f0 \u00e1 einstaklingur sem vill fara \u00ed framhaldsn\u00e1m og stunda ranns\u00f3knir \u00ed l\u00edffr\u00e6\u00f0i a\u00f0 gera? Hann g\u00e6ti byrja\u00f0 \u00e1 a\u00f0 lesa \u00feessa grein. Og s\u00ed\u00f0an kanna\u00f0 sinn hug. Grunnn\u00e1m \u00ed l\u00edffr\u00e6\u00f0i b\u00fd\u00f0ur upp \u00e1 marga m\u00f6guleika. Framhaldsn\u00e1m og ranns\u00f3knir eru … Halda \u00e1fram a\u00f0 lesa