Something you are missing in (2) is the collaboration & work with peers, as well as baseline coursework (although that varies from country to country and program to program), and some of the other communication parts.
A handwavy version of the scope would be
1) core coursework, which makes sure everyone has the same basic competence across a range of topics deemed important
2) comprehensive exams (but vary wildly by program) - the intent here is to set a bar everyone must pass to demonstrate the competence in (1)
3) seminars/journal review groups, etc.: group activities typically which are far less formally structure than (1), but allow students to be pushed technically by a prof and each other, and expand their understanding of current work
4) semi-formal presentations (usually within your group) and more formal presentations (e.g. conferences) - you have to learn how to communicate effectively with your peers and demonstrate it
5) Advisor: one person to guide and mentor you over the course of your study, and help tailor focus and remedial study as needed. Should help you refine your thesis topics etc.
6) Committee members: A group with broader experience than just your advisor, who will periodically review your research plan and progress. May be involved in setting your comprehensives. Will definitely review your thesis and will manage your defense.
7) external examiner : this is a check-and-balance thing, so a department doesn't drink their own cool aid too much. Should be an arms length expert in your field, who will review your thesis and can spike the whole defense if it isn't up to snuff.
So things that list are difficult to reproduce in your requested scenario: a) ongoing collaborative work with peers through baseline courses and paper reviews, editing each others stuff, etc. b) non-formal interactions with committee members although if you can commit to regular campus visits you can probably do that.
If I were in a position to consider supervising a "remote Ph.D." student like you suggest, I'd be concerned mostly on how to get them really ready for comps, and how to get them the kind of interaction and face time in a group to achieve demonstrate competence outside of a formal exam. The actual thesis part would be more manageable.
I'm not saying it couldn't be done. In fact it's not uncommon for someone to go "remote" once they have finished their comprehensives; in some fields this is known as ABD (all but dissertation). At this point you've put about 2 years in and mostly focusing on your own research.
It's worth nothing that leaving at this point is also a very common way that people just never finish.
It sounds a bit like you envision doing this ABD part, really, but as noted above that's only half of a PhD program, or less than half.
Basically the thesis part is a way to hand hold you through the process of writing up independent research and demonstration you can do it properly and on your own. In recent years their has been a move in some disciplines towards paper-based thesis, actually, which I think is weaker but is a response to the demand for publication numbers.
Thank you for a very detailed answer! In Germany, where I live, PhD process is different from USA [1]. After getting Master, one can apply for PhD that will be thesis / research part only, without mandatory coursework.
Yes, expectations vary quite a bit country to country. I should have mentioned that!
In the USA you may be given a masters as a sort of consolation prize if you leave a PhD early, but rarely are required to have one to enter a PhD. In Canada you often have to do both, at full length. Cambridge is more like your system, but instead of a masters there is a sort of in-between course year. Etc, etc.
A handwavy version of the scope would be
1) core coursework, which makes sure everyone has the same basic competence across a range of topics deemed important
2) comprehensive exams (but vary wildly by program) - the intent here is to set a bar everyone must pass to demonstrate the competence in (1)
3) seminars/journal review groups, etc.: group activities typically which are far less formally structure than (1), but allow students to be pushed technically by a prof and each other, and expand their understanding of current work
4) semi-formal presentations (usually within your group) and more formal presentations (e.g. conferences) - you have to learn how to communicate effectively with your peers and demonstrate it
5) Advisor: one person to guide and mentor you over the course of your study, and help tailor focus and remedial study as needed. Should help you refine your thesis topics etc.
6) Committee members: A group with broader experience than just your advisor, who will periodically review your research plan and progress. May be involved in setting your comprehensives. Will definitely review your thesis and will manage your defense.
7) external examiner : this is a check-and-balance thing, so a department doesn't drink their own cool aid too much. Should be an arms length expert in your field, who will review your thesis and can spike the whole defense if it isn't up to snuff.
So things that list are difficult to reproduce in your requested scenario: a) ongoing collaborative work with peers through baseline courses and paper reviews, editing each others stuff, etc. b) non-formal interactions with committee members although if you can commit to regular campus visits you can probably do that.
If I were in a position to consider supervising a "remote Ph.D." student like you suggest, I'd be concerned mostly on how to get them really ready for comps, and how to get them the kind of interaction and face time in a group to achieve demonstrate competence outside of a formal exam. The actual thesis part would be more manageable.
I'm not saying it couldn't be done. In fact it's not uncommon for someone to go "remote" once they have finished their comprehensives; in some fields this is known as ABD (all but dissertation). At this point you've put about 2 years in and mostly focusing on your own research.
It's worth nothing that leaving at this point is also a very common way that people just never finish.
It sounds a bit like you envision doing this ABD part, really, but as noted above that's only half of a PhD program, or less than half.
Basically the thesis part is a way to hand hold you through the process of writing up independent research and demonstration you can do it properly and on your own. In recent years their has been a move in some disciplines towards paper-based thesis, actually, which I think is weaker but is a response to the demand for publication numbers.