Ruben Beecham Vazquez

What does Interdisciplinary Study mean, and how does Birmingham facilitate this type of research?

Interdisciplinary Study generally means using and combining approaches, theories, or frameworks from different disciplines to investigate a particular issue or research area. I think most research with real-world impacts or significance will be interdisciplinary to some degree, and having the ability to work beyond a single discipline is great for solving real problems and working with people with different professional experience. Plus, it’s just a lot more interesting.

I’ve found that Birmingham has a strong culture of interdisciplinary research. There are many groups and networks across the university centred around interdisciplinary topics with members from multiple colleges. The postgraduate research community at Birmingham isn’t limited to each school, and there are constant opportunities to engage with other researchers and get input from new perspectives, as well as advice from more experienced researchers. There’s a lot of connection between staff in different departments, and I’ve been able to communicate across schools and colleges for advice on specific topics, which I really value.

What value do you find in studying an MRes versus a taught masters or a PhD?

A lot of the value I find in studying an MRes is that I have more freedom to define and explore my research area compared to a taught masters, but I’m also supported by having taught elements to cover gaps between my main areas of expertise and the different disciplines involved in my research topic.

When I applied for my programme, I knew I wanted to study neurodiversity and behaviour, but I would’ve struggled to produce a proposal refined enough for a PhD. So doing an MRes gives me the opportunity to explore the topic and develop my research skills practically without committing to the length and workload of a PhD.

I’m very much included in the same research community as PhD researchers, so as an early-stage researcher, I feel I have an advantage in studying an MRes – that is, I can get the best of both worlds (postgraduate taught and postgraduate research) and learn from taught modules, lecturers, supervisors, and more experienced postgraduate researchers alike.

How have the taught modules on your course supported your research?

I graduated with BSc Natural Sciences, and most of my undergraduate training was in biological sciences and interdisciplinary techniques. Now, my masters research features social sciences and philosophical elements, where I've far less experience. Despite this, I’m able to access skills modules like ‘LM Social Research and Analysis Skills’ which I’ve taken with the College of Social Sciences for a more structured foundation in social research methods. I’ve also taken optional modules from the School of Philosophy, Theology, and Religion for deeper conceptual understanding, as well as the core module of my course ‘The World of Interdisciplinary Study’, to build on my experience and know how to combine everything at once, so I can produce proper, meaningful research.

Why did you continue at Birmingham for postgraduate study, and what has been the biggest difference so far?

I was able to study in an interdisciplinary manner during my undergraduate degree at Birmingham, and that shaped a lot of my approach towards research and learning. My MRes at Birmingham was a unique chance to develop my own research in a way that was accessible for me to study, which a PhD wouldn’t have been. It also allowed me to stay in an environment where I knew that the staff and students I’d be working with would be curious and open-minded.

While I was considering continuing my studies, several academics gave their time to talk through my research proposal and recommend supervisors. When I then met with my proposed supervisor, they made a point to check that I’d benefit as much as possible from their support. The consideration and enthusiasm I received really affirmed my view of the working environment here and made it an easier choice.

The biggest difference has been how I fit into the university ecosystem. Being an undergrad felt like being part of one big bustling mass where most people didn’t know what they were doing or where they were going, so everyone’s trying to figure that out. As a postgraduate, I personally still don’t really know what’s going on, but there is more of a common mentality and direction because everyone has experienced university and made the same choice to continue.

How is your course and studying at Birmingham helping you develop professionally?

While studying at Birmingham, I’ve been able to work in a few different student job roles within the university, which have helped support my living and have professional contact with academic and professional services staff. I’ve gained a lot of insight into the internal operation of academia, which has already given me an edge in applications and interviews for more specialised roles, with extra help from Careers Network resources.

Part of my course has involved taking a skills module, which has been helpful for understanding formal processes of a research area that is outside my undergraduate experience. Since I’ve been at Birmingham, I’ve also been able to get involved with academic conferences, as an attendee but also in the development and organisation stages, so I’ve had extra insights into the professional side of academic events.

How has your experience been as a disabled student at Birmingham?

Disability impacts everyone differently, and for me specifically it can be hard to engage and manage workload at times. I’ve benefitted a lot from having a Reasonable Adjustments Plan (RAP) in place right from the start, which is a document breaking down some impacts of your disability, and what adjustments should be made to make things more accessible. It can be shared with module leaders and other relevant staff so you don’t have to go through the process of explaining things every time.

There are a few services available that I’ve been grateful to receive support from. Pause@uni and wellbeing officers can be useful in a pickle, but I’ve found the Student Disability Service that forms part of Student Help to be the most valuable contact, so I’ll always recommend engaging with them.

There’s staff that are always working hard to improve accessibility and disability support, and being involved and getting to contribute to some of the initiatives they’ve pushed for has been valuable and really helped shape some of my research goals.