how to guide phd students

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Career advice: how to supervise a PhD student for the first time

There are numerous survival guides for doctoral students, but much less advice on how to supervise phd candidates. robert macintosh offers some tips on becoming an effective supervisor.

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Starting out Supervision will give you a chance to share the accumulated wisdom of your own PhD journey and anything else that has followed. However, you need to start at ground zero with each new student to help build a shared sense of what good practice looks like. 

A good first step is for both of you to take a small batch of seminal papers and agree to read them before swapping notes. This simple exercise will allow you the chance to demonstrate how to scrutinise the key ideas, assumptions, limitations and contributions that each author or authoring team makes in its paper. Doing so in the style of a collaborative, worked example will help to set a particular tone that will pay rich rewards in the months and years ahead. 

Being clear about the level of depth and the practicalities of note taking is as important as showing how you approach the basic task of getting to grips with the literature.

Give the feedback you wish you’d received Bemoaning the failings of your supervisor represents one of the most common ways of establishing rapport among a group of doctoral students. “They’re never there”, “they don’t give detailed comments”, “they’re always in a rush” and so forth. Each new supervisory relationship, however, represents your opportunity to break the cycle.

Recall your own anxieties and needs as a PhD student and try to offer your new student the kind of supervision that you wish you had received. Draw on your own supervision experiences, whether these were of being micromanaged or of Zen-like levels of uninterest. These formative experiences probably mean that you know what you should offer to your new student. Be bold and strive to provide the right balance between nurturing and challenging. You’ll also need to balance the other demands that arise in modern academic life – maybe you’ll find yourself reflecting on the reasons that your supervisor was always in a rush.

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Beware unrealistic expectations As a new supervisor, one of the worst mistakes you could make would be to overlook quite how inexperienced you were as a new PhD student. Unfortunately we tend to airbrush out our early, bumbling incompetence and concentrate on the latter-day, polished professionalism that we now exhibit. 

Do not set supervisory expectations around the version of you that completed your own PhD some time ago. Rather, set them at the more modest level of the version of you that started your PhD journey even longer ago. Visiting unrealistic expectations on your new student is a recipe for unhappiness. You’ll be disappointed; they’ll be confused.

Be patient, supportive yet demanding Newly qualified supervisors can be among the most demanding because they remember the intensity of writing up and preparing for a viva. Having recently watched their own work being subjected to unforgiving scrutiny in the context of a viva, new doctoral graduates can, in turn, impose demands when they come to supervise and/or examine. 

However, a PhD is more expedition than sprint. Try to remember this, particularly in the early months, because your new student will no doubt experience plenty of false dawns and blind alleys as they grapple with the literature, realise that accessing data might be tricky and worry about their methodological preferences.

Simply being there and empathising is not enough either. You face the particular challenge of finding the right times and the right issues over which to demand higher quality work than your student feels that they can produce. Done well, later this will be recounted as providing inspiration. Handled badly, you will be seen as the uncaring taskmaster who made the whole thing unnecessarily tense. 

Notice your own foibles It is natural for us to develop particular quirks and preferences in our reading, reviewing and supervising. As you offer feedback on written work, draft presentations, posters and the like, see if you can spot common themes. Once you know the common themes, it is incumbent on you to offer some exemplars when students ask the not unreasonable question, “so what would good look like”?

Cultivate a little stockpile of excellent literature reviews, contribution statements and analyses of data. Have these to hand and offer them as a complement to the red ink in your feedback. 

These examples don’t have to be in exactly the same subject area, methodological tradition or empirical context. Indeed, it may be helpful if they aren’t. They don’t even have to be particularly contemporary. But you should be able to play the Graham Norton role while fronting the imaginary TV show called The Top 10 Research Papers Ever. 

Robert MacIntosh is head of the School of Social Sciences at  Heriot-Watt University . He writes regularly about academic life on the Heriot-Watt blog  thePhDblog.com .

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Print headline:  Steady yourself first to help others fly

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Mastering Your PhD

Survival and Success in the Doctoral Years and Beyond

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• Patricia Gosling 0 ,
• Lambertus D. Noordam 1

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Physics (AMOLF), FOM Institute for Atomic & Molecular, Amsterdam, Netherlands

Packed with highly-valuable insights for doing or considering a PhD, especially in natural sciences

Enriched and expanded with new chapters on choosing the right team, interpersonal relations, group dynamics, and a hospitable work environment

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Table of contents (24 chapters)

Front matter, choosing a research group: pluses and pitfalls.

• Patricia Gosling, Bart Noordam

Getting Started

Setting goals and objectives, how to think like a scientist, designing good experiments, charting your progress month by month, dealing with setbacks, mentors, leadership, and community, how to get along with your lab mates, et al., group dynamics: dealing with difficult colleagues, the art of good communication, mastering presentations and group meetings, searching the scientific literature, your first international conference, from data to manuscript: writing scientific papers that shine, celebrate your success, how to make the best of your annual evaluation, the final year: countdown to your thesis defence, writing your doctoral thesis with style.

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Book Title : Mastering Your PhD

Book Subtitle : Survival and Success in the Doctoral Years and Beyond

Authors : Patricia Gosling, Lambertus D. Noordam

DOI : https://doi.org/10.1007/978-3-642-15847-6

Publisher : Springer Berlin, Heidelberg

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eBook ISBN : 978-3-642-15847-6 Published: 19 November 2010

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Number of Pages : XII, 240

Topics : Popular Science, general , Popular Science in Astronomy , Popular Science in Medicine and Health , Popular Science in Nature and Environment , Science, Humanities and Social Sciences, multidisciplinary

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Wharton Stories

7 resources to help phd students succeed on their doctoral journey.

It takes a village and a variety of skills to succeed in the doctoral world. Here are a few of the many resources Wharton Doctoral Programs offers to help.

Like most of our doctoral students, perhaps you’re preparing to go into academia after completing your PhD. Being a professor and researcher today often involves opportunities to share your research with a larger audience than a classroom of students. The doctoral journey is meant to prepare you with the wide array of skills you’ll need to be effective whether you’re in front of the classroom or a conference stage.

That includes the polish to present and speak publicly with ease, the writing and communication skills to craft your dissertation and journal articles, the analytical know-how to research thoroughly and gather meaningful data, and the ability to teach — colleagues, pupils, or the general public, whatever the case may be. And, if you have family, you’ll need support in getting them through this journey with you.

Wharton Doctoral Programs offers a wide range of resources to help you thrive in the PhD program and prepare you for life beyond it. Here are a few of the top Wharton resources our students have highlighted as most beneficial:

1. 5 Slides 5 Minutes

Researchers often have the opportunity to share their work with a larger audience through social media and mass media outlets — but it requires nuanced communication skills. How do you take complex findings and communicate them to a general audience concisely without oversimplifying the message?

That’s the focus of 5 Slides 5 Minutes. Launched in 2014, this low-stakes, high-potential event enables PhD students to present an abstract to students, faculty, and staff to practice engaging non-experts in their research topic. Students receive an invitation to participate via email from the Doctoral Programs Office.

After students present, they can work with Wharton Communications Program to review their presentation and get tips on how to improve their communication skills. Wharton’s renowned faculty also share valuable insights with students about these presentations.

“We focus on individuals. We help them convey their research content most effectively given their style and personality,” said Lisa Warshaw, Director of the Wharton Communications Program.

2. Dissertation Boot Camp

The name might sound intimidating, but some students think of Dissertation Boot Camp as a two-week writers’ retreat. Hosted twice a year by the Graduate Student Center, it’s designed for students who have dissertation status but haven’t presented their proposal yet.

The camp offers an environment and support for intense, focused writing time as well as a review on the steps, deadlines, and University policies. Limited to 20 students, the small group gives writers a chance to make connections with others who are going through the dissertation process and provides participants with the structure and motivation to overcome typical roadblocks along the way.

3. Wharton Communications Program

The Wharton Communication Program helps Wharton PhD students become more effective communicators and thus better presenters, public speakers, and writers — all critical skills in academia. All doctoral students are provided with access to on-site, one-on-one writing coaching during the academic year.

Wharton PhD students are required to attend two workshops: First-Year Communications Workshop in the fall and First-Year Writing Workshop in the spring. The skills-based approach adopted in the workshops helps students develop their personal style and strengthen their confidence as communicators.

Through multiple practice opportunities, video recording of speeches, and rigorous feedback, the program provides students with a thorough foundation in communication theory and for doctoral students, focuses on research presentations and job talks.

4. Teacher Development Program Workshop

Offered in conjunction with the Center for Teaching and Learning , the Teacher Development Program is a four-session course. It gives doctoral students a foundation in core teaching practices to support their teaching at Penn.

By helping with presentation skills and academic job placement, the workshop prepares students to become faculty in the future. Ian Petrie , Senior Associate Director, Center for Teaching and Learning described the workshop as “a collective, collaborative program.” Each week features “microteaching” demonstrations, where participants conduct a brief lesson and get feedback from their peers and the directors.

The intent is that faculty and graduate students will engage and learn from each other to master fundamental teaching methods. “Every PhD student can leave the program having gained some new tools for teaching,” Petrie said. This exchange happens when doctoral students observe “talented colleagues from other departments to get a glimpse of how they teach.”

Students also have the opportunity to enroll in the CTL Teaching Certificate program to hone teaching skills and grasp a commitment to developing as teachers.

“I’d like everyone to come out of the experience feeling more confident about their skills as an instructor or presenter,” Petrie said. “Anything I can do to support doctoral students in achieving their goals is extremely gratifying.”

5. Wharton Research Data Services (WRDS)

With more than 50,000 corporate, academic, and government users, Wharton Research Data Services (WRDS) is the global gold standard in data management, research analytics, and thought leadership. Researchers at more than 450 institutions in 36 countries across the globe depend upon this award-winning research platform and business intelligence tool — and researchers are doing the work to grow it right here on Wharton’s campus.

“The fact that the people who create the data, research analytics, and tools are here is super important,” said Prof. Cathy Schrand, Vice Dean of Wharton Doctoral Programs. “I’ve had early access to WRDS before it even became available to other subscribers. Top universities all over the world that have subscriptions to WRDS may only have access to certain elements of it, but we have access to all of it and it’s here on site which does provide an advantage.” The platform allows researchers to access more than 350 terabytes of data in one location that spans across multiple disciplines, including accounting, banking, economics, ESG (environmental, social, and governance), finance, health care, insurance, marketing, and statistics. “WRDS is by far the most important source of datasets for academic researchers. As a Wharton PhD student, you automatically get unrestricted access to every one of these databases,” said Itamar Drechsler, associate professor of finance at Wharton and NYU’s Stern School of Business, who has experience on both sides of the classroom – he earned his PhD from Wharton in 2009.

6. Wharton Behavioral Lab

A shared resource for all Wharton faculty, the Wharton Behavioral Laboratory (WBL) provides a variety of services that support data collection for behavioral research on business-related topics. The primary goal is to enhance the research productivity of Wharton faculty by minimizing the operational costs, both time and money, of conducting research. With two locations — one in Steinberg Hall Dietrich Hall and another in Jon Huntsman Hall, doctoral students can gather original data through lab experiments and panels, instead of using secondary data created by others. Each year, the lab collects about 23,000 subject hours of data. Research from WBL can consistently be found in national and international publications such as the Journal of Behavioral Decision Making, the Journal of Experimental Psychology: General, Proceedings of the National Academy of Sciences, the Journal of Neuroscience, Psychology, and Economics, and the Journal of Business Ethics .

7. Support for Families

For some PhD students, attending Wharton means relocating their families to a new city. To help students and their families ease the transition to PhD life, the Wharton Doctoral Program Office hosts the Maternity/Paternity Workshop , an annual event that talks about the resources available to PhD students with families.

Here are a couple of the key resources they highlight in the workshop:

• The Doctoral Programs Office allows eligible students to apply for up to one year of additional school-level funding beyond their allotted funded year. Furthermore, students are eligible for up to eight weeks of time-off for childbirth and adoption and have the option of taking unpaid Family Leave of Absence.
• At Penn, the Family Resource Center provides additional resources and facilities, such as a children’s playroom and two private lactation rooms, which cater to the needs of students with families. The Center also has two grant programs for PhD students to help offset the cost of childcare and family expenses, and health insurance for dependents.
• Wharton Doctoral Partners & Families is a student-run online resource created to communicate the resources at Penn and Philadelphia to partners and families. Its mission is to empower members to transition and settle into their new lives.

Posted: November 6, 2018

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Start your doctoral journey.

Whether you’re just starting your research on PhD programs or you’re ready to apply, we’ll walk you through the steps to take to become a successful PhD candidate.

Deciding to get a PhD

You might be surprised to find out what you can do with a PhD in business.

Is an Academic Career for You ? What Makes a Successful PhD Student

Preparing for the Doctoral Path

The skills, relationships, and knowledge you need to prepare yourself for a career in academics.

How the PhD Program Works How to Become a Successful PhD Applicant

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What’s the difference between PhD programs? Find out how to choose one that fits your goals.

What to Consider When Choosing a Doctoral Program

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Tips for a successful application process.

Application Requirements Preparing Your PhD Application

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Your supervision filter

Opportunities for ‘associate’ supervision, supervision as practice, a model for supervisory leadership, communicating your supervision principles, final thoughts, further reading, author information, a beginner’s guide to supervising a phd researcher.

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Kay Guccione , Rhoda Stefanatos; A beginner’s guide to supervising a PhD researcher. Biochem (Lond) 31 October 2023; 45 (5): 11–15. doi: https://doi.org/10.1042/bio_2023_140

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This beginner’s guide to supervision has been created for anyone who supports postgraduate researchers (PGRs) with any aspect of their research or the completion of their degree. The supervision of PGRs is a complex and time-consuming job, with a high degree of responsibility. Good supervision is a key component of PGR success and is vital to the health of our research as a nation as well as the health of our individual researchers. In the recent research literature, supervision has been shown to impact on PhD completion time, retention of students, their success, their perceptions of the value of the PhD, their mental health and well-being and their career choice. In acknowledgement, the UKRI statement of Expectations for Postgraduate Training states that “Research Organisations are expected to provide excellent standards of supervision, management and mentoring … ” and the UK’s Quality Assurance Agency states that therefore “Supervisors should be provided with sufficient time, support and opportunities to develop and maintain their supervisory practice”. Noting that “supervisors represent the most important external influence in the learning and development that occurs in students’ training” the International Union of Biochemistry and Molecular Biology’s Committee on Education details interpersonal responsibilities of the supervisor that cover the need to work as partners, see the student as a whole person, be aware of power imbalance and develop strategies for the resolution of relationship difficulties, as well as giving academic and career support.

Despite the life-shaping level of impact a supervisor has, learning to supervise well is not always a top priority for researchers in the often-intense early stages of building their career, and a great many supervisors find themselves having to learn to supervise in a hurry, as they take on their first formal responsibilities. With this in mind, please resist the temptation to save this article for ‘when problems arise’ – a proactive approach will help to avoid issues down the line. Those of you who are moving towards a future supervisor role may be tempted to bookmark this article for ‘when you are officially supervising’ – and so the point we would like to start by making is that if you are interacting with PGRs in the course of your work, you are already engaging with elements of supervisory practice. Supervision is not something you will switch on once you take a formal supervisor role, but a part of your practice that can and will develop. There is a great deal you can be learning, and indeed contributing to the PGR experience, long before your first ‘official’ (or first ‘challenging’) PhD student comes along. While we draw your attention here to several important areas of practice, this is not a guide that aims to simply hand you all the information you need to get started. Rather, it is intended to offer you some ideas to ignite your thinking about yourself and the experiences that have shaped you, about how you understand the role you play in ensuring successful doctoral completion and about your power and position, all of which influence how you react to and respond to others. An ill-considered approach may, after all, have lasting negative impact on your student.

The interpersonal nature of the job means that there is no single right way to supervise, and so creating your own personal blend of approaches is going to be important. What you choose to include in that blend will depend greatly on your own context, and your prior educational and workplace experiences. Consider your own educational journey to date, your family background and social context, your status and position, your personal values, what has challenged you, who has supported you and the privileges and power that you hold ( see here for a handy graphic to help you analyse these ). The cumulative effects of these factors and experiences have given you a filter through which you interpret your role and your purpose, as a supervisor.

Indulge us in a quick experiment. From your current perspective, how would you finish this sentence: The most important thing a supervisor can do is…. Now consider how you might have finished that sentence at the start of your PhD and the many thousands of ways it could have changed through the journey. Every PGR you encounter could finish this sentence differently, and it is good to be aware of that. Your own experience of being supervised will also tint and tone your supervision filter. There is a strong instinct to emulate what we have experienced as being ‘good supervision’, and to strongly reject what we perceive to be ‘bad supervision’. It’s easy to see how this approach can have limited effectiveness, for example if you and your supervisee’s perceptions of what constitutes ‘good supervision’ are very different. A clash in expectations can cause issues that persist through the PhD and influence your entire relationship

Thinking critically and systematically about how your personal experience influences your approach is important. Supplementing that, by engaging with a wide range of opportunities, resources and conversations is important in giving you the flexibility to be able to supervise across a wide range of people, situations and expectations.

So where to begin? As an ‘unofficial’ or, as we prefer to refer to it, an ‘associate’ supervisor, building up your experience and skills can be challenging. What activities to engage with, and what opportunities to support PGRs might be available to you? The answer will of course depend on your university, your department and the support and opportunities you have from specialist supervisor developers. We know not all universities (yet) offer the opportunity for research staff to be formally added to supervisory teams and so here we make suggestions that you can seek out or even create in your workplace, without formal supervisor status.

Day-to-day PGR support . The simplest form of associate supervision is found in the support, guidance, advice and training you offer to the PGRs that you share a workspace with. Welcoming new students, helping them adjust to the environment, rhythms and demands of the PhD and supporting them with research problem solving are all hugely valuable supervision work.

Creating collaborative spaces . Leading journal clubs, practice presentation sessions or writing groups, retreats or other peer-led support groups will give you opportunities to build specific knowledge of how PGRs learn to read critically, synthesize their reading and discuss their findings in line with the academic style and conventions of your discipline. As this is often a steep learning curve in the PhD, knowing how to support students in this will stand you in great stead.

Mentoring . Engaging with formal or informal opportunities to be a mentor will help you to sharpen your skills in how to deliver a powerful and meaningful conversation. Good-quality mentoring discussions can give PGRs an opportunity to make sense of their experiences, reset their expectations and remotivate themselves to get to the PhD finish-line. All incredibly useful elements of supervision.

Leading workshops . There may be opportunities to lead workshops as part of PGR induction week, research methods courses, research ethics or integrity workshops, skills development programmes or careers sessions. All will allow you to consider what PGRs need to know to succeed, and how you can best help them to do that learning.

Consider which of the aforementioned opportunities you are already doing, those that are available to you and those that are right for you – it’s not an ‘all or nothing’ approach so consider what is timely and sustainable for you. Decide what you might need to know, read, discuss or understand in order to perform those roles to the best of your ability. Below, we make some starter suggestions for ways to complement the experiential learning listed earlier, through engaging with a range of supervisor development activities and materials. Don’t forget that the Concordat to Support the Career Development of Researchers states that you are entitled to 10 days every year, to engage with professional learning and development, and this could be a perfect way to spend some of that time:

Read your institutional ‘PGR Code of Practice’, which sets out what PGRs can expect, what support they will receive and what they must agree to contribute and abide by. Perhaps your university also has a ‘statement of expectations for supervision’ type document too?

Understand the breadth of learning that supervisors should ensure takes place within a PhD by glancing at the UK’s national framework for PhD skills development, the Researcher Development Framework .

Read about the 10 areas of practice described by the UK Council for Graduate Education’s Good Supervisory Practice Framework and the accompanying Research Supervisor’s Bibliography.

Attend workshops and courses on supervision and join supervisor communities and conversations at your institution.

Read and subscribe to the Supervising PhDs Blog which publishes short, evidence-based articles, as quick 5-minute reads.

Observe experienced supervisors in practice. This can be done formally (by agreement, as a guest sitting in on a supervision meeting) or informally by observing interactions in your group, at conferences and in other shared spaces. Listen closely to what impact supervisors have on their PGRs and consider both supervisor and PGR perspectives.

Shadow formal processes. Associate supervisors can most commonly struggle with the opportunities to see the procedural checkpoints associated with PhD supervision. Arranging to support, deputize or shadow the supervisory team at PGR interviews, annual progress reviews and viva proceedings (where possible) can give you real insight into how to manage these tricky processes.

But before getting too immersed or overwhelmed in what is a vast wealth of supportive and enlightening material on PGR supervision, we would like to invite you to reflect on what opportunities to develop as a supervisor you are already engaged in and to offer you a framework for developing your supervisory practice.

Supervision is a practice . It is something you do, not merely something you are, and it is something you can learn and develop over time, not something that is innate. It’s helpful to recognize that you are continually learning from the experiences you have attained, and the further experiences, documents, advisory articles and training courses you will encounter. Supervision is commonly thought of as a research practice, in which we as the more experienced researcher advise the PGR, sharing the benefits of our knowledge of the subject area, of the research process and of the conventions and norms of our discipline. This process of socialization into the local and global research communities is important in creating a strong scientific identity.

Supervision should also be thought of as an educational practice because the PGR is learning from us, and in order to support them to gain their doctoral qualification, we deploy different ways of helping them learn. The learning in a PhD extends beyond the project or subject scope and includes knowledge of how to accrue skills and experiences that prepare them for a range of different future career options. A supervisor doesn’t have to be a careers advisor, but their support and open-mindedness to career exploration are greatly valued by those they supervise – especially since the vast majority of PhD graduates will find their long-term career success in roles beyond academic research and teaching.

Further, we would like to focus on the idea that good supervision must also be thought of as a leadership practice, as it is one through which we leverage our status and knowledge of the culture in which we work to show our PGRs how to operate successfully within the research environment and how to secure resources and opportunities. A good leader also holds the ability to relate to those they lead and to motivate and sustain them as they take on new responsibilities and challenges – highly relevant within a research degree context.

As you might already be imagining, these different ways of thinking about supervision and the different tasks they involve can overlap and intersect with each other.

Now you have had a chance to think about who you are and what you value as a supervisor, we present a leadership framework for thinking about what you do in practice as a supervisor. It is outdated to think of supervision as purely an academic pursuit, focused entirely on the task – the research project – yet many of the policy documents we encounter will naturally focus their attention on the formal processes and checkpoints of the doctorate. Emerging in the last decade, we have seen a welcome escalation of research literature and guidance related to the holistic and interpersonal aspects of supervision, working with the preferences, contexts, motivators, career aspirations and support needs of the individual supervisee.

What we want to emphasize ( Figure 1 ), with the aid of John Adair’s model of Action Centred Leadership (1973) is the often-neglected team aspect of supervision. We have selected Adair’s model to help to illustrate supervision in practice as, first, it highlights actions that we can take to lead effectively, rather than taking a more theoretical ‘leadership-style’ approach. Second, this model asks us to reflect on the balance we create between the different areas of practice, the task, the individual and the team, which can be a helpful framework for how to partition your time as a developing supervisor. It can also be a clue as to where you might seek training and development, for instance, if you spot areas on the model that you feel less confident with or less inclined towards.

Action Centred Supervisory Leadership.

Here are some ways in which you might consider your role in cultivating the team aspect of supervision, as a way of reducing uncertainty and stress for everyone involved and creating a cohesive and supportive culture for PGRs, and for yourself. Think about your ‘team’ in the broadest sense, not just those you supervise or manage, but across the entire research ecosystem around you:

The supervisory team . Most doctorates are now supervised by more than one supervisor. How can your team work together as a cohesive support crew for PGRs, rather than operating as a group of people with competing priorities and interests? How do you work in tandem with those with oversight of PGR matters, such as PGR Convenors and Deans.

Role clarity . This applies to defining the supervisory team roles, to student–supervisor roles and to student–student roles, where there are shared activities. Who takes responsibility for making progress in the PhD? Who takes action? Who makes decisions? What responsibilities are shared?

Values and behaviour . Does your team know what you value, and what you won’t stand for? What are the team rules on sustainable working hours, taking holidays and self-care. How do you expect your team to solve problems, admit mistakes and recognize their blind spots and learning needs? What kinds of interpersonal behaviour are and are not acceptable? What strategies do you have for resolving disagreements?

Cultivate collaboration . Expect people to work together and actively reduce comparison and competitiveness. Think beyond a ‘research collaboration’ and find regular spaces for peer-learning, team-working and group discussion. Think lab meetings, journal clubs, practice presentations and writing groups. Add online chat channels for rapid response peer support. How can these physical and online spaces take on a confidence-building supportive tone, rather than spotlighting one person?

Fairness, openness and equity between PGRs . Within your team how are you ensuring that opportunities come to everyone equally? What does an inclusive working practice look like to you? When decisions must be made, how are you communicating them?

Make introductions . Commonly, supervisors are the broker between PGRs and key people in your discipline and global research community. But think local too. Introduce your PGRs to the full support network including administrators, developers, funding specialists, librarians and finance teams. Help PGRs to navigate the organization and proactively find support.

Like your wider practice, how you bring these ideas together will be developed and informed by your own experience so far. The key success factor in all of the earlier points is that you are able to role model good practices yourself, not just require them of others. Your PGRs will be strongly influenced, not by what you say, but by what they see you do in reality.

Having now thought about your own supervision filter and how this interacts with your approach to the Action Centred Leadership model, you may be beginning to crystallize certain expectations, of yourself as a supervisor (now and in the future) and of the PGRs you will supervise. The idea of actively and explicitly ‘setting expectations’ with PGRs has in recent years become a mainstay of many supervisor development programmes and advice books. There are several common expectation-setting activity worksheets such as the one created by Anne Lee and the one created by Hugh Cairns (it would be interesting here to note whether you perceive that these linked resources are based more on the task, individual or team). These tools are designed to be used in the first weeks of the PhD to get off to a good start. However, we suggest that expectation setting can usefully begin before the PGR arrives, indeed before they are accepted on to the PhD programme. It is common for academics to list topics or projects they will supervise on their institutional web pages, so why not add how you will supervise and communicate the principles that govern your approach. When you interview potential PhD candidates, why not look beyond their academic achievements, and talk to them about what they are looking for in a supervisor?

We would like to thank you for reading this post and for committing your valuable time and energy to considering our points and to taking an intentional approach to supervision, an important academic responsibility and a vital underpinning of a good research culture. Don’t forget that while the PGRs you support as a supervisor at any stage will be very appreciative, not everyone will be aware of the level of effort and expertise you are contributing to your groups and departments. Documenting your contribution and your commitment to upholding good supervisory practice can be done on your CV, in job and promotion applications, in your annual performance and development reviews and even through formal professional recognition channels like the UKCGE Recognised (Associate) Supervisor Award. Having knowledge and awareness of the contribution you are making to upholding the standards set out by research funders and regulatory bodies will benefit you in funding applications and can also help you feed in to university conversations about the development opportunities staff need and the formal recognition and opportunities for supervision that we would like to see afforded to all levels of supervisors, who, after all, make a life-changing contribution to the career success and well-being of those they supervise.■

Adair, J. (1973) Action-centred leadership . McGraw-Hill, London.

Denicolo, P., Duke, D., and Reeves, J. (2019) Supervising to inspire doctoral researchers . Sage, London

Guerin, C. and Green, I. (2013). ‘“They’re the bosses”: feedback in team supervision’. J. Furt. High. Educ . 39 , 320–335. doi: 10.1080/0309877x.2013.831039

Robertson, M.J. (2017). Trust: The power that binds in team supervision of doctoral students. High. Educ. Res. Devel . 36 , 1463–1475. doi: 10.1080/07294360.2017.1325853

Wisker, G. (2012) The good supervisor: supervising postgraduate and undergraduate research for doctoral theses and dissertations . 2nd ed. Palgrave Macmillan, Basingstoke.

Web Resources

Supervising PhDs

UKCGE Good Supervisory Practice Framework .

Kay Guccione is Head of Research Culture & Researcher Development at the University of Glasgow, UK. She is a National Teaching Fellow, with research and practice specialisms in doctoral supervision, mentoring and community building for researchers. She is editor of the Supervising PhDs blog https://supervisingphds.wordpress.com/ . Email: [email protected] .

Rhoda Stefanatos is a Researcher Development Specialist at the University of Glasgow, UK. She leads the development of a wide range of opportunities, experiences and resources for research staff. She uses her rich experience as a researcher to inform her approach to empowering researchers to communicate, create and collaborate.

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• Published: 10 May 2006

What makes a good PhD student?

• Georgia Chenevix-Trench 1  

Nature volume  441 ,  page 252 ( 2006 ) Cite this article

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Some tips for PhD students.

Doing a PhD should be fun and rewarding, because you can spend all your working time discovering things and pursuing ideas — and getting paid for it, without any administrative responsibilities. Those who stick with a career in science do so because, despite the relatively poor pay, long hours and lack of security, it is all we want to do.

Unfortunately most new PhD students are ill-prepared, and as a consequence very few will fulfil their aspirations to be independent scientists. The main reasons for this are the 'grade creep' inherent at most universities, making it difficult to identify the really talented first-class graduates from the rest, and the pressure on universities to graduate as many PhD students as possible. The consequence is that we enrol far too many of them without telling them clearly what doing a doctorate should entail. We therefore set ourselves, and the students, on a path of frustration and disappointment.

So what should we be telling prospective PhD students?

Choose a supervisor whose work you admire and who is well supported by grants and departmental infrastructure.

Take responsibility for your project.

Work hard — long days all week and part of most weekends. If research is your passion this should be easy, and if it isn't, you are probably in the wrong field. Note who goes home with a full briefcase to work on at the end of the day. This is a cause of success, not a consequence.

Take some weekends off, and decent holidays, so you don't burn out.

Read the literature in your immediate area, both current and past, and around it. You can't possibly make an original contribution to the literature unless you know what is already there.

Plan your days and weeks carefully to dovetail experiments so that you have a minimum amount of downtime.

Keep a good lab book and write it up every day.

Be creative. Think about what you are doing and why, and look for better ways to go. Don't see your PhD as just a road map laid out by your supervisor.

Develop good writing skills: they will make your scientific career immeasurably easier.

To be successful you must be at least four of the following: smart, motivated, creative, hard-working, skilful and lucky. You can't depend on luck, so you had better focus on the others!

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The Life Scientists’ Guide For New PhD Students

As scientists ourselves, we know how daunting it feels when you embark upon on your first PhD. Especially right at the beginning, when everything can feel totally new and overwhelming.

Whilst 91% of the life scientists who took part in our Big Life Scientist Survey said they’re passionate about their research, only 25% said they feel there’s adequate support for early-career life scientists.

To show you just how much support there is for you in the life science community from your peers (and from us!) we’ve put together The Life Scientists’ Guide for New PhD Students.

Here, you’ll find the fantastic advice our fellow scientists have shared with us, as well as a few tips from our personal experience.

Before you get started with your PhD

If you know you want to pursue a PhD and you’re looking at your options, there are a couple of things to consider right at the beginning. These two pieces of advice might well be the most important ones, because they’re going to make your entire PhD experience less stressful and more rewarding in the long run.

Don't pursue a PhD for the wrong reasons

Dr Bryan Roth, Professor of Pharmacology at the University of North Carolina Chapel Hill School of Medicine, has worked with many PhD students over the course of his 35 year career.

I always urge folks to study what they are passionate about. Dr Bryan Roth

Don’t follow the route of academia just because you feel like you should. You have to truly love what you’re doing and believe in the importance of the results you’re pursuing.

Adriana Humanes, a postdoc at Newcastle University, agrees: “If you’re really interested in research and love dedicating a great amount of your time to thinking, reading, and discussing your ideas, you will love being a PhD student.”

If you have doubts about your subject, or the level of commitment required to complete a PhD fills you with dread, then it might not be the best option for you right now. There’s absolutely no shame in taking a step back and having a rethink.

Find a supervisor and a project you love

Even if you’re the most dedicated scientist in the world, there’ll be times when things don’t go as planned and you doubt yourself. This is perfectly normal, and something that every postgrad experiences at some point in their career. Trust us. And this is where having an awesome supervisor will be essential.

“There will be times you will struggle with motivation towards your project, and if you have a good supervisor they will help guide you and keep you on track,” says Rachelle Balez, PhD student at the Illawarra Health and Medical Research Institute.

“However, there may also be times you are having issues with your supervisor and if you are passionate about your project, this will give you the drive and motivation to push through potentially challenging times.”

Dr Caroline Copeland, a lecturer in Neuropharmacology at the Institute of Medical and Biomedical Education at St George’s seconds the importance of finding the right supervisor for you:

When you’re going to PhD interviews, you should also be interviewing your potential supervisor in return: are they someone that you can work with?. Dr Caroline Copeland

In the early days of your PhD

So you’ve just started your PhD, and you’re probably feeling like a rabbit in the headlights. We get it, and there’s no need to panic! You’re part of one of the most supportive communities out there, and we have all got your back. Here are our top tips for getting through those first few months.

Read, read, read!

Right at the beginning of your PhD, set time aside to read as much as you can about the existing research and theory relating to the field you’re about to delve into.

Christina Murray, postdoctoral research associate at UCL, speaks directly from experience: “As I already worked in the lab I was doing my PhD in previously, I missed this step and found myself playing catch up later on with the reading. It may feel frustrating to not get straight into research, but having that background knowledge behind you will help when you are interpreting any results you get.”

It’s not just the topic you’ll want to research either. “Get familiar with the techniques you plan to use too, so that you can design your experiments appropriately,” says Dr Samantha Murray, a researcher at the University of Otago.

Establish good habits right away

The end goal of your PhD is your thesis, meaning you’ll want to do everything you can to prepare yourself along the way. If you get the right processes in place from the beginning, and start as you mean to go on, ‘future you’ will be very thankful to ‘past you’.

“Keep a tidy lab book,” says Dr Samantha Murray. “This will be so important when you come to writing your thesis. Along with this, keep thorough records of each experiment: what you did, and why, and most importantly the result! Three or four years on you will have forgotten why you changed that buffer, or that incubation time.”

Establish a great relationship with your supervisors

Your PhD supervisor will be your mentor, your champion, and your go-to when things don’t quite go as planned. That means having a great relationship with your supervisor is hugely important when it comes to determining the success of your PhD.

Lucka Bibic, a PhD student at the School of Pharmacy, University of East Anglia, stresses the importance of great communication from the beginning: “Tell them if you’d like to learn a specific technique or develop some additional skills … [and] try to get to know your supervisors. Learn how they work and how to get the most out of them.”

Our own Sam Roome seconds this, adding to remember what your supervisor’s role is: “They may appear to be a scary boffin, with an encyclopedic knowledge of every piece of supporting literature that you will ever need, and a real skill for asking you questions about your experimental design, highlighting flaws that you had never even considered, but they know what you are going through – and they want you to achieve your very best!”

Making the most of your PhD

As you get further into your PhD and gain confidence in what you’re doing, things will start to feel far less daunting (we promise!) That doesn’t mean there won’t be challenges, but believe us, you’re more than capable of dealing with them.

When it feels like the stabilisers have come off and you’re getting in your flow, here’s how to keep focused and on track.

Take ownership and lead your PhD

Leading the direction of your research project is key, says Catriona Cunningham, a PhD student at the University of Manchester. She recommends taking control by suggesting what experiments you want to do, and what you want to focus on: “Your PhD is the first step to becoming an independent researcher and you have to defend your work at the end of it.”

Taking ownership and being a leader doesn’t mean you have to know it all though.

“Don’t be shy, always discuss your doubts with your supervisor and colleagues who have more experience,” says Agnese Solari, a PhD student at the University of Genova.

Get involved in the wider scientific community

In starting your life science PhD, you’re stepping into a hugely supportive community both offline and online. There are a whole host of incredible scientists out there, willing to offer advice, encouragement, and opportunities. You’ve just got to get involved.

“Become an active member of a science society and help organise workshops, community engagement events, or conferences,” says Rachelle Balez. “Not only is this a great way to network and meet new people, but it also helps diversify your skill set outside that lab and can be highly rewarding.”

Don’t underestimate the power of networking – work on your networking skills early. Dr Samantha Murray

Dr. Chinmaya Sadangi, a postdoctoral fellow at the University of Toronto, says: “Networking is as important as doing science. So go ahead and attend conferences and workshops. They are the best place to network. Going to the departmental seminars is also very helpful.”

And it’s not just networking at conferences and events that will help you. Tap into online communities as well: “Read the PhD comic strips, sign up to Twitter, and surround yourself with other PhD students that are going through the same process as they might be of great support to you at some point!” says Lucka Bibic.

Stay positive, even when things don't go to plan

As anyone who’s worked as a life science researcher will tell you, you’re definitely going to experience ups and downs. Whether you make a mistake and have to start from scratch, you don’t get the results you’re after, or your project just doesn’t seem to be going to plan, keeping positive is important.

“If things are going horrendously badly in the lab remember that it is not the end of the world and negative results are still important,” Chloe Thomas, a PhD student at University of Birmingham, advises.

Don't be afraid of making mistakes, and don't give up!

Deep down, nobody likes making mistakes. Even though we all know mistakes are necessary to learn and grow. We’ve all heard the Edison quote: “I have not failed. I've just found 10,000 ways that won't work.” Another, less well-known quote from Edison is: “Many of life's failures are people who did not realise how close they were to success when they gave up.”

And his mistakes didn’t work out too badly for him, did they?

If you don’t want to take work/life advice from the 1800s, take Dr Deborah Kronenberg-Versteeg’s guidance instead. She’s a Junior Research Fellow at Homerton College, Cambridge who told us: “I would advise any PhD student not to be afraid to make mistakes, it is ok to do so and is part of learning.”

Brittany Berdy, a postdoctoral fellow at The Rowland Institute at Harvard is one of the most upbeat and positive scientists we know. She gave us a pep talk that every PhD needs to hear:

“Don’t get discouraged. In many cases people starting their PhD were top of their class, totally awesome students who excelled during their undergraduate years.

“All of a sudden they’re thrown into this world where everyone is incredibly smart and creative and top of their class. It’s easy to get discouraged and wonder if you are in the right place, studying the right thing. And then experiments start to fail! Constantly!

Science is hard… and students find themselves doubting their own abilities, wondering if they know enough. Don’t give up – it's just part of the PhD experience. Dr Brittany Berdy

Do everything deeply

“Question deeply. Read deeply. Think deeply.” This is the advice of Dr Tim Mosca, Principal Investigator at Mosca Lab at Jefferson University, Philadelphia. By embarking on a PhD, you’re bravely going where few others have gone before you. This requires courage and thorough investigation. Always go deeper.

Dr Tim Mosca goes on to say: “The ethos that you build now will serve you for the rest of your career. Don’t just focus on one narrow area. Learn what your colleagues and fellow students are doing. If you’re a molecular person, learn systems.

“If you’re a systems person, know about development. You’ll be able to participate in, contribute to, and learn from so many more people if you know the basic concepts.”

A PhD is all about learning

This is your chance to really immerse yourself in academia. Of all the life scientists we’ve spoken to over the past few months, this is a theme that comes up time and again. Don’t be afraid to ask questions and push the boundaries of your learning.

“Don’t be afraid to be wrong, and don’t be worried about saying I don’t know,” says Hello Bio’s Director of Commercial Operations, Dr. Huw Davies.

“There will be times when you are asked something that you simply can’t answer – don’t see it as a problem, use it as a way to expand your knowledge. Most academics don’t try and trap you with a question, they want you to help them to understand why you’re performing the research you are. In my experience a question asked of me was invariably about how what I was doing could help further existing research.”

Focusing on your wellbeing

It’s easy to get consumed by your PhD. After all, it’s a huge part of your life. Remember though that you can, and absolutely should, have a life outside of your PhD. Achieving a good work/life balance is key to your success – after all, you can’t perform at your best if you’ve run yourself into the ground.

From time to time, you’ll find yourself in a different world where only your PhD project exists – but try not to spend too much time in this world as it helps to get out from time to time. Lucka Bibic

The results of our Big Life Scientist Survey support this further. 73% of life scientists we spoke to feel their ability to do their job is impacted by high levels of stress. Taking control of your stress levels and actively focusing on your wellbeing now will only serve to help you further down the line.

Celebrate the victories

It’s easy to get consumed by everything that’s not working, but remember to take time out to celebrate the incredible progress you’re making. Always remember that you’re doing something hugely worthwhile.

“It’s important to set achievable research goals and celebrate successes, no matter how small, as they happen. After all, every small success (and failure for that matter), gets you closer to the result you’re looking for,” says Lizzie Mann, a PhD student at King’s College London.

Don't be afraid to talk, and take time out

Your PhD is likely to be one of the most stressful and all consuming things you’ll ever do. As we’ve already said though, the life science community is huge, and extremely supportive. We understand the challenges you’re facing, so don’t be afraid to reach out and talk to someone.

Maintain your social life – it’s always good to have someone you can rely on to join you for a break when things go badly in the lab. Lizzie Mann

Maz from Have you Ever Wondered, agrees. She says: “Make sure you take time out regularly to de-stress, and make sure you have someone to vent to when you need to! So many people who go through PhDs will experience mental health issues at some point (myself included), so it’s super important to talk.”

Enjoy yourself!

Your PhD is going to be a BIG part of your life for the next few years. This means, you’ve really got to enjoy what you’re doing, and have fun while you’re doing it.

Remember to have fun, keep learning and to look after yourself – it can be challenging to maintain a healthy work/life balance at times. Rachelle Balez

Above all, when things get difficult, take yourself back to the reason you started all of this in the first place. And give yourself a huge pat on the back for how far you’ve come.

Additional Resources & Support

If you enjoyed reading this article, why not check out the other resources available on our blog for life scientists. We are really passionate about supporting scientists, including early-career life scientists and PhD students - with affordable reagents and biochemicals , grants , and resources to help with both personal and professional development. We know how tough it is - so we hope you find these helpful!

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The Savvy Scientist

Experiences of a London PhD student and beyond

PhD FAQs – A Complete Beginner’s Guide to Doctoral Study

Tempted to do a PhD but have lots of questions? Hopefully this collection of popular PhD FAQs will help you to tick a few off the list!

Note – If you’re already sure that you want to do a PhD, and are looking for guidance on the applications process, check out my post on How to apply for a PhD which includes advice from successful PhD applicants. My post-PhD reflections on the things I regretted from my own PhD may be useful for you too, you can find that post here .

Let’s start with the absolute basics of PhDs!

What does PhD stand for?

PhD stands for Doctor of Philosophy. Doctor of Philosophy ? No matter which subject area your PhD is in you’ll become a Doctor of Philosophy because philosophy derives from Greek to mean “Love of wisdom” which make a bit more sense.

What is a PhD?

A PhD is a type of research degree classified as a doctorate. You get a PhD by doing original research into a topic, typically for at least three years.

There are loads of other types of doctorate and a PhD is simply the most common. EngD is another which is relatively common for industry-funded engineering students here in the UK.

PhD & DPhil what’s the difference?

There is no real difference between a PhD and DPhil, they’re both Doctor of Philosophy qualifications. A small number of historic institutions in the UK such as Oxford and York offer DPhils but the degree itself is equivalent.

How common are PhDs amongst the population?

Approximately 1% of the working population (25-64 years old) have a PhD. This varies a lot by country:

Can you call yourself Doctor with a PhD?

Yes you can. Though to avoid confusion with medical doctors, rarely will PhD-holders use the “Dr” title outside of their workplace.

Sometimes PhD-holders will add the abbreviation PhD after their name if they want to make it clear they are a non-medical doctor, for example “Jeff Clark PhD”.

What have I done about my title since getting my PhD? Nothing so far!

Why do a PhD?

Unlike a lot of other degrees, most PhD students get paid to study . Read more in the finances section below.

There are lots of potential reasons to want to do a PhD. The PhD students from our monthly PhD Profiles series said the following:

Sara found research the most enjoyable part of her undergraduate degree and a PhD was a way to carry on with research.

Ornob wants to pursue a career in evolutionary biology so began with a PhD in the field.

Vivienne has aspirations to be a professor so a PhD is a job requirement to progress in academia.

Jeff (me!) had an interest in the field and enjoyed research. I wrote a whole post with a deep dive on why I decided to do a PhD here .

Floor had enjoyed research during her Masters and didn’t think that she wanted a career in industry, so decided to do a PhD.

It’s important to mention that you don’t need to have a desire to stay in academia to do a PhD. In fact, even if you do want to go into academia afterwards, it’s probably good to know early on just how competitive it can be. Many people sadly cannot make a career out of academia long term.

Enjoy the subject matter and want to spend a few years researching it? That is reason enough to do a PhD. I’ve also now written a whole post about the benefits of having a PhD .

Applying for a PhD

Do you need a masters degree to do a phd.

No you don’t necessarily need a Masters degree to do a PhD as long as you can demonstrate you’d be suitable for a PhD without it.

For a more in-depth answer see the separate post here :

Can You Get a PhD Without a Master’s?

If you don’t have a Masters, I’d recommend checking out Centres for Doctoral Training (CDTs) which offer combined Masters + PhD courses. We have discussed CDTs with a graduate in Floor’s post here .

What grades do you need to do a PhD?

Entry requirements for PhDs can vary. In regards to the UK system usually you’d generally be expected to have at least a 2:1 from your undergraduate degree, plus some research experience.

My experience : I (narrowly) got first class honours in my undergrad (MEng) which certainly does help. But if you can demonstrate aptitude in research you usually don’t need a 1:1. It would be expected for you to have done well in any research projects. If you can get your name on a publication then even better!

The easiest way to find out what is expected is to check the PhD advert for entry requirements. For details on applying for a PhD, including how to find PhD adverts, check out my guide here :

How to apply for a PhD

I work in industry, can I come back and do a PhD?

Absolutely! I worked for almost four years between finishing my first degree and starting my PhD.

A PhD is more similar to a job than any other point in your education, so if you’ve spent time in a structured role it can provide you with a good work ethic. If your time in industry adds relevant skills and experience to your application, even better!

I’ve met loads of people older than me who are pursuing PhDs. If it’s your dream, it’s never too late to start a PhD!

What is the social life of a PhD student like?

Let me get this out the way first: PhD students should be able to have a life outside of the lab! If a PhD student has no time away from research I would personally suggest that they were doing things wrong.

Even if you really enjoy your project, it is good for your mental health to have a social life!

No matter the size of your research group there are often departmental and university-wide events. Plus, besides everyone you may meet through your research and department, PhD students can still join societies and sports clubs through the students’ union. I spent one of my birthdays during my PhD on the beach in Morocco with the surf club, don’t let being a PhD student put your off getting involved!

Check out the full post I’ve written: Do PhD Students Have a Social Life? Sharing My Experiences Making Friends and Avoiding PhD Loneliness

If you do go on to do a PhD, make sure to make the most of all the opportunities ! Your time as a PhD student is fantastic for personal growth.

How much holiday do PhD students get?

Sadly unlike undergraduates, PhD students don’t follow fixed semesters. This means no more three month long summer holiday, sorry!

However most departments recommend PhD students take 7-8 weeks of holiday a year , which is more than practically any job outside of academia.

I kept track of all the time off I took during my PhD and you can find the details here , including a month by month breakdown:

Do PhD Students Get Holidays? Sharing How Much Annual Leave I Take

Getting a PhD

How much work is a phd.

For a month I tracked how many hours I was working and what I was working on, so you can see a breakdown of my calendar here . I found I was working for roughly 40 hours a week. Now that I’ve recently finished my PhD, I’d say that that amount of hours was pretty representative of the whole PhD.

How Much Work is a PhD?

I do of course know some people who worked much longer hours, but most PhD students were on a similar schedule to me. Working roughly 9-5 on weekdays. Treat it like a job and you’ll be fine. PhD students don’t need to be slaving away long hours.

I managed to be strict with my time, largely avoiding work late nights or going in at the weekends. One of the main perks of doing a PhD is that you have autonomy and can be flexible with when you work. As long as you get the work done, any reasonable supervisor won’t mind when you’re there.

Yes I’ve heard stories of PhD students having to clock in and out with an expectation that they spend a certain number of hours in the office. I personally think this is stupid and doesn’t build trust. Try to speak to current PhD students from the group when choosing a supervisor .

How is a PhD assessed?

What you submit at the end of your research varies between universities and countries. Sometimes it’s a thesis and other times it can be a bunch of published papers. In all situations you give some kind of presentation and answer questions about your work.

In the UK you usually submit a thesis in preparation for a viva voce . The viva is an oral exam where you discuss your research with several academics and at least one will be an expert in your field. My viva wasn’t as scary as I thought it might be, but nonetheless it was five hours ( FIVE HOURS! ) long. At the end of your viva you’ll get told the outcome of your PhD with any changes to be made to your thesis.

There is often no requirement , to publish your work in journals during a PhD in the UK but it does help.

In other countries you may have to publish a certain number to pass your PhD and effectively these can be submitted instead of the thesis. This approach makes much more sense to me.

How long does it take to get a PhD?

In the UK, typically between three and four years to complete your research and submit the thesis. It can then take a few months for the exam (viva voce) to take place and then for any corrections to the thesis to be made.

Nosey about my PhD? For me personally, I started the PhD on 1st October 2016, submitted my thesis on 17th February 2020, had the viva on 25th March, submitted my minor corrections on 30th March and had the email to say it was officiated on 1st April 2020. Yep, April Fool’s Day…

When you realise your degree certificate will forever say your PhD was awarded on April Fools Day! #academiclife @imperialcollege pic.twitter.com/hKsGFyuc0x — Jeff Clark (@savvy_scientist) April 14, 2020

We cover all the stages of a PhD here, including putting the length of a PhD in the perspective of a whole career:

How Long Does It Take To Get A PhD?

Are PhDs really difficult?

No, well not how you might think.

You don’t need to be a genius, but you do have to be smart with how you work. Here I go into how a PhD is pretty different to all the prior years spent in education:

How Hard is a PhD?

Check out my new post covering academic challenges and failures relating to my own PhD: Overcoming Academic Challenges and Failure During a PhD

Money-Related Questions

How much does a phd cost.

If you have funding, which is explained below, all your fees are paid for by the funding source. If you are looking to self-fund, then you’ll have to pay bench-fees/tuition fees, which are usually approximately £4,000 a year for home students in the UK.

Fees vary massively depending on both the country the PhD work takes place in and where you’re from. For example, I believe Australian universities charge around $100,000 in fees to overseas PhD students. Of course ideally you have funding which covers both this and pays a stipend!

Do PhD students pay taxes?

In the UK, PhD students do not pay income tax, national insurance, council tax and student loan repayments. This means that if you can secure funding, even though you may earn less than friends in typical jobs, you get to keep all your earnings!

Do PhD students get paid?

Most PhDs, at least in STEM (science, technology, engineering and maths) get a stipend: basically a tax-free salary.

How much do PhD students get paid?

At the time of writing, most PhD students in the UK get around £16,000 a year . Doesn’t sound like a lot, but:

• As mentioned above, you don’t pay income tax, national insurance, council tax or make any student loan repayments. My most popular post is this one , comparing the income of PhD students vs grad jobs and the difference really isn’t that big. Plus it’s only for 3 to 3.5 years!
• You’re getting paid to learn science, working on something you’re really interested in. It’s amazing.
• You have a lot more freedom than practically any “proper job”.
• You’re getting paid, to be a student…

PhD Salary UK: How Much Do PhD Students Get Paid?

In summary, PhD stipends are really not that different to grad starting salaries. Please don’t be put off from a PhD simply because for a few years you might be earning a bit less than if you were working in another job.

Depending on what you want to do with your career, having a CV may lead to higher salaries. What is 3 years of lower wages out of a 40+ year career? The answer: nothing!

Where do I find PhD funding?

Getting funding will likely be the biggest hurdle for you to secure a PhD. I have a post here detailing the different types of funding and how you can find a project with funding attached.

How to Find PhD Funding in the UK

Can you self-fund a PhD?

Yes you can self-fund a PhD, and some students are in a position to do so. Just be careful that you account for university fees and not just your living costs.

Are you allowed to have another job at the same time?

Most universities encourage you to get involved with work within your department as a graduate teaching assistant (GTA). Some countries even insist that you work a certain number of hours as part of a contract for your monthly stipend.

Working as a GTA you might be invigilating exams, helping in tutorials, marking coursework etc and at Imperial you usually earn around £15-£26 an hour.

If you’re looking to work a full time job in tandem with your PhD (and doing the PhD full time), it is best checking your university’s policy. Some may have regulations against you working over a certain number of hours which could impede you from concentrating on the PhD.

There are extra ways to make money on the side which I address here :

How to Earn Money Online for Students

Can you get a mortgage as a PhD student?

Since I did my PhD in London I didn’t even consider buying somewhere during my PhD. I’m not interested in being tied into a massive mortgage for 25 years to buy a shoebox!

If I’d accepted my PhD offer for a CDT at Leeds I certainly would have tried to buy somewhere with my partner. I found this page useful when doing research. Buying a property with a partner who has a normal job would definitely make the mortgage application a whole lot more successful.

Will a PhD help your career?

This depends on what you want to do with your career. Some example scenarios:

• Staying in academia – a PhD is usually required
• Certain technical jobs in industry – a PhD may be required or a big bonus
• Non-technical jobs – a bonus

I do not imagine any scenarios where having a PhD is worse than not having one. It is true though that for certain careers there may be other things you could do which would be a better use of your time, for example gaining more direct work experience.

If you want to do a PhD that shouldn’t stop you though, and considering the length of your career taking a few years out for a PhD is inconsequential.

Whichever career path you fancy taking, if you are at all interested in doing a PhD I think you should at least apply.

PhDs in London

Can someone afford to live in london as a phd student.

Yes! I lived in London for my PhD and actually was able to save money every single month while taking many holidays and not living in a tent.

I have a few posts sharing my experiences living in London which you may find useful:

For a month last year I tracked all my expenses to get an idea of my costs living in London as a student, you can find it here .

Sharing my monthly living expenses as a student in London: September 2019

Related to reducing costs, I learned to cycle in London and loved it. It saved me about £100 a month too!

Learning to cycle in London: my first 1000 miles

On top of that, for the whole of 2019 (third year PhD) I tracked my money, and the report is here :

My personal finances report for 2019

Where is good to live in London?

I’ve lived in three different houses during my PhD in London and have a pretty good idea now of good places to live in London. You can read this whole post talking about living in London as a student and the associated costs including a breakdown of rent :

London student accommodation: Breaking down the cost of living in London for students

Bonus: Read the journeys of PhD students

Before I started my PhD I had a ton of questions and nobody who I could ask about their experience. The reality is that many of these PhD FAQs have a variety of answers as everyone’s PhD story is different. Therefore if you’d like to hear first hand from people who are going through the journey check out my series of PhD profiles , with a new profile every month. You can also discover some of their top tips for applying!

If you’d like personalised help with your PhD application I am now starting to offer a small number of one-to-one sessions. Please contact me to find out more or click here to book a call.

Is there anything else you’d like to know to help with a potential PhD application? Let me know and I’ll write about it! You can subscribe to stay up to date here:

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Related Posts

PhD Salary UK: How Much Do PhD Students Get Paid Compared to Graduates?

5th February 2024 5th February 2024

The Benefits of Having a PhD

7th September 2022 30th January 2024

My top PhD regrets: 10 lessons learned by a PhD grad

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A guide for first year PhD students: Expectations, responsibilities, advice

The first year of a PhD can feel like a rollercoaster ride. First-year PhD students are ambitious and want to fulfil expectations. At the same time, they may be unsure of what these expectations and their responsibilities are. This guide aims to provide first-year PhD students with some directions and advice.

Disclaimer: This post may contain affiliate links, which means I may earn a small commission if you make a purchase using the links below at  no additional cost to you.  I only recommend products or services that I truly believe can benefit my audience. As always, my opinions are my own.

The first year as a PhD student: Excitement, ambition, overwhelm

What to expect as a first-year phd student, responsibilities of a first-year phd student, a supervisor’s expectations of a first-year phd student, thesis/dissertation, academic skills, relationships and networking, health and well-being.

Starting a PhD is exciting. Securing a PhD position is a major life event, and often something that first-year year PhD students have been working towards for a long time.

Many PhD students cannot wait to start. They already want to prepare in the weeks and months leading up to their new positions. And once they do start, they are full of energy, ambitions and plans.

First-year PhD students want to do well, make progress with their projects and meet their supervisors’ expectations. However, it is not always clear what that means.

“Am I doing enough? Do I make enough progress? Am I smart enough? Did I bite off more than I can chew?”

Questions like these, and insecurities, often develop early on in a PhD journey.

Furthermore, starting in a new environment can also be draining. There are new colleagues, new processes, and many unwritten rules in academia. Coupled with open questions about the direction of one’s PhD research, the first year can feel overwhelming.

To avoid overwhelm, it helps to know that the first year of a PhD involves much more than just figuring out one’s research. And absolutely normal to feel lost from time to time.

Succeeding in academia has many facets, including your thesis or dissertation, but also learning new skills, and developing relationships with supervisors, colleagues and scholars in your field. All of that takes energy.

Set realistic expectations for yourself in the first year of your PhD. Not everything will work out as planned. Research takes time, and setbacks are inevitable.

Doing a PhD is often experienced as very stressful : many PhD students are perfectionists, and a PhD requires a lot of self-responsibility. Consequently, PhD work tends to feel very personal, and criticism can sting.

First-year PhD students can deal with ‘failures’ more constructively by realizing that failures are an inevitable part of academic work, and by adopting a more welcoming attitude to criticism and feedback.

First-year PhD students can also expect to read and explore a lot. At times, this involves going down the rabbit hole of academic literature: processing new information, frameworks and perspectives before discarding them again.

Thinking, researching, experimenting, writing and editing are not straightforward processes, and a lot of learning takes place along the way.

Specific requirements and responsibilities of a first-year PhD student differ from programme to programme.

However, frequently a key responsibility of a PhD student is to develop a firm research proposal in the first year, which is often coupled with an extensive literature review.

This requires first-year PhD students to immerse themselves in the relevant literature. However, it is also recommended to read a bit outside of your field or discipline to gain new perspectives.

If a PhD programme involves course work, as is for instance the case in North America much more than in Europe, then planning and starting coursework is also often a responsibility during the first year.

All in all, a first-year PhD student is responsible to get organised and create a feasible plan for the coming years. The first year is meant to set the foundation for the PhD trajectory .

Unless the PhD programme is followed online, and unless there is a pandemic raging, first-year PhD students are additionally often expected to actively participate in the research group, lab or department in which they are based.

Active participation can range from simply showing up regularly, to attending lunches with colleagues, attending research events or presenting preliminary findings.

The internet is full of horror stories of PhD supervisors having extremely unrealistic expectations of first-year PhD students. For instance, several publications in the first year.

While this can certainly happen, I dare to say that this is not the norm.

Again, specific expectations or requirements in terms of performance and output of first-year PhD students can differ from university to university, and from supervisor to supervisor.

Beyond that, however, there are several expectations that many PhD supervisors have of first-year PhD students.

For instance, PhD supervisors tend to appreciate some levels of regularity and consistency. While it is absolutely normal to have periods where you make more progress (for instance in writing) than in others, it is not good to contact your supervisor every day for a month, and then fall off the earth for half a year.

Consistency goes hand in hand with good communication. Communication, respect and openness are fundamental elements in a good supervisor-supervisee relationship.

Many supervisors prefer first-year PhD students to ask for help and support if they experience roadblocks of any kind, instead of finding out that after a year no progress was made.

Lastly, supervisors often expect PhD students to take matters into their own hands. Instead of simply waiting for instruction, this means that first-year PhD students should be in the driver’s seat of their journey. Therefore, it is no surprise that proactiveness is one of the 10 qualities of successful PhD students.

25 things every first year PhD student should do

To turn the more abstract discussion on expectations and responsibilities into more concrete advice, the following list includes 25 things (divided into five categories) that every first-year PhD student should do.

• Read as much as you can. Write down your thoughts and observations.
• Develop a system to keep track of the literature you are reading (for instance through an excel file, notebooks, or a reference manager like Zotero ).
• Develop a literature review on your research topic.
• Familiarise yourself with your university’s PhD requirements (such as length, number of publications, required coursework, etc.).
• Read a few PhD theses from your field and university to understand what is ultimately expected from you.
• Get into the habit of writing . It does not have to be purely academic text. Write down your observations, write blog posts, and write a research diary. The more you write, the easier it gets.
• Develop a good system of communication and effective supervision meetings with your PhD supervisor/s.
• Get into the habit of talking about your research. Speak to your friends about your work, and discuss some readings with your colleagues. Try to formulate your thoughts in an accessible way. The more you do this, the easier it gets.
• Present something in a friendly environment (such as your research group) to practice public speaking .
• Learn how to prioritise tasks . Sometimes, prioritising one task means ruthlessly dropping others. Get comfortable with it. No one can do it all.
• Get to know your supervisor/s . Learn about their research and activities, their preferences and things like their preferred way of communicating. Don’t just expect your supervisor/s to adjust to your preferences, also adjust to theirs.
• Be present in your department, lab or research group. Chat with colleagues, exchange information, support each other and socialise. Collaboration is always better than competition.
• Develop a good support network outside of work. Even the nicest PhD trajectory can be stressful and frustrating from time to time. Know who has your back and can provide support and/or distraction when needed.
• Get to know the administrators and secretaries of your university. They hold a lot of power and you want them on your side!
• Start your online presence by filling out your university profile page, and setting up a professional Twitter account or a LinkedIn profile. You want people to be able to find information about you and your research online.
• Observe your energy levels and find your rhythm. Some people concentrate better in the morning, others late at night. Figure out when to tackle difficult tasks, when to schedule meetings, and when to take breaks. A PhD is not a regular 9 to 5 job. If you have flexibility in your time planning, optimise your routine so that it fits you .
• Be kind to yourself. When having negative thoughts, speak them out loud. Would you talk to your friends or colleagues the same way you talk to yourself? Probably not. Be forgiving and compassionate if you have a bad day.
• Foster an identity outside of your PhD by taking time for instance for hobbies, family and friends. It will help you to separate your self-worth from your PhD work.
• Prioritise your health and well-being . This involves for example getting proper sleep , exercising and eating healthily. Not only will you feel better, but your work will also benefit.
• Take proper breaks. Getting burnout is not a badge of honour or testimony to your dedication. Work smarter, not harder.

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10 amazing benefits of getting a PhD later in life

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•       Resources       Publish or Perish: Graduate Students' Guide to Publishing

Publish or Perish: Graduate Students' Guide to Publishing

In addition to endless piles of reading, demanding expectations in the classroom, student teaching responsibilities, and the always-looming awareness that they need to research, write, and edit a high-quality dissertation before graduating, today’s Ph.D. students also commonly feel stress about another topic: publishing. As more prospective employers expect degree seekers to get their names in academic journals and conferences while still in school, many learners feel overwhelmed by the prospects of making the grade. The following guide answers some of their most pressing questions, provides guidance on the ins and outs of publishing while still in school, and offers expert advice from a professor who knows better than most what it takes to publish rather than perish.

Understanding Publishing in Graduate School

Getting published as a grad student can feel overwhelming at first, because there’s so much to learn about the process and expectations surrounding it. With a bit of research, however, students can familiarize themselves with the specific language surrounding publishing and make in-roads towards getting their first paper published.

What Does it Mean to Get Published?

Within the context of graduate school, publishing refers to getting essays, papers, and research findings published in one of the academic journals or related forms seen as a leader in the field. As jobs in academia continue to become more competitive, it isn’t enough for learners to simply do well in their coursework. The degree seeker who hopes to land an important post-doctoral fellowship or find a teaching position at a college or university must make themselves stand out in other ways.

When Should a Ph.D. Candidate Get Published?

Getting a paper published takes a lot of time and effort, and those students who wait until the final year or two of a doctoral program may fail to actually have any published materials by the time they graduate. According to the University of Nebraska-Lincoln’s Graduate Connections program , getting a paper published – especially if it’s your first – can take up to three years. In addition to the fact that most journals publish quarterly, the panel review process typically takes a significant amount of time and those submitting for the first or second time usually need to make a large number of edits and complete rewrites in order to reach a publishable standard.

How to Get Published

In order to get published, students submit their work to the journal or conference of their choosing. They frequently also provide a cover letter outlining their research interests. Most journals put out generic calls for submissions once or twice a year, while some may ask for papers addressing specific topics that have a much shorter turnaround time. Grad students may find it intimidating to go up against more seasoned academics, but another option revolves around partnering with their dissertation supervisor or another professor with whom they work closely with to co-author a paper. This not only helps ensure the validity of their findings, but alerts the academic world know that this other, more recognized faculty member believes in the research the student is doing.

Who Should Get Published?

Learners most anxious to get published are those who see their future careers in teaching and research. Because the world of academia is relatively small when divided into individual subjects, it’s important for students who want to break into these ambitious arenas to make a name for themselves early on and create a curriculum vitae that captures the attention of hiring committees.

Where Should Students Get Published?

When deciding which publications to pursue, students should consider the research aims of each and their likelihood of getting published. Newer journals tend to take more submissions as they are still working on building up their roster of contributors. While less venerated than other publications, getting printed in these can help build up name recognition and make it easier to break into the top-tier publications over time.

In terms of where work is published, the majority of students look to academic journals when sending out cover letters and examples of their work. But other options exist as well. Presenting papers at conferences is a popular avenue, as are chapters in books. The following sections takes a more in-depth look at how and where to publish.

Realities & Challenges of Getting Published

Getting published, especially while still in grad school, takes tenacity, focus, and a thick skin. Those who continue working on their craft, presenting at conferences, collaborating with others, and not taking no for an answer, however, frequently find success. Some of the challenges students may encounter include:

Lack of time

It’s no secret that doctoral students have busy schedules that seldom allow for outside – or sometimes, even related – interests to take up much of their days. Because publishing is not a degree requirement, carving out the time needed to research, write, and edit the type of paper required for publishing can feel impossible. With this in mind, student should look for ways to multitask. If presenting at a conference, think about how that paper could be transformed into a journal article.

Lack of confidence

Studies have shown that mental stress and illness frequently increase in grad school as students feel intense pressure to stand out from their peers. These feelings are often intensified when considering publishing, as learners are going up against academics and researchers who have been working in the field far longer than them. It’s important to remember that each of those renowned individuals had to start somewhere.

Lack of funding

Completing the research needed for a competitive paper doesn’t only take time – it requires money. Whether traveling to archives or printing all the necessary documentation, funding for outside research can be scarce while in school. Some programs provide competitive grants for research travel to help offset these costs.

Intense competition

As discussed earlier, competition for publishing is fierce. Academic journals and conferences only have space for so many authors and trying to get noticed can feel like a losing battle. In addition to seeking out newer publications and co-authoring with more notable figures, consider taking part in symposiums at the school you attend to get your foot in the door. While research on the average number of rejections is lacking, don’t feel discouraged if it takes a long time to be chosen for publication.

Finding the right publisher

While getting your name in print within an academic journal you greatly admire is the ultimate goal, it may take some years for it to come to fruition. One of the biggest mistakes students make is applying to ill-suited publications. Look for journals with editorial board members whose names you recognize. If a professor knows one of them, don’t be afraid to ask if they can help get your paper in front of them.

Adequately addressing feedback

Getting a paper published often requires intense editing and even completely restructuring and rewriting what you conceived in the initial abstract. If an academic journal shows interest in your essay but suggests rewrites, pay close attention to their requests and try to work with an advisor to ensure you meet all the stated requirements.

What do Graduate Students Publish?

Academic journals may receive the lion’s share of discussion in the publishing world, but graduate students can actually choose from numerous outlets and paths for getting their work to a larger audience. Students should review the options listed below and think about which format might showcase their work best.

Tips for Publishing

Despite the great amount of work required to publish, students who meet the challenges and persevere stand to position themselves favorably for future job opportunities. The following section addresses some of the most common questions about the process and alleviates general fears about how publishing (or not) reflects upon them.

How many papers should a Ph.D. student try to publish before graduating?

According to scholar-practitioner Dr. Deniece Dortch, no single answer exists. “There is no hard and fast rule as to the number of publications students should have prior to graduation,” she notes. “The reality is students in STEM disciplines and those who use quantitative methods are more likely to have publications prior to graduation because they often work in research teams and labs. This is not to say that qualitative scholars or those in other disciplines aren’t, but it’s a much more standardized practice in STEM for students to graduate with two or three publications. Personally, I had one sole-authored publication accepted prior to graduation, one first-authored piece, and one second-authored piece.”

How many journal articles is it possible to publish during a PhD?

“The answer varies and is determined by factors such as length of program, research team access, and faculty relationships,” says Dr. Dortch. “I’ve seen folks finish with as many as 10 publications, although this is extreme and doesn’t happen often.” She continues, “Imagine you are in a four-year program and you get your idea to write an article in year two. You submit that article in year three after getting approval, collecting data, analyzing it, and then writing your paper. Year three you submit that paper; it may be accepted in year four after months of revisions at the request of the editor. You finally have one published paper as you graduate.”

Are there PhD students who have no journal publications? Should they be worried about that?

“It depends on the type of employment the student is seeking upon graduation,” says Dr. Dortch, “Students applying to or wanting to work in institutions and organizations with the highest levels of research productivity who have no publications may want to consider post-doctoral positions so they have the time and space to work on increasing their publication record after graduation.” She continues, “Postdocs are a very common practice in many disciplines and are used as a way to gain additional training and expertise in research and teaching.”

Is it absolutely essential to have publications to apply for a PhD program?

In a word, no. Individuals working toward doctoral degrees have many reasons for doing so, not all of which require them to publish. Admissions panels also recognize that students focus their efforts on many different goals (e.g. jobs, internships, presenting at symposiums) throughout bachelor’s and master’s programs. As long as learners can demonstrate an ongoing commitment to scholarship, publishing is not an absolute requirement.

Does publish or perish begin before starting a PhD program?

It’s true that many students begin worrying about publishing before starting a Ph.D. program, but the reality is that they have ample time during and after completing a doctorate to make their mark on the world of scholarship. According to a recent article by Inside Higher Ed , some individuals in the academy now wonder if too much emphasis is being placed on grad students publishing. Learners unsure about this should speak to a trusted advisor or mentor to figure out when to focus on getting published.

What is the difference between a published article and a Ph.D. thesis?

While a Ph.D. thesis is required for satisfactory completion of a degree, a published article is not. A Ph.D. also takes a much longer form than a published article, averaging approximately 90,000 words. Academic journal entries, conversely, are usually between 4,000 and 7,000 words.

Should I first write my Ph.D. thesis or publish journal articles?

Though publishing at the doctoral level is increasingly seen as a requirement in the job market, it is not part of degree requirements. With this in mind, students should prioritize the research and writing of their thesis above all else. If they have the time and mental clarity needed to publish journal articles, this can be a secondary focus.

From the Expert

Dr. Deniece Dortch is a scholar-practitioner known for her commitment to diversity, social justice and activism. Dr. Dortch holds a Ph.D. in Educational Leadership & Policy Analysis from the University of Wisconsin-Madison, an Ed.M. in Higher & Postsecondary Education from Columbia University, an M.A. in Intercultural Service, Diversity Leadership & Management from the School for International Training and a B.A. in Spanish from Eastern Michigan University. Hailed a graduate school expert by NPR, she has published numerous articles on the experiences of historically underrepresented undergraduate and graduate students. She is the creator of the African American Doctoral Scholars Initiative at the University of Utah and currently a Visiting Assistant Professor of Higher Education at The George Washington University .

Publishing as a student can feel intimidating. Why is this process important for learners to go through?

Long gone are the days of getting a good job by just having a solid dissertation or an award-winning thesis. Publishing your work while in school demonstrates a commitment to answering and understanding our world’s most complex problems. Further, institutions want to know that you have the capacity to publish. Now, publishing doesn’t mean you have to be first author or that you must publish sole-authored pieces only. Collaboration is also sufficient and often encouraged. The publishing process is intimidating for folks because it involves critique and, most often, rejection.

Receiving and giving critical feedback is part of the learning process and students should not shy away from it because it will only serve them well in the end as they learn to cope with disappointment and reward. But more importantly, there is no point spending months and years conducting research if you are just going to keep your findings to yourself. What you learn is meant to be shared.

What are some common mistakes these learners make when preparing their first papers?

Common mistakes that individuals make include not adhering to the guidelines outlined in the submission process. Examples of this can include ignoring formatting requirements (e.g. APA, MLA, etc.), going over the stated word count, inadequately proofreading, and not submitting a cover letter. This is probably the most important one.

What specific advice do you have for them in terms of finding the right outlet, preparing their work, and submitting to journals?

Students should have multiple individuals read over their work before submission. Writing is a process and even after it is submitted, it will need to be revised many more times before you will read it in print. It is part of the process. To find a good outlet for your work, pay attention to where other scholars are submitting their work. If you’re subject is aligned with theirs, you have a shot. Make a list of at least three outlets that fit your article. Also look out for special calls. A special call for submissions usually goes a lot faster than the regular submission process, so if you’re a student who is about to go on the job market, submit to those first. Also, the more competitive the academic, the longer the process, so keep that in mind. If you are rejected, just re-submit to the the next journal on your list.

In addition to publishing in journals, how else might a student go about getting recognition in their field while still in school?

Apply for all fellowships, grants, and awards that are specific to you and what you do. People in the academy love an award winner and they especially love people whose work has been recognized and/or funded by outside groups. A great way to increase a student’s visibility is to publish outside academic journals and publish in other media outlets. Also attend conferences in your field. Try to get on the program as a presenter or facilitator so that people in your field will start to know who you are and your research interests.

56 episodes

This is How to PhD, the show dedicated to sharing those key, practical skills for PhD success. Perhaps you‘ve just decided to embark on a PhD, or maybe you‘re a seasoned doctoral veteran about to face your viva. Whatever stage you‘re at, the PhD can be a huge challenge. But it can also be one of the most rewarding things you‘ll ever do and there are a few things we learned along the way that can help you. Join myself, Dr Arun Ulahannan and my co-host, Dr Julia Gauly, as we share everything we wish we had known before starting our PhDs!

How to PhD- the essential guide for all University students‪!‬ Dr Arun Ulahannan & Dr Julia Gauly

• 5.0 • 6 Ratings
• OCT 9, 2023

S2E9 | Handle criticism like a PRO with our guide!

This week, hosts Arun and Julia share personal experiences and practical guidance on handling criticism effectively. They emphasize the universality of criticism and the need to recognize its emotional impact, advising listeners to step away and regain perspective when it stings. The episode provides insights on embracing feedback by considering the reviewer's perspective, depersonalizing criticism, and maintaining professionalism in responses. Additionally, Arun and Julia stress the importance of seeking feedback from trusted sources who have their best interests at heart, equipping listeners with valuable strategies for transforming criticism into a tool for personal and professional growth.

• OCT 2, 2023

S2E8 | What they don’t tell you about plagiarism!

In Season 2 Episode 8, hosts Arun and Julia discuss the critical issue of plagiarism, shedding light on its various forms and offering valuable tips on how to avoid it. They emphasize that plagiarism involves taking someone else's work or ideas and presenting them as one's own. Arun and Julia caution against the serious consequences of plagiarism, citing examples of individuals who have faced academic and professional repercussions for this unethical practice. They highlight the importance of proper referencing, paraphrasing, and the use of multiple sources to avoid plagiarism. The hosts then delve into practical advice for avoiding plagiarism, focusing on mastering the art of paraphrasing. They share strategies such as using quotation marks and references when copying text for later paraphrasing and suggest speaking aloud to facilitate rephrasing. They stress the importance of seeking assistance from colleagues when needed. Arun provides a step-by-step guide to paraphrasing, emphasizing the need to change word order, form, and use synonyms while preserving the original meaning. They also discuss the importance of indicating direct quotes, maintaining author names and page numbers, and the judicious use of direct quotes. The episode goes on to stress the significance of using a range of sources to enrich one's academic work. Arun and Julia advocate for synthesizing ideas from various sources rather than merely listing them. They offer practical tools and techniques to expand one's source list and effectively manage references. The hosts also touch upon the ethical issue of self-plagiarism, emphasizing the importance of indicating previous dissemination of work. Lastly, they offer insights on plagiarism checkers, advising listeners to rely on their writing skills while cautioning against free services that may compromise data privacy.   Links: https://www.ucl.ac.uk/ioe-writing-centre/reference-effectively-avoid-plagiarism/paraphrasing   and http://typeset.io

• SEP 25, 2023

S2E7 | Smart ways to make extra cash during your studies!

In the latest episode of "How to PhD," hosts Arun and Julia discuss practical strategies for graduate students to supplement their income during their doctoral studies. As the cost of living continues to rise, finding additional sources of cash becomes crucial. Arun and Julia, who were fortunate to have fully funded positions during their own doctorates, share their insights and suggestions for both on-campus and off-campus opportunities. Within the university, they recommend exploring traditional routes such as teaching assistantships, offering lectures or seminars, and even research assistant roles. They also highlight the potential to earn extra income through exam marking, lab demonstrations, and invigilation work. Beyond the campus, Arun and Julia discuss part-time employment, freelancing options like proofreading and tutoring, and joining recognized panel services as a field expert. They stress the importance of considering the impact of these income-generating activities on one's CV and future career goals, as well as being diligent about payment methods and time commitments. The episode offers a comprehensive guide for graduate students seeking ways to make extra money during their PhD studies. Arun and Julia's advice spans opportunities within and outside the university, with a strong emphasis on balancing these activities with academic responsibilities and career aspirations. As always, please do leave us a review on Apple Podcasts and Spotify! Thank you for listening!!

• SEP 18, 2023

S2E6 | Our best writing motivation and productivity hacks!

Welcome back to "How to PhD," Season 2, Episode 6! In this episode, Arun and Julia are your guides on a journey to boost and maintain your writing motivation. Writing is at the core of every PhD, but staying motivated can often feel like an uphill battle. Arun and Julia share their own experiences and dive deep into valuable insights and strategies to reignite your passion for writing. Discover how to visualize and track your progress effectively with word counts, goal setting, personal writing journals, calendars, and more. Learn how your surroundings and the people around you can either hinder or elevate your motivation and productivity. Find out how writing groups and feedback can keep you in the writing zone. Plus, unlock the power of free writing to conquer writer's block and unleash your creativity. Join Arun and Julia in this episode as they empower you with practical tools and techniques to maintain your writing motivation and make steady progress on your PhD journey. Don't forget to treat yourself for your achievements and take breaks to recharge. If you enjoy "How to PhD," please leave us a review on Apple Podcasts, visit our website at howtophd.show, and consider supporting us through Buy Me a Coffee. Spread the knowledge by sharing this episode with fellow PhD students who could benefit from these valuable insights. Thanks for tuning in!

• SEP 10, 2023

S2E5 | Master the art of influence and tame intimidating academics!

In Season 2, Episode 5 of "How to PhD," hosts Arun and Julia address the daunting issue of dealing with intimidating supervisors during your PhD. They dive into why supervisors can be intimidating and provide actionable strategies to manage these relationships effectively. Their advice includes depersonalizing the situation, understanding your supervisor's perspective, and maintaining open communication. Arun and Julia emphasize the importance of concise communication, getting to know your supervisor's preferences, and seeking opportunities to impress. They also stress the need to set boundaries to maintain a healthy work-life balance. If you're navigating intimidating supervisors in your academic journey, this episode offers valuable insights to help you thrive. Share it with others who might benefit and consider supporting "How to PhD."

• SEP 3, 2023

S2E4 | Beat procrastination with our science-backed guide!

We're back! This week we're delving into the world of procrastination. But importantly, we talk about techniques that actually address the root-cause of procrastination! Join us as we give you the tools you need to kick the habit and make the most of your time

• © 2020-2023 Dr Arun Ulahannan, Dr Julia Gauly

Customer Reviews

To dear dr. arun and dr. julia.

I have just started my PhD journey at ECU Australia and I think your show is a great treasure for me. I love the sincerity and passion that I could witness on the show. I have followed your show for a quite a while now and definitely as I said before. It is worth a listen. Thank you so much for your energy and the love that you put in to it. Best regards, Murad Ali

Informative and helpful!

Essential listening for PhD’s everywhere. Arun and Julia are perfect guides - they give practical tips and tricks useful throughout the PhD journey. A must listen!

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Studying PhD in the USA 2023 - 2024: Your Complete Guide

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Thinking about PhD? Think America!

PhD in the USA comes not only with a substantial recognition of your expertise but also impacts your overall growth in person. Learning shoulder to shoulder with the best minds that walked on this planet is a privilege. Starting from engineering, computer science, applied sciences, biotechnology, pharmaceuticals, and medicine to management, you may earn your PhD in the USA in the program of your choice. There are many fully funded PhD programs in America for international students in 2023 that you may opt for, too. Overwhelmed? Don’t worry; reading this blog is the first step which may guide you to your dreams of studying PhD programs in the U.S.A. Let’s keep scrolling!

Why Study PhD in the USA?

The top reasons to study in the USA include unparalleled academic excellence, American prestige , choices of flexible college programs alongside the best Universities like Stanford and Harvard and a diverse range of courses offered for PhD in the USA.

1. Course Length of PhD in the USA

Students prefer to earn their degree in the USA for the flexibility of the PhD programs in the USA for international students in 2023. The duration of your PhD in the country may vary from program to program. The maximum no. of years a part-time doctoral student spends is ten years. In other cases, full-time enrollment in PhD programs in the United States of America demands a minimum of 4 years. There are many online PhD programs in the country you may go for. Adding more to the best things about studying in the USA, you will also have the option of one-year PhD programs in the USA.

2. Top-Notch Universities

If the USA were to be a person, it would have definitely boasted about being the top destination country with its cities encompassing every aspect of a student’s dream. The hunt for knowledge seems never ending in the top institutes for PhD in the USA. The USA is home to distinguished universities like Harvard and Stanford. Studying Doctor of Philosophy in the USA means you will never have to look back. 

And, just in case you are very prepared and have the merits for pursuing a PhD in the U.S.A. for international students, the chances are high that you might get an acceptance letter from the oldest universities in the world. The fully funded PhD programs in the U.S.A. for international students 2023 add to the glee of every applicant. Most public and private universities conduct intakes year-long. Also, the intakes for 2023-2024 in the USA are ongoing. You may go ahead and plan accordingly and not miss the opportunity of studying at world-class universities and the best faculty. 

3. Diversity in the College Campuses 

The USA is the pioneer in neo-cultural globalisation or, let us rather say, the initiator of cultural diversity. The USA is home to approximately 9,50,000 international students, making up 5.5% of the international diaspora in the US. The whooping number of students choosing the USA as their destination for higher studies is a testimony to the diversity of the beautiful campuses host. 

4. Availability of Scholarships for PhD in the USA

The education system of the USA is very well devised to serve the needs of every student enrolling for PhD degree in the USA. There are many scholarships available for PhD students in the American universities. The scholarships allow you to pursue a fully funded PhD in the USA for international students 2023. There are entities such as the Government of the USA, universities and various private organisations that extend scholarships to students with merits and credible need of funds to pursue their PhD programs in the USA. We will be discussing it further in some moments. 

5. Availability of Jobs after PhD in the USA

American universities typically have vibrant campus communities with a wide range of extracurricular activities, clubs and organisations. As a student, you will have the opportunity to engage in various social, cultural and recreational activities alongside your academic studies.

Best Universities for PhD Programs in the USA

1. harvard university.

Tuition Fees: $78,000 ‍Acceptance rate: 4% QS Ranking: 4th

US Ranking: 2nd

Top Courses: Arts & Humanities, Business & Management, Engineering & Technology, Life Sciences & Medicine, Social Sciences & Management

Intake Seasons: Fall/Spring

Famous Alumni: Bill Gates

Harvard University stands as one of the best universities in the USA and the entire world. The university enrols close to 22,947 students annually, making it one of the toughest universities to get into as well. The university hosts a range of PhD programs in the U.S.A. for international students 2023, including chemical biology, engineering, immunology and neuroscience, among other top PhD programs in the U.S.A. The campus is also home to the largest library system in the world. 

2. Stanford University

Average Fees: $80,000 ‍Acceptance rate: 16% QS Ranking: 5th

US Ranking: 3rd

Eligibility: GPA: 4, SAT: 1465, ACT: 31.5, IELTS: 6.5, TOEFL: 90, GMAT: 690, GRE: 162

Intake Seasons: Fall

Famous Alumni: Elon Musk

Located in the silicon valley, the university is a pioneering institution brimming with knowledge. As a campus that is spread across more than 8,000 acres and home to 16,000+ students flocking in from various parts of the world each year, it is one of the best choices for PhD programs in the U.S.A. for international students 2023.

3. University of Chicago

Average Fees: $78,000 ‍Acceptance rate: 6.5% QS Ranking: 11th

US Ranking: 12th

Intake Seasons: All Seasons

Famous Alumni: Susan Sontag

The University of Chicago introduces you to a world that's transformational, effective and always on the go. The campus is home to more than 17,000 students and boasts of one-of-its-kind diversity. A wide number of PhD programs in the U.S.A. for international students 2023 makes it one of the top choices for students in the world. 

Top 3 PhD Scholarships in the USA

There may be situations where you wish to pursue PhD in the USA but are unable to take your leap of faith due to financial constraints. You may enroll in fully funded PhD programs in the U.S.A for international students 2023 with the help of the scholarships provided for PhD in the U.S.A. We have listed below the best scholarships for PhD in the United States of America. 

1. Fulbright Foreign Student Program

Amount: $35,000

Provider: Binational Fullbright Commission/US Embassies

Deadline: 17th May, 2023

Expenses Covered: Tuition and fees, Round-trip travel, Living expenses and others

The scholarship offered by the organisation for PhD in the U.S.A. comes by as a ray of hope in your tough times. The scholarships help you move further towards a bright future backed by the PhD programs in the U.S.A. from top educational institutions. 

2. AAUW International Fellowships

Amount: $20,000

Provider: American Association of University Women 

Expenses Covered: Full tuition and Fees

Deadline: 1st December, 2023

The scholarship is one of the oldest, largest and most competitive scholarships for PhD in the U.S.A. The scholarship or fellowship is offered to women from across the world. The scholarship aims at boosting the contribution of women in the field of research and development. And transforming the world. 

3. Campbell Fellowships for Transformative Research

Amount: $54,000

Provider: School of Advanced Research

Expenses Covered: Stipend, Tuition fees waiver, Registration costs

Deadline: November, 2023

The scholarship is among the best short-term scholarships for PhD in the USA for women scholars. The duration of the Campbell fellowship lies between 6 months to 9 months. The scholarship is awarded to female scholars who are working in global research for women in developing nations. 

Application Requirements for PhD in the USA

Pursuing a PhD on American soil sounds like a dream come true. However, the process of application is extensive and requires due diligence and the best research before the selection of the scholarships and the colleges or the courses. We have tried to help you out below with some of the many requirements for applying for scholarships for PhD programs in the U.S.A. for international students 2023. Scroll for the list below:

1. Applying 

The first step is completing the application form before the deadline. You may check out the websites of the scholarships and universities and keep track of deadlines.

There are two types of scholarships. One is an easy scholarship which might not require an essay, and there are scholarships for PhD in the U.S.A. demanding essays. Thus, depending on the requirement, prepare an essay describing the needs of the scholarship for you.

3. Credible References

You must collect credible sources of references while applying for the scholarships. The reference must align with the PhD programs in the USA for international students 2023 you are applying for.

4. Competitive Exam Scores

Receiving a scholarship for PhD in the United States of America comes with criteria of scores in competitive exams like IELTS, TOEFL, GRE, GMAT, SAT, and ACT, among many others. Take your tests well to qualify for the applications of scholarships to transform your PhD into fully funded PhD programs in the U.S.A. for international students 2023.  

Top 3 Jobs Options After PhD in the USA

1. professor/ lecturer.

After completing your PhD in the U.S.A., you become eligible for the position of lecturer or professor in the top universities in the world. 

2. Scientific Assessor

The job of a scientific assessor is also available post you earn your degree in any of the PhD programs in the U.S.A. for international students 2023.

3. Research & development

A PhD in the U.S.A. makes you eligible to apply for jobs in the research and development field. If your field of study is research-oriented, you may have job opportunities in some of the best research institutes in the world nestled in the USA. 

Hope you are ready to resume or take forward the academic journey you have been aiming for. The blog was just an initiative for you to understand the overall landscape of PhD in the U.S.A. You may get in touch with us via the comment section below or DM us on our Instagram channel for additional info you might need. 

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Should I Get a Master's Before a Doctoral Degree?

Do you need a master's degree to get a Ph.D.? No, but experts suggest considering these key factors before deciding.

Should I Get a Master's Before a Ph.D?

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A master’s eases the transition to graduate work and may make you more competitive when applying to doctoral programs.

Although it's not usually a requirement, earning a master’s degree before applying to a Ph.D. or other doctoral program can be a good way to get accustomed to graduate-level coursework while gaining valuable research experience and connections in your field.

But it can also be an expensive and time-consuming detour on the route to a doctorate, so it’s important to consider whether the benefits of earning a master’s before a Ph.D. outweigh the cost.

Here are some factors experts say you should weigh.

Reasons to Get a Master’s Degree First

Karin Ash, a graduate consultant at Accepted, a college admissions consulting firm, says the research experience students can gain through a master’s tends to give them an edge in doctoral admissions.

Master's studies can also expand opportunities for students who already have significant research work behind them. Ash notes that some students she works with have research experience but choose to explore other research areas through a master's before deciding on a focus for their doctoral studies.

If your undergraduate major was fairly different from what you plan to study at a graduate level, getting a master’s degree first can help bridge the gap, says Julie Posselt, a professor of education and associate dean of the University of Southern California Graduate School. Posselt, who earned her master's before pursuing doctoral studies, says master’s studies can also help you decide whether what you’re studying is right for your academic interests and career goals .

“I learned through my master's program that the field that I had started to pursue was much more narrow than what I wanted for the long term,” Posselt says. “So instead of investing five years in a field, I was able to invest a shorter amount of time – two years – and then make the decision that if someday I wanted a Ph.D., it was going to need to be in a broader field than the one that I had during my master's.”

Ash and Posselt say a master’s can be a good way to network with experts in your field of interest and make connections that will be valuable in a future career.

“A lot of STEM students tell me they don’t have professors who know them as their classes are large,” Ash wrote in an email. “Obtaining a master’s degree will allow them to develop relationships with professors who can then write substantive recommendation letters .”

Reasons to Go Straight to a Doctoral Program

Master's degrees can be expensive , and students often don't receive significant funding to complete their studies.

“My concern is the increasing debt that American students have from their undergraduate education," Posselt says, "and the fact that most master's programs don't fund them, and as a result, students have to take out significant loans" to complete a master’s.

"I always encourage students, if they're going to get a master's degree, to try to find a place where they can get funding along the way,” she says.

On the other hand, Ash says it’s common for Ph.D. programs to be fully funded , so it may be unnecessarily costly to earn a master’s degree first – especially if it means taking out student loans .

In addition to considering the tuition cost, Posselt says it’s important to consider the earnings you could lose by delaying the start of your career by a year or two to pursue a master’s degree.

It's also worth investigating whether the doctoral program you're considering will accept some of the credits you earn in a master's program, as that could shorten your doctoral studies. But Posselt says the transferability of master's-level coursework is relatively weak and varies by institution.

Even if you do apply master's coursework to your Ph.D., it may not be worthwhile.

"Many Ph.D. programs will accept credits from courses taken at the master's level if the coursework is relevant to the program," Ash says. "However, often the applicant is veering to a more specialized education and will need to take the appropriate coursework to become proficient in that subject area. This could mean they end up with many more credits than needed to graduate."

If you’re still unsure whether you should pursue a master’s first, Posselt says it’s important to consider the leverage the degree could have when it comes to doctoral admissions. A master’s is more valuable in some fields than others, she notes, so consulting with advisers and mentors from your undergraduate studies is a good way to determine how useful it will be when pursuing doctoral work.

Grad Degree Jobs With $100K+ Salaries

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A Gen Xer who got $250,000 in student loans forgiven said he can now finally start saving for retirement — and consider his dream of studying in India

• Joel Lambdin, 49, received $250,000 in student-loan forgiveness in January.
• It's a result of the Education Department's one-time account adjustments.
• Lambdin said the relief would allow him to save for retirement and consider long-term dreams.

Joel Lambdin finished graduate school in 1998 — but as a professional musician, he was hardly making enough money to pay off his student loans and other bills.

So Lambdin, now 49, said his only option to make ends meet was to put his student loans in forbearance — in which he was not making payments but interest was still accumulating .

"It was just so that I could subsist, so that I could survive," Lambdin told Business Insider. "With the hope that at some point, I would be making enough money that I would be able to take them out of forbearance and start paying them down."

But he grew to realize that the only way he could make a significant dent in his student loans was by switching careers. He didn't want to do that because he loved working in music, so he decided to keep his larger student loan in forbearance and begin paying off his smaller loan with a lower monthly payment.

He continued making those payments until the pandemic pause on student-loan payments , at which point he and his wife started making a plan of action to tackle the larger debt once the pause ended. That led them to discover the Education Department's initiative allowing some borrowers a one-time account adjustment . It lets the department evaluate borrowers' accounts and update payment progress toward forgiveness on income-driven repayment plans and Public Service Loan Forgiveness, including any payments made during a forbearance period.

That account adjustment led to a letter Lambdin received on January 31, reviewed by BI, from his student-loan servicer Aidvantage. It said: "Congratulations! The Biden-Harris Administration has forgiven your federal student loan(s) listed below with Aidvantage in full."

For Lambdin, that letter meant his $249,255 outstanding student-loan balance was effectively wiped out.

"It had started to feel like my fate was being decided for me by the cold hand of finance," Lambdin said, "and that was a weight that I didn't realize was there until it wasn't there."

He added: "The feeling was much more like putting down a backpack that was really full of books that you got used to. And then you put it down, and you're like, 'Oh, man, that feels so much better.' It's more like that, rather than sort of a jump-for-joy kind of situation."

While Lambdin is still working to determine what exactly the relief will mean for him and his wife, he said, discussing retirement is "a much more present conversation now" because contributing to savings is viable after the relief. He can also begin to look into buying a home.

Related stories

The Education Department continues to cancel student debt through its one-time account adjustments, a process it plans to complete this summer. Most recently, the department wiped out $7.4 billion in student debt for 277,000 borrowers , some of whom benefited from the adjustments.

Beyond financial goals, Lambdin said the relief was also allowing him the freedom to pursue some of his long-term dreams, including taking a sabbatical to study with his meditation teacher in India.

"It's something that I wouldn't have been able to even consider doing if we had to pay off student loans, but without them, it's something that I can really seriously consider doing," he said. "And so those are the kinds of things that I think get really lost in the monetary side of the conversation about debt relief."

'I've been really lucky'

While Lambdin said he felt as though he earned the relief given his decades of payments, he recognized that it's not that easy for many other borrowers.

For example, as BI has previously reported , some borrowers who might qualify for relief through different repayment programs may not have gotten it yet because of paperwork backlogs and administrative errors. On top of that, funding for federal student-loan servicers is strained — meaning many borrowers face hourslong hold times and cannot get clear answers from customer service regarding their payment progress.

"There are some real horror stories out there, and I've been really lucky in that I haven't experienced the kinds of shenanigans that other people have experienced," Lambdin said. "So I actually feel very lucky that things have transpired the way they have."

Some of those horror stories include inaccurate payment projections and delayed billing statements . When it comes to student-loan forgiveness, some borrowers told BI that their servicer made a mistake with the forgiveness , reinstating their payments months later.

The Education Department has said it's aware of the challenges borrowers face and has established an accountability framework to punish servicers when they fail to fulfill their contractual obligations.

The department is also in the process of crafting its new plan for student-loan forgiveness — it recently released the draft text of the rules , which included relief for borrowers with unpaid interest and those who have been in repayment for at least 20 years.

As for Lambdin, he's still figuring out how to approach life without student debt hanging over his head. But now he can consider various options, and he can thank the loan forgiveness for that freedom.

"There's a certain amount of waiting for the other shoe to drop because it's not that I don't trust that it's happening but just that the debt has been with me for so long, and then it's not there," Lambdin said. "And it's something that I think really takes some getting used to."

Watch: Biden announces who can have $10,000 erased in student loans

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Agency for Healthcare Research and Quality ( AHRQ ) 

Health Resources and Services Administration ( HRSA )

This Notice supersedes  NOT-OD-23-076  and establishes stipend levels for fiscal year (FY) 2024 Kirschstein-NRSA awards for undergraduate, predoctoral, and postdoctoral trainees and fellows, as shown in the tables below which reflects the Further Consolidated Appropriations Act, 2024 ( Public Law 118-047 ), signed into law on March 23, 2024. NIH is being responsive, as much as possible given the constrained budget environment, to the Advisory Committee to the Director Working Group on Re-Envisioning NIH-Supported Postdoctoral Training report recommendations. In fact, FY 2024 stipend levels for predoctoral and postdoctoral trainees and fellows represents the largest year-over-year increase in recent history. We are committed to reaching the $70,000 recommendation over the next 3-4 years, as appropriations allow.  The Training Related Expenses and Institutional Allowances for predoctoral and postdoctoral trainees and fellows reflect a moderate increase. The Tuition and Fees for all educational levels remain unchanged from the prior budget year. See  NIH Funding Strategies for guidance on current NIH Fiscal Operations.

The budgetary categories described in this Notice apply only to Kirschstein-NRSA awards made with FY 2024 funds. All FY 2024 awards previously issued using  NOT-OD-23-076 will be revised to adjust funding to the FY 2024 levels. Appointments to institutional training grants that have already been awarded in FY 2024 must be amended to reflect the FY 2024 stipend levels once the training grant award has been adjusted by NIH. Amended appointments must be submitted through xTrain in the eRA Commons. Retroactive adjustments or supplementation of stipends or other budgetary categories with Kirschstein-NRSA funds for an award made prior to October 1, 2023, are not permitted.

Stipends Effective with all Kirschstein-NRSA awards made on or after October 1, 2023, the following annual stipend levels apply to all individuals receiving support through institutional research training grants or individual fellowships.

Undergraduates: For institutional training grants supporting undergraduate trainees (T34, TL4), appointments for undergraduate candidates will continue to be made by distinct categories (i.e., Freshmen/Sophomores and Juniors/Seniors), but the stipend levels for the categories will be the same:

Predoctoral Trainees and Fellows: For institutional training grants (T32, T35, T90, TL1) and individual fellowships (F30, F31), one stipend level is used for all predoctoral candidates, regardless of the level of experience.

Postdoctoral Trainees and Fellows: For institutional training grants (T32, T90, TL1) and individual fellowships (F32), the stipend level for the entire first year of support is determined by the number of full years of relevant postdoctoral experience when the award is issued. Relevant experience may include research experience (including industrial), teaching assistantship, internship, residency, clinical duties, or other time spent in a health-related field beyond that of the qualifying doctoral degree. Once the appropriate stipend level has been determined, the trainee or fellow must be paid at that level for the entire grant year. The stipend for each additional year of Kirschstein-NRSA support is the next level in the stipend structure and does not change mid-year.

Senior Fellows (F33 only): The stipend level must be commensurate with the base salary or remuneration that would have been paid by the institution with which the individual is permanently affiliated when the award is issued but cannot exceed the current Kirschstein-NRSA stipend limit set by the NIH for those with 7 or more years of experience. The level of Kirschstein-NRSA support will take into account concurrent salary support provided by the institution and the policy of the sponsoring institution. NIH support does not provide fringe benefits for senior fellows.

Relevant Policies Current stipend levels are to be used in the preparation of future competing and non-competing NRSA institutional training grant and individual fellowship applications. They will be administratively applied to all applications currently in the review process.

NRSA support is limited to 5 years for predoctoral trainees (6 years for dual-degree training), and 3 years for postdoctoral fellows. The NIH provides eight levels of postdoctoral stipends to accommodate individuals who complete other forms of health-related training prior to accepting a Kirschstein-NRSA supported position. (The presence of eight discrete levels of experience, however, does not constitute an endorsement of extended periods of postdoctoral research training).

It should be noted that the maximum amount that NIH will award to support the compensation package for a graduate student research assistant remains at the zero level postdoctoral stipend, as described in  the NIH Grants Policy Statement 2.3.7.9 .

Tuition and Fees, Training Related Expenses, and Institutional Allowance for Kirschstein-NRSA Recipients

The NIH will provide funds for Tuition and Fees, Training Related Expenses, and Institutional Allowance as detailed below.

A. Tuition and Fees

Undergraduate and Predoctoral Trainees and Fellows: For institutional training grants (T32, T34, T35, T90, TL1, TL4) and individual fellowships (F30, F31), an amount per predoctoral trainee or fellow equal to 60% of the actual tuition level at the applicant institution, up to $16,000 per year, will be provided. If the trainee or fellow is enrolled in a program that supports formally combined, dual-degree training (e.g., MD/PhD, DO/PhD, DDS/PhD, AuD/PhD, DVM/PhD), the amount provided per trainee or fellow will be 60% of the actual tuition level, up to $21,000 per year.

Postdoctoral Trainees and Fellows: For institutional training grants (T32, T90, TL1) and individual fellowships (F32, F33), an amount per postdoctoral trainee or fellow equal to 60% of the actual tuition level at the applicant institution, up to $4,500 per year, will be provided. If the trainee or fellow is enrolled in a program that supports postdoctoral individuals in formal degree-granting training, an amount per postdoctoral trainee or fellow equal to 60% of the actual tuition level at the applicant institution, up to $16,000 per year, will be provided.

B. Training Related Expenses on Institutional Training Grants

For institutional training grants (T32, T35, T90, TL1), these expenses (including health insurance costs) for predoctoral and postdoctoral trainees will be paid at the amounts shown below for all competing and non-competing awards made with FY 2024 funds.

• Predoctoral Trainees:  $4,750
• Postdoctoral Trainees:  $12,400

C. Institutional Allowance for Individual Fellows

This allowance for predoctoral and postdoctoral fellows will be paid at the amounts shown below for all competing and non-competing awards made with FY 2024 funds.

Institutional Allowance for individual fellows (F30, F31, F32, F33) sponsored by non-Federal Public, Private, and Non-Profit Institutions (Domestic & Foreign, including health insurance):

• Predoctoral Fellows:  $4,750
• Postdoctoral Fellows:  $12,400

Institutional Allowance for individual fellows (F30, F31, F32, F33) sponsored by Federal and For-Profit Institutions (including health insurance):

• Predoctoral Fellows:  $3,650
• Postdoctoral Fellows:  $11,300

Please direct all inquiries to:

Specific questions concerning this notice or other policies relating to training grants or fellowships should be directed to the grants management office in the appropriate  NIH Institute or Center ,  AHRQ , or  HRSA .

General inquiries concerning NRSA stipend and tuition policies should be directed to:  

NIH Division of Biomedical Research Workforce Office of Extramural Research National Institutes of Health (NIH) Website: https://researchtraining.nih.gov   Email: [email protected]   AHRQ Division of Research Education Office of Extramural Research, Education, and Priority Populations Agency for Healthcare Research and Quality (AHRQ) Email: [email protected]  

HRSA Paul Jung, M.D. Director, Division of Medicine and Dentistry Bureau of Health Workforce Health Resources and Services Administration (HRSA) Email:  [email protected]

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How to go from graduate to CEO: An Alumni’s guide to post-grad success

No adjustment is easy. Especially making the adjustment from a student to a full time member of the workforce. The responsibility and pressure can be very overwhelming and you may feel as though the expectations are near impossible to meet. However, that’s just not the case. Names such as Barrett and Fulton used to be written on attendance sheets, now they adorn ASU buildings. ASU alumni like Al Michaels and Kate Spade are now known nationwide. People like Pat Tillman and Anthony Robles are etched into our Hall of Fame.

If you asked these people whether they were nervous when they first graduated, or if they faced many difficult challenges when entering the workforce, the answer would undoubtedly be yes. Take it from a name that has proudly represented ASU’s culture of success since he graduated in 1996: Writer, Director, Producer and CEO, Nicholas Tana.

“I think like most graduates, there's a lot of fear going into the real world as you call it,” said Tana. “Even though I had an advantage in that I actually was a working student, which is an advantage and disadvantage because you're working, but at the same time, you're getting experience… I still struggled to get a job though.”

It was in 1992, that Nicholas first set foot on ASU's Tempe campus as a first-year student, uncertain of what the future held. By seizing the opportunities available, he cultivated his interests and gained valuable experience in his chosen field of study.

College is the perfect time to start gaining experience and knowledge about the fields and studies that interest you. It is a time of opportunity and development, and a place that isn’t going to be replicated out in the “real world.”

“Something about ASU that sticks with me is it was truly a university, not a college,” Tana explained. “And when I say that, I mean like there's a lot of colleges in one. It's almost like going to a metropolis city where you have little mini cities like Los Angeles in one. San Diego is different from downtown LA, different from Koreatown.”

“I think that nexus of access that a university like ASU provides is great,” Tana went on to elaborate. “Especially when you're not necessarily sure what you want to do and you want to feel your way through and experience more sentiently. And so, I think that is one of the advantages of ASU. It has a lot to offer. And for people that are very self-seeking and self-motivating, that could be an amazing thing. For people that don't have a lot of direction, it might be overwhelming. So I think it really depends on the individual, but it definitely has a lot to offer.”

Motivated by the possibilities in front of him, Nicholas found direction by diving head first into the array of opportunities ASU provides. By allowing opportunities to happen, not being afraid of failure or rejection and providing a path of direction through consistent engagement, Nicholas learned what worked for him. 

ASU truly is a metropolis of opportunity. It is one of the few places in which you will be actively rewarded for taking risks and trying new things. It is a place where experimentation is valued and a place where inclusivity is revered. As school ends and careers begin, these values narrow, and focuses change. 

“I remember trying to get in with the Village Voice through a connection,” Tana described. “He says, ‘You have an amazing resume and you have all this experience and it's awesome -but I can't hire you unless you want to work for free.’ 

“I go, ‘What do you mean? Why can't you hire me? You pay people, right?’ He's like, ‘Yeah, but a lot of people want to work for free for us. And so I can't justify paying you when I have people with more experience than you willing to work for free. Unfortunately, all the really cool jobs, there's a lot of people that want to do it. You tend to have to do it for free for a while until you get yourself in the door.’”

“And so, that opened my eyes to what I had to do… I started doing free samples and writing and things to get some experience here and there…. One thing led to another where I eventually took a job stuffing envelopes in ESPN's HR department. And I gave them the spiel,” Tana explained. “I said, ‘You know, I've got experience. I'm an honors graduate. I speak several languages. I got real TV experience, but I can't get a job here. How do you get in?’ And she said, ‘You didn't hear this from me, but you gotta know somebody.’ And so I said, ‘Well, I know you.’ So she says, ‘Do you have a resume?’ I showed it to her and then I wound up getting a call the next day and I got offered a job as a production assistant. “

“And it was about $7,000 less than the average friend of mine was making with their starting jobs. But I took it because it was a leg in. Within a year, I was directing for them, associate director. It took getting in and then proving my worth and moving up the ranks.” 

Opportunity is provided at ASU, in the “real world”, it is laboriously earned. Now more than ever is the time to take advantage of this. Prepare yourself by jumping into new opportunities and moving past the fears and reservations that might prevent you from doing so. It was a push, an unasked-for proposition in a moment of confidence, in which Nicholas secured more stable employment for himself. 

For the student who gets anxious asking for homework extensions, be confident and advocate for yourself. Now is the time to develop these skills so that you don’t let your future opportunities pass you by. 

“University is a place, the one time in your life, where you can learn who you are and what you like,” Tana said. “You have access to do that soul searching to incubate, to become the individual you're going to be, to go into a working world and bring that with you. Definitely get those experiences while you're on campus, while you have those connections where they can help land you into companies. Do it while you're in school.” 

Sometimes, we expect university to be the end-all-be-all preparation for the workforce. While it provides a great foundation for skills and concepts we will be carrying into our respective fields, it cannot provide you with everything. 

What it can provide you is an environment of freedom and accessibility that allows you to develop the skills it can’t directly teach you. Whether it be working part-time, taking internships, double majoring, or just the initiative to apply for said things, it is the time to start taking active steps outside what is “required” so that you can best prepare yourself.

“I wanted to be creative!” exclaimed Tana. “That's what I wanted to do. So, I was getting experience, hoping I can impress them and get a job. And most of them didn't work out. They just weren't going to hire me no matter what… until I got that ESPN job. But I also recognized that a lot of people were in my boat and this is very normal par for the course.

“I had heard stories about it. This is just the way it goes. And so that kept me encouraged. It wasn't like I was doing worse than anyone else per se. Everyone was struggling. I was like, ‘This is just the way it is.’ Eventually something will click. And I had faith in that and stuck with it, and eventually it did.”

Not everything will work out. Not every job will feel fulfilling, nor will they necessarily provide you a path forward unless you carve it yourself. It is undoubtedly daunting to embrace the ideas that everyone is struggling, that the market is difficult and that no matter how prepared you are there will always be challenges regarding employment.

But when you reflect, how many of those things can be applied to school? To life? To anything that requires effort? Difficult things are everywhere, many of them behind you, and they don’t change, they stay difficult. You change. You can become someone who embraces difficult things, a go-getter, and find yourself challenging the world, not vice versa. Whether you want to see change in your life, or in the world, it starts with accepting the difficult things are inevitable, but conceding to them is not. 

“I was really struggling with the sheer amount of time that you had to be on-site in a job,” Tana explained. “Whereas at ASU, you'd go to a class, you'd walk and you'd go to another class, even though you were there all day and maybe into the night, it didn't feel like you were at a job all day. You were able to break it up. Having to do that was a challenge at first. It felt like you had to build that muscle.” 

“I wasn't as inclined to be able to have to stay on one thing. And especially the more entry-level jobs, they don't trust you with a lot of things…. When you're starting in an internal or you're starting as a low entry-level paid position, you tend to be given one or two, maybe three things, tops that you're doing. And so it can feel redundant. And so I think it's really just, how do you still keep inspiration?”

“It's like we're all ADHD with the amount of things that we're bombarded with in terms of choices and options,” Tana continued. “It makes our staying power diminish, our ability to sit and stay with one thing for very long and focus.That was the one thing that I had to develop.” 

Development is the enemy of failure. Especially when you measure success by improvement. There will be things you are not prepared for and it will force you to make adjustments. Things no matter how much you study your books or build your work ethic, will be new and different challenges to anything you have endured. They may have a similar level of difficulty, they may even have a similar structure, but it will be new. 

However, understand that new challenges don’t necessarily require completely new solutions. Sitting down in an office space for an eight hour shift might be a new challenge, but focusing, especially for a student, isn’t new. How have you studied for tests? How did you manage to cram that essay a day before it was due? How many notebooks have you filled back to front through multiple hour long lectures? Challenges might be new, but solutions can be tried and tested. Continue to develop the skills you have been working on, and don’t be afraid to apply them differently. Confidence is key.

“I don't necessarily think pressure is a bad thing,” said Tana. “Like pressure is a bad thing if you let it get to you. But pressure can also inspire you. It can focus you, you know? I mean, there's not an exam you'll take that you won't have pressure, right? That's what you're learning. Do you fold under that pressure or do you learn to flourish under that pressure?”

“Pressure can make diamonds out of coal,” Tana elaborated. “So it's really just learning that everyone makes mistakes, being forgiving of yourself, but also allowing yourself to be under pressure, to try hard, to be motivated, to succeed and to take the time and initiative to grow and learn as quickly as you can, as you're capable of.” 

Pressure is a tool not an obstacle. Like any tool, it can be used to improve, or as a blunt weapon to destroy. If there was no pressure in the atmosphere we’d all, hypothetically, become filled with bubbles that block our blood flow. Our body wouldn’t get the oxygen or nutrients it needs to thrive. Having no pressure in your life is not too different. You can become overly lax, filled with nothing but empty air, and you lose the essential fuel that drives you forward. 

Allow pressure into your life, allow challenges to come your way and take on difficult tasks. Failure might be inevitable but so is growth. The coolest jobs, the best opportunities and the most rewarding work will have a lot of pressure associated with it. 

While there might be a lot of challenges to face, what you will soon come to find is that the reward and fulfillment gained from the successful development of one’s skills far exceeds any A+ or passed class. 

“I am proud of both of the movies I've made,” Tana said. “ Sticky: A (Self) Love Story , I found out from a friend, was number six on Amazon as of last October. That's a 2016 movie. I just can't believe that that's still trending. It's very unique if you've seen it. It's all about ending shame and things like that, too, which is very relevant in our society.”

“I think Hell's Kitty . I mean, I did that on a super, super micro budget in one apartment. Pretty much 80 percent was shot in a two bedroom apartment. And I managed to get so much high level talent in this one thing with my cat. And given all the parameters of working with a cat and working with no money and a limited location, what we were able to pull off with that, I'm very proud of it. And I think it still has its own cult following, which is great.”

“So I'm very proud of both of those accomplishments and creatively what they did and how they helped to kind of push my career out,” Tana continued. “And of course, I'm proud of the work I'm doing now. eJUNKY , the graphic novel I just released, I'm very proud of that book and how it came out and where it's still going... I'm always in love with what I'm doing at the moment, you know, most, I'd say. And I think I've got some of my best work ahead of me, I hope.” 

Ultimate success comes in incremental improvements. There will be no job that, upon being hired, you are completely fulfilled. There will be no singular project that, once completed, cements you or your legacy in history. There is no paycheck that will immediately validate your hard work. All that stuff helps, surely, but the real reward will always come in tackling challenges, trying your best and always committing to taking the next steps forward, no matter how big that step may be. Keep taking steps forward, and one day you’ll find yourself far ahead of where you used to be. 

If you would like to check out the work mentioned, or follow the inspiring story of this ASU alum, be sure to check out Nicholas Tana’s work on Instagram @nicholastana or on his website or on the Smart Media LLC website !