In the journey towards a PhD, experiences of (presumed) recurring ‘failures’ are constant companions. As members of the IMISCOE PhD Network Board, we began to talk about failure two years ago, united by a shared struggle with imposter syndrome, feelings of inadequacy, and an often-overwhelming sense of not meeting the high standards that academia demands from us. Despite our different PhD trajectories, we all felt a pervasive sense of failure as part of our PhD trajectories, and an absence of safe spaces to discuss the implications of it as well as possible ways/strategies to address this. We came to the realization that ‘failure’ is undeniably a defining feature of all academic journeys. However, it continues to be a taboo topic, rarely discussed, leaving many of us feeling isolated in our struggles, despite these experiences being incredibly common.
This is why we have made it our mission to create a safe space where we can openly discuss questions that weigh on many of us:
- What is failure, and why does it feel so omnipresent in academia?
- Which structures exist to address these feelings and/or experiences of ‘failure’, and what more do we need?
- Are these experiences truly ‘failures’, or are they critical parts of our learning process? And what if ‘failure’ is not individual but part of the system we operate in?
By addressing these questions during the PhD activities at the 2024 IMISCOE Annual Conference in Lisbon, our aim was to normalize discussions around failure, helping us all to feel less isolated and breaking the taboo by engaging both senior scholars and PhD students in this important conversation. In this blog, we bring together the main takeaways from these discussions with the hope of sparking further dialogue within IMISCOE and beyond, recognizing that feelings of failure are not confined to any one stage of an academic career.
Academia and the Stigma of Failure
Failure is not just an individual experience—it has a structural dimension. “Most of the people I know think of themselves as failures” says Norma Schemschat, researcher at University of Amsterdam. She adds: “Academia functions in such a way that failure becomes an inherent built-in mechanism”.
As researchers, we are constantly evaluated by the number of publications, journal metrics, citation counts, and other rigid parameters, linked to the promise that once we are “good enough”, we will eventually climb the academic ladder and find stability in an otherwise precarious environment. Yet, no matter how hard one works towards these goals, no matter how many articles one publishes or conferences one attends—the road always seems uphill and one’s achievements seem never quite enough. Generally, something appears to be missing in our own professional journey, especially when we compare our journey to that of others, leaving us with a feeling of inadequacy. However, when comparing ourselves to others, we often take well-established scholars as reference points and assume their path was smooth sailing. This perception is fueled by the tendency in academia and beyond to celebrate only successes while remaining silent about the many setbacks along the way.
Engaging in honest dialogues, instead, reveals that even those who ’climbed the hill’ have also faced significant challenges along the way. It is not only PhD students who may feel like failures; this feeling permeates the entire academic community, from junior researchers to senior scholars. Unfortunately, our silence perpetuates the stigma of failure, sending the harmful message that 'success' means 'never experiencing failure.' This misconception is not only unrealistic but also dangerous, as it fosters a performative culture where there is no room for mistakes—and, consequently, no room for sharing (negative) emotions and for genuine growth.
Redefining Failure as Part of the Academic Process
The reality is that what we often perceive as failures are actually integral parts of our growth and success. “What we perceive as a failure one day might be something that, when we look back, helped us to be where we are today”, claims Apostolos Andrikopoulos, Marie Skłodowska-Curie Global Fellow at Harvard University and the University of Amsterdam. This reflection can transform our understanding of failure, showing it as a stepping stone rather than a roadblock. Apostolos’ words echo those of Sayaka Osanami Törngren, Associate Professor at Malmö University: “What we do is never a failure. Failure is a subjective measurement that others decide for us.” This distinction between failure and rejection by others is crucial, as it shifts the narrative from self-blame to a more nuanced understanding of external judgments.
To reclaim failure, we must foster a more compassionate academic environment. This involves not only accepting our own setbacks but also supporting others in theirs. As Sayaka suggests, we need to ask ourselves, “What can we do so that others don’t feel as if this is a failure?” By addressing this question, we take a step forward toward a more inclusive and supportive academic culture. Talking about – what may or may not be – failure is the first step in that direction.
However, the idea of embracing failure as part of academic journeys cannot only be addressed individually. It ties into larger systemic issues. Failure is often a result of structural conditions—whether it relates to systemically ingrained gender, racial or ableist biases, unequal opportunities in education, or the inherent pressures of academic life. Recognizing this helps us to see failure not as a personal shortcoming but as a reflection of broader challenges that can vary according to our own positionalities within the academic environment we belong to. Sometimes perceived personal failures may rather be a failure of the academic system.
Beyond Failure: possibilities for a more compassionate academia
Building on the above in our discussions with the broader IMISCOE PhD Community, several strategies emerged for dealing with failure in academia.
Embrace Your Own Trajectory
Whether junior or senior scholars, we must recognize that each academic path is unique, and comparing ourselves to others is not always productive. Additionally, we should remind ourselves that it is okay to face rejections, and it is acceptable, sometimes even desirable, to let go of ideas/projects that do not work.
Invest in Relationships
The academic journey can often feel lonely, amplifying the sense of failure. Building communities and networks, both within and outside academia (yes, there is life beyond academia), is crucial for support and can help in addressing and potentially overcoming this feeling.
Redefine Success
What is success, truly? While academia, often driven by neoliberal ideas, typically defines success strictly in quantitative terms—such as the number of publications or grants—success in academia should encompass much more. It should include elements like care, community building, and social impact. Ultimately, success is a personal measure, shaped by one’s own values and goals. We are doing our best, and that is more than enough!
Talk About Joy
Academia is not just about grappling with challenges; it is also about celebrating joy! It is crucial to not only share our struggles but also our moments of happiness—whether that is a breakthrough in research or a meaningful connection with colleagues. Balancing both aspects enriches our experience and fosters a more supportive academic community.
Ultimately, reclaiming failure is about more than just changing how we see our own setbacks. It is about challenging and changing the academic culture itself, making it more compassionate and inclusive. By openly discussing failure, we can begin to dismantle the stigma that surrounds it, helping ourselves and others to see it not as a mark of inadequacy, but as a vital part of our academic journey and as a potential opportunity for growth. Moreover, breaking the “taboo” of shedding light on failures, also allows us to critically talk about the underlying systemic reasons for experiencing pressure, setbacks and challenges, pointing to a much-needed change in academia!
As we continue these conversations, let’s remember that we are not alone in our experiences of failure, and together, we can strive to build a different academic system that does not produce these feelings of failure in the first place.
-IMISCOE PhD Network Board
Acknowledgements: We extend our deepest gratitude to Norma Schemschat, Sayaka Osanami Törngren and Apostolos Andrikopoulos. Their generosity in sharing their experiences of failure, despite their impressive academic achievements, has been invaluable. We also wish to express our sincere thanks to the broader IMISCOE PhD community for attending our events and providing the insightful contributions that made this blog possible.
Pictures taken during the session:
