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Can I Do PhD Without a Supervisor?

In the realm of academic pursuits, the journey to attain a Doctor of Philosophy (PhD) degree is often regarded as a structured and rigorous endeavour. Central to this pursuit is the role of the PhD supervisor or guide, a seasoned mentor who provides invaluable direction, support, and oversight throughout the research journey. However, the landscape of higher education is evolving, and alternative pathways to earning a PhD have begun to emerge. These unconventional paths challenge the traditional model of close supervision, offering individuals the opportunity to chart their own course of research and discovery.

In this exploration, we delve into the intriguing realm of pursuing a PhD without the confines of a traditional supervisor. We uncover the various avenues that brave researchers may tread, and we navigate the advantages and challenges inherent in such unconventional approaches. From self-directed endeavours to interdisciplinary collaborations, from practice-based creative research to online learning, these paths offer a glimpse into a more autonomous and unique PhD experience.

While these unconventional approaches hold promise, they also present novel considerations that demand careful contemplation. This journey requires introspection and thorough evaluation of one’s own research expertise, the compatibility of the chosen approach with the research topic, and the standards of the field. Moreover, the credibility and recognition of the chosen program should be at the forefront of every decision.

Embarking on an unconventional PhD path demands meticulous planning and a strong commitment to self-discipline. While the conventional supervisor may be absent, the need for guidance and feedback remains. Therefore, building a network of collaborators, mentors, and advisors becomes imperative for success.

As we embark on this exploration of doctoral pursuits without traditional supervision, it is vital to remember that each academic journey is unique. While the traditional model offers structure and support, these emerging pathways embrace the spirit of innovation and autonomy. Join us as we unravel the intricacies, advantages, and potential pitfalls of pursuing a PhD through unconventional avenues, guiding you through the uncharted waters of doctoral research.

PhD Supervisors and Their Role

Brief overview of the traditional phd process, can i do phd independently: unconventional phd paths, a. advantages of pursuing a phd without a traditional supervisor, b. challenges associated with unconventional paths, a. self-assessment of research expertise and autonomy, b. research topic alignment with chosen approach, c. research field and standards, d. program recognition and accreditation, e. interaction with advisory committees or mentors, a. thoroughly research and vet institutions/programs, b. seek advice from academic mentors and professionals, c. create a clear research plan and timeline, d. establish a network for collaboration and feedback, e. regularly assess progress and adjust as needed.

Before We Close........

Introduction

A PhD supervisor, also referred to as a doctoral advisor or guide, plays a pivotal role in the pursuit of a PhD degree. This individual is an experienced researcher and scholar who provides comprehensive guidance, mentorship, and oversight to the doctoral candidate throughout the research journey. The supervisor’s role extends beyond mere academic instruction; they offer valuable insights into research methodology, assist in formulating research questions, guide literature reviews, help design experiments, offer constructive feedback on drafts, and aid in navigating the intricacies of the academic landscape. Essentially, a PhD supervisor acts as a compass, steering the candidate towards the successful completion of their research goals.

Example: Dr Emily Hughes, a renowned physicist at Prestige University, exemplifies the role of a PhD supervisor. She mentors her students not only in the theoretical aspects of their research but also encourages them to attend international conferences and collaborate with experts from other institutions. Her guidance not only shapes the student’s academic progress but also nurtures their growth as well-rounded researchers.

The traditional PhD process is characterized by a structured and hierarchical model of supervision. Typically, a doctoral candidate identifies a research area of interest and seeks out a suitable supervisor within their chosen field. Once the supervisor agrees to oversee the candidate’s research, they collaboratively refine the research proposal and outline a plan for the research journey. The candidate then carries out the research, frequently meeting with the supervisor for discussions and updates. The supervisor’s expertise guides the candidate through challenges, validates research methods, and ensures that the work aligns with academic standards. Finally, the candidate submits their thesis or dissertation for evaluation, with the supervisor often playing a key role in assessing and providing feedback on the document.

Example: At Quantum Dynamics Institute, the traditional PhD process involves close collaboration between candidates and their supervisors. Dr Martin Chen, a professor of quantum physics, oversees the research of several candidates exploring the behaviour of subatomic particles. Through regular meetings and discussions, Dr Chen guides the candidates in selecting appropriate research methodologies, analyzing complex data, and refining their hypotheses. This structured process ensures that candidates receive expert guidance while making significant contributions to the field.

In the following sections, we will explore unconventional paths that challenge the traditional PhD model, offering candidates the potential for greater autonomy and exploration in their research endeavours.

A. Unconventional Approaches

Self-directed PhDs : In this approach, candidates take on a significant degree of autonomy, acting as their own guide throughout the research journey. While there might be advisory committees or mentors, the candidate largely drives the research process, from topic selection to methodology and analysis. Example: Dr. Maria Thompson embarked on a self-directed PhD in environmental policy. With her extensive background in sustainable development, she independently designed a research project to analyze the impact of renewable energy policies in developing countries. She navigated the research landscape, identified relevant data sources, and formulated her findings, showcasing the potential of self-directed research.
Interdisciplinary Committee : Instead of a single supervisor, candidates work with a committee of advisors from different disciplines. This allows candidates to benefit from diverse perspectives and expertise, particularly when their research topic spans multiple fields. Example: At the Institute for Innovation Studies, candidates pursuing research at the intersection of technology and sociology have an interdisciplinary committee comprising experts from both fields. This unique approach ensures a well-rounded evaluation of the research, enriching its depth and breadth.
External Collaborations : Candidates collaborate closely with professionals from external organizations, such as industry or research institutes. These collaborations can provide candidates with real-world insights and resources beyond what a traditional academic supervisor might offer. Example: The Partnership for Space Exploration sponsors candidates in their PhD programs, with research topics related to space technology. The candidates work closely with engineers, scientists, and researchers from space agencies, ensuring the practical relevance of their research.
Online/Distance Programs : Some PhD programs are conducted entirely online, allowing candidates to work remotely while pursuing their research. These programs often incorporate virtual discussions and online platforms to facilitate interaction with peers and mentors. Example: The Global Health Research Institute offers an online PhD program in public health. Candidates from different corners of the world collaborate on projects and engage with professors through virtual seminars, illustrating the potential of technology to bridge geographical distances.
Practice-based Research : In creative fields like arts, design, and music, candidates may engage in practice-based research. This approach emphasizes the creation of artistic works or designs as part of the research process, with academic analysis and reflection supporting the creative endeavour. Example: At the School of Visual Arts, candidates pursuing practice-based PhDs in photography explore innovative techniques while critically evaluating their impact on storytelling. Their research contributions include both artistic portfolios and scholarly theses.

B. Examples of Institutions/Programs Offering Unconventional Paths

European Graduate School (EGS) : EGS is renowned for its unconventional educational approach , encouraging self-directed and interdisciplinary research. Candidates at EGS often work closely with a personalized advisory committee rather than a traditional supervisor.
Open University of Catalonia (UOC) : UOC offers online and distance education programs , providing candidates with the flexibility to engage in research while balancing other commitments. The virtual nature of the program encourages candidates to collaborate with professionals in their respective fields.
Practice-based PhDs in Creative Fields : Institutions such as the Royal College of Art and the Berklee College of Music offer practice-based PhD programs, allowing candidates to engage in creative projects while integrating academic research.

These examples illustrate how diverse institutions are embracing unconventional approaches to PhD research, challenging traditional norms and fostering innovation in doctoral education.

Advantages and Challenges

Increased Autonomy : Unconventional PhD paths offer candidates a greater degree of autonomy over their research journey. Candidates are responsible for setting research goals, making decisions about methodologies, and managing their time effectively. Example: Jane Davis pursued a self-directed PhD in cultural anthropology, allowing her to shape her research trajectory. She was able to explore subtopics and methods of her interest, adapting her approach based on real-time discoveries during her fieldwork.
Unique Research Opportunities : Unconventional paths can lead to novel research opportunities that might not align with traditional academic trajectories. Candidates can pursue topics that are on the cutting edge or explore emerging interdisciplinary areas. Example: John Martinez engaged in external collaboration with a pharmaceutical company, examining the environmental impact of a new drug manufacturing process. This partnership provided him access to industry data and resources, enhancing the real-world relevance of his research.
Flexibility in Research Direction : Without a strict supervisor guiding the research, candidates can pivot their research directions based on emerging trends, unexpected findings, or personal interests, allowing for a more dynamic research process. Example: Sarah Patel started her practice-based PhD in music composition. As she experimented with new digital instruments, her research direction evolved to focus on the intersection of artificial intelligence and music, a direction she could pursue due to the flexibility of her program.
Lack of Structured Guidance : One of the primary challenges of pursuing a PhD without a traditional supervisor is the potential lack of structured guidance. Candidates might struggle to set clear milestones, develop effective methodologies, and receive regular feedback on their progress. Example: Michael Johnson, pursuing a PhD in experimental psychology through an online program, found himself struggling to maintain a consistent research focus without regular in-person meetings with an advisor.
Academic Rigor and Credibility Concerns : The absence of a traditional supervisor might raise concerns about the rigour and credibility of the research. A strong academic foundation and adherence to disciplinary standards become crucial to ensure the research maintains its integrity. Example: Julia Carter faced scepticism during her self-directed PhD in economics. To address credibility concerns, she conducted extensive literature reviews, attended conferences to present her findings, and sought feedback from experts in her field.
Limited Networking Opportunities : Traditional supervisors often provide candidates with networking opportunities, introducing them to other researchers, collaborators, and potential employers. Pursuing an unconventional path might result in fewer networking avenues. Example: David Lee, enrolled in an interdisciplinary committee-based PhD program, found that he had to be proactive in seeking networking opportunities with experts from different fields, as he didn’t have a single supervisor connecting him to the academic community.

These advantages and challenges highlight the multifaceted nature of pursuing a PhD without a traditional supervisor. While autonomy and uniqueness can be invigorating, candidates must also address the potential hurdles that arise due to the lack of structured guidance and networking opportunities.

Considerations Before Choosing an Unconventional Path

Before embarking on an unconventional PhD path, candidates must evaluate their own research expertise and autonomy. An in-depth understanding of the research process, methodologies, and scholarly writing is essential for successful self-directed or collaborative research.

Example: Melissa Rogers, an experienced archaeologist, chose an unconventional PhD path that involved external collaborations with indigenous communities. Her robust background in fieldwork and cultural sensitivity enabled her to navigate complex community dynamics and effectively contribute to the research.

The chosen unconventional approach should align with the research topic and goals. Candidates should critically assess whether their research lends itself well to the selected path, such as interdisciplinary committees or practice-based exploration.

Example: Ethan Mitchell’s research on climate change and urban planning led him to pursue an interdisciplinary committee-based PhD. By collaborating with experts in environmental science, urban design, and policy, Ethan could address the multifaceted nature of his research topic.

Candidates must consider the norms and standards of their research field when opting for an unconventional path. They should ensure that the chosen approach doesn’t compromise the academic rigour and integrity expected in their discipline.

Example: Rebecca Thompson’s pursuit of an unconventional practice-based PhD in dance required her to intertwine artistic expression with rigorous scholarly analysis. By adhering to the standards of both the dance and academic communities, she successfully navigated this hybrid path.

Thoroughly researching the recognition and accreditation of the chosen institution or program is paramount. Candidates should verify that the program holds credible academic standing and that their degree will be widely recognized in their field.

Example: Eric Peterson’s online PhD program in artificial intelligence was accredited by a reputable accrediting body, ensuring that his degree would be respected by employers and academic institutions alike.

For paths involving committees or mentors, candidates should assess the quality and accessibility of interaction with these advisors. Adequate communication channels are crucial to receiving feedback, addressing challenges, and maintaining a sense of guidance.

Example: Maria Sanchez engaged in a practice-based PhD in visual arts with a committee of experts. Regular virtual meetings allowed her to receive feedback on her creative work and theoretical analyses, ensuring a comprehensive research experience.

By thoroughly considering these factors, candidates can make informed decisions about pursuing unconventional PhD paths that align with their strengths, goals, and research aspirations. Each consideration contributes to the foundation of a successful and meaningful doctoral journey.

Steps to Navigate an Unconventional PhD Path

Start by thoroughly researching institutions and programs that offer unconventional PhD paths. Investigate their reputation, faculty expertise, success stories of previous candidates, and accreditation status to ensure the credibility and quality of the program.

Example: Sarah Johnson spent several months researching online PhD programs in educational technology. She compared course offerings, faculty profiles, and student testimonials before selecting a program that aligned with her research goals.

Before committing to an unconventional path, seek advice from experienced academic mentors and professionals in your field. Their insights can help you assess whether the chosen approach is suitable for your research aspirations and provide valuable guidance.

Example: David Carter consulted his former professors and colleagues when considering an interdisciplinary committee-based PhD. Their feedback helped him weigh the pros and cons of this approach based on his research topic and career aspirations.

Develop a comprehensive research plan that outlines your research objectives, methodologies, milestones, and expected outcomes. Establishing a clear timeline helps you stay organized and ensures steady progress throughout your PhD journey.

Example: Maria Hernandez devised a detailed research plan for her self-directed PhD in environmental policy. Her plan included data collection phases, analysis milestones, and scheduled breaks to maintain a healthy work-life balance.

Build a network of collaborators, mentors, and peers who can provide valuable feedback and support. Engage in regular discussions and knowledge-sharing to enhance the quality of your research and address challenges.

Example: Daniel Lee joined an online PhD program in economics and actively participated in virtual forums and research groups. Through these interactions, he formed connections with fellow candidates and professors who provided diverse perspectives on his research.

Continuously assess your progress against your research plan and adjust as necessary. Regularly reflect on your accomplishments, challenges, and areas for improvement to ensure that you remain on track toward your research goals.

Example: Nicole Adams conducted quarterly self-assessments of her practice-based PhD in music composition. She reflected on her artistic growth, research insights, and feedback received, allowing her to fine-tune her research direction and methodologies.

By following these steps, candidates can navigate the complexities of unconventional PhD paths with purpose and diligence. A well-structured approach, informed decision-making, and a supportive network contribute to a rewarding and successful doctoral journey.

Before We Close……..

I have written several articles related to PhD. You can visit them Here. These articles will guide you in the smooth completion of your PhD.

An unconventional PhD demands quality publications and presentations. I have written articles related to Research Journals and Research Conferences. Please visit them

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Unlock Exclusive Access to the PhD Navigator Tool – for a Streamlined Research Experience for FREE!

Dear fellow researchers,

If you are a PhD research scholar or planning to pursue PhD, I understand the value of time in your PhD journey. That’s why I have organized my blog posts related to PhD meticulously, categorizing more than 100 articles into various stages of PhD (from planning of PhD to careers after PhD).

You can get this tool ABSOLUTELY FREE , by sending an email to [email protected] with the subject line “Subscribe: PhD Navigator Tool-1.0” By subscribing not only will you gain free access to this invaluable tool, but you’ll also receive regular updates on this tool and our blog’s latest insights, tips, and resources tailored for researchers.

Happy researching!

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Dr Vijay Rajpurohit

In the ever-evolving landscape of academia, the pursuit of a PhD has embarked on new horizons, challenging conventional norms and embracing innovative pathways. As we have journeyed through the realm of pursuing a PhD without a traditional supervisor, we have unearthed a realm of possibilities that empower researchers to chart their own intellectual odyssey. From self-directed exploration to interdisciplinary collaboration, from practice-based creativity to virtual connections, the unconventional paths that beckon offer a unique blend of autonomy, creativity, and real-world relevance.

However, as with any uncharted territory, these pathways come with their own set of considerations and complexities. The advantages of increased autonomy, access to unique research vistas, and the freedom to redefine research directions are coupled with challenges such as the need for self-guidance, maintaining academic rigor, and navigating a potential networking vacuum. It is the harmony of these advantages and challenges that adds depth to the pursuit of knowledge and innovation.

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Twenty things I wish I’d known when I started my PhD

Lucy A. Taylor 0

Lucy A. Taylor earned her zoology PhD from the University of Oxford, UK. She is now a postdoctoral researcher at Save the Elephants in Nairobi, Kenya, and a visiting researcher in the Department of Zoology at Oxford.

You can also search for this author in PubMed Google Scholar

Starting a PhD can be tough. Looking back, there are many things I wish I’d known at the beginning. Here, I have curated a list of advice from current PhD students and postdoctoral researchers from the Department of Zoology at my institution, the University of Oxford, UK, to aid new graduate students.

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doi: https://doi.org/10.1038/d41586-018-07332-x

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged. You can get in touch with the editor at [email protected].

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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:

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

21st April 2022 25th September 2023

Privacy Overview

Email forwarding for @cs.stanford.edu is changing. Updates and details here . CS Commencement Ceremony June 16, 2024. Learn More .

PhD | Advising Guide

Main navigation.

This page sets out the expectations for advising in the Stanford Computer Science PhD program, both for students and faculty. Advising can vary significantly from professor to professor, and many different styles can be effective, so this does not prescribe a particular approach. Instead, it discusses the various elements of advising and the issues for students and faculty to consider. Students can use this information to select the best advisor for their needs, and students and advisors can work together to design a relationship that works best for them.

Advising Purpose

Graduate school is a time of significant change for students. Before graduate school, students live in a highly structured course-oriented world where they mostly follow directions. By the time they receive their PhDs, students have transitioned to a very different world consisting of independent and self-driven research. There are no classes to guide students through this transition; this is the role of advising. Advising provides personalized teaching about how to choose research projects, how to carry them out, how to present the results, and how to behave in a proper professional fashion. Advising helps students develop academic and professional skills, and it prepares them to be competitive for future employment. Advisors also offer advice on many other topics, such as teaching, choosing a career, or general life issues.

Rotations: Aligning with an Advisor

Finding the right advisor is one of the most important tasks for incoming graduate students, and the first year of the PhD program is designed to give students and faculty the information they need in order to make good alignment decisions. Almost all students align with an advisor by the end of their first year. The alignment process is driven by students. Students should begin thinking about advisors as soon as they are admitted to the program. Ideally, an admitted PhD student will already have one or more potential advisors in mind before deciding to come to Stanford. Most incoming students use the rotation program to learn more about potential advisors. During each quarter of the first year, a student works with a particular professor; students select the faculty they would like to work with and approach those faculty to ask about rotation availability. Over the course of a rotation the student learns about the professor and his or her style of research; at the same time, the professor learns about the student. At the end of the quarter, both the student and the professor are in a better position to decide whether they can work together effectively.

Faculty are responsible for offering alignment to students; they can do this at any point during the year. Students can accept an alignment offer at any time, but they typically wait until the end of the third rotation to commit to a particular professor. The rotation process works best when both students and faculty are proactive and transparent. Students should plan rotations as far ahead as possible, in case faculty are constrained in their rotation slot availability. Students should also be proactive in making sure that faculty have alignment slots available 2 before rotating. Faculty should be transparent with students about how many CS students they expect to align with in the current year and how they will make alignment decisions. At the end of each rotation, faculty should give students clear feedback on the prospects for alignment. Faculty should make alignment offers as early as possible in the year; ideally, this will happen immediately after the end of the student’s rotation, in order to minimize uncertainty for students and allow them to plan their remaining rotations better. Students should not be required to decide on alignment offers until the end of the third rotation, in case they find another advising relationship that will work even better.

In addition to providing a vehicle for meeting potential advisors, rotations also provide a great mechanism for learning about research areas outside the student’s area of focus, and for meeting additional faculty and students. However, it’s important for students to have at least one firm alignment offer before considering “experimental” rotations.

Working Together

There are many different styles of advising that work well. This section discusses various aspects of the advising relationship and how they vary from professor to professor. During the rotation process, students should explore the style of each potential advisor and use that information, along with the advisor’s research interests, to identify the advisor with whom they will have the most productive relationship.

Meetings . Regular face-to-face meetings are essential to a healthy and productive student-advisor relationship. The frequency and length of these meetings varies between advisors, but weekly meetings are common. The meetings are typically informal, with the student describing recent progress and issues, interleaved with comments from the professor and related discussions. Making time for student meetings is one of a professor’s most important responsibilities. One way to ensure that meetings occur is to reserve a regular meeting slot on the advisor’s calendar; it’s easy to cancel or abbreviate a meeting if there are not enough issues to fill the designated slot. In addition to individual meetings, many advisors also meet with their students in other settings, such as weekly group lunches.
Engagement . The level of advisor involvement in student research varies dramatically among faculty. Some faculty are relatively “hands off” and prefer to engage at a high level, leaving the details to the student. Other advisors take a more “hands on” approach, learning about the student’s project at a greater level of detail and offering more detailed guidance. In some cases advisors work hand-in-hand with students, such as by reading student code or writing code alongside students. It is not unusual for advisors to be more engaged and prescriptive during a student’s early years but step back gradually over time, so that by the time a student graduates he or she is working more independently. A professor is more likely to engage deeply with a student if the professor has a strong personal interest in the student’s research. Sometimes a student’s research interests diverge from those of their advisor. If a student in such a situation wants to have a highly engaged advisor, then the student may need to either switch advisors (see below) or switch to a project that excites their current advisor.
Control . Some advisors give their students complete control and view the advisor’s role as purely supportive: “you are free to do whatever you want; if you have questions or need help, I will try to assist.” At the other end of the spectrum are advisors who take the phrase “research assistant” literally; they assume that students will help carry out the research and offer input, but the advisor will make most of the important decisions. Most faculty lie between these two extremes, where each party in the relationship has certain obligations to the other. For example, faculty may need help from students to meet obligations associated with funding that supports the students.
Individual vs. Group . Students can work either alone or as a member of a group. Being part of a group brings several benefits, such as having other students to talk with and being able to attack larger problems. Senior students in a group can help to mentor new students. On the other hand, groups often 3 impose responsibilities; for example, new students may be expected to serve as “apprentices” for senior students, and students may have to give up some flexibility in choosing projects in order to support the overall goal of the group.

Financial Support

The expectation within Computer Science is that faculty ensure financial support for their advisees as long as the students are making reasonable academic progress. Some students already have external support through fellowships; for those who do not, faculty typically provide RA-ships or a combination of RA-ships and assistance in finding suitable CA-ships. An advisor may require students to apply for fellowships.

Progress & Feedback

One of the most important roles of an advisor is to assess the student’s progress and provide constructive feedback. An advisor should help each student to understand his or her strengths and weaknesses, and work with the student to capitalize on strengths and improve in areas of weakness. If faculty do not volunteer feedback, we encourage students to ask for a written review from their advisors. The advisor should take time to think about the student’s strengths and weaknesses and then write a few paragraphs describing them; the advisor should provide the student with the review, give the student an opportunity to read it, and then meet with the student to go over the review, answer questions, and discuss ways to make improvements.

Co-Advisors

It is not unusual for students to have multiple advisors. When this happens, it is usually driven by the student’s interests. There are many ways to manage co-advising relationships; the parties involved should decide on the parameters for the relationship by answering questions such as the following:

How do the advisors share advising responsibilities? Is one advisor the “primary” advisor and the other a “secondary” advisor, or are they co-equals?
Does the student meet separately with each of the co-advisors, or together with both?
Who will support the student?

Changing Advisors

Sometimes it turns out that a student’s initial advisor is not the best choice. This typically happens because of a divergence in research interests or a conflict in style. Students should feel free to change advisors when situations like this occur: it is better to switch to the right advisor than to keep working with the wrong one. There is no stigma associated with changing advisors. It is up to the student to drive the process of switching advisors by approaching other faculty.

Resolving Problems

Like all relationships, student-advisor relationships are imperfect; there is rarely an exact alignment between the needs and interests of the professor and those of the student. When conflicts arise, the best way to resolve them is for the student and advisor to discuss the conflict and work together to find a mutually agreeable solution; as in other kinds of relationships, listening and compromise on both sides are keys to success. If a student cannot reach a suitable solution to a problem, or if a student is uncomfortable discussing a problem with their advisor, there are several people in the department who would be happy to meet with the student and help to find a solution. Some good people to talk with are the PhD Program Chair, the Department Chair, and Director of Graduate Admissions and PhD Program.

Faculty Departures; Start-Ups

If a faculty member leaves the department, they are expected to help mitigate the impact on their students. For students close to graduation, it is common for a departing advisor to continue supporting and advising the student through graduation. For students earlier in the program, it may make more sense for the student to find a new advisor. If a faculty member starts a company and asks some of their advisees to join them, there is a potential conflict of interest between the professor’s responsibilities as advisor and as startup founder. Students should not feel obligated to join their advisor’s company. If a student does decide to get involved with the startup, they must discuss this arrangement with the PhD Program Director to ensure that there is a proper separation between the student’s participation in the company and their academic work. Faculty are typically required to submit a Conflict of Interest Management Plan; they should make these plans available to students so everyone knows where the boundaries are.

Students without an Advisor

Occasionally a PhD student beyond the first year will find themselves without an advisor, either because they did not align after rotations or because an existing advising relationship has ended. As soon as a student realizes that they will be without an advisor, they should notify the PhD Program Director, who will work with them to devise a plan for finding an advisor as quickly as possible.

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Resource Center

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We also offer thesis writing guidance and academic writing support. Our team of experts can help you with everything from choosing a topic to formatting your final document. We also offer research paper assistance and PhD thesis consultation.Here

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The Complete University Guide helps students to make right Assignment formats, Review Formats, Synopsis Formats, University thesis formats and Thesis Formats according to different universities. Here you can find our PdF formats and guidelines for proceedings papers. PhD Guides are here to to help you prepare your work with accuracy.

Visit: University Formats & Guidelines

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What is a PhD? Advice for PhD students

How long does it take to get a doctorate degree how do you get into grad school are you qualified to do a phd answers to these questions and more.

What is a PhD?

A PhD, which stands for “doctor of philosophy”, is the most advanced academic degree. It’s earned through extensive research on a specific topic, demonstrating expertise and contributing new knowledge to the field.

What does “PhD” mean?

The term “PhD” is often used as a synonym for any doctoral-level qualification. Doctorate degrees can often be split into two categories: MPhil and PhD.

An MPhil is similar to a PhD as it includes a research element (which is usually shorter and less in-depth than a PhD thesis, and often more akin to a dissertation undertaken at undergraduate or master’s level).

MPhil students focus more on interpreting existing knowledge and theory and critically evaluating other people’s work rather than producing their own research. The precise nature and definition of an MPhil can vary among institutions and countries.

A PhD, meanwhile, follows a more widely known and traditional route and requires students, often referred to as “candidates”, to produce their own work and research on a new area or topic to a high academic standard.

PhD requirements vary significantly among countries and institutions. The PhD, once completed, grants the successful candidate the title of “doctor of philosophy”, also called PhD or DPhil.

What is a professional doctorate?

A professional doctorate is a kind of degree that helps people become experts in their fields. Instead of focusing mainly on theory and research like a regular PhD, a professional doctorate is all about practical skills and knowledge.

This kind of doctorate is great for students who want to get better at their jobs in areas like teaching, healthcare, business, law or psychology. The courses and projects in these programmes are designed to tackle real problems you might face at work.

For example, you might have heard of the doctor of education (EdD), doctor of business administration (DBA), doctor of psychology (PsyD) or doctor of nursing practice (DNP). These programmes combine learning, hands-on projects and sometimes a thesis paper or essay to show you’re skilled at solving on-the-job challenges.

How long does it take to study a PhD?

The time required to complete a PhD can vary significantly based on several factors. Generally, a full-time PhD programme takes around three to six years to finish. However, it’s important to take into account individual circumstances and the nature of the research involved.

1. Full-time vs. part-time: If you’re studying full-time, dedicating most of your time to your studies, it usually takes about three to four years to complete a PhD. However, studying part-time while managing other commitments might extend the duration. Part-time PhDs can take around six to eight years, and sometimes even longer.

2. Nature of research: The complexity of your research proposal can influence the time required. Certain research questions may involve intricate experiments, extensive data collection or in-depth analysis, potentially leading to a longer completion timeline.

3. Field of study: The subject area you’re researching can also affect the necessary time. Some fields, such as sciences or engineering, might involve more hands-on work, while theoretical subjects might require more time for literature review and analysis.

4. Supervision and support: The guidance and availability of your academic supervisor can affect the pace of your research progress. Regular meetings and effective communication can help keep your studies on track.

5. Thesis writing: While the research phase is crucial, the stage of writing your thesis is equally significant. Organising and presenting your research findings in a clear and cohesive manner can take several months.

6. External commitments: Personal commitments, such as work, family or health-related factors, can influence your study time. Some students need to balance these alongside their PhD studies, potentially extending the duration.

7. External Funding: The availability of funding can also affect your study duration. Some funding might be linked to specific project timelines or research objectives.

So, although a PhD usually takes between three and six years of full-time study, with potential variations based on research complexity, enrolment as part-time or full-time, field of study and personal circumstances. It’s vital to have a realistic understanding of these factors when planning your PhD journey.

How long is a PhD in the UK?

In the UK, the length of a PhD programme typically ranges from three to four years of full-time study. As explained above, there are many factors to consider.

How long is a PhD in the US?

Similarly to the UK, in the United States, the duration of a PhD programme can vary widely depending on the field of study, research topic and individual circumstances. On average, a full-time PhD programme in the US typically takes between five and six years to complete.

Why does it take longer to study a PhD in the US?

PhD programmes generally take longer to complete in the US than in the UK due to various factors in the education systems and programme structures of each country:

1. Programme structure: UK PhD programmes often emphasise early, focused research from the first year, leading to shorter completion times. In contrast, US programmes commonly include more initial coursework in your first and second year and broader foundational training, which can extend the overall duration.

2. Course work requirements: Many US PhD programmes require a lot of course work, which can lengthen the time needed to finish. UK programmes tend to have fewer or no course work demands, allowing students to concentrate primarily on research skills.

3. Research funding: In the UK, PhD funding is often awarded with specific timeframes in mind, motivating completion of the research degree in the agreed duration. In the US, funding approaches can vary, requiring students to secure funding from multiple sources, potentially affecting their progress and completion time.

4. Teaching responsibilities: Some US PhD students take on teaching roles as part of their funding, dividing their time and potentially prolonging their studies.

5. Research approach: Differences in research methodologies and project scopes can affect the time needed for data collection, experimentation and analysis.

6. Academic culture: The US education system values a well-rounded education, including coursework and comprehensive exams. This can extend the time before full-time research begins. UK PhD programmes often prioritise independent research early on.

7. Part-time and work commitments: US PhD candidates might have more flexibility for part-time work or other commitments, which can affect research progress.

8. Dissertation requirements: US PhD programmes generally include a longer and more comprehensive dissertation, involving more chapters and a broader exploration of the research topic.

These variations in programme structures, funding models and academic cultures contribute to the differing completion times between the two countries.

What qualifications do you need for a PhD?

To be eligible for a PhD programme, certain educational qualifications are generally expected by universities. These qualifications serve as indicators of your readiness to engage in advanced research and contribute to the academic community.

First, an undergraduate or bachelor’s degree in a relevant field is typically the most common requirement. This degree provides you with a foundational understanding of the subject and introduces you to basic research methodologies. It serves as a starting point for your academic journey.

Do you need a master’s degree to get into a PhD programme?

In addition to an undergraduate degree, many PhD programmes also require candidates to hold postgraduate or master’s degrees, often in fields related to the intended PhD research. A master’s degree offers a deeper exploration of the subject matter and enhances your research skills. Possessing a master’s degree signifies a higher level of expertise and specialisation.

The combination of both undergraduate and postgraduate degrees demonstrates a solid academic background. This background is crucial before you engage in doctoral study because pursuing a PhD involves more than just knowledge; it requires advanced research abilities, critical thinking and the capacity to provide an original contribution and new insights into the chosen field of study.

While these qualifications are usually requested, there are exceptions. Some institutions offer direct-entry programmes that encompass bachelor’s, master’s and PhD degrees in a streamlined structure. This approach is often seen in scientific and engineering disciplines rather than humanities.

In exceptional cases, outstanding performance during undergraduate studies, coupled with a well-defined research proposal, might lead to direct entry into a PhD programme without requiring a master’s degree.

Admission requirements can vary between universities and programmes. Some institutions might have more flexible prerequisites, while others could have more stringent criteria. Make sure that you thoroughly research all admission requirements of the PhD programmes you’re interested in to ensure you provide the right information.

Are PhD entry requirements similar in other countries?

PhD entry requirements in Canada and Australia can be somewhat similar to those in the UK and the US, but there are also some differences. Just like in the UK and the US, having a bachelor’s degree followed by a master’s degree is a common way to qualify for a PhD in Canada and Australia. However, the exact rules can vary, such as how much research experience you need or the grades you should have.

In Canada and Australia, as in the UK and the US, international students usually need to show their English language skills through tests like IELTS or TOEFL. And, like in other places, you might need to give a research proposal to explain what you want to study for your PhD.

But remember, even though there are some similarities, each country has its own rules.

PhD diary: Preparing for a PhD Nine things to know before doing a PhD Women in STEM: undertaking PhD research in cancer Studying for a part-time PhD: the challenges and the benefits Is it possible to do a three-year PhD as an international student? Looking for PhD tips? Why not check Twitter PhD diary: Where do I begin? How to do a PhD on a budget

How much does it cost to study a PhD?

The cost of pursuing a PhD can vary significantly between international and home (domestic) students, and it depends on the country, university and programme you choose.

United Kingdom (UK)

Home students in the UK often pay lower tuition fees compared with international students. Home students might also have access to government funding or subsidised tuition rates.

International students typically pay higher tuition fees, which can vary widely depending on the university and programme. Fees can range from around £10,000 to £25,000 or more per year.

United States (US)

PhD programme costs in the US can be quite high, especially for international students. Public universities often have lower tuition rates for in-state residents compared with out-of-state residents and international students.

Private universities in the US generally have higher tuition fees, and international students might be charged higher rates than domestic students.

Canadian universities often charge higher tuition fees for international students compared with domestic students.

Some universities offer funding packages that include tuition waivers and stipends for both domestic and international doctoral students.

In Australia, domestic students (Australian citizens and permanent residents) usually pay lower tuition fees than international students.

International students in Australia might have higher tuition fees, and costs can vary based on the university and programme.

Apart from tuition fees, other aspects play a role in the overall financial consideration:

PhD studentship: Many universities offer PhD studentships that provide financial support to research students, covering both tuition fees and a stipend for living expenses.

Stipend and housing: Stipends are designed to cover living expenses. Stipend amounts can vary depending on the university and location. If you’re studying in London in the UK, stipends might be higher to account for the higher living costs in the city. Some universities also offer subsidised or affordable housing options for doctoral students.

Tuition and stipend packages: Some PhD programmes provide funding packages that include both tuition waivers and stipends. These packages are to help relieve the financial burden on students during their doctoral studies.

Research the financial support options provided by the universities you’re interested in to make an informed decision about the cost of your PhD journey.

What funding options are available for PhD candidates?

PhD candidates have various funding options available to support their studies and research journeys. Some of these options include:

PhD scholarships: Scholarships are a common form of financial aid for PhD candidates. They are awarded based on academic merit, research potential or other specific criteria. Scholarships can cover tuition fees and provide a stipend for living expenses.

Bursaries: Bursaries are another form of financial assistance offered to students, including PhD candidates, based on financial need. They can help cover tuition fees or provide additional financial support.

In the UK, specific funding options are available:

Regional consortium: Some regions have research consortiums that offer funding opportunities for doctoral candidates. These collaborations can provide financial support for research projects aligned with specific regional needs.

UK research institute: Research councils in the UK often offer stipends to PhD candidates. These stipends cover living expenses and support research work.

University-based studentship: Many UK universities offer studentships. You can read more about these above.

In the USA, there are also funding options available:

Research assistantships (RAs): Many universities offer research assistantships where PhD candidates work on research projects under the guidance of faculty members. In exchange, they receive stipends and often have their tuition waived.

Teaching assistantships (TA): Teaching assistantships involve assisting professors in teaching undergraduate courses. In return, PhD candidates receive stipends and sometimes tuition remission.

Fellowships: Fellowships are competitive awards that provide financial support for PhD candidates. They can come from universities, government agencies, private foundations and other institutions. Fellowships can cover tuition, provide stipends and offer research or travel funds.

Graduate assistantships: Graduate assistantships include a range of roles, from research and teaching to administrative support. These positions often come with stipends and sometimes include tuition benefits.

External grants and fellowships: PhD candidates can apply for grants and fellowships from external organisations and foundations that support research careers in specific fields. Examples include the National Science Foundation (NSF) and the Fulbright Programme.

Employer sponsorship: In some cases, employers might sponsor employees to pursue PhDs, especially if the research aligns with the company’s interests.

You can read about the current available scholarships for international students of all education levels on our website .

What does a PhD Involve?

How does a PhD work?

A PhD includes thorough academic research and significant contributions to your chosen field of study. The timeline for completing a PhD can significantly vary based on the country, college or university you attend and the specific subject you study.

The duration of a PhD programme can vary based on factors such as the institution’s requirements and the academic discipline you’re pursuing. For instance, the timeline for a PhD in a science-related field might differ from that of a humanities discipline.

UK PhD timeline example

Looking at a typical PhD degree in a London higher education institution, we can consider this example timeline.

In the initial year of your PhD, you’ll collaborate closely with your designated academic supervisor. This collaboration involves refining and solidifying your research proposal, which lays the foundation for your entire doctoral journey.

This is also the time to establish a comprehensive plan, complete with well-defined milestones and deadlines. A crucial aspect of this year is conducting an extensive literature review, immersing yourself in existing academic works to understand the landscape of your chosen research area. It’s important to make sure that your research idea is original and distinct from prior studies.

As you begin the second year, you’ll actively collect data and gather information related to your research topic. Simultaneously, you’ll initiate the process of crafting your thesis. This involves combining your research findings and analysis into sections of your thesis document.

This is also the phase where you might have opportunities to share your research insights at academic meetings, conferences or workshops. Depending on the programme, you might even engage in teaching activities. Some PhD candidates also begin contributing to academic journals or books, showcasing their findings to a broader audience.

The third year of a PhD programme often marks the final stage of your research efforts. This is when you dedicate substantial time to writing and finalising your complete thesis. Once your thesis is completed to the highest standard, you’ll submit it for thorough evaluation.

A significant milestone in the third year is the viva voce, an oral examination where you’ll defend your thesis before a panel of experts in your field. The viva voce is an opportunity to showcase your deep understanding of your research and defend your findings.

Why should you do a PhD?

For many people, acquiring a doctorate degree is the pinnacle of academic achievement, the culmination of years of commitment to higher education.

However, the act of pursuing a PhD can be a complex, frustrating, expensive and time-consuming exercise. But with the right preparation, some sound advice and a thorough understanding of the task at hand, your years as a doctoral student can be some of the most rewarding of your life.

People choose to work towards a doctorate for many reasons. If you are looking to pursue an academic position, such as university lecturer or researcher, then a PhD is usually required.

Many people obtain a PhD as part of a partnership with an employer, particularly in scientific fields such as engineering, where their research can prove useful for companies.

In some cases, however, PhDs are simply down to an individual’s love of a subject and their desire to learn more about their field.

What are some benefits of studying a PhD?

Pursuing a PhD can have many benefits that extend beyond academic achievement, encompassing personal growth, professional advancement and meaningful contributions to knowledge.

One of the most notable benefits of a PhD is the potential for tenure in academia. Attaining tenure provides a level of job security that allows you to delve into long-term research projects and make enduring contributions to your field. It signifies a stage where you can explore innovative ideas and pursue in-depth research, fostering your academic legacy.

While not obligatory, the opportunity to collaborate on research projects with your supervisor is another valuable aspect of a PhD pursuit. These collaborations might even come with financial compensation, offering real-world experience, skill development and practical applications of your research. Engaging in such collaborations can enrich your research portfolio and refine your research methodologies.

A pivotal aspect of a PhD journey is the chance to publish your original research findings. By disseminating your work in academic journals or presenting it at conferences, you contribute to the expansion of knowledge within your field. These publications establish your expertise and reputation among peers and researchers worldwide, leaving a lasting impact.

The pursuit of a PhD can provide a unique platform to build a diverse network of colleagues, mentors and collaborators. Engaging with fellow researchers, attending conferences and participating in academic events offer opportunities to make valuable connections. This network can lead to collaborations, expose you to a spectrum of perspectives and pave the way for future research endeavours.

What is a PhD thesis? And what is a PhD viva?

A PhD thesis will be produced with help from an academic supervisor, usually one with expertise in your particular field of study. This thesis is the backbone of a PhD, and is the candidate’s opportunity to communicate their original research to others in their field (and a wider audience). PhD students also have to explain their research project and defend their thesis in front of a panel of academics. This part of the process is often the most challenging, since writing a thesis is a major part of many undergraduate or master’s degrees, but having to defend it from criticism in real time is arguably more daunting. This questioning is known as a “viva”, and examiners will pay particular attention to a PhD’s weaknesses either in terms of methodology or findings. Candidates will be expected to have a strong understanding of their subject areas and be able to justify specific elements of their research quickly and succinctly.

In rare cases, students going for a PhD may instead be awarded an MPhil if the academic standard of their work is not considered fully up to par but still strong enough to be deserving of a qualification.

Can you do a PhD part time?

Many PhD and MPhil candidates choose to pursue their qualification part time, in order to allow time to work and earn while studying. This is especially true of older students, who might be returning to academia after working for a few years.

When applying, you should always speak to the admissions team at your university to ensure this is possible and then continue to work with your supervisor to balance all your commitments.

Can I do a PhD through distance learning?

This is something else that you will need to check with your university. Some institutions offer this option, depending on the nature of your research.

You will need to be clear how many times you will need to travel to your university to meet with your supervisor throughout your PhD.

Your PhD supervisor

Choosing the right PhD supervisor is essential if you want to get the most out of your PhD. Do your research into the faculty at the institution and ensure that you meet with your proposed supervisor (either virtually or in person) before fully committing.

You need to know that not only do they have the right expertise and understanding of your research but also that your personalities won’t clash throughout your PhD.

Remember, to complete your PhD, you will need a strong support network in place, and your supervisor is a key part of that network.

Coping with PhD stress

If you do decide to embark on a doctorate, you may well encounter stress and anxiety. The work involved is often carried out alone, the hours can be long and many students can suffer from the pressure they feel is on their shoulders.

Ensuring that you check in regularly with your emotions and your workload is crucial to avoid burnout. If you have other commitments, such as a job or a family, then learning to balance these can feel overwhelming at times.

Give yourself regular breaks, speak to your supervisor and ensure that you know what university resources and support systems are available to you in case you need to access them.

Post-doctorate: what happens after you finish your PhD?

Many PhD graduates pursue a career in academia, while others will work in industry. Some might take time out, if they can afford to, to recover from the efforts of PhD study.

Whatever you choose to do, undertaking a PhD is a huge task that can open up a range of doors professionally. Just remember to take some time out to celebrate your achievement.

How does a PhD affect salary and earning potential?

How much does a professor with a PhD make a year?

Professors with PhDs can earn different amounts depending on where they work and their experience. In the UK, a professor might make around £50,000 to £100,000 or more each year. In the US, it's between about $60,000 and $200,000 or even higher. The exact salary depends on things like the place they work, if they have tenure, and what they teach.

How much does a PhD add to salary?

Having a PhD can make your salary higher than if you had a lower degree. But exactly how much more you earn can change. On average, people with PhDs earn more than those with bachelor’s or master’s degrees. The increase in salary is influenced by many things, such as the job you do, where you work and what field you’re in.

In fields such as research, healthcare, technology and finance, your knowledge and skills from your PhD can potentially help you secure a higher salary position.

In the end, having a PhD can boost your earning potential and open doors to well-paying jobs, including professorships and special roles in different areas. But the exact effect on your salary is influenced by many things, so ensure you weigh the cost against the benefit.

How to choose a PhD programme?

Choosing a PhD programme involves defining your research interest, researching supervisors and programme reputation, evaluating funding options, reviewing programme structure, considering available resources, assessing networking opportunities, factoring in location and career outcomes, visiting the campus if possible and trusting your instincts.

How can I find available PhD programmes?

You can find available PhD programmes by visiting university websites, using online directories such as “FindAPhD”, checking professional associations, networking with professors and students, following universities on social media, attending career fairs and conferences, contacting universities directly and exploring research institutes’ websites.

How to apply for a PhD programme?

To apply for a PhD programme:

Research and select universities aligned with your interests.

Contact potential supervisors, sharing your proposal, CV and references.

Prepare application materials: research proposal, CV, recommendation letters and a writing sample.

Ensure you meet academic and language-proficiency requirements.

Complete an online application through the university’s portal.

Pay any required application fees.

Write a statement of purpose explaining your motivations.

Provide official transcripts of your academic records.

Submit standardised test scores if needed.

Some programmes may require an interview.

The admissions committee reviews applications and decides.

Apply for scholarships or assistantships.

Upon acceptance, review and respond to the offer letter.

Plan travel, accommodation and logistics accordingly.

Remember to research and follow each university’s specific application guidelines and deadlines.

How to apply for a PhD as an international student?

Many stages of the PhD application process are the same for international students as domestic students. However, there are sometimes some additional steps:

International students should apply for a student visa.

Take language proficiency tests such as TOEFL or IELTS if required.

Provide certificates if needed to validate your previous degrees.

Show evidence of sufficient funds for tuition and living expenses.

Check if you need health insurance for your chosen destination.

Translate and authenticate academic transcripts if necessary.

Attend orientation sessions for cultural adaptation.

Apply for university housing or explore off-campus options.

Familiarise yourself with international student support services.

Ben Osborne, the postgraduate student recruitment manager at the University of Sussex explains in detail how to apply for a PhD in the UK .

Giulia Evolvi, a lecturer in media and communication at Erasmus University, Rotterdam explains how to apply for a PhD in the US .

Finally, Samiul Hossain explores the question Is it possible to do a three-year PhD as an international student?

Q. What is a PhD? A. A PhD is the highest level of academic degree awarded by universities, involving in-depth research and a substantial thesis.

Q. What does “PhD” mean? A. “PhD” stands for doctor of philosophy, recognising expertise in a field.

Q. What is a professional doctorate? A. A professional doctorate emphasises practical application in fields such as education or healthcare.

Q. How long does it take to study a PhD? A. It takes between three and six years to study a full-time PhD programme.

Q. How long is a PhD in the UK? A. It takes around three to four years to study a full-time UK PhD.

Q. How long is a PhD in the US? A. It takes approximately five to six years to complete a full-time US PhD.

Q. Why does it take longer to study a PhD in the US? A. US programmes often include more course work and broader training.

Q. What qualifications do you need for a PhD? A. You usually need an undergraduate degree as a minimum requirement, although a master’s might be preferred.

Q. Do you need a master’s degree to get into a PhD programme? A. Master’s degrees are preferred but not always required.

Q. Are PhD entry requirements similar in other countries? A. Entry requirements are similar in many countries, but there may be additional requirements. Make sure to check the university website for specific details.

Q. How much does it cost to study a PhD? A. The cost of PhD programmes vary by country and university.

Q. What funding options are available for PhD candidates? A. Scholarships, assistantships, fellowships, grants, stipends are all funding options for PhD candidates.

Q. What does a PhD involve? A. PhDs involve research, seminars, thesis, literature review, data analysis and a PhD viva.

Q. Why should you do a PhD? A. There are many reasons to study a PhD including personal growth, research skills, contributions to academia and professional development.

Q. What are some benefits of studying a PhD? A. Benefits of graduating with a PhD include achieving tenure, collaborations with colleagues, publication of your work, and networking opportunities.

Q. What is a PhD thesis? A. A PhD thesis is a comprehensive document that showcases the original research conducted by a PhD candidate.

Q. What is a PhD viva? A. A PhD viva, also known as a viva voce or oral examination, is the final evaluation of a PhD candidate’s research and thesis where the panel asks questions, engages in discussions and assesses the depth of the candidate’s understanding and expertise.

Q. Can you do a PhD part-time? A. Yes, part-time options are available for PhDs.

Q. Can I do a PhD through distance learning? A. Some universities offer online PhDs; you can find out more on their websites.

Q. How to choose a PhD programme? A. You can find PhD programmes through research, by contacting faculty, checking resources and considering location.

Q. How can I find available PhD programme? A. You can find available PhD programmes on university sites, through directories and by networking.

Q. How to apply for a PhD programme A. To apply for a PhD programme, research suitable universities and programmes, get in touch with potential supervisors, gather required documents like transcripts and reference letters, complete the online application, pay any necessary fees and submit a statement of purpose and research proposal. If needed, meet language-proficiency criteria and attend interviews. After acceptance, explore funding choices, confirm your spot and get ready for the programme’s start.

Q. How to apply for a PhD as an international student A. To apply for a PhD as an international student, follow similar steps to domestic students, but you need to include securing a student visa and passing language requirements.

Q. What is a PhD dropout rate? A. The dropout rate from PhDs varies but is approximately 30-40 per cent.

Q. How does a PhD affect salary and earning potential? A. A PhD can boost earning potential, especially in research, technology, healthcare and academia. Impact varies by job, industry and location. Experience, skills and demand also influence salary.

Q. How to address a person with a PhD? A. When addressing someone with a PhD, it’s respectful to use “Dr”, followed by their last name, whether they have a PhD in an academic field or a professional doctorate. For instance, “Dr. Smith”.

Q. Is there a difference between a PhD and a doctorate? A. The terms “PhD” and “doctorate” are often used interchangeably, though a PhD is a specific type of doctorate focused on original research. A doctorate can refer more broadly to any doctoral-level degree, including professional doctorates with practical applications.

Q. What is the difference between a PhD and an MD? A. A PhD is a doctor of philosophy, awarded for academic research, while an MD is a doctor of medicine, focusing on medical practice. They lead to different career paths and involve distinct areas of study.

Q. What is the difference between a PhD and a professional doctorate? A. A PhD is an academic research-focused degree, while a professional doctorate emphasises applying research to practical fields such as education or business. PhDs often involve original research, while professional doctorates focus on real-world application.

Q. What is the difference between UK and US PhDs? A. The difference between UK and US PhDs lies mainly in structure and duration. UK PhDs often have shorter durations and a stronger emphasis on independent research from an early stage. US PhDs typically include more initial coursework and broader foundational training before full-time research begins.

Q. What is the difference between a PhD student and a candidate? A. A PhD student is actively studying and researching in a doctoral programme, while a PhD candidate has completed programme requirements except for the dissertation and is close to completion.

Q. What’s the difference between a PhD and an EdD? A. A PhD and an EdD (doctor of education) differ in focus. A PhD emphasises research and academic contributions, while an EdD focuses on applying research to practical educational issues.

Q. What’s the difference between a PhD and a DBA? A. A PhD and a DBA (doctor of business administration) differ in purpose. A PhD emphasises theoretical research and academia, while a DBA is practice-oriented, aimed at solving real business problems.

Q. What’s the difference between a PhD and a PsyD? A. A PhD and a PsyD (doctor of psychology) differ in emphasis. A PhD focuses on research and academia, while a PsyD emphasises clinical practice and applying psychological knowledge.

Q. What’s the difference between a PhD and an LLD? A. A PhD and an LLD (doctor of laws or Legum doctor) are distinct. A PhD is awarded in various disciplines, while an LLD is usually an honorary degree for significant contributions to law.

Q. What’s the difference between a PhD and an MD-PhD? A. A PhD and an MD-PhD differ. An MD-PhD is a dual degree combining medical training (MD) with research training (PhD).

Q. What is the Cambridge PhD? A. A Cambridge PhD involves original research guided by a supervisor, resulting in a thesis. It’s offered at the University of Cambridge .

Q. What is the Oxford DPhil? A. An Oxford DPhil is equivalent to a PhD and involves independent research leading to a thesis. The term “DPhil” is unique to the University of Oxford .

Q. What is the PhD programme acceptance rate? A. PhD acceptance rates vary by university, field and competition. Prestigious universities and competitive fields often have lower acceptance rates.

Q. What is a PhD supervisor? A. A PhD supervisor guides and supports a student’s research journey, providing expertise and feedback.

Q. What is a PhD panel? A. A PhD panel evaluates a candidate’s research, thesis and oral defence. It consists of experts in the field.

Q. What is a PhD stipend? A. A PhD stipend is a regular payment supporting living expenses during research, often tied to teaching or research assistant roles.

Q. What is a PhD progression assessment? A. A PhD progression assessment evaluates a student’s progress, often confirming their continuation in the programme.

Q. What is a PhD defence? A. A PhD defence, or viva, is the final oral examination where a candidate presents and defends their research findings and thesis before experts.

.css-185owts{overflow:hidden;max-height:54px;text-indent:0px;} Pursuing a PhD in neuroscience

Luis Humberto Eudave Ramos

Why study a PhD in English literature?

John Francis Davies

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8 habits to help you get through your PhD

Shabana Khan

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v.16(4); 2020 Apr

Ten Simple Rules for landing on the right job after your PhD or postdoc

Kuan-lin huang.

Department of Genetics and Genomic Sciences, Center for Transformative Disease Modeling, Tisch Cancer Institute, Icahn Institute for Data Science and Genomic Technology, Icahn School of Medicine at Mount Sinai, New York, New York, United States of America

Introduction

Freshly minted PhD and postdocs can often benefit from thorough guidance on career development and choosing the right job afterward. Several articles in the Ten Simple Rules series help you navigate this challenge, especially on selecting a postdoctoral position [ 1 ], considering a career in academia versus government [ 2 ], choosing between industry and academia [ 3 ], starting a company [ 4 ], and approaching a new job [ 5 ]. While these articles mostly include invaluable advice from senior leaders reflecting from decades of experience, I (having just gone through the process) wish to offer a complementary set of fresh-baked lessons.

During my PhD and a brief postdoc, I started a company, consulted part time, and participated in science-policy and teaching group activities. I then interviewed at the academia, biotech, and pharmaceutical companies before deciding on my current tenure-track position at the Icahn School of Medicine at Mount Sinai at the end of 2018. I am fortunate to have obtained a wide range of experience and cultivated networks of people to learn from (albeit most are limited to the United States). Here, I distill the ten rules into three sections representing distinct phases of landing on the right job—exploration, decision, and fulfillment—with practical tips (companion video: https://youtu.be/O6HZJgqhxA4 ).

Exploration

“Exploration is what you do when you don’t know what you’re doing . That’s what scientists do every day . ”–Neil deGrasse Tyson

Rule 1: Know your values, goals, and priorities

Start by knowing yourself better. Life is a continuous journey of exploring and attaining one’s purpose. What impact do you want to have on the world? Try Steven Covey’s funeral exercise [ 6 ]: Picture attending your own funeral; what would you want your family, friends, colleagues, and others to say about you and what you have done? From the other angle, adopt Jim Collin’s hedgehog concept [ 7 ] for a company for yourself: Find how you can best contribute from the intersect between (1) what you are deeply passionate about, (2) what you can be the best in the world at, and (3) what you can get paid for.

You can also achieve tangible answers by asking yourself specific questions. Are you more driven by autonomy or order? Fortune or fame? Knowledge or utility? How much do you value spending personal time outside of work for yourself and the family, creating new knowledge and exercising intellectual autonomy, or translating science into products that directly affect consumers’ life? The other question that many people find helpful is as follows: If you were to pick one or a hybrid of multiple people as a model for your career, who would that be? What did that person do at the early stage of their career to help them become who they are?

At a practical level, reflect on what activity attracts or deters you from your work so far. Scientific research is often a job with multiple dimensions. You can dissect which aspects you particularly enjoy and thrive at. For example, do you enjoy the days when you are coding away or conducting experiments, or do you enjoy the days when you are writing manuscripts or drafting grants? Do you enjoy reading papers and planning experiments, or do you enjoy seeing the translational impacts that your research may have on others’ lives? Do you enjoy constant personal interactions, or do you prefer moments of solitude? You may not have a dichotomized answer for each of these exploratory questions. But pay attention to your preference. You can make decisions to optimize for it.

Rule 2: Talk to everyone and see the possibilities

Your view of the possibilities constrains your choice. Expanding this view can help you identify the global maximum of reaching your potential. Being in the academic environment, many of you default to your PhD and postdoc advisors or other professors for career advice. While faculty may provide helpful thoughts for an academic career, we often possess limited insights on diverse “real-world” opportunities, considering that many of us have been at schools for our whole lives. Make sure you consult with the career center at your institution to explore your options; many now provide counselors with PhDs. Take every opportunity you have in networking events to talk with the majority of the PhDs who choose a nonacademic career path and learn about it. Listen, keep an open mind, and stay in touch. People are generally happy to share about their careers and willing to help those who are interested in following similar paths. And down the road, a referral—even from a weak tie—can get your first foot in the door in job applications.

Rule 3: Gather the data

As scientists, you show the data to validate hypotheses and inform decisions. It should come as second nature to apply this evidence-based approach to your career too. Read books and journal articles written by diverse professionals to learn about different fields and the emerging trends you may be excited about. Additional information is also increasingly available to help evaluate your options. For example, job sites like Glassdoor post employee reviews, salaries, and interview tips. These sources can help you gather useful information that is not common knowledge. For example, a critical managerial change may be documented in recent employee reviews. Cross-validating such reviews with what I hear from my personal network or during on-site interviews, I find that many of them provide reasonable honest opinions on hard-to-gauge, yet important, aspects like organizational cultures.

Rule 4: Conduct “mini-experiments” to try it out

One of the best ways to find out what you like is to do it. Many research institutions now have special-interest graduate and postdoc groups that enable you to try-out different careers. These groups can help you explore teaching, consulting, entrepreneurship, science policy, and other opportunities with varying levels of commitments. Not sure whether a consulting job suits you? Sign up for a quarterly consulting project. Have an itch for starting a company? Join a nearby incubator and explore start-up projects with like-minded individuals. You can also explore opportunities intersecting science and other fields through classes, seminars, and events at other schools such as the business school or the law school. Aside from the hands-on experience, these opportunities can help you expand your network and find advice from people of diverse professions.

Rule 5: Sympathize with your future self

Sympathy is an essential attribute of a socialized human being. When it comes to making career choices, using thought experiments to sympathize with your future self may reveal insights. For example, imagine you are a professional a few years or even decades further along on the path you chose. Would you be proud of what you have achieved? Are those choices aligned with your values? As another practical example, think about the day-to-day routine of each job that you have now learned from prior explorations. Imagine yourself going through a typical day. Do you enjoy how your time is allocated to different categories of activities, especially those that would preoccupy most of your days? For example, would you enjoy grant writing as a junior faculty? Market research as a consultant? Coding as a computational biologist? Stretch and compress your current allocations for similar tasks to the extent demanded by the future job, and you may be able to see and feel more clearly whether you will strive in it.

“Do nothing , and nothing happens . Life is about decisions . You either make them or they're made for you , but you can't avoid them . ”–Mhairi McFarlane

Rule 6: Evaluate the fit

Once you have gained a deeper understanding of yourself and the job, it is time to find whether the two align. Carefully examine the fit between your career goals, personality, and skillset and the organization’s mission, culture, and job requirements. Do your values align with the organization’s aims and goals? Carefully examine the organization’s mission statement and, sometimes more telling, its core economy-driving activity. For example, many internet technology companies derive values by optimizing advertisement views and clicks, which drives the economy (with the potential trade-off on consumer privacy and mental health). As another example, within the same industry, different pharmaceutical companies target different diseases, serve different populations, and deploy different pricing schemes. Your job is designed to advance the organization’s mission, which you will need to align to for long-term job fulfillment.

In evaluating personality fit, the unique challenges of the job often determine the organizational culture to a certain extent. For example, working in a large company likely requires you to execute excellence on your assigned task repeatedly. A job at a start-up probably involves a more dynamic role in which you will need to figure out the next challenges and solutions autonomously. A research-focused faculty job typically requires drafting of grant proposals relentlessly, especially in the early phase. Your role and the organization will evolve over time. Continue to evaluate, adjust, or—as needed—find a different fit.

Rule 7. Get along with the five people around you

While each person is unique, it is natural to become more like the five people around you. The importance of getting to know your potential future teammates cannot be over emphasized. Most on-site interviews will arrange for you to meet with your prospective supervisors and colleagues. Make sure you interview them while they interview you. Are they happy? Can you imagine getting along with them? Do you share the same aspirations and levels of ambition? Would you enjoy a good time with them during work lunch and happy hours? If you could not gather enough information during the interview, follow up and politely ask whether you can ask more questions in a call or email.

Rule 8: Plan out the dates for your transitions

Up until your PhD defense, all the start and end dates of school programs are set for you. You need to make the conscious switch that most future transition timings are jointly determined by you and the organization. A faculty job search can typically take a long duration with multiple on-site interviews. Industry and postdoc jobs tend to have faster turnarounds, and some may have strict deadlines for you to decide by. If your doctoral advisor holds conflicts in keeping you in the lab for longer, you may seek support from third-party faculty to determine if you have met the criteria of attaining a doctoral degree. If you are an international scholar, communicate early on with the international scholar office in your institution to make sure that your transition timing is aligned perfectly with your visas to avoid immigration issues. You need to take responsibility to align the dates for your unique circumstances.

Rule 9: Don’t forget: Location, location, location

Now you have considered the organization, team, and timing, one often under-emphasized factor is the location. A job comes with the location at which you will likely live for at least several years of your life. It is where you will build your network and thus have a higher likelihood of staying long term. Would you prefer the cost-effective and spacious living at suburban locations or the dynamic lifestyles and job-hopping opportunities in big cities? How about places with warm sunshine year-round versus those with defined seasons? If you are moving with your family, what do they prefer? Each location is unique. I highly recommend that you spend extra time during on-site interviews to gain a brief living experience.

Fulfillment

“‘How does one become a butterfly ?’ she asked pensively . ‘You must want to fly so much that you are willing to give up being a caterpillar . ’”–Trina Paulus

Rule 10: Settle in, contribute, and keep learning

Transition is hard but also exciting. In the beginning, it is perfectly normal to be missing your previous lab and colleagues. Acknowledge that this is a natural process that most people go through and appreciate aspects of your new role and environment. There may also be times where you uncontrollably fantasize about the opportunities that you did not take. Identifying role models may provide some guiding lights—you can find plenty of accomplished individuals who stay with their grit and excel in one profession and just as many that switch tracks and contribute in multiple fields.

In the long term, finding meaning in your work is critical to a fulfilled life. Through knowing your values, goals, and priorities (Rule 1) and carefully evaluating the fit (Rule 6), you should be happily contributing to your and the organization’s shared mission with the right people in the right place (thanks to Rule 5, 7, 9). While the progress may have ups and downs, remember it took all your PhD and postdoc years to make a dent in expanding human knowledge. Given the right alignment, what you do every day shall accumulate to a substantial impact. Remember that landing on the job is part of a journey, not an end. You can always apply these rules to assess your situation and change courses.

Finally, as a scientist, you know that there is always plenty more to learn. Endowed with the knowledge and determination of a PhD, you are in a great position to contribute. But remember to maintain your gift of curiosity. Seek opportunities to grow. Continue to solve new challenges that are important to you and society. After all, a fulfilling career is not unlike a PhD—you ask an important question, experiment to solve it, and pursue the next one.

Funding Statement

The author(s) received no specific funding for this work.

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October 30, 2020

Navigating an Academic Career: A Brief Guide for PhD Students, Postdocs and Early Career Faculty

Posted by larryohanlon

What would you say to a PhD student who is feeling stressed? I’d say: talk to someone; don’t suffer in silence. A recent survey found that more than 50 percent of PhD students struggled with their mental health during their program. Crises—from mild to major—are commonplace: difficulty writing a chapter; a challenging student colleague or committee member; a thorny relationship with your supervisor; stress linked to the uncertainty of what comes next. What is not common is discussing it. Talk about it with your supervisor, your peers, your friends outside of academia. Realise that stress, worry, and anxiety are very common for PhD students; and that you are not alone.

What are the main attractions of an academic career? Ah, there are so many! For most of us, the drive to pursue an academic career is the great curiosity and passion for our science. Another common reason is the rejection of the conventional workplace structure. After my master’s program, I spent a year working in the consulting industry, but I hated the structure of organizational rules and found the repetition and narrowness of the scientific tasks boring. I spent a year after my PhD working at NASA, which was thrilling on many levels but, again, I chafed against the bureaucracy and my limited scope to study what I wanted. I simply hate rules. I love freedom. An academic career offers maximum freedom and I’d say that’s the main attraction.

What do you think makes for a successful and happy academic scientist? Traits for successful scientists have been discussed since the 1600s. Among them are common sense, an inquiring mind, an outsized spirit of perseverance, and some sense of ambition. Many have noted that passion and curiosity are equally, if not more important, than IQ. If I were to encourage my new graduate students to get a tattoo it would be the words from Richard Hamming’s classic essay, You and Your Research : “If you do not work on an important problem, it’s unlikely you’ll do important work”. There’s little value focusing on narrow topics and obscure questions that only you are interested in. And remember that there’s more to life than academia. Achieving a work-life balance can be a challenge but it’s key to ensure that you have other interests, ways to relieve stress, and take time off.

How would you advise people facing a demanding and multi-faceted academic career? “What is important is seldom urgent and what is urgent is seldom important”. This quote, attributed to US President Dwight Eisenhower, captures academic life in a nutshell. Academic life is best wearing earmuffs (the things we wear here in Canada in winter!) to drown out the white noise of what is coming across your desk and being asked of you, and to filter out the unimportant. It’s daily triage, but with a long-term goal and purpose—keeping your main thing, the main thing.

How can a junior researcher start early with developing leadership skills? Early-career scientists often think about leadership in a formal sense and at the highest levels—an appointed administrator at a university, an elected leader of a scientific union. But leadership usually starts through small, informal roles, and leadership skills are cultivated over time. Find a senior faculty member willing to be your mentor then ask for opportunities such as speaking engagements to represent the department or university unit, serving on departmental committees to learn about organizational practices, or participating in professional societies as an early career representative. Through a variety of experiences, you will incrementally gain confidence, learn to express ideas publicly, and develop leadership experience.

If you could wind back the clock 30 years, what one thing would you do differently at the start of your academic career? That’s a tough question! For keeping my main thing, the main thing, I would make my younger self practice what I do now: the one-hour work day. Of course there are many more hours in a working day. But finding a small amount of time each day for writing—the “real” work of academia can pay huge dividends. Distractions abound including teaching classes and doing lab work, being an active member of your department and serving on committees, reviewing papers and preparing conference presentations. But writing does not need long stretches of uninterrupted time as I thought early on. Focus and regularity are what matter. So I recommend adoption of daily writing as an early-career habit and then protection of that short, daily sacrosanct time for the next 30 years!

Navigating an Academic Career: A Brief Guide for PhD Students, Postdocs, and New Faculty , published by AGU, is available via Wiley.com with 35% off using the discount code AGU20 .

Jenny Lunn, Director of Publications, American Geophysical Union Jeffrey McDonnell, Professor of Hydrology, University of Saskatchewan

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FIVE points you absolutely MUST KNOW before starting your PhD journey

Want to start your PhD? Here's what you should know

Keep your checklists ready! Here are some of the things that one should not miss before applying for PhD

1. Background check of supervisor and research group. How to do it?

To ensure that your interest aligns with the potential supervisors you have shortlisted, look into their previous works and other contributions to the field. Look into the lab/group they are heading and their current projects. Ensure that you are working in a productive and supportive environment.

2. Gained admission into a reputed institution but forgot to look into your supervisor? This might not be a wise move

Well, relying solely on your institution's reputation would lead you nowhere. Examine your supervisor's Google Scholar profile, research articles and their publications. Understand the relevance of their project with yours and their ability to provide fruitful guidance.

3. Do not forget to ask for help. But how does one go about seeking help from former and current PhD students?

To make a more informed decision, do not hesitate to pose questions to alumni and current students about the lab facilities, the work culture, and the collective approach towards the research projects. Gain a deeper insight into their journey so far and make notes to give your journey a headstart.

4. You think finances don't matter while pursuing PhD? You are wrong.

Ensuring financial stability throughout your time is crucial as you will be dedicating a duration of your time solely to research. Look for fellowships available before starting your PhD, and other TA (training assistant) programmes offered by your institution. If your PhD programme exceeds five years, inquire about the additional support available.

5. Why hesitate while choosing the best for yourself?

Landed at a good university? Great. Helpful supervisor? Even better. What about other facilities aiding your research such as advanced equipment, the best library facilities and other adequate resources? Look out for them. Check if your institute has collaborations with other universities, and if there are opportunities for you to present at international conferences, and publish in prestigious journals.

For more information look into a recent post by The All-India Research Scholars Association ( AIRSA ) here

Before joining any institute for a PhD program, it's crucial to remember several points many students overlook. @AIRSAIndia advises prospective @PMOIndia @dpradhanbjp @DrJitendraSingh @AjaySoodIISc @PrinSciAdvGoI @TimesNow @timesofindia @the_hindu @TheLallantop @ThePrintIndia … pic.twitter.com/L3n9YjCEtg — All India Research Scholars Association (@AIRSAIndia) May 30, 2024

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CDC streamlines COVID-19 guidance to help the public better protect themselves and understand their risk

Embargoed Until: Thursday, August 11, 2022, 3:00 PM ET Contact: Media Relations (404) 639-3286

Today, CDC is streamlining its COVID-19 guidance to help people better understand their risk, how to protect themselves and others, what actions to take if exposed to COVID-19, and what actions to take if they are sick or test positive for the virus. COVID-19 continues to circulate globally, however, with so many tools available to us for reducing COVID-19 severity, there is significantly less risk of severe illness, hospitalization and death compared to earlier in the pandemic.

“We’re in a stronger place today as a nation, with more tools—like vaccination, boosters, and treatments—to protect ourselves, and our communities, from severe illness from COVID-19,” said Greta Massetti, PhD, MPH, MMWR author. “We also have a better understanding of how to protect people from being exposed to the virus, like wearing high-quality masks, testing, and improved ventilation. This guidance acknowledges that the pandemic is not over, but also helps us move to a point where COVID-19 no longer severely disrupts our daily lives.”

In support of this update CDC is:

Continuing to promote the importance of being up to date with vaccination to protect people against serious illness, hospitalization, and death. Protection provided by the current vaccine against symptomatic infection and transmission is less than that against severe disease and diminishes over time, especially against the currently circulating variants. For this reason, it is important to stay up to date, especially as new vaccines become available.
Updating its guidance for people who are not up to date on COVID-19 vaccines on what to do if exposed to someone with COVID-19. This is consistent with the existing guidance for people who are up to date on COVID-19 vaccines.
Recommending that instead of quarantining if you were exposed to COVID-19, you wear a high-quality mask for 10 days and get tested on day 5.
If your results are positive, follow CDC’s full isolation recommendations.
If your results are negative, you can end your isolation.
If after 5 days you are fever-free for 24 hours without the use of medication, and your symptoms are improving, or you never had symptoms, you may end isolation after day 5.
Regardless of when you end isolation, avoid being around people who are more likely to get very sick from COVID-19 until at least day 11.
You should wear a high-quality mask through day 10.
Recommending that if you had moderate illness (if you experienced shortness of breath or had difficulty breathing) or severe illness (you were hospitalized) due to COVID-19 or you have a weakened immune system, you need to isolate through day 10.
Recommending that if you had severe illness or have a weakened immune system, consult your doctor before ending isolation. Ending isolation without a viral test may not be an option for you. If you are unsure if your symptoms are moderate or severe or if you have a weakened immune system, talk to a healthcare provider for further guidance.
Clarifying that after you have ended isolation, if your COVID-19 symptoms worsen, restart your isolation at day 0. Talk to a healthcare provider if you have questions about your symptoms or when to end isolation.
Recommending screening testing of asymptomatic people without known exposures will no longer be recommended in most community settings.
Emphasizing that physical distance is just one component of how to protect yourself and others. It is important to consider the risk in a particular setting, including local COVID-19 Community Levels and the important role of ventilation, when assessing the need to maintain physical distance.

Actions to take will continue to be informed by the COVID-19 Community Levels , launched in February. CDC will continue to focus efforts on preventing severe illness and post-COVID conditions, while ensuring everyone have the information and tools, they need to lower their risk.

This updated guidance is intended to apply to community settings. In the coming weeks CDC will work to align stand-alone guidance documents, such as those for healthcare settings, congregate settings at higher risk of transmission, and travel, with today’s update.

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PhD Study in Sweden – A Guide for 2024

Written by Mark Bennett

A PhD in Sweden is an opportunity to study in a country that combines a historic higher education system with a culture of ingenuity and invention. The country’s universities date back to the fifteenth century, whilst Swedish brands and technologies such as Spotify, IKEA and Bluetooth continue to shape the modern world.

This covers what you need to know about PhD study in Sweden , including information on applications, funding opportunities and doctoral fees (spoiler: there aren’t any).

PhD opportunities in Sweden – what’s on offer for 2024?

If the goal for your doctorate is to produce original and potentially innovative work (it should be) then a PhD in Sweden may well be the ideal choice.

Like its Scandinavian neighbours, Sweden is also a highly tolerant country, with progressive and inclusive laws that support LGBT rights and welcome international students and visitors.

Here's some reasons to consider a PhD in Sweden for international students:

Creativity and originality – You may not discover the next big music streaming solution (and even a PhD may not help you understand *that step* in those IKEA instructions) but your doctoral research will be right at home in a country that celebrates free-thinking and supports new ideas
Prize-winning research - Sweden's status as the home of the Nobel Prize (with 34 winners) reflects its proud history of recognising and rewarding research, excellence and innovation
No PhD fees – Swedish PhD programmes normally charge no tuition fees to their students (regardless of nationality)
Historic (and respected) universities – Higher education in Sweden dates back to the 1400s and the country’s universities are well placed in modern rankings, with particular specialisms in Medicine, Life Sciences and related subjects

We’ve studiously avoided making any ABBA references in this section, but if you want a university to take a chance on your research proposal and eventually give you, give you, give you a PhD without charging much money, money, money for fees*. . . well, there are worse destinations to choose than Sweden.

*We're sorry.

PhD Study in Sweden - Key Details
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Swedish universities

There are 39 state-funded universities and equivalent institutions in Sweden, alongside a smaller number of privately funded higher education providers.

Degrees are organised using a three-cycle system , in common with the wider European Higher Education Area . Your PhD in Sweden will be a third-cycle qualification , usually taking place after Bachelors (first cycle) and Masters (second cycle) study.

Universities and university colleges

Higher education providers in Sweden are divided into two types:

Universities ( universitet ) are large institutions awarding degrees in a broad range of subjects. They carry out original research alongside academic teaching and therefore have the capacity to support and train PhD students.
University colleges ( högskola ) focus on technical and professional training, often in applied sciences and related subjects. They are less likely to award PhDs but may do so in certain subject areas.

The distinction between these two categories isn’t always obvious or clear from an institution’s name (university colleges may simply refer to themselves as universities). The good news is that you don’t need to worry too much about it. As a PhD student you’re likely to end up studying at a university, but the smaller number of doctoral programmes offered by university colleges are equally rigorous and respected.

Swedish university rankings

Sweden is home to one of Europe’s top-performing higher education systems, at least so far as university rankings are concerned. Of the 38 universities in Sweden, 10 rank within the current Times Higher Education world top 400.

Top 10 Swedish Universities in 2024
University	THE 2024	QS 2024	ARWU 2023
Karolinska Institute	50	-	37
KTH Royal Institute of Technology	=97	=73	201-300
Lund University	=106	=85	151-200
Uppsala University	=140	105	82
Stockholm University	=185	118	98
Chalmers University of Technology	189	129	401-500
University of Gothenburg	201-250	187	101-150
Linköping University	251-300	=268	301-400
Swedish University of Agricultural Sciences	301-350	-	301-400
Umeå University	401-500	=465	601-700
World University Rankings, and . Visit their websites for more information.

Do rankings matter for PhD study?

University rankings can help you choose a PhD project or programme, provided you know what to look at. Our guide explains how to use rankings as a prospective postgraduate.

PhD structure

A PhD in Sweden represents the highest level of academic achievement for students. As in other countries, the emphasis is on your independent research towards an original thesis that makes a new contribution to knowledge in your field.

Swedish doctoral degrees

Doctoral level study in Sweden takes one of two forms:

A standard PhD in Sweden requires a minimum of four years full-time work (equivalent to 240 ECTS credits ) and awards a full doctorate (along with the all-important title of ‘doctor’).

Alternatively, you may choose to study for a shorter licentiate degree. This generally only requires two years of full-time work towards a shorter and less ambitious thesis (equivalent to 120 ECTS credits ). The Swedish licentiate is similar to the Master of Philosophy (MPhil) offered in the UK or other countries and some students initially enrol for this qualification before upgrading to become full PhD candidates.

The academic year in Sweden runs from August to June with two teaching terms (August to January and January to June) separated by summer and winter holidays. As a PhD student you’ll normally work more flexibly throughout the year, but some additional courses and other activities may be linked to specific teaching periods.

Supervision

You’ll complete your PhD (or licentiate) with the support of two or more expert supervisors whose job it will be to guide your work. Their roles will vary slightly depending on your field:

Supervisors for Arts , Humanities and some Social Science projects will serve primarily as mentors. They won’t be directly involved in your research, but they will be able to advise on the direction your project is taking.
Supervisors for Science , Technology , Engineering and Mathematics (STEM) projects may also be carrying out similar research as the lead or principal investigator for the laboratory or research group your PhD is part of. This means they may also work alongside you or even collaborate on some experiments. However, your PhD thesis will still be an independent piece of work, based on your personal findings and analysis.

You’ll always have at least two PhD supervisors, one of whom will be the principal supervisor for your PhD. Some universities also appoint additional assistant supervisors with responsibility for specific tasks (such as training or pastoral care and support).

Your supervisors’ roles and expectations will be set by your university. As a minimum they’ll usually include arranging regular progress meetings, reviewing results and drafts and supporting you as you prepare to submit your thesis. Some additional responsibilities might include identifying and fulfilling training needs or assisting with other aspects of your professional and academic development.

PhD supervision

Our guides explain how to choose (and contact ) a PhD supervisor and introduce the working relationship you'll have with yours as a doctoral student.

Programme structure

Your main focus during a PhD in Sweden will be the original research required for your thesis. You’ll normally begin by assessing the scholarship in your subject (a literature review) before moving on to collecting sources or experimental data and eventually writing up your conclusions and results.

Some universities also offer more structured training alongside your research. This may involve attending short courses and / or attending short courses on research methods and other useful skills for your project.

It’s also common for PhD students at Swedish universities to serve as junior academic staff within their departments or faculties as part of their funding arrangements. If so, you’ll also have additional duties such as teaching or demonstrating.

Assessment and examinations

The assessment of a Swedish PhD is based on the quality of the doctoral thesis you submit at the end of your research. This needs to demonstrate that your work has been original, that it has made a significant contribution to your subject and that you have personally been responsible for designing and carrying out the research involved.

All of these qualities will be formally assessed during a final public defence of your thesis.

This is similar to the viva voce used in the UK and other countries but follows a slightly different procedure. Instead of being examined in private, you will present your thesis to an examining committee in front of an audience that may include other academics, fellow PhD students and your family and friends.

One of the committee will be an external expert (from outside your university) appointed to serve as your ‘opponent’. They will ask questions about your thesis and challenge you to explain your findings and conclusions. Other members of the committee (and audience) may also ask questions.

At the end of the examination your committee will decide whether or not you have successfully defended your thesis and can be awarded your PhD. This ‘live’ examination process may seem daunting, but you should think of it as an appropriate climax for your research, allowing you to assert your expertise and prove your qualification. It’s also quite rare for students to fail at this stage.

Masters study in Sweden

Looking to study a Masters in Sweden? We have all the information you need on our sister site, FindAMasters .

Fees and funding

There are no fees for PhD study in Sweden at state-funded universities (note that this doesn’t apply to Masters or Bachelors degrees). Doctoral programmes are free for EU, EEA and international (non EU) students.

The same applies to application fees – you don’t need to pay these for a PhD in Sweden.

You will need to cover your accommodation and living costs, but support may be available from your university to help with this.

Study grants

It’s common for PhD students in Sweden to also be recognised as staff, subject to an employment contract with their university. If applicable, this pays you to a salary known as a study grant ( utbildningsbidrag ) worth approximately €1,500 per month (but subject to tax).

Your employment status may vary during your PhD. For the first two years you will receive your study grant, but not be entitled to benefits and social security. For the final two years you will normally hold a full employment contract ( anställning ) and be entitled to support during illness, parental leave or other circumstances. More information will be available from your university.

In return for your study grant you will normally be required to carry out some responsibilities within your department, such as teaching undergraduates or assisting with administrative work.

PhD funding

Other scholarships and bursaries for PhD study in Sweden may also be available to help top up (or substitute for) a study grant.

The main source of PhD funding for international students in Sweden is the Swedish Institute (SI). They offer scholarships for students from specific regions including Turkey, the Balkans and the Baltic. More information is available on the official Study in Sweden website.

Other funding may be available from universities in Sweden, or from specific academic organisations and research charities relevant to your subject area. Our guides provide information on a range of PhD scholarships and other funding options .

Applying for a PhD in Sweden

You should apply directly to universities for PhD study in Sweden. How you do so will depend on the kind of project you are interested in:

PhDs in Science , Technology , Engineering and Mathematics will often be advertised as specific projects. You should view current opportunities and apply according to the guidelines set by specific adverts. This will often mean submitting a personal statement along with your academic CV and references .
Students in Arts , Humanities and Social Sciences are more likely to put forward their own project ideas. You’ll need to submit a strong research proposal , perhaps after contacting a potential supervisor for guidance and advice.

However you apply, make sure you check the specific requirements and procedure with your university.

Admissions requirements

Swedish universities are free to set their own entry requirements for PhD study . The minimum qualification will usually be a Bachelors degree in an appropriate subject, but a Masters is also desirable – particularly if you’re applying for funding.

Just as important as your previous qualifications will be your ability to demonstrate previous research experience . This could simply be the dissertation project for one or both of your previous degrees, but it’s important that you can show some preparation for the independent research you’ll be doing on your PhD.

The general eligibility criteria for PhD applications in Sweden is similar to most other countries in the EU.

Language requirements

A large proportion of teaching at Swedish universities takes place in English. This means you won’t necessarily need to know Swedish to study abroad in Sweden, but it’s worth checking with the specific university or department you plan to study within. Even if English isn’t required, picking up some language skills will help you settle in and enjoy your degree.

If English isn’t your first language you may need to submit a recognised test score . Exceptions might be made if you’ve completed a previous university degree taught in English.

Your university may invite you for an interview as part of the admissions process (in person, or online). This is a good sign! It means your application is suitably interesting and impressive and the university wants to hear more from you.

Student visas

Visa information for uk students in sweden.

UK students will no longer be EU citizens from the 2021-22 academic year onwards. This means you may be considered as an international student when studying in Sweden. You may be subject to different visa requirements and fee rates, unless otherwise stated.

You won’t need a visa to study in Sweden as a PhD student (student visas are required for visits of less than three months, but your PhD is guaranteed to take longer than this!).

EU, EEA and Nordic students

If you’re a citizen of an EU, EEA or Nordic country (a group that includes Finland, Denmark, Iceland and Norway as well as Sweden) you won’t need a residence permit to live in Sweden during your PhD. However, you will need to register with a local branch of the Swedish Tax Agency ( Skatteverket ).

You’ll need to bring your passport plus any marriage or birth certificates (if you are married and / or have children). You’ll also need to bring proof of admission to a Swedish university and a signed declaration that you have sufficient funds to live on during your PhD (the minimum requirement is €826 per month ).

Other international students

Students from countries outside the EU, EEA and Nordic group must formally apply for a residence permit in order to study in Sweden for longer than three months.

You can do this online. You’ll need to provide copies of your passport, along with proof that you have been admitted to a Swedish university, have paid the first instalment of your tuition fees and can support yourself financially during your PhD the minimum requirement is €826 per month ).

Health insurance

All students in Sweden will need full health insurance. If you already hold a European Health Insurance Card (EHIC) you will normally be automatically covered. Alternatively, your university may provide cover as part of your study grant, or offer an affordable policy for you to purchase.

Sweden is a multicultural and inclusive country with plenty of opportunities for talented PhD graduates to apply their skills and expertise. Who knows – your work could be part of the next great Swedish innovation.

Can I work in Sweden after my PhD?

EU, EEA and Nordic students can live and work in Sweden without restriction. Other international students will need to apply for a post-study residence permit , allowing you to stay in Sweden for another six months as you look for work. To obtain this you’ll need to have completed your degree, still be in Sweden and hold a valid passport.

If you are successful in finding a job within six months, you can go on toapply for a work permit. Further information is available from the Swedish Migration Office .

Find a PhD in Sweden

Ready to start browsing some current PhD opportunities in Sweden ? Alternatively, you can look at our other guides to PhD study abroad .

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COVID-19: guidance for people whose immune system means they are at higher risk

Department of Health & Social Care
UK Health Security Agency

Updated 21 May 2024

Applies to England

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/covid-19-guidance-for-people-whose-immune-system-means-they-are-at-higher-risk/covid-19-guidance-for-people-whose-immune-system-means-they-are-at-higher-risk

This guidance only applies to people living in England. There is separate guidance available for people living in Scotland, Wales and Northern Ireland.

Introduction

The success of the COVID-19 vaccination programme has meant that the requirement for shielding and identifying people as clinically extremely vulnerable ( CEV ) is no longer necessary.

Most people who were part of this CEV patient cohort are no longer at substantially greater risk than the general population and are advised to follow the same guidance as everyone else on staying safe and preventing the spread of COVID-19 and other respiratory infections, as well as any further advice received from their healthcare professional.

However, there remains a smaller number of people whose weakened immune system means they may be at higher risk of serious illness from COVID-19, despite vaccination.

Enhanced protection measures, such as those offered by specific treatments or additional vaccinations alongside other protective behaviours, may benefit these individuals. This guidance is for those individuals who remain at higher risk.

This page contains information on:

who this guidance is for
keeping yourself safe

COVID-19 vaccines

Covid-19 treatments, covid-19 testing.

what to do if you test positive for COVID-19
what to do if you test negative for COVID-19 and still feel unwell

Who this guidance is for

Immunosuppression means you have a weakened immune system due to a particular health condition or because you are on medication or treatment that suppresses your immune system. People who are immunosuppressed, or who have specific other medical conditions, may have a reduced ability to fight infections and other diseases, including COVID-19.

Most people with immunosuppression will be under the care of a hospital specialist and/or known to their GP. As a result of this they will usually be eligible for either or both of:

additional vaccines including COVID-19 boosters

Further information on who is included in these groups of people is included in the sections on vaccination and treatments below. If you are in one of these groups, consider following the guidance below on keeping yourself safe.

Keeping yourself safe

The following advice on ‘keeping yourself safe’ is aimed at adults. Children and young people are recommended to continue to attend education, unless they are advised otherwise by their clinician. Attending education is hugely important for children and young people’s health and their future.

If you have been advised by the NHS that you are in one of these groups, you are advised to:

ensure you have had all of the vaccines you are eligible to receive
continue to follow any condition-specific advice you may have been given by your specialist

You are advised to try to avoid contact with people who have symptoms of COVID-19 or other respiratory infections. A detailed description of COVID-19 symptoms can be found in guidance for people with symptoms of a respiratory infection including COVID-19 .

If you have visitors to your home, consider ventilating your rooms by opening windows and doors to let fresh air in. More advice on ventilating your home can be found on GOV.UK.

Consider asking visitors to your home to take additional precautions, such as keeping their distance. COVID-19 tests are no longer free for the general public, but you may wish to ask visitors to take a lateral flow device ( LFD ) test before visiting. You might also consider asking them to wear a face covering and you may want to wear a face covering yourself.

If it feels right for you, work from home if you can. If you cannot work from home, speak to your employer about what arrangements they can make to reduce your risk. It may be that you are entitled to a Reasonable Adjustment under the Equality Act . See Public health principles for reducing the spread of COVID-19 and other respiratory infections in the workplace

If you are too ill to work, you may be eligible for Statutory Sick Pay .

When out and about, you may want to try to keep your distance from others if that feels right for you, and consider reducing the time you spend in crowded spaces or anywhere that is enclosed or poorly ventilated. Wash your hands regularly and avoid touching your face.

Consider wearing a well-fitting face covering in crowded public spaces. Although face coverings are primarily worn to protect others, because they cover the nose and mouth, which are the main routes of transmission of the virus that causes COVID-19 infection, they may also provide some limited protection to the wearer.

Further advice about face coverings can be found in guidance on living safely with respiratory infections including COVID-19 .

If you have a weakened immune system due to a health condition or medical treatment, and you are aged 6 months or over, you are eligible for a COVID-19 vaccination this spring if it has been at least 3 months since your last vaccination.

This is to help improve any protection you may have built from previous vaccination or infection.

By having a further dose of vaccine, you may reduce your chance of catching the COVID-19 infection. If you do catch COVID-19, the symptoms may be less severe and the illness shorter than if you had not had the extra vaccination.

Further information, including about those who may need an extra dose this spring, is available . You should receive a letter inviting you to book. If not, check with your GP or specialist whether you are eligible.

You should be offered an appointment between April and June, with those at highest risk being called in first.

How to book

If you are eligible for a vaccine, you can book a COVID-19 vaccine:

on the national booking system
by going to a walk-in COVID-19 vaccination site
on the NHS app
by talking to a local NHS service, such as a GP surgery
by talking to your care home

It will help to take the vaccination invite letter, an NHS letter describing your condition or treatment, or a repeat prescription slip with you, or you can show your health record or prescription history in the NHS App.

You can book or manage a COVID-19 vaccination online through the NHS website.

If you can’t book online, phone 119 free of charge, 9am to 5:30pm Monday to Friday. You can ask someone else to do this for you. Please ensure you have your NHS number at hand. If you have difficulties communicating or hearing, or are a British Sign Language ( BSL ) user, you can use textphone 18001 119 or the NHS BSL interpreter service .

The NHS strongly encourages those with a weakened immune system to take up their offer for the spring 2024 COVID-19 vaccination as soon as possible to ensure they have the highest possible level of protection.

Further information on COVID-19 vaccinations is available on NHS.UK.

The NHS is offering treatments to those people with COVID-19 who are at highest risk of becoming seriously ill and who are aged 12 years or above. Not all treatments are suitable for people aged 12 to 17 years.

The list of eligible people who are offered these treatments is regularly reviewed and is available on the NHSE and GOV.UK websites. The list currently includes some people who have:

Down’s syndrome, or another chromosomal disorder that affects their immune system
certain types of cancer or have received treatment for certain types of cancer
sickle cell disease
certain conditions affecting their blood
chronic kidney disease ( CKD ) stage 4 or 5
severe liver disease
had an organ transplant
certain autoimmune or inflammatory conditions (such as rheumatoid arthritis or inflammatory bowel disease)
HIV or AIDS and have a weakened immune system
a condition affecting their immune system
a condition affecting the brain or nervous system, such as multiple sclerosis, muscular dystrophy, motor neurone disease, myasthenia gravis, Huntington’s disease, Parkinson’s disease or certain types of dementia
certain lung conditions or treatments for lung conditions

This list is a summary and does not cover everything.

If you were identified as being eligible for assessment for COVID-19 treatments before 27 June 2023, you will have been contacted by the NHS to make you aware of this.

If you have become eligible for assessment for COVID-19 treatments since June 2023 (or become eligible), you will have been told about this (or will be told about this) by your doctor or specialist at the point that you were diagnosed with a qualifying condition or began a qualifying treatment.

If you are unsure whether you are eligible, speak to your doctor or hospital specialist who can advise you.

Treatments for COVID-19 are most effective if they are started early (ideally within 5 days of you first developing symptoms). It is therefore important that you take a COVID-19 test as soon as possible if you develop symptoms so that you can access treatments early if you test positive for COVID-19.

A broader group of patients (currently those aged 18 years and over, and with underlying health conditions) may also be able to take part in the PANORAMIC clinical study if they test positive for COVID-19 and are symptomatic.

In England, patients eligible for COVID-19 treatments can access free LFD tests.

If you are eligible for COVID-19 treatments, please make sure you have a supply of LFD tests at home so that you can test yourself quickly if you develop symptoms of COVID-19. You can now obtain free LFD tests from your local pharmacy. You can also use tests you’ve paid for, for example, a test you’ve bought from a supermarket or pharmacy. Further information is available on NHS: Treatments for COVID-19 .

Symptoms of COVID-19, flu and other respiratory infections include, among others:

a high temperature
unexplained tiredness or lack of energy
shortness of breath
a loss of, or change to, your normal sense of smell or taste

Test kits contain instructions and links to support those who need assistance in testing.

If you test positive

If you test positive, you should try to stay at home and avoid contact with other people. Further advice about staying at home can be found in guidance for people with symptoms of a respiratory infection including COVID-19 .

If you are eligible for treatment, it’s important to start as soon as you can. To be effective, treatments for COVID-19 need to be given quickly after your symptoms start.

If your COVID-19 test result is positive, follow the information for accessing treatments in your area on the NHS COVID-19 treatments page.

If you test negative and you still feel unwell

If your test is negative but you still have symptoms, you should take another test on each of the next 2 days (3 tests in total over 3 days).

If you continue to feel unwell, you should seek healthcare advice via your GP or NHS 111. If it is an emergency, you should call 999.

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Adult & Post-Traditional

A Vast, Untapped Pool of Stopped-Out Students

Each year millions of students enter the growing cohort of adults with some college but no degree. As enrollment struggles mount, institutions are starting to pay attention.

By Liam Knox

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A hand reaches for a graduation mortar cap just out of reach on a pedestal

The population of students with some college but no degree grew by 2.9 percent last year, according to a new report.

Photo illustration by Justin Morrison/Inside Higher Ed | rawpixel | Anand Raj/Pexels

About 2.3 million students stopped out of college between January 2021 and July 2022, a 2.9 percent increase from the year prior, according to a report out today from the National Student Clearinghouse (NSC) Research Center. That number builds on a 1.4 million increase from 2020–21, bringing the total cohort of adults with some college education but no credential to 36.8 million.

For the first time, the NSC did not include adults over 65 in this year’s data in order to align more closely with the workforce goals of states investing in re-enrollment programs. The 25–35, 25–45 and 45–64 age groups all had roughly the same share of the some college, no degree population: about 30 percent. The 20–24-year- old cohort made up 6 percent, but it takes three semesters of nonenrollment for NSC to consider a student “stopped-out.”

A plurality of stopped-out students are white (32 percent), while 18 percent are Hispanic and 14 percent Black. Historically they’ve been mostly men, but recent trends have led to broader gender parity: now 46 percent are men and 44 percent women.

White and Asian American female students are much more likely to return to college than Black and Hispanic men, according to the NSC research. The stop-out population grew in every state except for Alaska, where it remained level.

The report contained some positive news: the number of students re-enrolling in the 2022–23 academic year increased by about 78,000, nearly reversing the prior year’s 80,000 student decline in re-entry.

NSC research director Doug Shapiro said that even though the re-enrollment numbers aren’t enough to offset the vastly higher rates of stop-outs, he was heartened by the reversal of the post-pandemic trend of falling re-entry numbers.

“The steady growth of this population is a persistent artifact of American higher education,” he said. “Higher ed produces more students who are leaving each year than returning … that represents an ongoing challenge as well as an opportunity.”

More states are jumping at that opportunity. A number of programs facilitating re-enrollment have cropped up in recent years, from Massachusetts’s MassReconnect , which addresses affordability concerns, to New Jersey’s ReUp program , which focuses on outreach and marketing. Some have been remarkably successful, like California Reconnect , which boosted re-enrollment rates in the state to 8.4 percent last year, far above the national average. Many of those initiatives were started after the COVID-19 pandemic devastated college enrollments, particularly at two-year institutions.

Su Jin Jez, CEO of the nonprofit higher ed and workforce policy organization California Competes, said the enrollment potential of some college, no degree students remains largely untapped; there are 6 million such students in her home state alone. But interest from colleges and state agencies is growing fast as workforce shortages and enrollment crises compound post-pandemic, she said.

“Higher ed wasn’t designed to re-enroll, and for so long institutions could comfortably rely on new students to fill in attrition,” she said. “The enrollment pressures of today have made institutions think more broadly about who a student could be … all of a sudden there was this attention to students that are leaving and should still be here.”

More Than Recruitment

Jez said that even as interest in some college, no degree students grows, many institutions are taking the wrong tack in trying to attract them.

“Peoples’ gut instinct for solving this problem is the same as usual: marketing and recruitment. ‘Oh well if they only knew about it, they’d come back!’” Jez said. “They’re not thinking about what’s actually happening that led a student to leave in the first place. Otherwise, you’re recruiting them back into an institution that didn’t work for them.”

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That’s why stopped-out students who do entertain re-entry tend to go somewhere other than their former institution. The NSC report found that 63 percent of re-enrollees attend a new college, and 25 percent of those enroll in an entirely different sector, largely from four-year to two-year or private to public.

“This means that colleges need to do more than simply look to their own former students to identify candidates to re-enroll,” Shapiro said.

Jez said that’s a difficult prospect since data and student-profile sharing between institutions is very uncommon.

“Students leave an institution for many reasons, but they don’t often come back to a place where they felt they couldn’t succeed,” she said. “It’s hard because higher ed’s culture is competition, so you have to have someone really thinking about the students to see the benefits in this even though it could on the surface look like giving up an advantage.”

Many stopped-out students who return to college re-enroll in new fields as well, especially if they were studying something difficult, like STEM. They’re also more likely to re-enroll in an online degree program if they had been in-person before.

“Re-enrollees are trying to get their credentials as quickly as they can,” Shapiro said. “They want to recoup their investment as fast as possible, and not pay too much to do so.”

But many logistical and systemic barriers remain to re-enrollment, such as unpaid fees or academic probations that were never rescinded. In 2022–23, 25 percent of re-enrolled students who earned a credential or degree in their first year back did so without ever taking another course, meaning they only had some financial or administrative hurdle to clear.

“This is an inefficiency in the system, showing that colleges and universities can do a better job facilitating degrees that have essentially been earned but where other barriers got in the way,” Shapiro said.

New Experiments in Re-Enrollment

In Ohio, eight institutions entered into an experimental consortium in 2022 called the Ohio Comeback Compact to try to address many of the barriers to re-enrollment. They offer a wide range of regional colleges for stopped-out students, making it easy to transfer credits over to a new institution, as well as debt relief for those who qualify. Two years after it was established, students who participated were 50 percent more likely to re-enroll than their peers.

“Credit transfer is historically difficult,” said Pooja Patel, a senior analyst at Ithaka S+R who has been studying the consortium’s outcomes. “This program is unique because it gives students options.”

She added that the debt forgiveness incentive boosted the program’s success and presented new tuition revenue from stopped-out students. But the initiative still attracted only a small portion of the 9,000 students who meet the Compact’s eligibility requirements, suggesting plenty of room for growth.

“It’s not a silver bullet, but just knowing there was a jump start was enough to motivate [the students],” Patel said. “It can be hard, but we hope the program is a way to convince colleges that debt forgiveness can pay off … when institutions collect on debt payments, they’re usually getting pennies on the dollar.”

Jez said many institutions aren’t even aware of all the obstacles to re-enrollment they may have created, in the form of unnecessarily arduous administrative procedures or recruitment language that doesn’t include nontraditional students. When California State University, Dominguez Hills conducted a review of its re-entry process, it found an archaic system that included dozens of steps and a handful of preliminary fees. They’ve since streamlined and gotten rid of the costs.

Jez said these simple steps by institutions, as well as structured collaboration and cooperation between regional-serving two- and four-year institutions, could go a long way toward getting stopped-out students back in the classroom. Higher education leaders just need to be paying attention.

“This is a crisis, and higher ed needs to respond much more dramatically to it—for the students’ benefit, but for colleges, too,” Jez said. “I don’t think we’ve quite gotten there yet. But it’s starting.”

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Doing research outside of academia, without a PhD?

I love learning and solving problems (I'm in math/ computer science) and I'm also very motivated. However, I don't have fantastic grades and so I don't expect to get into any top graduate program. This may seem like a discrepancy, but I think it is partly a personal issue (which I'm working on).

Is it possible to conduct research and therefore further any field without being in academia? This post is primarily targeting people who are doing their PhD.

I want to get the opinions of as many people as possible, so let me know if there's another place (forum) where I can ask.

independent-researcher

2 This might be relevant: academia.stackexchange.com/questions/385/… – Speldosa Mar 3, 2012 at 18:47
1 Short answer: Possibly in computer science, definitely not in math. – anomaly Jul 17, 2016 at 22:44
11 Yes, of course it's possible, even in math. You want to do math research? Just do it. The only thing preventing you from publishing a paper in Annals is an Annals -worthy result. Sorry, what's that? Oh, you actually want to get paid to do research? Well, that's an entirely different question! – JeffE Jul 18, 2016 at 0:07

9 Answers 9

As Nunoxic noted, doing research as a part of your job is possible. Also, doing research at a graduate program that isn't at a top school is possible. But doing research on your own, and hoping to bring innovations to a field... is highly unlikely to work, in my opinion.

My opinion is based on experience with a bad schooling system (undergrad and Masters in Serbia) where publication is mostly irrelevant to survival of the teaching staff. Access to research journals is also severely limited, and, as a consequence, access to international conferences, international collaboration and all that. Essentially, supervisors would offer minimal guidance, and students are always free to choose their research topic. This is still more guidance than you would have on your own.

Then I got myself into good schooling system (a second Masters - to catch up - and now my PhD studies), in The Netherlands. Neither of the two Dutch universities I've been studying at are top schools in the Shanghai sense: their rankings fall between 100 and 150. Still, in comparison with Serbia, the difference in what I've learned and achieved since being at these universities is staggering .

I don't spend months of my time sifting through articles in order to slowly begin comprehending which papers/names are the most relevant ones in the field.
I have someone to immediately tell me if a research question is worth pursuing.
I have someone to immediately point out similar research.
I have someone to immediately correct small mistakes that would prove important at the end of data collection
I meet important people in the field, and get feedback from them, with no cost to myself
I work with technology that costs a great deal of money, with no cost to myself

The essence boils down to having access to people who know what my work is about. This speeds up my understanding of the subject matter by an order of years . Science is so fast-paced nowadays that it's very difficult to make breakthroughs without collaboration.

In sum, my advice for someone in your position would be to give priority to non-top graduate schools, if it doesn't work put with top ones, instead of trying to be a solo researcher.

3 Although your fundamentals are strong, Internet makes possible to do research in some areas like computer science. It is not solo research in the sense that you are in contact with other people via "virtual" social networks. Anyway, physical place and contact, and speed is much more stimulating and efficient. – sw. Oct 30, 2012 at 12:22
2 How is doing research on your own different from doing research at grad school - industry? Besides group/lab projects, research is essentially you and yourself figuring things out. – gented Nov 23, 2016 at 12:46
1 I think at the end of the day it depends on the person, but I would like to generalise that for most people doing research on your own is both harder and more time consuming than being able to bounce ideas with fellow colleagues within the same field of research, cause at the end of the day you're writing an idea to expand the field, so from the above post it is arguing for proximity. – chutsu Jul 25, 2017 at 14:15

Wrong assumption. If you like solving problems and love learning, it won't be difficult for you to convince others that this is true and usually, that is one of the most important factors contributing to success of PhD students. As far as your grades are concerned, bad grades does not necessarily imply rejection at universities. See this post regarding how to get bad transcripts across. Good GRE scores (with AGRE maybe), recommendations and past research will probably negate the bad grades.

You can but it depends highly on where you work. If you work at a corporation which "implements" rather than "innovates". Chances of getting a job involving research is pretty slim. Having said that, it is always possible to work around or find other jobs which will allow you to work on something new. Also, is it possible to conduct research without being in academia is somewhat misleading. A large portion of research does take place out of academia. IBM, Intel, AMD and many other companies work actively in research.

No offence but taking opinions from many people won't necessarily give you a clearer answer.

4 "No offence but taking opinions from many people won't necessarily give you a clearer answer." It may not, but I'm just looking for perspective from people with experience. – anonymous Mar 3, 2012 at 9:14
7 "If you like solving problems and love learning, and you are good at doing both, for an audience, it won't be difficult for you to convince others that this is true" — The omitted clauses are crucial. It's not enough to like solving problems, and it's not even enough to be good at it. For undergraduates, the main "audience" is course instructors; for academic researchers, it's other researchers. – JeffE Mar 5, 2012 at 14:04

You can get a CS support job in a research lab. I worked as a programmer at various government and edu labs for a decade between bad grades and phd. I got my name on papers as a coauthor and helped do research.

Can be a great gig. You get to help solve problems, but don't need to worry about writing it up or worry much about funding, something PhDs do constantly.

I'm currently working on my math PhD. I think that it's incredibly unlikely that someone without graduate work in math could do much math research (I don't know about the computer-science side, however).

Now that I have put myself out there, I should clarify my point. Is it actually impossible? Well, no. In particular, there are many combinatorial or graph theoretic problems that don't really rely on previous work to be done. Some fields of math aren't as profoundly cumulative as others (on the other side of the spectrum, I might place something like algebraic number theory or elliptic curves, both of which I find highly removed from pregraduate work).

But what I'm really saying is that it's prohibitively difficult, not impossible. It's time-consuming no matter what, and I think the greatest advantage an academic has is that research is what we're paid to do. But it is possible to get 'research-style' jobs without a PhD. But they are limited in scope.

There is 'doing research' and then there is 'publishing papers'

You most certainly don't need a PhD to do research. If you want to make an advancement, like a better algorithm, then you can create your own experiments to show how your idea works better (on the problem you tested) and you have created a meaningful advancement in science. If you had a PhD you should have learned how to create solid experiments and how to analyse the results (which often leads to more experiments).

This may sound a bit jaded, but publishing papers is often about understanding what a particular field cares about (and who the influencers are) and becoming part of that community. There is definitely a clique element in most fields - by getting your PhD you are invited into the clique under the wing of your supervisor. It might not be impossible to publish coming from outside a community, but I think it is certainly harder.

1 If wanting to get admitted to a specific institute for a PhD, would it help to ask a PhD or Professor from this institute to have a look at the self-conducted experiment description and collected results, to summarize it in a paper and publish it together, so that one is not unknown anymore in the institute when applying later? – Lucas Apr 13, 2016 at 0:13
3 @Lucas - sure, that sounds like a good idea! and if they say no, then it can also be interesting to get feedback on your idea. most likely, they would want you to refine the experiments before putting their name on it. – Tom Carchrae Apr 15, 2016 at 17:58
4 I like this answer. If one comes up with a great enough advancement, then it is not at all unreasonable to assume that PhD or no PhD people will listen and take notice. A PhD is merely a certification to show you learned certain skills. It doesn't mean one cannot possess them on their own or just get lucky and have a break-through. After all, considering how long the concept of "PhD" has been around... 90% of all mathematicians who did research over all these centuries had absolutely no certification. – user64742 Nov 23, 2016 at 6:06

I'm a former professor. I could no longer stand the elitism, tiresome institutional structure, and narrow mindedness of working in a university. After quitting the ivory tower, I still desired to continue my research, and discovered the pros and cons of being an independent researcher.

The most obvious plus is that I can research whatever I want, whenever I want, and publish in whatever publications I want. No more colleagues frowning on my choices. No more administrators denying my funding requests based on personal bias. No more crappy vanity research in unethical publications to stroke the egos of a tenure and promotion committee. It feels a bit like being in grad school again, where my creativity and personal curiosity can shine - only with more maturity and structure as guidance.

The cons are painful, though. Gone are the days I can submit 30 interlibrary loan requests for materials in a day. My public library only allows three requests at a time, which is practically useless. I'm spending a lot of time and money buying materials and traveling to libraries to get at resources. But, the traveling is fun at least. Even though it's all on my dime (that travel budget as a professor was a privilege I took for granted!), true research freedom is priceless!

Besides a lack of access to materials, the major con is lack of access to respect. Filling out a form - be it for access to an archive or submission of a publication - I'm always asked for my "affiliated institution." Well, I don't have one anymore. They aren't interested in where I used to work, or my publication history, or even the quality of research I do now. It's a major hurdle. Academics are often fueled by their egos, and they often only have respect for others at their perceived level. Don't have the right letters after your name? Go away! Aren't on the payroll of a university? Get lost! Urgh. I saw serious independent researchers get turned away and mocked frequently by these elitist pigs.

It is possible to make progress in your research without the credentials of an academic, even while being under scrutiny of many academics you'll come into contact with. You'll have to be a more efficient researcher and do everything the hard way, but it will be rewarding!

In the hard sciences I imagine it would be costly, too, to gain access to equipment you might need. It all depends on what your goal is. But give it a try, and live your dream! You have nothing to lose.

4 The original post asks about doing research without a PhD . Perhaps you can edit your post to comment on that. Presumably you earned a PhD before starting your unaffiliated research; do you think your work as an independent researcher would be better/worse if you hadn't? – ff524 Jul 17, 2016 at 21:15
5 I like this answer. – ruben Nov 24, 2016 at 1:07
4 @ff524 The post might have asked about research without a PhD , but researching without being at an institution is a closely related topic that offers critical insights. This answer is extremely helpful. – JDG Mar 14, 2019 at 22:28
1 Indeed, this answer is still really useful, as an undergrad trying to get into research I face the same hurdles as described there, so that's quite on point even if you don't already hold a PhD – Samuel Prevost Feb 26, 2020 at 3:19

On some universities there are programmes to encourage more people to join the research. You might want to check them and ask (They might be called UROP, research internship etc.). In such way you can work a bit with research to try if it is for you.

Depending on your work and findings you might be coauthor of paper. At least 2 of my friends coauthored the paper in such way before they finished their undergraduate studies.

PS . I am not a PhD student (and I do not have PhD) but I participated in such programme. I would recommend you to search for one as it allows you to try it.

From what I heard it also helps getting onto PhD programme as you have shown that you have an experience with research (and know what you are doing).

I am doing research outside of academia because being in business shows where the real problems are, because being given a job assignment is what motivates me to take action, because my research is very far outside the mainstream, and because I wanted to develop my thinking very far outside the mainstream. I would prefer to be in academia but for these four things. I have made slow but steady progress in my area of research, and if I had to make a guess, I will have something useful to present about five years from now. I do not recommend doing research outside of academia unless you have some serious reasons to do so, as I have such reasons but most researchers do not.

On the other hand, now that I have developed my research focus and direction over the last 20 years in a way that is solid and unique, I am now starting to think seriously about starting a Phd program. With a strong direction to my thinking and research, I can now interact with other academics without being lead outside my research direction. We'll see what happens.

Philosophical issues with no right or wrong. Bottom line, for me, after masters level is doing research that brings innovations whether for social or academic or personal reasons. Fame should be attached to success in life, career etc. not necessarily to acquisition of a 'prestigious' title.

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The final update of the COVID-19 Treatment Guidelines was on February 29, 2024. PDFs of the Guidelines can be downloaded until August 16, 2024, when the website will be shut down.

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Prevention of SARS-CoV-2 Infection

Last Updated: December 20, 2023

Summary Recommendation

The COVID-19 Treatment Guidelines Panel (the Panel) recommends COVID-19 vaccination for everyone who is eligible according to the Centers for Disease Control and Prevention’s Advisory Committee on Immunization Practices ( AI ) .

General Prevention Measures

Transmission of SARS-CoV-2 occurs primarily through exposure to respiratory droplets. 1 Exposure can occur when individuals inhale droplets or particles that contain the virus or touch mucous membranes with hands that have been contaminated with the virus. Exhaled droplets or particles can also deposit the virus onto exposed mucous membranes.

The risk of SARS-CoV-2 transmission can be reduced by covering coughs and sneezes, wearing a well-fitted mask around others, and isolating when experiencing symptoms. Frequent handwashing also effectively reduces the risk of infection. 2 Health care providers should follow the Centers for Disease Control and Prevention (CDC) recommendations for infection control and the appropriate use of personal protective equipment. 3

COVID-19 Vaccines

Recommendation.

The Panel recommends COVID-19 vaccination for everyone who is eligible according to the CDC’s Advisory Committee on Immunization Practices ( AI ) .

Vaccination is the most effective way to prevent COVID-19. Two 2023–2024 mRNA vaccines, BNT162b2 (Pfizer-BioNTech) and mRNA-1273 (Moderna), and the 2023–2024 recombinant spike protein with adjuvant vaccine NVX-CoV2373 (Novavax) 4 are currently available in the United States. The adenovirus vector vaccine Ad26.COV2.S (Johnson & Johnson/Janssen) is no longer available in the United States.

COVID-19 vaccination is recommended for everyone aged ≥6 months in the United States. The Food and Drug Administration (FDA) Emergency Use Authorization fact sheet and the product label for each vaccine provide detailed information on the vaccination schedule and the doses that are approved or authorized for that vaccine. The type and dose of vaccine and the timing of the doses depend on the recipient’s age and underlying medical conditions. The CDC regularly updates the clinical considerations for the COVID-19 vaccines currently approved by the FDA or authorized for use in the United States. 5

Adverse Events

COVID-19 vaccines are safe and effective. Local and systemic adverse events are relatively common with these vaccines. Most of the adverse events that occurred during vaccine trials were mild or moderate in severity (i.e., they did not prevent vaccinated people from engaging in daily activities) and resolved after 1 or 2 days. There have been a few reports of severe allergic reactions following COVID-19 vaccination, including rare reports of patients who experienced anaphylaxis after receiving an mRNA vaccine. 6,7

Thrombosis with thrombocytopenia syndrome is a serious condition characterized by blood clots in large blood vessels and low platelet levels. The prevalence of the syndrome was approximately 4 per million among people who received the Johnson & Johnson/Janssen vaccine. 8,9 That vaccine is no longer available in the United States. If a patient experiences thrombosis and thrombocytopenia syndrome after receiving a COVID-19 vaccine outside of the United States, a hematologist should be consulted about evaluation and management.

Myocarditis and pericarditis after COVID-19 vaccination are rare, and most of the reported cases were very mild and self-limiting. 10 These conditions have occurred most often in male adolescents, young adults, and people who have received mRNA vaccines.

The results of recent studies suggest that adults aged ≥18 years who received the Johnson & Johnson/Janssen vaccine have an increased risk of Guillain-Barré syndrome. 11 In contrast, people who received mRNA vaccines do not have an increased risk of Guillain-Barré syndrome. 12

The CDC monitors severe adverse events, such as strokes, and provides regular updates on selected adverse events of COVID-19 vaccines .

Vaccination in Pregnant and Lactating People

Pregnant and lactating individuals were not included in the initial COVID-19 vaccine trials. However, the CDC and the American College of Obstetricians and Gynecologists recommend vaccination for pregnant and lactating people. This recommendation is based on the accumulated safety and efficacy data on the use of these vaccines in pregnant people, as well on as the increased risk of severe disease in pregnant individuals with COVID-19. 13-17 These organizations also recommend vaccination for people who are trying to become pregnant or who may become pregnant in the future. The American College of Obstetricians and Gynecologists provides guidance for clinicians on counseling pregnant patients about COVID-19 vaccination. 18

Pre-Exposure Prophylaxis

As of January 2024, no biomedical intervention other than vaccines prevents COVID-19 disease. Previously, the FDA authorized the use of the anti-SARS-CoV-2 monoclonal antibodies tixagevimab plus cilgavimab (Evusheld) as pre-exposure prophylaxis (PrEP) of COVID-19 in people who were not expected to mount an adequate immune response to COVID-19 vaccination and in people with COVID-19 vaccine contraindications. 19 Due to the increased prevalence of Omicron subvariants that are not susceptible to tixagevimab plus cilgavimab, this combination is not currently authorized by the FDA for use as PrEP of COVID-19. 20 It remains critical that these individuals:

Keep up to date with COVID-19 vaccination unless a contraindication exists.
Take precautions to avoid infection. The CDC provides information on the prevention of COVID-19 in people who are immunocompromised.
Be tested for SARS-CoV-2 infection if they experience signs and symptoms consistent with COVID-19 and, if infected, promptly seek medical attention.

Post-Exposure Prophylaxis

As of January 2024, no biomedical intervention other than vaccines prevents disease after exposure to SARS-CoV-2. Previously, the FDA authorized the use of the anti-SARS-CoV-2 monoclonal antibody products bamlanivimab plus etesevimab and casirivimab plus imdevimab as post-exposure prophylaxis (PEP) in certain people at high risk of progression to severe COVID-19. However, the Omicron subvariants are not susceptible to these products; therefore, their use as SARS-CoV-2 PEP is not recommended.

Centers for Disease Control and Prevention. COVID-19 overview and infection prevention and control priorities in non-U.S. healthcare settings. 2023. Available at: https://www.cdc.gov/coronavirus/2019-ncov/hcp/non-us-settings/overview/index.html . Accessed December 1, 2023.
Centers for Disease Control and Prevention. How to protect yourself and others. 2023. Available at: https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html . Accessed December 1, 2023.
Centers for Disease Control and Prevention. Interim infection prevention and control recommendations for healthcare personnel during the coronavirus disease 2019 (COVID-19) pandemic. 2023. Available at: https://www.cdc.gov/coronavirus/2019-ncov/hcp/infection-control-recommendations.html . Accessed December 1, 2023.
Food and Drug Administration. FDA authorizes updated Novavax COVID-19 vaccine formulated to better protect against currently circulating variants. 2023. Available at: https://www.fda.gov/news-events/press-announcements/fda-authorizes-updated-novavax-covid-19-vaccine-formulated-better-protect-against-currently . Accessed December 1, 2023.
Centers for Disease Control and Prevention. Use of COVID-19 vaccines in the United States. 2023. Available at: https://www.cdc.gov/vaccines/covid-19/clinical-considerations/covid-19-vaccines-us.html . Accessed December 1, 2023.
Centers for Disease Control and Prevention. Interim considerations: preparing for the potential management of anaphylaxis after COVID-19 vaccination. 2022. Available at: https://www.cdc.gov/vaccines/covid-19/clinical-considerations/managing-anaphylaxis.html . Accessed December 1, 2023.
Food and Drug Administration. Fact sheet for healthcare providers administering vaccine (vaccination providers): Emergency Use Authorization (EUA) of the Janssen COVID-19 vaccine to prevent coronavirus disease 2019 (COVID-19). 2022. Available at: https://www.fda.gov/media/146304/download .
See I, Su JR, Lale A, et al. US case reports of cerebral venous sinus thrombosis with thrombocytopenia after Ad26.COV2.S vaccination, March 2 to April 21, 2021. JAMA . 2021;325(24):2448-2456. Available at: https://pubmed.ncbi.nlm.nih.gov/33929487 .
See I, Lale A, Marquez P, et al. Case series of thrombosis with thrombocytopenia syndrome after COVID-19 vaccination—United States, December 2020 to August 2021. Ann Intern Med . 2022;175(4):513-522. Available at: https://www.ncbi.nlm.nih.gov/pubmed/35038274 .
Centers for Disease Control and Prevention. Selected adverse events reported after COVID-19 vaccination. 2023. Available at: https://www.cdc.gov/coronavirus/2019-ncov/vaccines/safety/adverse-events.html . Accessed December 1, 2023.
Hanson KE, Goddard K, Lewis N, et al. Incidence of Guillain-Barré syndrome after COVID-19 vaccination in the Vaccine Safety Datalink. JAMA Netw Open . 2022;5(4):e228879. Available at: https://pubmed.ncbi.nlm.nih.gov/35471572 .
Abara WE, Gee J, Marquez P, et al. Reports of Guillain-Barré syndrome after COVID-19 vaccination in the United States. JAMA Netw Ope n. 2023;6(2):e2253845. Available at: https://pubmed.ncbi.nlm.nih.gov/36723942 .
Centers for Disease Control and Prevention. COVID-19 vaccines while pregnant or breastfeeding. 2023. Available at: https://www.cdc.gov/coronavirus/2019-ncov/vaccines/recommendations/pregnancy.html . Accessed December 1, 2023.
Shimabukuro TT, Kim SY, Myers TR, et al. Preliminary findings of mRNA COVID-19 vaccine safety in pregnant persons. N Engl J Med . 2021;384(24):2273-2282. Available at: https://www.ncbi.nlm.nih.gov/pubmed/33882218 .
Zauche LH, Wallace B, Smoots AN, et al. Receipt of mRNA COVID-19 vaccines and risk of spontaneous abortion. N Engl J Med . 2021;385(16):1533-1535. Available at: https://www.ncbi.nlm.nih.gov/pubmed/34496196 .
Goldshtein I, Nevo D, Steinberg DM, et al. Association between BNT162b2 vaccination and incidence of SARS-CoV-2 infection in pregnant women. JAMA . 2021;326(8):728-735. Available at: https://www.ncbi.nlm.nih.gov/pubmed/34251417 .
Collier AY, McMahan K, Yu J, et al. Immunogenicity of COVID-19 mRNA vaccines in pregnant and lactating women. JAMA . 2021;325(23):2370-2380. Available at: https://www.ncbi.nlm.nih.gov/pubmed/33983379 .
American College of Obstetricians and Gynecologists. COVID-19 vaccination considerations for obstetric-gynecologic care. 2023. Available at: https://www.acog.org/clinical/clinical-guidance/practice-advisory/articles/2020/12/covid-19-vaccination-considerations-for-obstetric-gynecologic-care . Accessed December 1, 2023.
Food and Drug Administration. Fact sheet for healthcare providers: Emergency Use Authorization for Evusheld (tixagevimab co-packaged with cilgavimab). 2023. Available at: https://www.fda.gov/media/154701/download .
Food and Drug Administration. FDA announces Evusheld is not currently authorized for emergency use in the U.S. 2023. Available at: https://www.fda.gov/drugs/drug-safety-and-availability/fda-announces-evusheld-not-currently-authorized-emergency-use-us . Accessed December 1, 2023.

Opinion Columnists | Armstrong Williams: Fauci’s COVID guidance a…

Opinion Columnists

Opinion columnists | armstrong williams: fauci’s covid guidance a ‘self-serving series of distortions’ | staff commentary.

Dr. Anthony Fauci, former Director of the National Institute of Allergy and Infectious Diseases, center, arrives for a House Select Subcommittee on the Coronavirus pandemic at Capitol Hill, Monday, June 3, 2024, in Washington. (Mariam Zuhaib/AP)

The truth has a funny way of getting out. Maybe not today, maybe not tomorrow, but as is often said in India: “The truth will out.”

With the testimony of Dr. Anthony Fauci before Congress last week, we are reminded of this. What was stated with conviction, authority and certainty just a few short years ago, now turns out to have been not hidebound to science in the least.

A plague at the time was sweeping across America. Where it came from we didn’t know. In which state or region it would next descend upon couldn’t be predicted. We the people were vulnerable. We looked for answers. There on the dais, speaking to us every afternoon, was our own national physician, Anthony Fauci, M.D.

We listened with rapt attention, as he later said: “ I am science. ” First, we were told no masking was necessary . There were no scientific trials about masking one way or the other though, as it turned out, his concern was to first protect health care workers by preserving personal protective equipment for them.

Later, closing schools and shuttering businesses; prohibiting worshipping together in churches, temples and synagogues; gutting the economy and leaving our elderly alone and particularly at risk — all this was done to comport with “the science.” Yet now we learn what many suspected even in those dark days of early COVID: There was no science.

Where did COVID come from? Remember the “ wet market? ” Bats were the COVID reservoir, though the infected bats lived 1,000 miles away from Wuhan. No trace of infection was found over the miles between Wuhan and the large population of bats, among whom the virus was endemic. Yet there, hiding in plain sight in Wuhan, was the Wuhan Institute of Virology . And they were known to be investigating the coronavirus and perhaps engaging in making it yet more contagious and more virulent than the version found in nature. Could it have leaked from the lab?

Without doubt or nuance, Dr. Fauci’s supporters scolded those who asked such questions and took exception to the orthodoxy. They were ridiculed, canceled and belittled. Conspiracy theorists, we were told; wet market it was.

Physicians in Wuhan, back in the fall of 2019, had noticed that patients in the hospital and receiving hydroxychloroquine seemed to fare better than other hospitalized patients. Physicians here in America began using the medicine for desperately ill patients for whom no other treatment was available. The scolding began in earnest. The medicine was not approved. Medical professionals were using the medication that was off label. Dr. Fauci wasted no time in rebuffing these doctors who had only the lives and well-being of their patients in mind. He was the arbiter of care. He determined proper standards. Daring physicians were undeterred and remain among the unsung legions of heroes who stood by their patients at the peril of their own professional well-being.

Now these years later, the truth is oozing out. Public records now made available by the Freedom of Information Act and virologists reviewing the molecular design of the virus and its pattern of spread back up the theory that this virus arose from the Wuhan Institute of Virology, that it was genetically modified and that our nation was to some extent involved in this risky research.

Dr. Fauci once decried notions like these, but last week, he was held publicly accountable. Not for not knowing, as none of us knew. Not for making management mistakes, as in the fog of war those are inevitable. But it is becoming plainer for all to see that his telling of the story was not just wrong, but a self-serving series of distortions that expanded his power and allowed government to extend into every nook and cranny of our lives.

The men of Tuskegee in the 1930s understood that they were enrolling in a study of syphilis and placed their trust in the government. Even when antibiotic therapy was available and proven effective as a treatment, they lingered untreated, succumbing to the ravages of an ancient disease. The government had its own agenda.

The homily here is that we choose our advisors wisely. The government has its own agenda. It is only partially coaxial with the safety and security of the governed. Let the physicians care for their patients unfettered. Support the robust pursuit of truth by our thought leaders in science. And cast a jaundiced eye on unelected figures who, from time to time, rise up and purport to speak and act on our behalf, but in fact undermine our own ability to see with our eyes and hear with our ears. We give them the helm at our own peril.

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LSU WBB: Angel Reese Dominating Rookie Season, Praises Kim Mulkey's Guidance

Zack nagy | jun 7, 2024.

May 25, 2024; Chicago, Illinois, USA; Chicago Sky forward Angel Reese (5) looks to shoot a free throw against the Connecticut Sun during the second half of a WNBA game at Wintrust Arena. Mandatory Credit: Kamil Krzaczynski-USA TODAY Sports

Angel Reese and the Chicago Sky improved to 4-5 on the season after taking down the Washington Mystics on Thursday night.

For Reese, it was a homecoming after playing in Capital One Arena near her hometown of Baltimore.

LSU head coach Kim Mulkey hopped on a flight and made it in for Reese's showdown against the Mysitcs where she ultimately pieced together her best performance as a pro.

She ended the night with 16 points, 11 rebounds and five steals along with three assists. Reese recorded her third double-double of the season.

What a homecoming for Angel Reese where she was embraced by her former coach Kim Mulkey and tons of love including her family after playing against the Mystics 💪 Reese finished with 16 PTS, 11 REB, 3 AST, 5 STL pic.twitter.com/XvHSGc6UBb — WNBA (@WNBA) June 7, 2024

Reese, the catalyst behind the Tigers' National Championship a season ago, has helped transform women's basketball after being the face of the sport for the last two years.

Now, she's begun her professional career after being selected as a Top 10 pick in this year's draft.

In her two seasons at LSU, Reese helped propel the women’s basketball program to new heights, leading the Tigers to their first NCAA Championship last season. She has 61 double-doubles at LSU, trailing only Sylvia Fowles in school history.

The Baltimore, Maryland native had three separate streaks of at least 10 straight double-doubles during her time in Baton Rouge. Reese averaged 20.9 points and 14.4 rebounds per game in her time at LSU.

Reese became the first player since Wendy Scholtens from Vanderbilt in 1989 and 1990 to lead the league in both scoring and rebounding in consectuive seasons and was named this season’s SEC Player of the Year. Reese had seven games with at least 20 points and 20 rebounds over the past two seasons.

Reese praised her former head coach and the LSU program on Thursday night:

. @Reese10Angel on her former @LSUwbkb Head Coach, Kim Mulkey: “…She’ll support you no matter what. She’s like a mother to me. She calls me still, she checks in on me making sure I’m good. Checks in on my family, calls my grandma…I love Coach Mulkey…” #skytown #WNBA pic.twitter.com/N1R9UHzDIu — SUMMER (@SummerDC_) June 7, 2024

“Angel transferred to LSU after my first season in Baton Rouge and she helped transform our program,” Coach Kim Mulkey said. “When she came here, she said she wanted to be here for two seasons and she has lived up to that. What a remarkable two years it has been. We are all indebted to Angel Reese for the contributions she has given to this program, helping us win our first National Championship, and the contributions she made on our university as a whole. She not only helped grow our program but had an impact on growing the game of women’s basketball across the country. We wish her good luck as she moves to the WNBA and look forward to see all that she accomplishes. We will miss her but will always cherish the two year’s we got to spend with her. Forever LSU.”

In her first season at LSU during the 2022-23 season, Reese had a historic year, averaging 23.0 points and 15.4 rebounds per game, leading the SEC in both stats to garner First Team All-America accolades. She began the season with 23 consecutive double-doubles, breaking Fowles’ record of 19 consecutive double-doubles at LSU; it was also the longest double-double streak to begin a season in SEC history.

In total, Reese recorded 34 double-doubles to set the NCAA record. She also set the SEC record with 555 rebounds, eight shy of the NCAA record. Reese made 240 free throws of 339 attempts, both SEC records. She had multiple viral moments such as the “Shoe Block” against Arkansas and the performance of a tik tok dance against Tennessee which helped her Bayou Barbie brand skyrocket.

This season, Reese continued to dominate, averaging 18.6 points and 13.4 rebounds per game, once again leading the SEC in both categories.

Reese had 27 double-doubles on the year and recorded a double-double in each of LSU’s final 16 games of the season. The SEC Player of the Year scored 20+ points in 16 games throughout the year and grabbed 15+ rebounds in 13 games, including three games with 20 rebounds. She had one 25/20 game against Texas A&M.

“I’m leaving college with everything I ever wanted,” Reese said in a video after declaring for the draft. “A degree, a national championship and this platform I could have never imagined. This is for the girls who look like me that’s going to speak up in what they believe in. It’s unapologetically you. To grow women’s sports and to have an impact on those coming next. This was a difficult decision, but I trust the next chapter because I know the author. Bayou Barbie out.”

Now, it's full steam ahead to Chicago after being the No. 7 pick in the 2024 WNBA Draft after a historic college career.

Other LSU News:

Recruiting Roundup: The Buzz From LSU's Star-Studded Weekend, DJ Pickett Reaction

Recruits React: The Latest From LSU's Five-Star Official Visitors

How It Happened: LSU Comes Up Short Against North Carolina in NCAA Regionals

Join the Community:

Follow Zack Nagy on Twitter: @znagy20 and LSU Country: @LSUCountry_FN for all coverage surrounding the LSU program.

Zack Nagy is the Managing Editor and Publisher of LSU Country, a Sports Illustrated Publication. Nagy has covered Tiger Football, Basketball, Baseball and Recruiting, looking to keep readers updated on anything and everything involving LSU athletics.

Follow znagy20

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