does phd mean professor

Is a Professor the Same as a Ph.D.?

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Students use the term "professor" as an honorary title to describe the teacher, but colleges and universities typically use the title for instructors with the highest standing at the school. Professors typically hold a doctor of philosophy degree, or Ph.D.

Your professor can be a Ph.D. holder but, depending on where you go to school, may not have the education or the training to use the Ph.D. title. In this case, using the title "professor" to describe your teacher is honorary, but not technically the correct term to describe her academic standing.

Earning a Doctorate

American colleges award doctorates in philosophy for students completing four years of college and advanced study of at least three years in an academic field. Most universities require a master's degree before accepting a student into a formal doctoral program, but some higher education institutions combine a master's degree with the doctoral study and award the master's degree after completion of the coursework for the doctorate.

Doctoral candidates typically pass a series of written tests and an oral exam, complete extensive research on a subject and write a dissertation to receive the official Ph.D. degree. Teachers holding a doctorate typically use "doctor" as a title before their given name.

Becoming a Professor

Every school has rules for hiring and promotion, but university teachers hired on the tenure track , denoting full-time employment and the possibility of moving up in professorial rank, typically enter work as assistant professors. The teacher advances to associate professor and then to the status of a full professor after years of teaching and the promotion voted on by members of his department.

Promotion uses variations – involving the number of years in the classroom, quantity and quality of scholarly publications, professional ranking in the field and level of research excellence as a teacher – to move up the professorial-title ladder. Many universities also require service to the scholarly community to advance to full professor.

Use of the Title

The title "professor" appeared as a formal prefix early in the 19th century, but few modern professors use the formal title as a written description outside academics and work that involves scholarly research or teaching. The typical use for a modern professor includes the full name of the person followed by "Ph.D." Under the professor's name and degree, a line might state her title and field of study, for instance "Professor of American History."

Other Uses of "Professor"

Some people using the title "professor" have nothing to do with education, let alone have an earned doctorate in a scholarly field. Jazz musicians use the term to describe a player that has skill far surpassing other musicians. The expert performer gives the other musicians a lesson just by them watching "The Professor" play.

Jazzers use the term as a compliment to recognize true talent. Some professional sports players use the title "professor" to indicate the same level of mastery. Grayson Boucher took the moniker in basketball, and fans called Formula One race car driver Alain Prost "The Professor" for his scholarly approach to racing.

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Lee Grayson has worked as a freelance writer since 2000. Her articles have appeared in publications for Oxford and Harvard University presses and research publishers, including Facts On File and ABC-CLIO. Grayson holds certificates from the University of California campuses at Irvine and San Diego.

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“M.D.” vs. “Ph.D.” vs. “Dr.”: Are They Synonyms?

Quick: when you hear the word doctor , what do you picture?

Most would probably describe someone in a white lab coat with a stethoscope hanging around their neck or someone in medical scrubs—someone you would seek out if you have a deep cut that needed stitches.

That word doctor , however, is a title assigned to many who don’t come close to that description, many of whom you wouldn’t want stitching up that cut. Take your English professor, for instance. No offense, Dr. Barrett. 

It can all be a bit confusing, which is why it’s important to know who and why someone might be called a doctor , as well as what all those initials and abbreviations after their name mean. Here we break it all down.

What does Dr. mean?

Let’s start with doctor or D r . for short. While the first definition of the word is “ a person licensed to practice medicine,” that doesn’t mean you want to take medical advice from anyone who calls themselves a doctor . There are many looser definitions of the word that follow and, frankly, make things a bit confusing.

For example, the third definition is older slang for a “cook, as at a camp or on a ship,” while the seventh entry is “an eminent scholar and teacher.” Bugs Bunny didn’t help matters either by plying anyone and everyone with his famous greeting,“What’s up, doc?” 

The term doctor can be traced back to the late 1200s, and it stems from a Latin word meaning “to teach.” It wasn’t used to describe a licensed medical practitioner until about 1400, and it wasn’t used as such with regularity until the late 1600s. It replaced the former word used for medical doctors— leech , which is now considered archaic. 

WATCH: When Did The Word "Doctor" Become Medical?

Physician vs. doctor : are these synonyms.

While the term physician is a synonym for doctor , it’s typically used to refer to those who practice general medicine rather than those who perform surgery, aka surgeons . 

A quack , on the other hand, is defined as “ a fraudulent or ignorant pretender to medical skill.”

What does M.D. mean?

Moving on to initials that carry more weight than a nod from Bugs, let’s look at M.D.s .

M.D. , which can be used with or without the periods ( M.D. or MD )  is the designation for a medical doctor. This is earned by attending medical school (typically a four-year program after completing at least one undergraduate degree, plus a residency program), and learning to diagnose patients’ symptoms and offer treatment. 

The initials M and D stem from the Latin title  Medicīnae Doctor. There are many different types of doctors, with different specialties, but if you have a physical ailment, visiting a doctor with the initials M.D. is a good place to start.

Specialty doctors may add even more initials to their title, such as DCN (doctor of clinical nutrition), DDS (doctor of dental surgery), or countless others they acquire with additional training. To make things even more confusing, some may add abbreviations from medical associations they belong to, such as FAAEM (Fellow of the American Academy of Emergency Medicine). 

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What does Ph.D. mean?

As for Ph.D. , this stands for “doctor of philosophy.” It stems from the Latin term Philosophiae Doctor.

You can get a Ph.D. in any number of subjects, from anthropology to mythological studies. It’s not an easy feat, however, as to earn one, you must do original research and write a dissertation . 

Ph.D. vs. M.D .: are these synonyms?

There are two big differences between Ph.D. s and M.D .s. When it comes to medicine, M.D.s can prescribe medications, and Ph.D.s can’t. And yes, it’s possible to be both an M.D. and a Ph.D. In fact, some med schools offer programs in which you can achieve both simultaneously. 

You can also get a professional doctorate degree in a number of fields. For example, you might receive a doctorate of education, an  Ed.D . 

So, in a nutshell, both M.D.s and Ph.Ds can be referred to as doctors . If you’re looking for someone to treat what ails you physically, then you want at least an M.D. following their name. If you want to dig deep into a subject and get advice from someone who has done their own research and who likely knows the latest and greatest developments in a particular area, then you’re probably looking for a Ph.D. And if someone has both, even better—depending on your needs, it may be just what the doctor ordered.

Want more synonyms? Get Thesaurus.com’s sizzling synonyms right in your inbox! 

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Do You Need a PhD to Be a Professor?

If you want to work in higher education, you may be wondering, “Do you need a PhD to be a professor?”

Professors are experts in their fields who teach courses, conduct research, and support their academic institutions.

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The type of degree that’s required to work as a professor depends on where you work and what types of courses you want to teach. Learning how to become a college professor is vital if you hope to serve as a faculty member at a college or university.

You don’t necessarily need a PhD to become a professor. Colleges and universities often hire professors with other types of degrees. In that case, what degree do you need to be a professor?

Graduates of master’s programs are often qualified to work as professors, particularly at two-year institutions. These professionals may have more limited responsibilities than professors with PhDs, and they are sometimes limited to teaching introductory courses.

Schools that require professors to hold a doctoral degree may accept another type of professor degree from an accredited university. These are some of the professional doctorate degrees that prospective employers may consider in place of a PhD:

• Doctor of Education
• Doctor of Arts
• Doctor of Business Administration
• Doctor of Public Health
• Doctor of Science
• Doctor of Chemistry
• Doctor of Medicine

Job candidates who don’t hold a PhD may be able to strengthen their candidacy for a position with professional experience. Publishing articles or books that contribute to the field is also beneficial, as it reflects a high level of expertise.

The education requirement for a career as a professor differs between colleges, so it’s essential to review each institution’s policy before applying for a position.

How to Become a Professor

Becoming a professor requires a series of academic and professional steps, including:

• Earning a bachelor’s degree . The pursuit of a professor position begins with a bachelor’s degree. Although it’s helpful to select a field that’s related to your career goal, bachelors programs are an opportunity to explore your interests, and many master’s programs accept students with various degrees.
• Entering graduate school . Some students complete separate master’s and PhD programs. Others enroll in accelerated programs and earn their master’s degree while also working toward their PhD.
• Taking comprehensive exams . Once you have completed your coursework, you will take a series of exams covering the material you studied. The exam may take the form of a written or oral test, portfolio, or research paper.
• Completing a dissertation . Most PhD programs require students to complete a dissertation, an extensive project that may require several years of research and writing. The final stage of a dissertation is typically the oral defense, during which you present your paper and findings to a committee of faculty and answer their questions.
• Gaining experience . It may be beneficial to work as a lecturer or adjunct instructor prior to becoming a professor. This offers evidence of your teaching skills to prospective employers.
• Applying for positions . Even if your doctoral degree is not yet completed, you can begin applying for professor positions while working on your dissertation. The hiring process generally includes submitting an application, a curriculum vitae, and letters of recommendation as well as participating in an interview and presentation or teaching demonstration.

It can be competitive to find a position as a professor, so it may be necessary to apply for positions at multiple schools before finding the right role.

Are All Professors Doctors?

Not all professors are doctors, but many are. Professors are only considered doctors if they hold a doctoral degree, such as a PhD or professional doctorate.

Professors with masters degrees are not classified or addressed as doctors. Because professors need a high level of knowledge and experience in their field, a PhD is a common requirement for this type of position. Many prominent schools only hire graduates of PhD programs for full-time roles as professors.

Is a PhD a Doctor?

A person who holds a PhD is a doctor , but they hold a Doctor of Philosophy rather than a Doctor of Medicine. Medical doctors, or MDs, treat patients, diagnose health conditions, and study diseases, and they complete their degrees at medical schools.

Some PhDs specialize in medicine or health care, but PhDs can also be members of many other fields. For example, a student might obtain a PhD in Sociology, Business Administration, or Higher Education. Online PhD programs are available at a variety of colleges and universities.

What Can You Get a PhD In?

Doctoral degrees are offered in many disciplines, including:

• Sciences . Students can pursue degrees in subjects such as physics, chemistry, and engineering.
• Health care . Physical therapy and audiology are potential areas of study for students hoping to work in health care.
• Education . A PhD in Education may help you advance in your teaching career or become a school administrator.
• Psychology . Programs in psychology are ideal for students who want to work as psychologists or researchers.
• English . Many schools offer English PhDs focused on literature, while others emphasize writing and rhetoric.

When choosing what PhD you can get in , it helps to consider your academic background and interests.

Can You Be a Professor with a Masters?

Yes, you can be a professor with a master’s degree. Many schools hire professionals with master’s degrees to serve as entry-level instructors.

Community colleges and two-year institutions are especially popular employers for graduates of master’s programs. Four year colleges may also hire job candidates with master’s degrees, but they often work as adjuncts rather than as full-time employees. Adjuncts have temporary positions and may not receive benefits.

Because of the high level of competition for academic positions in certain disciplines, it may be easier to get a job as a professor with a Ph.D. rather than a master’s degree.

What Does a Professor Do?

Professors have a wide range of responsibilities. Most people in this role are responsible for teaching several courses within their discipline. They may also develop or update curriculum and assessments for their departments.

In addition to teaching, professors usually offer advising to students and supervise their graduate research projects, such as dissertations. They often join college committees that focus on improving practices and policies within the institution.

Many professors also conduct original research and write journal articles for publication. These contributions are often a requirement for receiving tenure.

How Much Do College Professors Make?

The salary for a postsecondary teacher can differ based on your location, the specific school where you work, your level of experience, and your discipline or specialization.

For example, according to the Bureau of Labor Statistics , the median annual salary for engineering professors is $103,550. This is higher than the median wage for business professors, which is $88,790. Some professors who want to work outside of the classroom become instructional coordinators. Professionals in this area earn median salaries of $66,490 per year.

A career as a professor may eventually lead to a job as a postsecondary education administrator. The median salary for this type of position is $99,940.

What’s the Difference Between an Assistant vs. Associate Professor?

Although they both teach courses at the college level, assistant and associate professors have separate roles with notable differences.

Many professors are initially hired as assistant professors and progress to become associate professors.

Becoming a Professor

Do you need a doctorate to be a professor? The answer to this question changes based on the requirements of each specific academic institution.

No matter where you hope to work, certain steps are necessary before you can work as a professor. The path generally begins with a bachelor’s degree and culminates with a master’s degree or a doctoral degree, such as a PhD.

Whether you’re considering different bachelors degrees or are ready to enroll in a PhD program, you can begin your journey toward becoming a professor by researching accredited colleges and universities.

What is a Professor?

Bruce Macfarlane, the author of Intellectual Leadership in Higher Education , describes ‘professor’ as ‘a slippery term’. That’s because in the UK it means something quite different from what it denotes in North America. In North America ‘professor’ and ‘professorship’ are generic labels applied to all academics employed to research and teach in universities. In the UK, much of Europe (and, for the most part, in Australasia and South Africa), ‘professorship’ denotes distinction: a professor is someone who has been promoted to the highest academic grade – usually on the basis of her or his scholarly achievements. It’s the equivalent to what, in North America, is known as full professorship.

Some people are unclear about how someone known as ‘Dr’ is different from someone whose title is ‘Professor’. ‘Dr’ denotes someone who has studied for, and been awarded, a PhD, so it denotes an academic qualification: the holder of the highest university degree. It’s the equivalent of writing ‘PhD’ after someone’s name. Most professors will be PhD-holders, but so will be many – if not most – other academics employed as university teachers and researchers. ‘Professor’ doesn’t denote a qualification but an academic staff grade – the most senior one. So, in the UK, an academic whose title is ‘Dr’ is someone who’s got a PhD, but hasn’t been promoted to the highest academic grade, while an academic whose title is ‘Professor’ is someone who probably (but not necessarily) has a PhD, but who has been promoted to the highest grade on the university pay scale. Professorship therefore denotes seniority and status. If we make a comparison with medical doctors working in a hospital, all will have medical degrees, but they are employed at different levels of seniority, with consultants being the most senior doctors. We may think of professors as the equivalent of hospital consultants.

On this website the UK interpretation of ‘professor’, ‘professorship’ and the ‘professoriate’ apply.

Main academic grades in the UK, shown alongside the North American equivalents (* some universities do not use the reader grade).

This diagram represents the core grading system used in most UK universities. Some UK universities have adopted North American nomenclature, but in such contexts the title ‘professor’ remains reserved, for the most part, to denoting only the most senior grade; associate and assistant professors tend not to be referred to or addressed as professors.

Academic grading systems used in the UK’s post-1992 university sector may include additional grades, such as principal lecturer.

How do people get to be professors?

In several European countries – such as France, Germany and, more recently, Italy – an academic who wishes to be promoted to a professorship must first write a lengthy academic document that indicates what contribution s/he has made to knowledge, through her or his research. The document is similar in length and nature to a PhD thesis, and its quality is judged by a panel of professors who are experts in the applicant’s research field. This process of seeking approval from the academic community of one’s academic credentials for professorship is called habilitation . If the panel judges the academic to be worthy of professorship, s/he is then eligible to apply for vacant professorships, but is not guaranteed to be appointed to one.

In the UK promotion to professorship doesn’t depend upon habilitation . Each university has its own policy on promotions at any level, and decides whom it promotes or appoints to professorship, against its own criteria, and academics who wish to be considered for promotion must submit an application that indicates how they meet the university’s criteria. A different route to professorship in the UK involves academics simply applying for any vacant professorships that are advertised, and undergoing the selection process.

What proportion of university academics are professors?

In the UK, around one in ten university academics is a professor. Data provided by the UK’s Higher Education Statistics Agency numbers professors employed in UK higher education institutions in 2015-2016 at 19,975, representing 9.9% of all academic staff. The UK-based professoriate suffers from gender imbalance; of the 19,970 academics who, in 2015-16 were categorised by their institutions as professors, only 4,775 are recorded as female.

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What Is a PhD?

A PhD is often the highest possible academic degree you can get in a subject. Learn more about whether earning a PhD could benefit your career.

A Doctor of Philosophy, often known as a PhD, is a terminal degree —or the highest possible academic degree you can earn in a subject. While PhD programs (or doctorate programs) are often structured to take between four and five years , some graduate students may take longer as they balance the responsibilities of coursework, original research, and other degree requirements with raising families or working full time. 

With a PhD, you may find opportunities to work as a university professor, a researcher in a commercial or government laboratory, a consultant, or a subject matter expert (SME). If you have the intellectual curiosity and dedication, earning a PhD can be a rewarding experience. In this article, we’ll go over what it takes to earn a PhD, the requirements to apply for a PhD program, and other factors worth considering.

Learn more: What Does ‘PhD’ Stand For?

PhD: Key facts

Generally, students begin their PhD after earning a bachelor’s degree and a master’s degree . However, some doctoral programs may offer you the chance to earn your master’s while pursuing your PhD, so that may not be an admissions requirement.  

What can you get a PhD in?

It’s possible to earn your PhD in a number of academic disciplines, including the natural sciences , humanities , arts, and social sciences . The 2021 Survey of Earned Doctorates, from the National Center for Science and Engineering Statistics, offers a numerical breakdown of actual degrees earned in broad academic fields [ 1 ]:

Engineering: 10,240

Biological and biomedical sciences: 8,149

Social sciences: 4,878

Physical sciences: 4,693

Psychology: 3,797

Computer and information sciences: 2,361

Health sciences: 2,331

Mathematics and statistics: 2,012

Agricultural sciences and natural resources: 1,334

Geosciences, atmospheric sciences, and ocean sciences: 1,064

Education: 4,252

Humanities and arts: 4,137

Business: 1,392

Other fields: 1,610

Depending on the university you attend, you may find that the broad academic fields above break down into more specific disciplines. For example, within a physical science department, you might get a PhD in physics or chemistry. Within an engineering department, you might get a PhD in electrical or mechanical engineering. Philosophy, theology, history, or English might fall within a humanities department, while economics or social work could fall within a social sciences department. Marketing could be a specific PhD major within a business department.

In terms of your PhD coursework and research, you will likely be expected to concentrate in some area of your larger subject. For example, PhDs in biology may focus on biochemistry or biostatistics, whereas a PhD in English may concentrate on twentieth-century American literature. 

Requirements to get a PhD

PhD programs typically require at least two years of advanced coursework, as well as comprehensive exams, and the successful completion of a dissertation. Let’s break that down on a year-by-year basis: 

Years 1 and 2: Take classes to develop advanced knowledge in your subject area. 

Year 3: Study for and successfully pass your comprehensive exams. 

Years 4 and 5: Research, write, and defend your dissertation. 

Once you have successfully passed your comprehensive exams, you’re typically considered “All But Dissertation” or ABD, which signals that you’ve finished everything in your doctoral program except your dissertation. 

Research supervisor 

PhD students often choose a faculty member who specializes in their area of interest to serve as the research supervisor. It can help to identify professors or programs that will support your research endeavors before applying, so you can establish a relationship with your potential research advisor early. 

The average cost of a PhD program in the US is $106,860, though that figure can differ based on the type of institution you attend and what you study [ 2 ].

Reasons to get a PhD

Earning your PhD can be an immensely rewarding experience, but the degree can be a big commitment, requiring significant time, money, and work. 

Here are some more reasons you may want to pursue a PhD:

Become a subject matter expert in a particular field.

Conduct the research you are passionate about.

Develop transferable skills that can help in your professional life. 

Make a difference in the world with new research.

Make connections with scholars in your academic community.

Open up career avenues in academic and research work.

Completing a PhD can reveal to employers that you possess a wide range of competencies that are valued in both academic and non-academic settings. 

PhD salaries

PhD holders earn a median weekly income of $1,909 compared to master’s degree holders, who earn a median weekly income of $1,574, according to the US Bureau of Labor Statistics (BLS) [ 3 ]. They may also experience lower percentages of unemployment. The unemployment rate for PhD graduates is 1.5 percent compared to master’s degree holders at 2.6 percent [ 3 ].

Requirements to apply to a PhD program

PhD programs expect you to meet several requirements before enrolling. Here are some examples of common requirements:

Have an undergraduate degree, usually with at least a 3.0 overall GPA.

Have a master's degree, though some programs may not require it.

Take the Graduate Record Examination (GRE) and achieve a minimum score.

Submit a sample of your academic writing.

Submit your CV .

Provide letters of recommendation , which should ideally come from academic faculty members who can speak to your research or intellectual abilities.

Requirements differ by program and school, so take time to become familiar with the entry requirements of universities where you’re interested in applying. Admissions staff or departmental staff should be able to give you specific information about their admissions requirements.

If a program is interested in you, based on your application, you may have to complete an interview. The university representatives that interview you will look at your motivation, how prepared you are, and how suitable you are for acceptance into the doctoral degree program.

PhD vs. other terminal degrees

Terminal degrees are the highest degree available in a field of study. While the PhD is the highest academic degree you can earn in a field of study, a Juris Doctor (JD) is the highest degree you can earn in law, and a professional degree , such as a Doctor of Medicine (MD) or a Doctor of Veterinary Medicine (DVM) , is the highest degree you can earn in these medical professions. 

Learn more: What is a Terminal Degree and Do You Need One?   

Professional doctorates are a different category of doctorate degree. They are usually intended for professionals already working in a field who want to pursue advanced training in their area. The main difference between a professional doctorate and an academic doctorate has to do with subject matter and research. While PhDs are interested in conducting new research, professional degree students take existing models and knowledge and apply them to solve problems. Professional doctorates are also designed to prepare learners for careers in a certain industry rather than academia.  

Examples of professional doctorates include:

DBA (Doctor of Business Administration)

DNP (Doctor of Nursing Practice)

EdD (Doctor of Education)

DPH (Doctor of Public Health)

Is someone with a PhD a doctor?

You can use the salutation "Dr" to address people who hold doctorates, including PhDs and other professional degrees. The word "doctor" comes from the Latin word for "teacher," and PhDs are often professors at universities. While it has become more common to refer to medical doctors as “Dr,” some professors use the honorific when addressing students and in professional settings.

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Learning online can be a great way to explore a field you're interested in, discover career paths , and even decide whether a PhD is for you. Consider one of Coursera's Professional Certificates , available from Google, Meta, IBM, Salesforce, and other industry leaders, and gain job-ready skills that employers are looking for.

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Article sources

NCSES. " 2021 Survey of Earned Doctorates , https://ncses.nsf.gov/pubs/nsf23300/report/field-of-doctorate." Accessed August 1, 2023.

Education Data Initiative. “Average Cost of a Doctorate Degree ,     https://educationdata.org/average-cost-of-a-doctorate-degree.” Accessed August 1, 2023.

US Bureau of Labor Statistics. “Earnings and Unemployment rates by educational attainment, 2021 , https://www.bls.gov/emp/chart-unemployment-earnings-education.htm." Accessed August 1, 2023.

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PhD: so what does it really stand for?

Recently, during some particularly thorough literature research, I stumbled on a list of alternative interpretations of the acronym PhD. Most were funny: protein has degraded, parents have doubts. But one froze my face in a bittersweet grimace: paid half of what I deserve.

When I was still a rookie PhD student, I read with outrage an Economist article entitled the disposable academic , which argued that doing a PhD is mostly needless. Lately, I've come to think of the PhD as more of a heavily spicy meal. It doesn't matter how much you enjoy the process, once you're done, you still have half of the pain ahead.

The years of academic slog to work your way up to a full tenure slot (professorship? ha – dream on!) are not much different from the work of a PhD in terms of relentless benchwork (pipetting hand disease) and unceasing literature research (pound head on desk), served on a fixed menu with professional uncertainty (please hire: desperate). All of which result in, if not professorship, then potential heavy drinking.

PhD students and postdocs are the working class of academic research and paid accordingly. Although postgraduates are crucial to the generation, discussion and dissemination of knowledge, 50% pay (i.e half of what they deserve) is standard for PhDs in natural sciences and not even guaranteed in the arts and humanities. It's depressing to think that the overall salary of a PhD candidate is less than the cost of much lab equipment. Lab devices are meant to last years – but, hell, what about the work of PhD students in a system where knowledge is incremental?

There could be several reasons for this discrepancy. Equipment and consumables are costly and have a substantial impact on future budget setting. The number of PhDs, meanwhile, is inflated and international competition is fierce. PhD candidates are earning a degree, which shouldn't come for free, and demands motivation and not a little self-denial – including financially.

PhD candidates are at their infancy in science and being trained to do something different from their education to date – lessons in theory combined with practical labwork – as they move into more independent, innovative research. And contributing to the advancement of knowledge requires a certain naive idealism, right? But does this mean it's okay to exploit highly educated individuals ( probably heavily in debt )? No.

The possible solutions are simple. The most obvious is: raise the salary of PhD students. A remedy for the resulting scarcity of resources would be stricter selection so that only the best candidates started a PhD. Realistically though, this is never going to happen. It's not because policymakers are greedy but because it would mean a reduction of PhDs and thus a slowdown of science.

A second option wouldn't hinder research, and might even enhance it: cut the salary of professors by half. If there are solid reasons for PhDs being paid half of what they deserve, then the same hold good for professors. They too are doing something different from their previous jobs. After tenure, natural scientists move out of the lab and into an office from where they supervise the research of their team members. The knowledge acquired before (both theoretical and practical) still counts, but the job looks quite different.

Political and managerial skills are equally essential, and nurtured for the sake of tenure, not science. Top-tier staff write proposals, manage funds and coordinate subaltern research units and are sometimes scarcely involved with the generation, presentation and discussion of results which is the core purpose of science. Some department chairs merely take note of advancements generated from the institutes they preside over, but co-author papers nonetheless.

Wages of these academic administrators, then, don't deserve to sit even at 50%. And however grim this may sound to today's professors and those postdocs close to a permanent role, the benefits might appeal to future professors much more. Reduction in salaries for tenured staff will create new professorial appointments and reduce the imbalance between the number of temporary researchers and professors, while smaller research units will favour better supervision of PhD candidates and reduce fixed costs.

Today's professors probably already earn too little, after so many years of being underpaid. As one reader wrote in response to that Economist article: "The PhD student is someone who forgoes current income in order to forgo future income." But if some of the surplus resulting from a slash in professorial salaries flowed down to PhDs and postdocs, then entry level professors would be put in a better financial position.

In this light, cuts to science funding (like those we have seen recently in the US) could be an opportunity. Will they slow down scientific advancement? Most probably, yes. But here is a chance for the elite to rethink the way science is done and stop placing merit only on the levels of grant money they gain, the papers they publish, and the prestige they acquire, but instead taking a closer look at the predicament of those who prop this community up.

Advocates of competition see it as a positive outcome of the current shortage of funding and resources. But to defend job insecurity as the main incentive to scientific advancement is offensive. Science would benefit more from a harmonious coexistence of its members than by favouring ruthless competition.

Jorge Cham, creator of the wittily depressing PhD Comics series, revealed that a major motivation for his sketches was to give solace to fellow PhDs struggling as he did through their postgraduate years. He interprets the acronym as piled higher and deeper. You might think of the paper bulk on your desk, but I believe he had something else in mind.

PhD actually stands for philosophiae doctor , or doctor of philosophy. As we say in my native Italian: prendila con filosofia (take it easy, take it as it comes). And waiting for a change in the current system, or for a global PhD manifesto to emerge, one cannot take it any other way.

This blog was written by a current PhD student in Italy

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abbreviation or noun

Definition of phd, examples of phd in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'PhD.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

New Latin philosophiae doctor

1839, in the meaning defined above

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“PhD.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/PhD. Accessed 23 Apr. 2024.

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What Does Ph.D. Stand For?

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Ever wondered why someone with the title “Doctor of Philosophy” isn’t necessarily pondering the mysteries of existence like Descartes or Nietzsche? That’s because the term encompasses many disciplines beyond its traditional confines. Whether it’s exploring the mysteries of the cosmos, deciphering intricate economic systems or unraveling the complexities of human behavior, a Ph.D. can be earned in any field ranging from science and economics to humanities and beyond. 

In this article, we’ll explore the multifaceted world of Ph.D. studies, beginning with the fundamental question: What does Ph.D. stand for? 

Beyond merely defining the acronym, we provide crucial information to assist you in determining whether pursuing this advanced degree aligns with your goals, aspirations and intellectual passions.

Meaning of Ph.D.

A Ph.D., short for Doctor of Philosophy, is an esteemed academic degree marking the pinnacle of in-depth study and innovative research in a specific area of expertise. Attaining a Ph.D. involves not just a broad mastery of the field at large but also acquiring specialized knowledge and insights into a distinct facet of that discipline.

For instance, pursuing a Ph.D. in literature involves acquiring a thorough understanding of literary theory and criticism while also focusing deeply on a particular literary period or genre, such as Victorian literature, postcolonial literature, or contemporary poetry. This process ensures that Ph.D. candidates achieve a comprehensive grasp of their broader discipline while also cultivating an expert-level specialization.

Education Requirements for a Ph.D.

In order to pursue a Ph.D. program, you must first fulfill some education prerequisites. Both a bachelor’s degree and often a master’s degree serve as essential stepping stones toward this advanced academic pursuit.

Bachelor’s degree

A bachelor’s degree is a fundamental requirement for individuals who aspire to pursue higher education, including Ph.D. studies. Although having a major directly related to the intended Ph.D. field is not mandatory, it can undoubtedly provide a beneficial foundation for handling advanced coursework. Therefore, aligning undergraduate studies with future graduate pursuits can significantly ease the transition into more advanced academic pursuits, ensuring a smoother progression through graduate coursework.

Master’s degree

To be eligible for Ph.D. programs, candidates typically need to have completed a master’s degree. The duration of a master’s degree program can vary depending on whether a student is enrolled part-time or full-time, but typically it lasts between one and three years. 

Maintaining a high GPA during master’s studies can improve your chances of getting into a Ph.D. program. Generally, a GPA of 3.0 or higher is seen as favorable. However, this can vary based on factors like your field of study and the program’s competitiveness.

How Long Does a Ph.D. Take?

The typical duration of a Ph.D. program ranges from five to six years, yet this timeframe can vary significantly depending on the academic field and individual circumstances.

Several factors play a pivotal role in determining the length of Ph.D. studies. Firstly, the depth and breadth of the research project can significantly influence the timeline. The dissertation phase, which involves original research, data analysis, and presenting your findings, often requires a considerable amount of time. Secondly, the availability of funding and resources is crucial. Access to financial support and adequate research facilities can either speed up the process or cause delays.

Moreover, specific program or institutional requirements, such as compulsory coursework, teaching commitments, or comprehensive exams, may affect the overall timeline. These obligations can increase the academic workload, potentially prolonging the time necessary to fulfill all degree requirements.

The Process of Obtaining a Ph.D.

The process of obtaining a Ph.D. is a journey that involves passing through various milestones and academic achievements, each contributing to the culmination of advanced scholarly expertise. Let’s go through some of the steps below: 

Completing coursework

Coursework is a foundational step in the Ph.D. process, helping students cultivate profound subject-matter expertise and establish essential knowledge within the field. These courses equip students with the requisite theoretical framework and shape potential dissertation research topics.

Completing one or more doctoral residency experiences

Doctoral residencies provide a structured platform for refining research skills, receiving guidance, and engaging in scholarly discourse. Often conducted virtually, these experiences allow students to focus on specific study and dissertation preparation activities while fostering connections with faculty and peers for invaluable mentorship and collaboration.

Passing a comprehensive assessment or exam

The purpose of the comprehensive examination process is to comprehensively evaluate the student’s depth of knowledge in their area of specialization and their familiarity with the published research within the field. Additionally, the examination verifies whether the student possesses the critical thinking and analytical skills required for dissertation research.

Developing and completing an independent research project

The dissertation is a comprehensive written document that typically consists of five chapters and addresses a unique question or problem within the field. Faculty experts and the ethical review board play integral roles in assessing the rigor and ethical aspects of the research project, ensuring scholarly integrity and adherence to ethical guidelines.

Seeking approval of your completed dissertation manuscript

The approval process entails evaluation by a faculty committee and the school dean, culminating in a final defense where students defend their research, analysis, and conclusions. Meeting specific professional standards, as applicable to the field, is often a requirement before the publication of the approved dissertation, marking the culmination of the Ph.D. journey.

Career Opportunities for Ph.D. Holders

Ph.D. holders are equipped with a wealth of specialized knowledge and advanced skills, opening doors to many career opportunities that vary depending on their field of study. The roles they can pursue encompass a wide range of leadership, managerial, research, academic, and consulting positions, such as:

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5 Reasons to Get a Ph.D.

The decision to pursue a Ph.D. is a significant one that holds the potential to shape both your career trajectory and personal growth. Here are five compelling reasons why pursuing a Ph.D. may be worth considering:

Become an expert in the field

One of the primary motivations for pursuing a Ph.D. is the opportunity to become an expert in a specific field. Obtaining expert-level knowledge allows you to contribute significantly to your chosen field while providing you with a sense of fulfillment and accomplishment. 

You can make a difference through research

The true value of a Ph.D. lies in the potential to make a positive impact through research. Across various fields, impactful research has the power to drive innovation, solve pressing societal challenges, and advance human knowledge. Whether it’s discovering new treatments for diseases, developing sustainable technologies, or understanding complex social phenomena, Ph.D. research has the potential to change the world for the better.

Broaden your job opportunities

In today’s competitive job market, a Ph.D. can set you apart from the crowd. While it’s highly relevant for academic careers, a Ph.D. also opens doors to diverse opportunities in industries ranging from technology and healthcare to finance and government. Employers value the advanced research, analytical, and critical thinking skills that Ph.D. holders bring to the table, making them highly sought after in various professional settings.

Increase your salary potential

Earning a Ph.D. can lead to significant financial benefits in the long run. According to the Bureau of Labor Statistics , Ph.D. holders typically command higher salaries and have lower unemployment rates. While the journey toward a Ph.D. may require dedication and perseverance, the potential for increased earning potential is a compelling incentive for many aspiring scholars.

You can reach your full potential

Perhaps the most rewarding aspect of pursuing a Ph.D. is the opportunity for personal growth and development. Along the way, you’ll acquire valuable skills, including resilience, problem-solving, and effective communication, that will serve you well professionally and personally. By pushing yourself to tackle complex problems and overcome obstacles, you’ll reach your full potential not only as a scholar but also as an individual ready to leave their mark and make a meaningful difference in the world.

Final Thoughts

Ultimately, Ph.D. programs are indispensable components of the academic journey for individuals seeking to enhance their expertise, enrich scholarly knowledge, and pursue fulfilling careers in academia, industry, and beyond. 

As you reflect on your academic and professional aspirations, consider the transformative potential of pursuing a Ph.D. program tailored to your passions and ambitions. So, dare to delve deeper, embrace the challenge, and pursue this path of intellectual discovery and personal growth.

Frequently Asked Questions 

Is a ph.d. harder than a master’s degree.

While both degrees require significant dedication and effort, a Ph.D. typically involves more extensive research and independent study, making it a more demanding academic pursuit than a master’s degree.

Which is higher: Ph.D. or doctorate?

A Ph.D. lies within the category of doctorate degrees, so one is not inherently higher than the other.

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• Studying For A PhD

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What is a phd.

A PhD is the highest postgraduate qualification level that can be awarded in academic study. This is usually completed over three to four years of full-time study, and involves research into an original contribution in your chosen field. 

PhD is an acronym that stands for Doctor of Philosophy. The name for PhD comes from the Latin term “Philosophiae Doctor”, which roughly translates to “Lover of wisdom”.

Whether you’re finishing up from an undergraduate degree, on a masters course or even just looking to get back into education, you’ll have seen people talking about getting a PhD .

Most people know vaguely what a PhD is – it’s a university course that means you can call yourself ‘Doctor’ without having to do medicine, right? Whilst that is surprisingly close to the truth, we’re here to answer the oft-asked question of ‘what is a PhD?’.

This guide covers everything you need to know about a PhD.

What does a PhD involve?

A PhD will typically take three years to complete. If taken part time, then it will be separated into three different stages:

Year 1: This will involve you speaking with your advisor about your research ideas, finishing your research proposal and beginning to put deadlines in place for your research. You’ll also complete your literature review in this stage. During this, you’ll review the existing research done on the topic that you’re planning to research to help you determine the gaps in the research that you can target

Year 2: During this stage, you’ll begin to conduct your research to gather data. You’ll document this whole process for your thesis and begin to attend conferences where you will have the opportunity to present your current research to other professionals and researchers in the field. You can take this further and take steps to educate the public on the benefits of your research.

Year 3: The final stage of a PhD involves using the data you’ve collected and the documentation of your research to write your thesis. You may still be conducting research at this point, and that’s OK. Once you’ve finished your thesis, you’ll justify your research and decisions in a viva .

How long is a PhD?

A typical PhD will take three to four years to complete when studying full time. Studying part time can take up to six years. The good news is that the thesis can be extended by up to four years. This means that if you haven’t gotten anywhere near finishing your research by the end of the second year, you can apply to extend your thesis and continue your research for up to four more years. Many PhD students will complete their thesis in the 4th year.

How is a PhD different from other degrees?

To start with, describing a PhD as a university course can be a bit misleading. Whilst it is a course offered by a university, it’s incredibly different to most courses. Unlike the undergraduate level, you won’t be covering your subject broadly you’ll be focused on one very particular area. Whilst a masters degree, especially a research one, may be focused, it won’t be nearly as focused as a PhD.

That said – don’t expect this focused level of research to necessarily be groundbreaking! Though part of doing a PhD is the intent to produce original research, it’s also primarily there to train your research skills and to prove yourself as a capable researcher.

A PhD is research focused

One of the main differences between PhDs and other types of postgraduate degree is that PhDs are heavily research based. PhDs involve a lot of independent research time, where you'll study your topic in detail using academic resources – such as the university's online library and online materials. This format is different to taught postgraduate degrees, which involve a lot more taught aspects such as lectures and seminars.

Do you need a masters to study a PhD?

In order to study a PhD, you’ll need to have a masters degree and a bachelors degree with a 2:1 or higher. Though self-funded students and students with professional experience in the field may be admitted with lower grades

Some students may begin with a MPhil (Masters of philosophy) or a Mres ( Master of research) and upgrade to a PhD by the end of their studies.

Where can I study a PhD?

Most universities offer PhD programs across a variety of disciplines. It is possible to study a PhD at almost any university and in almost any subject. Since a PhD is an independent research-based program, there is a lot of flexibility in regard to what you’ll study. 

PhD students often choose their own study topics and carry out independent research into that topic. This makes it possible to study your intended PhD at almost any university. 

Although, it is important to check which specific subject areas the university specialises in. For instance, if a university specialises in linguistics, then it would be a good idea to complete a linguistics PhD at that university as opposed to one that specialises in another subject.

It can be difficult to find the perfect course at the right university. That’s why we’ve put together advice on how to find a PhD .

It’s important to remember that a PhD is different from a typical university course. Rather than going to lectures, you’ll be conducting independent research, and so the application process will be quite different. Learn how to apply for a PhD  with our expert guide.

A PhD means attending ‘optional’ lectures and conferences

PhDs do involve some aspects of taught study, including lectures and conferences, although these are often optional and take place less often than on lower level courses.

Now of course, the university doesn’t just accept you, your project and tell you to have fun. You’ll work with a supervisor, and there will be conferences, lectures, and other such things that you can attend. Unlike lower level courses, however, although you won’t necessarily be examined on these things that doesn’t mean you shouldn’t go! Conferences are a great way to meet people, get your name out and network . For any career, but especially one in academia, networking is well worth it.

A PhD is a high standard qualification

But what does having a PhD show, other than the fact you spent three to four years working on research and can now call yourself Dr [Your surname here]? 

A PhD is a globally recognised, high standard qualification. This means that if you choose to move elsewhere in the world, your PhD will be recognised as a credible postgraduate qualification.

In addition, a PhD can open up a whole world of new job opportunities! This includes academic roles , such as postdoctoral research posts, or even possibly fellowships. 

Regardless of which career path you choose to take, a PhD is regarded as the highest level postgraduate qualification – reflecting your impressive work ethic, knowledge, and workplace skills.

How to get a PhD

Getting a PhD is not easy by any means. But, if it’s something you truly want to do, it’s well worth it. So let’s take a look at just how to get a PhD!

Choose your research area

Before getting started with your PhD, you want to make sure you know what area you’d like to do it in. Don’t just pick something on a whim – this is something you’re going to be studying for the next four years of your life, and something that, once you finished your PhD, you’ll have your name attached to. So, for arts and humanities students, find an area of your subject that fascinates you enough that you’ll want to spend the next few years writing about it. For scientists, find an area you’d be happy to be working on in a team, and wouldn’t mind moving into as a career!

Find a good supervisor

Once you’ve selected your topic, it’s time to start looking for a supervisor . Depending on what you’re currently doing, asking tutors for contacts or recommendations can be well worthwhile, but if you can’t do this, check out what research your potential supervisor has done. 

In addition, try and arrange an in-person meeting – or at least, a phone conversation. Email can make communication difficult and given this is the person you’ll be working under for the foreseeable future, you want to ensure you get on.

Then, assuming you’re accepted and have appropriate funding, you’ll be considered a probationary PhD student . At the end of your first year, you’ll be expected to prove you’re capable of the full course, so you’ll be tested in the form of writing a report. Once you pass this, you’re good to go!

Your next few years will be spent attending conferences, working on the research and your thesis. Your thesis will talk about what you’ve spent your time doing, how you dealt with any difficulties that arose, and generally show what your contribution to your subject is! Once that’s out the way, you get the fun job of having a viva – that is, talking about your thesis to a bunch of academics.

Pass the viva? Then you’ve succeeded.

So that’s how to get a PhD!

UK Research Councils

There are a selection of UK Research Councils, each of whom are part of the  UK Research and Innovation (UKRI) organisation. Collectively, these UK research councils provide an average of £380 million in PhD studentship funding every year – acting as the largest PhD funding body in the UK. 

Here’s an overview of UK research councils:

• Science and Technology Facilities Council
• Arts and Humanities Research Council  
• Biotechnology and Biological Sciences Research Council
• Engineering and Physical Sciences Research Council
• Economic and Social Research Council
• Medical Research Council
• Natural Environment Research Council  

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Should All Ph.D.'s Be Called 'Doctor'? Female Academics Say Yes

Please try again

On the first day of class, Debbie Gale Mitchell, a chemistry professor at the University of Denver, introduced herself to her students, telling them about her Ph.D. and her research. She told her students they could call her either “Dr. Mitchell” or “Debbie.” A male colleague had told her that he went by his first name and that students were friendlier as a result, so Mitchell decided to try it. Many students chose to call her “Debbie.”

Then one day a student asked if she thought she’d ever get a Ph.D.

“I discovered that for me, the use of my title is VITAL to remind students that I am qualified to be their professor,” Mitchell wrote on Twitter.

Mitchell’s story was just one among hundreds shared last summer on social media calling attention to the way gender affects how professionals are addressed, especially those who hold a doctorate.

The discussion comes at a time when research studies into gender bias are increasingly confirming that how a person is addressed is linked to perceptions of their status.

The Twitter conversation branched from multiple roots. On June 7, Eric Kelderman, reporter for the Chronicle of Higher Education, sent out a critical tweet of a female academic who responded to his media inquiry by suggesting that he should have used “Professor” or “Doctor” (the tweet has since been deleted). The next day, a doctor from the U.K., David Naumann, criticized doctors, medical or otherwise, who use their title in a nonprofessional setting. And a few days later the Globe and Mail, a Canadian newspaper, announced revised style guidelines wherein only medical doctors would be referred to using “Dr.”, a convention that is already used most of the time by the Associated Press and news outlets that follow AP Style  (including KQED). What followed was an explosion of opinions and experiences revolving around titles, expertise, and gender and racial bias.

Many Ph.D. holders are fine with reserving the title for medical doctors in common parlance, viewing insistence on the title as arrogant and elitist, and do not use their titles even in a scholarly setting. But for women and people of color, an academic title can be a tool to remind others of their expertise in a world that often undermines it.

Some Ph.D. holders who insist on titles say that they actually prefer their first names. But given the discrepancy in usage, some women feel they must use and defend their titles, especially where the alternative is a gendered title like “Ms.”, “Mrs.”, or “Miss”. Fern Riddell, a Ph.D.-holding historian, wrote:

My title is Dr Fern Riddell, not Ms or Miss Riddell. I have it because I am an expert, and my life and career consist of being that expert in as many different ways as possible. I worked hard to earned my authority, and I will not give it up to anyone. — Dr Fern Riddell (@FernRiddell) June 13, 2018

Following backlash to the tweet, which described her as “arrogant” and “immodest,” Riddell coined the hashtag #ImmodestWomen, encouraging hundreds of women to change their Twitter handles to include “Dr.” or share experiences of bias. Riddell later wrote about the rationale behind the hashtag, saying that “we define women by their ability to be well behaved.” #ImmodestWomen was “retaliation.”

The tweets show “Dr.” is preferred by many women because it is both unrelated to marital status and gender-neutral, unlike “Mrs.”, “Miss”, or “Ms”. Several tweets described situations where a woman’s husband or colleague was referred to as “Dr.” (whether or not he actually had a doctorate) while she got “Mrs.” or a first name.

My pastor has her PhD. She was interviewed by a local newspaper along with another male member of clergy, NOT a PhD.. HE was referred to as “Reverend Smith”, SHE was called “Paula”. Seriously. — Head To Toe Organizers (@HTTOrganizers) June 11, 2018

In other anecdotes, female doctors (M.D. and Ph.D. alike) were met with utter confusion when they answered the phone to a caller looking for “Dr.”, or presented an airline ticket bearing the title. Even in 2018, with women making up 34 percent of active physicians and more than half of medical school matriculants and doctorate recipients , many people assume that “Dr.” refers to a man.

Bias in forms of address and use of titles is not limited to gender, many participants in the Twitter discussion pointed out. People of color with doctorates are also often not given the courtesy of their title, which echoes a long history of racially biased uses of titles. History professor Charles W. McKinney wrote:

Wanna know why my students will always call me “Dr. McKinney”? Because one day in 1980 I went to the store with my 75 yr old Grandmother Melida Thomas. Clerk greeted two 20 yr old, white women in front of us with “Mrs” and said “Well, hello Melida” to my Grandmother. That’s why. — Charles W. McKinney (@kmt188) June 10, 2018

The bias reflected in these stories is backed up by data. Last year, a study from the Mayo Clinic found that female doctors were introduced by their first names, rather than a professional title, much more often than male doctors. And on June 25, researchers from Cornell University published results showing that female professionals are half as likely as their male colleagues to be referred to by their last names, a practice that is associated in the study with lower status.

“The way that we speak about others influences and is influenced by the way that we think about them,” wrote Stav Atir and Melissa J. Ferguson, authors of the recent paper.

Atir and Ferguson described eight different studies, covering forms of address in professor evaluations, talk radio and under experimental conditions. Across the board, female professionals were less likely to be referred to solely by their last name. They even found that fictional researchers who were described with last name only were perceived as better known, more eminent, higher status, and more deserving of awards.

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The researchers proposed several explanations for their results. It may be more culturally common to refer to men by their last names because they are thought to be more permanent, since women may change their last names when they marry. Alternatively, it could be that speakers use first names to identify a subject’s gender, and this is more common for women in male-dominated professions, where male is the assumed default. This type of bias could even result from attempts to highlight women’s participation by identifying their gender using first names.

“The consequences may be ironic,” wrote Atir and Ferguson, “leading to lower judgments of eminence, status, and deservingness.”

As Mitchell, the chemistry professor from the University of Denver, and other academics related on Twitter, one way of fighting this type of bias is to insist upon the title “Dr.”

But other Ph.D. holders question whether insisting on titles is the best strategy. Meena Kandasamy, a poet and writer with a Ph.D. in sociolinguistics, rarely uses her title and did not change her Twitter handle. She questioned the practice of elevating those who earned doctorates over those who have not had the opportunity to do so:

For every one of us who has managed to float up and breathe from that cesspool with a doctorate degree above our heads–we must remember our sisters sent home, their dreams crushed, their futures messed up, academia behaving like one petty thug-gang to have the backs of a few men — meena kandasamy (@meenakandasamy) June 14, 2018

Critics argue that titles do not necessarily reflect how hard one has worked or even level of expertise, and that the most equal solution is fewer titles, not more. But supporters say that claiming the titles is the best choice under the present circumstances. Elissa Harbert, a musicologist, wrote:

I support #ImmodestWomen . As a PhD and professor, I currently use Dr. as my title professionally. My relationships with students improved when I switched to Dr., even though in a perfect world I’d use my first name. It’s not a perfect world. — Dr. Elissa Harbert (@KyrieElissa) June 14, 2018

In some instances, women are less likely to exhibit bias in form of address. The Mayo Clinic study found female medical doctors introduced both men and women with a title more than 95 percent of the time. Men introduced their female colleagues with a title 49 percent of time, compared with 72 percent of the time for a male colleague. In the Atir and Ferguson study, male speakers on talk radio referred to women by last name less than half as often as they did for men, while female speakers did not have such a strong contrast. In other research on gender bias in academia and medicine, women were just as likely to treat men and women differently. As research epidemiologist Chelsea Polis related, implicit bias can extend to usage of titles for speakers and writers of any gender:

I was once quoted in a story where all men w/PhDs were “Dr. X” & all women w/PhDs were untitled. Writer (a woman) was mortified when I pointed it out. Claiming our titles publicly raises consciousness than women can/do have these credentials. I want young girls/women to see that. — Chelsea Polis, PhD (@cbpolis) June 10, 2018

While the evidence points to persistent bias in professional forms of address, the solution is not so clear. Highlighting women with doctorates, medical or otherwise, may provide an important reminder that woman are now earning nearly half of medical and research-based doctoral degrees. But bias in use of doctoral titles is just one example of the larger issue of gender bias, as Atir and Ferguson’s study demonstrates.

“We find evidence of a gender bias in the way that we speak about professionals in a variety of domains,” wrote Atir and Ferguson. Addressing the problem may require attention to bias in all arenas, from the classroom to the boardroom.

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Is a PhD a Doctor? [The full guide]

The term “Dr” is very prestigious and projects expertise and respect in those who use it. There is a long and complicated history with the doctor title and who should (and shouldn’t) use it. Medical doctors, lecturers, and other medical professionals use it, but where did it come from and is a PhD a doctor?

Yes, a person with a PhD is a Doctor and use the “Dr” title before their name. This is not to be confused with a medical doctor. There is a complex history with this term but is currently accepted for people who hold a PhD as well as a wide range of other professions.

I have a PhD in chemistry and I call myself Doctor Stapleton in professional settings and when I want to let certain entities know that I have been awarded a PhD. In my experience, other PhD holders mainly use their titles in a similar way.

This article will cover everything you need to know about the Dr title and who can and cannot use it.

There have been people who have argued that the term doctor should be reserved for people who have studied and are practising medicine so that there is little confusion about the people suitably qualified to make health care decisions for you.

However, as you will see through this article the doctor title has a very long history that has nothing to do with the medical field at all.

Where the term Doctor comes from

For those that love a little bit of word history:

The word doctor comes from the Latin verb ”docere” which means to teach or is used to refer to a scholar.

In history the doctor title was invented to signify that a person was an imminent scholar. The doctorates date as far back as the 1300s and those who were able to get the doctor title in front of their name were rewarded with a lot of respect and prestige.

These people were often the lecturers of their day and would therefore teach many students in their areas of expertise.

Therefore, I think it is reasonable to conclude that the original intended use of doctor was for academics and scholars.

As time went on, the doctor title was awarded to other professions that wanted to elicit the same level of respect and prestige.

Health professionals receive an undergraduate degree in medicine and can call themselves doctor. However, these are professional degrees (undergraduate qualifications) and not really considered doctorates in the true sense of the word – it is more of an honorary title.

I don’t think that anyone with a PhD really cares about who is using it and accept that the majority of the public think that anyone with a doctor title has a medical degree.

I know that I was very excited to receive my doctor title but the excitement soon wears off when you realise that it doesn’t really matter in everyday life – but it still makes you and your parents proud.

These days, the doctor title is used by a variety of non-academic professions and it can get a little bit confusing.

So let’s have a look at who can actually use the doctor title and where it came from.

Who can use “doctor”

Even though the original use of the doctor title was for imminent scholars, nowadays there are several different professional qualifications that can use the doctor title.

It’s no surprise that more professional qualifications want to use the doctor title as it indicates many years of study, status and makes parents very proud.

A 2016 peer-reviewed publication submitted to the Canadian Medical Association Journal asks who is entitled to the title of Doctor?

Exactly who can use this term is starting to get a little bit confusing for the public.

There are many honorific doctor titles, including those found in the table below.

The use of the doctor term for many healthcare-related qualifications can cause a fair bit of confusion about what qualification the person has achieved.

That is why the title of a person is only the second most important thing to look at.

If in doubt, have a look at the letters after their name to really understand what the doctor title is referring to.

There are some interesting deviations in the doctor title and interestingly, in the UK, surgeons do not refer to themselves as doctor but rather use the term Mr/Miss/Mrs/Ms etc. I had a family friend who was a brain surgeon who was a medical doctor and, after becoming a surgeon, changed back to Mr – a prestigious indicator in the medical field.

It’s strange to me how each field has its own customs to denote prestige.

There are arguments that in a professional and medical setting that the term doctor should be reserved for those who are medical doctors.

This can be difficult as many other healthcare professionals have also received doctorates in their specialisation and would want recognition for that effort and achievement.

In a 2011 article in the New York Times , physicians said that they were worried about losing control over the title of doctor because it could lead to a loss of control over the perception of the medical profession itself.

Anything that makes it more difficult for patients to make an informed decision about their healthcare could be very dangerous.

However, the fact that they are using this doctor title at all is a deviation from its original intention. Here is why the doctor title really is only meant for holders of a Doctor of Philosophy.

PhDs – the original doctors(?)

PhD stands for Doctor of Philosophy and, arguably, accounts for the only true use of the doctor title.

Being awarded a PhD means that you have completed postgraduate original and/or applied research that adds a significant contribution to the knowledge in a particular field.

It could be a PhD gained at a university or a professional doctorate but should signify that the owner of the title has completed the highest qualification obtainable in their field.

I talk about this in my short YouTube video:

You don’t necessarily have to use your doctor title after you have your PhD.

I know that there are many people who only use their Dr title in professional settings or as a way to stand out in other settings.

I only use my PhD title when I am in a setting where it is traditionally used. For example, I use my doctor title if I am giving a talk at a university or I am applying for funding within my field of expertise.

Some PhD holders find it a little bit awkward using their Dr title in everyday life whilst others use it on everything from rental applications to restaurant bookings.

How people use their Dr title once they have one is completely up to personal and individual choice. Initially, I was very excited to use my doctor title in as many situations as possible but quickly became wary of using it when it wasn’t required.

However, one of my guilty pleasures is seeing my doctor title on a plane ticket – I’m not quite sure why that is!

What you should call a PhD holder/your lecturers

One of the most common questions that I get asked when I am lecturing at a university is what students should call their lecturers.

Students can get confused with all of the formalities – especially if they have never been in a university before.

Professors, associate professors, doctors, lecturers, researchers – what does it all mean and how should you refer to academics?

Ultimately, it depends on the person.

Some PhD holders who lecture in a university want to be called by their official title and surname during every interaction.

Other lecturers and PhD holders are happy with students calling them by their first name. I certainly didn’t mind people calling me Andy during my workshops or lectures.

Also, some cultures are much more formal than others and wish to show respect by always using the official title of an academic.

Feel free to use whichever mode of interaction you wish – but, as a general rule, always err on the side of caution and use the more formal term for safety. Quite often, I have seen academics prompt students to use their first name as they also feel a little bit awkward being called their professional titles.

Doctor vs professor

When you graduate from a PhD you are entitled to call yourself by the doctor title.

All PhD holders are called Doctor in their professional setting. This can be on business cards, newsletters, websites, and other official documentation.

Universities in some countries also have a graduated career progression title system which denotes the expertise and seniority of the academic.

For example, in Australia the academic system is graduated like this:

• Senior lecturer
• Associate Professor

Therefore, in Australia it is not always appropriate to call someone in a university professor. Even if they are teaching your subject.

Professor is reserved for those who have achieved demonstrated expertise and outcomes in a variety of academic areas such as administration, teaching, research, and community outreach.

In other countries, however, you are automatically deemed a professor if you are teaching at a university. For example, in America your students will refer to you as a professor no matter your seniority in your university.

One of the first things you should do if you want to talk to your lecturer in a university setting is ask what their preference would be to be called.

Ask your lecturer about their preference

Whenever I gave a lecture, I would always start by saying that people can call me by my name (Andy), or they can choose to use Dr Stapleton if they feel that is more appropriate.

In my experience, most academics will not mind if you call them by their first name and, in countries like Australia, it seems to be the most common way for students to interact with their teachers.

It is not uncommon for the opposite to be true – and, like I have mentioned above, always start with the formal interactions. It is likely that you will be invited to call the PhD holder by their first name.

Outside of a formal setting most PhD holders really don’t mind how you talk to them.

The things a PhD student needs to do to become a doctor

The reason a PhD can call themselves doctor is because they have been awarded the highest qualification possible in their field.

A PhD requires you to perform research and produce a thesis or dissertation. The new information must contribute significantly to the field and report novel and new findings.

The PhD thesis is examined by other experts in the field (known as peers) and these other experts are responsible for telling the university whether or not you have satisfied the criteria to become a PhD.

There are other, more modern, ways of reporting your findings including peer-reviewed journals and professional doctoral reports.

Either way, admission to a PhD requires many years of hard work and dedication to answering a unique and unanswered question in your field.

I think that this satisfies the original use of the term doctor and is a great accomplishment for anyone.

It’s hard work but with the right guidance and dedication it is achievable by almost anyone.

Wrapping up

This article has covered everything you need to know about whether a PhD is a doctor.

The original term was introduced in the 1300s to denote an imminent scholar. This scholar would teach and pass on information to their students.

In modern times, the term doctor has been used as an honorary title for other professional careers in recognition of the hard work that they have put in to achieve their position.

However, there are fears that the doctor title is slowly becoming used for too many health professional areas leading to confusion around who is a medical doctor and who has other health-related qualifications such as dentistry, naturopathy, and others.

Nonetheless, people without an understanding of the convention can still get confused between medical doctors and holders of a higher degree PhD.

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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PHD Meaning: Here’s What It Means and How to Use It?

You’ve likely seen the abbreviation PHD — but what is the meaning of PHD? We’ll tell you. Read on as we explore this common acronym.

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There are several ways to abbreviate words in the English language — hence why there are so many acronyms and abbreviations found in the dictionary today. 

While some terms are pretty self-explanatory, like “Feb,” which stands for “February,” there are some acronyms that could use a bit of explaining — such as Ph.D.

Although Ph.D is an abbreviation with more than one meaning, it commonly refers to a Doctor of Philosophy (Ph.D): spelled with a capitalized “P,” lowercase “h,” and uppercase “D.”  

Interested in learning more? We can help. Read on as we explore the abbreviation Ph.D to uncover its meaning, origin, and more. Are you ready? Let’s dive in.

What Does PhD Mean?

Ph.D — aka Doctor of Philosophy — is defined by Dictionary.com as the highest degree awarded by a school in a field of academic study. A doctorate is typically awarded to an individual who has completed three or more years of graduate study and a dissertation approved by a committee of professors. 

Common abbreviations used for the doctor of philosophy include: 

• Ph.D. 

After completing the Ph.D degree or dissertation, a graduate can use Dr. or Ph.D. For example:

• Dr. Suzie Johnson or
• Suzie Johnson (Ph.D) or
• Dr. Suzie Johnson (Ph.D) 

What Is the Origin of Ph.D?

Abbreviated from the Latin term philosophiae doctor meaning “doctor of philosophy,” the Ph.D is the highest degree in most fields, with the notable exceptions of medicine and law that have their own doctorates. The degree originated in 19th century Germany when the word “philosophy” had the much broader meaning of “love of wisdom.”

Though universities have existed in Europe long before the 19th century, the degrees that medieval universities awarded to students had more in common with the MD than with the Ph.D, as they required mastery of already existing knowledge. 

In 1861, Yale University became the first institution of higher education in the United States to award the degree, conferring it on three recipients; Arthur W, Wright, James M. Whiton, and Eugene Schuyler. A few decades later, Canada accepted Ph.D as their highest level of honor, and in 1917, the doctoral of philosophy was introduced in all disciplines of the subjects.  

How Can I Use Ph.D in a Sentence?

Now that you understand what Ph.D means, let’s take a look at some examples of this acronym in a sentence:

“After telling him I earned an academic degree, he bragged for the rest of the night about having a Ph.D .”

“I can’t decide what academic field to get my Ph.D in.”

“Tom can’t work full-time because he is a Ph.D student and has to work on his thesis.”

“My mom is thinking about going back to school to complete a Ph.D program in psychology.”

“I am in the second year of my Ph.D program.”

“Whether you like physics, chemistry, or psychology, you can find a Ph.D program on campus,”

“Look, I understand that you’re my supervisor, but I am looking to get my Ph.D degree and ultimately become a doctor of medicine; in other words, I have to study and can’t pick up more than one shift per week.” 

“Have you taken the exams yet to get your Ph.D ?”

“Did you know that some Ph.D programs accept a portfolio of published papers?”

“To get a Ph.D , it’s important to study hard and get good grades.”

“Gosh, I didn’t realize how many seminars and workshops I’d have to attend to get a Ph.D !”

“A Ph.D comes with a pretty hefty fee, so be sure to apply for scholarships.”

What Is a Doctorate?

Simply put, a doctorate is any qualification that awards a doctoral degree. To qualify for one, you need to produce work at a high level that makes a significant new contribution to knowledge in your academic field. Doing so earns you the title “Doctor.”

Many people believe a doctorate and a Ph.D are the same. However, this is not the case, as a Ph.D is a type of doctorate, such as a Doctor of Philosophy. Other doctoral degrees or types of doctorate include:

• Doctor of Education
• Doctor of Theology
• Doctor of Medicine
• Doctor of Musical Arts
• Doctor of Literature
• Doctor of Divinity
• Doctor of Civil Law
• Doctor of Science

According to the American Psychological Association, the Ph.D is intended for students interested in gaining new knowledge through scientific research, or teaching experience. 

Does PHD Stand For Anything Else?

Although the abbreviation PHD is most commonly associated with the Doctorate of Philosophy, it does have a few other meanings:

• Pizza Hut Delivery
• Press Here, Dummy
• Permanent Head Damage
• Pretty Heavy Drinker
• Please Hire Desperate
• Preparing His Disciples
• Player Hating Degree
• Power Hungry Dog
• Premium Hot Dog
• Pretty Heavy Dude
• Poor, Hungry, and Determined

A Final Word

So, what does PHD mean, you ask?

Simply put, PHD is an abbreviation that stands for many words; however, it’s most commonly used to abbreviate “Doctor of Philosophy.”

We hope this guide has provided you with all of the information you need to understand the meaning of PHD fully. To discover more interesting words and strengthen your overall vocabulary, be sure to check out our website , where you’ll find definitions, grammar tips, and more!  

• A Brief History of the PhD | NeuWrite West 
• Ph.d. Definition & Meaning | Dictionary.com
• The First American Doctor of Philosophy Degree: A Centennial Salute to Yale, 1861-1961 | The Journal of Higher Education

Kevin Miller is a growth marketer with an extensive background in Search Engine Optimization, paid acquisition and email marketing. He is also an online editor and writer based out of Los Angeles, CA. He studied at Georgetown University, worked at Google and became infatuated with English Grammar and for years has been diving into the language, demystifying the do's and don'ts for all who share the same passion! He can be found online here.

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EdD vs. PhD in Education: What’s the Difference?

Industry Advice Education

If you’re interested in pursuing a doctoral degree in education, one of the first questions you’ll face is: Should I apply for a Doctor of Education (EdD) or a Doctor of Philosophy (PhD) in Education?

The decision between these two culminating degrees can be career-defining as each serves a very different purpose despite being equivalent in level. In order to ensure you choose the path that best aligns with your future goals and career path, it’s important to take the time to first understand the differences in program curriculum and future career opportunities that relate to each degree.

Read on to learn about the defining qualities and key differences of an EdD and a PhD in Education to determine which program is the right fit for you.

EdD vs. PhD in Education

A Doctor of Education (EdD) is a professional degree designed for practitioners pursuing educational leadership roles. A PhD in education , on the other hand, is designed to prepare graduates for research and teaching roles.

“With a PhD, [students are] reviewing the research, seeing a gap in the literature, and generating new knowledge based on a theory or hypothesis,” Joseph McNabb , a professor of practice in Northeastern’s Graduate School of Education , explains. “Conversely, an EdD student starts with a problem of practice and [works to learn] the skills it will take to resolve that complex problem of practice.”

What is an EdD Degree?

An EdD, or Doctor of Education , is a professional doctorate best suited for experienced educators and mid- to senior-level working professionals who want to lead and implement change within their organization.

EdD candidates work in a broad range of fields ranging from K-12 and higher education to nonprofits, government, healthcare, and the military. What each share is a desire to transform their everyday environment and apply the lessons learned through their doctorate to a complex, critical issue facing their workplace. 

The EdD is practice-based. Students in an EdD program don’t want to just research their area of interest, but leverage that research in ways that could positively influence their community or organization’s decision-making process.

Learn More: 5 Tips for Choosing Your EdD Concentration

Those who pursue an EdD focus on qualitative, exploratory research. Students collect data and conduct individual interviews, observations, or focus groups to construct hypotheses and develop strategies that can help solve or clarify a specific problem of practice, such as how to support student veterans transitioning to civilian life or how to foster more female leaders in higher education—two dissertation topics recently explored through Northeastern’s EdD program .

Download Our Free Guide to Earning Your EdD

Learn how an EdD can give you the skills to enact organizational change in any industry.

DOWNLOAD NOW

What Can You Do with an EdD Degree?

While an EdD can be applied to a variety of industries and career options—such as K-12, higher education, the nonprofit sector, or civic service—there are several job titles you’ll likely come across within your cohort of classmates. They include:

• Postsecondary Education Administrators: Postsecondary education administrators work in colleges or universities, and typically oversee faculty research, academics, admissions, or student affairs. Some job titles that fall under this category include president, vice president, provost, and dean. The average annual salary for a postsecondary education administrator rings in at $99,940 .
• Elementary and Secondary School Education Administrators: Superintendents, who are the top executives of a school district, fall under this category. They manage academic programs, spending, and the staffing of all educational facilities within their district, and typically earn an average of $106,850 per year .
• Top Executives : In education, a top executive could be a “chief learning officer” or “chief academic officer”—senior-level professionals who drive and develop strategies that help their organization meet critical business goals. Top executives make an average of approximately $100,090 per year .
• Instructional Coordinators : Instructional coordinators create and manage school curricula and other educational materials. They help teachers implement effective classroom learning strategies and measure the effectiveness of what’s being taught and how. The average annual salary for instructional coordinators is roughly $66,490 .

These are just a few of the many career opportunities available to EdD graduates.

Learn More: Top Careers with a Doctorate in Education

What is a PhD in Education?

A PhD in Education is a terminal degree best suited for individuals who want to pursue a career in academia or research at the university level.

Students in PhD or doctoral programs take a more theoretical, study-based approach to learning. In most cases, their goal is to master a specific subject or add their unique findings to a body of existing literature. PhD candidates conduct original research in the hopes of driving change in their field or inspiring others to make change based on their work.

A PhD is the degree most popular amongst those who aspire to become a professor or obtain a tenure position. Through these programs, students tend to focus on getting published in well-respected journals, presenting at national conferences, and learning how to teach future educators.

What Can You Do with a PhD in Education?

While some of the above roles can also be earned through a PhD program, the most common job titles for PhD-holders include:

• Postsecondary Teachers: Postsecondary teachers instruct students at a college or university. When they’re not in the classroom, they’re often focused on conducting research, attending conferences, and publishing scholarly papers and books. Postsecondary teachers earn an average $80,840 per year .
• Academic Researcher : Researchers often have the opportunity to create their own centers or institutes, hire staff to help carry out their work, and secure funding for that work. Salaries often vary by subject area, but a general academic researcher typically earns an average $83,971 per year .

EdD or PhD: Which is Better For You?

Once you’ve explored the differences between an EdD and PhD in Education, the most relevant question to consider will be: What’s the next step I want to take in my career, and which degree can help me achieve my professional goals? The answer to this question will determine which degree program you ultimately pursue.

Earning your doctorate can pay off no matter which path you choose. Professionals with a doctoral degree earn an average $98,000 a year —nearly $20,000 more a year than master’s degree holders. Similarly, doctoral degree holders see an unemployment rate of only one percent compared to the national unemployment rate of two percent.

Regardless of which degree you ultimately pursue, there is enormous potential for you to advance your career in the field of education. Evaluating your needs and values will help you understand whether an EdD or PhD in Education is best suited to your personal and professional goals.

This article was originally published in July 2017. It has since been updated for accuracy and relevance.

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About scott w. o'connor, related articles.

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The median annual salary for professional degree holders is $97,000. (BLS, 2020)

Doctor of Education

The degree that connects advanced research to real-world problem solving.

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What Should I Call My Professor?

Academia has its own customs and traditions that can be confusing for students. Even simple things like emailing your professor can seem like a minefield. Should you refer to them as “Professor”, “Doctor” or something else? These tips should help you avoid any gaffes.

The general rule is if someone’s title includes the word professor, then you can (and should) address them as “Professor Last Name.” In Canada and the US, this includes assistant, associate, clinical, and research professors, as well as full professors. In the UK, this applies only to full professors, not lecturers or senior lecturers.

Anyone who has earned a doctoral degree can be addressed as “Dr. Last Name”. The most common doctoral degree is a PhD, but you might also encounter instructors with other doctoral degrees such as a Doctor of Theology (DTh), Doctor of Public Health (DrPH), or Doctor of Engineering (DEng).

When in doubt, “Dr. Last Name” is the safest way to address an academic you don’t know anything about. It is generally the standard form of address for instructors who do not hold the rank of professor such as lecturers, readers, senior lecturers, and research associates.

While the titles of “Dr.” and “Professor” often overlap, they are not always interchangeable. Not all professors have PhDs. In fine arts, social work, and law, many professors will have an MFA, MSW, or JD (respectively) rather than a doctoral degree. And although some professors might also be doctors, “Professor” is a higher rank and thus tends to be preferred.

Mr. and Mrs.

When you were a kid, you might have been taught that the polite way to address an authority figure was as “Mr.” or “Mrs.” This is generally not true in academia. Calling a professor or someone with a doctorate “Mr.” or “Mrs.” can be disrespectful as it does not acknowledge the years of work they have done to earn the title of “Dr.” or “Professor”. This is especially true for women as “Mrs.” reduces a woman to her marital status and ignores her academic accomplishments.

However, you are addressing an instructor who is not a professor and does not have a PhD (such as a TA or lab instructor) you can call them “Mr.” or “Ms”. Unless your instructor you instructor specifically expresses a preference for “Mrs.” or “Miss”, “Ms” is now the standard English title for an adult woman—married or not.

First Names

Some professors prefer that their students call them by their first names while others find it rude and presumptuous. For this reason, it’s best to avoid calling your instructors by their first name unless they explicitly tell you that you can. This includes graduate student instructors as well.

Your instructors will often make this all very easy for you by indicating how they want to be addressed when they introduce themselves at the start of the class. If you still have doubts about what to call an instructor, err on the side of being overly respectful.

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Ten simple rules for choosing a PhD supervisor

Department of Biology, Dalhousie University, Halifax, Nova Scotia, Canada

Catherine Bannon

J. scott p. mccain, introduction.

The PhD beckons. You thought long and hard about why you want to do it, you understand the sacrifices and commitments it entails, and you have decided that it is the right thing for you. Congratulations! Undertaking a doctoral degree can be an extremely rewarding experience, greatly enhancing your personal, intellectual, and professional development. If you are still on the fence about whether or not you want to pursue a PhD, see [ 1 , 2 ] and others to help you decide.

As a PhD student in the making, you will have many important decisions to consider. Several of them will depend on your chosen discipline and research topic, the institution you want to attend, and even the country where you will undertake your degree. However, one of the earliest and most critical decisions you will need to make transcends most other decisions: choosing your PhD thesis supervisor. Your PhD supervisor will strongly influence the success and quality of your degree as well as your general well-being throughout the program. It is therefore vital to choose the right supervisor for you. A wrong choice or poor fit can be disastrous on both a personal and professional levels—something you obviously want to avoid. Unfortunately, however, most PhD students go through the process of choosing a supervisor only once and thus do not get the opportunity to learn from previous experiences. Additionally, many prospective PhD students do not have access to resources and proper guidance to rely on when making important academic decisions such as those involved in choosing a PhD supervisor.

In this short guide, we—a group of PhD students with varied backgrounds, research disciplines, and academic journeys—share our collective experiences with choosing our own PhD supervisors. We provide tips and advice to help prospective students in various disciplines, including computational biology, in their quest to find a suitable PhD supervisor. Despite procedural differences across countries, institutions, and programs, the following rules and discussions should remain helpful for guiding one’s approach to selecting their future PhD supervisor. These guidelines mostly address how to evaluate a potential PhD supervisor and do not include details on how you might find a supervisor. In brief, you can find a supervisor anywhere: seminars, a class you were taught, internet search of interesting research topics, departmental pages, etc. After reading about a group’s research and convincing yourself it seems interesting, get in touch! Make sure to craft an e-mail carefully, demonstrating you have thought about their research and what you might do in their group. After finding one or several supervisors of interest, we hope that the rules bellow will help you choose the right supervisor for you.

Rule 1: Align research interests

You need to make sure that a prospective supervisor studies, or at the very least, has an interest in what you want to study. A good starting point would be to browse their personal and research group websites (though those are often outdated), their publication profile, and their students’ theses, if possible. Keep in mind that the publication process can be slow, so recent publications may not necessarily reflect current research in that group. Pay special attention to publications where the supervisor is senior author—in life sciences, their name would typically be last. This would help you construct a mental map of where the group interests are going, in addition to where they have been.

Be proactive about pursuing your research interests, but also flexible: Your dream research topic might not currently be conducted in a particular group, but perhaps the supervisor is open to exploring new ideas and research avenues with you. Check that the group or institution of interest has the facilities and resources appropriate for your research, and/or be prepared to establish collaborations to access those resources elsewhere. Make sure you like not only the research topic, but also the “grunt work” it requires, as a topic you find interesting may not be suitable for you in terms of day-to-day work. You can look at the “Methods” sections of published papers to get a sense for what this is like—for example, if you do not like resolving cryptic error messages, programming is probably not for you, and you might want to consider a wet lab–based project. Lastly, any research can be made interesting, and interests change. Perhaps your favorite topic today is difficult to work with now, and you might cut your teeth on a different project.

Rule 2: Seek trusted sources

Discussing your plans with experienced and trustworthy people is a great way to learn more about the reputation of potential supervisors, their research group dynamics, and exciting projects in your field of interest. Your current supervisor, if you have one, could be aware of position openings that are compatible with your interests and time frame and is likely to know talented supervisors with good reputations in their fields. Professors you admire, reliable student advisors, and colleagues might also know your prospective supervisor on various professional or personal levels and could have additional insight about working with them. Listen carefully to what these trusted sources have to say, as they can provide a wealth of insider information (e.g., personality, reputation, interpersonal relationships, and supervisory styles) that might not be readily accessible to you.

Rule 3: Expectations, expectations, expectations

A considerable portion of PhD students feel that their program does not meet original expectations [ 3 ]. To avoid being part of this group, we stress the importance of aligning your expectations with the supervisor’s expectations before joining a research group or PhD program. Also, remember that one person’s dream supervisor can be another’s worst nightmare and vice versa—it is about a good fit for you. Identifying what a “good fit” looks like requires a serious self-appraisal of your goals (see Rule 1 ), working style (see Rule 5 ), and what you expect in a mentor (see Rule 4 ). One way to conduct this self-appraisal is to work in a research lab to get experiences similar to a PhD student (if this is possible).

Money!—Many people have been conditioned to avoid the subject of finances at all costs, but setting financial expectations early is crucial for maintaining your well-being inside and outside the lab. Inside the lab, funding will provide chemicals and equipment required for you to do cool research. It is also important to know if there will be sufficient funding for your potential projects to be completed. Outside the lab, you deserve to get paid a reasonable, livable stipend. What is the minimum required take-home stipend, or does that even exist at the institution you are interested in? Are there hard cutoffs for funding once your time runs out, or does the institution have support for students who take longer than anticipated? If the supervisor supplies the funding, do they end up cutting off students when funds run low, or do they have contingency plans? ( Fig 1 ).

Professional development opportunities—A key aspect of graduate school training is professional development. In some research groups, it is normal for PhD students to mentor undergraduate students or take a semester to work in industry to get more diverse experiences. Other research groups have clear links with government entities, which is helpful for going into policy or government-based research. These opportunities (and others) are critical for your career and next steps. What are the career development opportunities and expectations of a potential supervisor? Is a potential supervisor happy to send students to workshops to learn new skills? Are they supportive of public outreach activities? If you are looking at joining a newer group, these sorts of questions will have to be part of the larger set of conversations about expectations. Ask: “What sort of professional development opportunities are there at the institution?”

Publications—Some PhD programs have minimum requirements for finishing a thesis (i.e., you must publish a certain number of papers prior to defending), while other programs leave it up to the student and supervisor to decide on this. A simple and important topic to discuss is: How many publications are expected from your PhD and when will you publish them? If you are keen to publish in high-impact journals, does your prospective supervisor share that aim? (Although question why you are so keen to do so, see the San Francisco Declaration on Research Assessment ( www.sfdora.org ) to learn about the pitfalls of journal impact factor.)

Rule 4: It takes two to tango

Sooner or later, you will get to meet and interview with a prospective PhD supervisor. This should go both ways: Interview them just as much as they are interviewing you. Prepare questions and pay close attention to how they respond. For example, ask them about their “lab culture,” research interests (especially for the future/long term), and what they are looking for in a graduate student. Do you feel like you need to “put on an act” to go along with the supervisor (beyond just the standard interview mode)? Represent yourself, and not the person you think they are looking for. All of us will have some interviews go badly. Remember that discovering a poor fit during the interview has way fewer consequences than the incompatibility that could arise once you have committed to a position.

To come up with good questions for the prospective supervisor, first ask yourself questions. What are you looking for in a mentor? People differ in their optimal levels of supervision, and there is nothing wrong with wanting more or less than your peers. How much career guidance do you expect and does the potential supervisor respect your interests, particularly if your long-term goals do not include academia? What kind of student might not thrive in this research group?

Treat the PhD position like a partnership: What do you seek to get out of it? Keep in mind that a large portion of research is conducted by PhD students [ 4 ], so you are also an asset. Your supervisor will provide guidance, but the PhD is your work. Make sure you and your mentor are on the same page before committing to what is fundamentally a professional contract akin to an apprenticeship (see “ Rule 3 ”).

Rule 5: Workstyle compatibility

Sharing interests with a supervisor does not necessarily guarantee you would work well together, and just because you enjoyed a course by a certain professor does not mean they are the right PhD supervisor for you. Make sure your expectations for work and work–life approaches are compatible. Do you thrive on structure, or do you need freedom to proceed at your own pace? Do they expect you to be in the lab from 6:00 AM to midnight on a regular basis (red flag!)? Are they comfortable with you working from home when you can? Are they around the lab enough for it to work for you? Are they supportive of alternative work hours if you have other obligations (e.g., childcare, other employment, extracurriculars)? How is the group itself organized? Is there a lab manager or are the logistics shared (fairly?) between the group members? Discuss this before you commit!

Two key attributes of a research group are the supervisor’s career stage and number of people in the group. A supervisor in a later career stage may have more established research connections and protocols. An earlier career stage supervisor comes with more opportunities to shape the research direction of the lab, but less access to academic political power and less certainty in what their supervision style will be (even to themselves). Joining new research groups provides a great opportunity to learn how to build a lab if you are considering that career path but may take away time and energy from your thesis project. Similarly, be aware of pros and cons of different lab sizes. While big labs provide more opportunity for collaborations and learning from fellow lab members, their supervisors generally have less time available for each trainee. Smaller labs tend to have better access to the supervisor but may be more isolating [ 5 , 6 ]. Also note that large research groups tend to be better for developing extant research topics further, while small groups can conduct more disruptive research [ 7 ].

Rule 6: Be sure to meet current students

Meeting with current students is one of the most important steps prior to joining a lab. Current students will give you the most direct and complete sense of what working with a certain supervisor is actually like. They can also give you a valuable sense of departmental culture and nonacademic life. You could also ask to meet with other students in the department to get a broader sense of the latter. However, if current students are not happy with their current supervisor, they are unlikely to tell you directly. Try to ask specific questions: “How often do you meet with your supervisor?”, “What are the typical turnaround times for a paper draft?”, “How would you describe the lab culture?”, “How does your supervisor react to mistakes or unexpected results?”, “How does your supervisor react to interruptions to research from, e.g., personal life?”, and yes, even “What would you say is the biggest weakness of your supervisor?”

Rule 7: But also try to meet past students

While not always possible, meeting with past students can be very informative. Past students give you information on career outcomes (i.e., what are they doing now?) and can provide insight into what the lab was like when they were in it. Previous students will provide a unique perspective because they have gone through the entire process, from start to finish—and, in some cases, no longer feel obligated to speak well of their now former supervisor. It can also be helpful to look at previous students’ experiences by reading the acknowledgement section in their theses.

Rule 8: Consider the entire experience

Your PhD supervisor is only one—albeit large—piece of your PhD puzzle. It is therefore essential to consider your PhD experience as whole when deciding on a supervisor. One important aspect to contemplate is your mental health. Graduate students have disproportionately higher rates of depression and anxiety compared to the general population [ 8 ], so your mental health will be tested greatly throughout your PhD experience. We suggest taking the time to reflect on what factors would enable you to do your best work while maintaining a healthy work–life balance. Does your happiness depend on surfing regularly? Check out coastal areas. Do you despise being cold? Consider being closer to the equator. Do you have a deep-rooted phobia of koalas? Maybe avoid Australia. Consider these potentially even more important questions like: Do you want to be close to your friends and family? Will there be adequate childcare support? Are you comfortable with studying abroad? How does the potential university treat international or underrepresented students? When thinking about your next steps, keep in mind that although obtaining your PhD will come with many challenges, you will be at your most productive when you are well rested, financially stable, nourished, and enjoying your experience.

Rule 9: Trust your gut

You have made it to our most “hand-wavy” rule! As academics, we understand the desire for quantifiable data and some sort of statistic to make logical decisions. If this is more your style, consider every interaction with a prospective supervisor, from the first e-mail onwards, as a piece of data.

However, there is considerable value in trusting gut instincts. One way to trust your gut is to listen to your internal dialogue while making your decision on a PhD supervisor. For example, if your internal dialogue includes such phrases as “it will be different for me,” “I’ll just put my head down and work hard,” or “maybe their students were exaggerating,” you might want to proceed with caution. If you are saying “Wow! How are they so kind and intelligent?” or “I cannot wait to start!”, then you might have found a winner ( Fig 2 ).

Rule 10: Wash, rinse, repeat

The last piece of advice we give you is to do this lengthy process all over again. Comparing your options is a key step during the search for a PhD supervisor. By screening multiple different groups, you ultimately learn more about what red flags to look for, compatible work styles, your personal expectations, and group atmospheres. Repeat this entire process with another supervisor, another university, or even another country. We suggest you reject the notion that you would be “wasting someone’s time.” You deserve to take your time and inform yourself to choose a PhD supervisor wisely. The time and energy invested in a “failed” supervisor search would still be far less than what is consumed by a bad PhD experience ( Fig 3 ).

The more supervisors your interview and the more advice you get from peers, the more apparent these red flags will become.

Conclusions

Pursuing a PhD can be an extremely rewarding endeavor and a time of immense personal growth. The relationship you have with your PhD supervisor can make or break an entire experience, so make this choice carefully. Above, we have outlined some key points to think about while making this decision. Clarifying your own expectations is a particularly important step, as conflicts can arise when there are expectation mismatches. In outlining these topics, we hope to share pieces of advice that sometimes require “insider” knowledge and experience.

After thoroughly evaluating your options, go ahead and tackle the PhD! In our own experiences, carefully choosing a supervisor has led to relationships that morph from mentor to mentee into a collaborative partnership where we can pose new questions and construct novel approaches to answer them. Science is hard enough by itself. If you choose your supervisor well and end up developing a positive relationship with them and their group, you will be better suited for sound and enjoyable science.

Funding Statement

The authors received no specific funding for this work.

• UK Universities – Academic Titles and Hierarchy Explained
• Doing a PhD

In UK universities, the academic titles and the order of their academic rank are: PhD student, postdoc research fellow, assistant lecturer, lecturer, senior lecturer, reader, professor, named professor and head of department.

Introduction

Understanding the academic titles and ranking hierarchy of UK universities is fundamental if you want a smooth start to your PhD. It’s a pity it’s also a topic which is commonly overlooked and not explained well nearly anywhere. With this in mind, we’ve outlined what the typical academic titles are, what they mean and where they sit in the overall hierarchy.

It’s important to note that not all UK universities follow the same terminology for academic titles. In fact, we’re increasingly seeing several universities adapt some of these titles to their own version. This is especially the case among Russell Group universities such as the London School of Economics (LSE) and University College London (UCL). Despite this, they still resemble their more traditional titles, so it’s still possible to distinguish the position and academic rank of a member of staff.

PhD Student

A PhD student is a postgraduate who is actively undertaking a research degree with a recognised institution.

The length of their studies depends on both their discipline and whether they are enrolled in a full or part-time programme. Usually, a PhD student will spend three to four years completing their degree.

During this time, they will undertake original research, produce a thesis and defend their work during an interview known as a ‘ viva ’. Besides this, they may also attend seminars and conferences, deliver presentations to their industry and collaborate with external institutions.

Upon successfully completing their doctorate, the individual will carry the title of Doctor (denoted by the initials ‘Dr’). This is true for all individuals regardless of which discipline their research relates to.

It’s worth noting that although a PhD is the most common doctoral degree, doctorate students could be anyone undertaking a DPhil, DBA, DProf, EdD, EngD, MD etc.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

PostDoc Research Fellow/Research Assistant

A PostDoc Research Fellow or Research Assistant is a postgraduate doctorate holder working in research.

Whilst both positions undertake similar work, a PostDoc Research Fellow typically has greater independence and responsibilities. This means they can influence the overall direction of the research, and whilst a Research Assistant can do so as well it will be to a lesser extent.

Assistant Lecturer

An Assistant Lecturer is the most junior teaching position regarding the overall ranking of academic titles. They are usually only temporary positions, such as an individual covering for another lecturer during a period of absence.

Some Assistant Lecturers will be PhD students on Graduate Teaching Assistantships (GTAs). GTAs are programmes which, alongside their studies, require a doctoral student to assist in the learning of undergraduate students. This will typically involve leading tutorials, marking coursework and hosting laboratory sessions. Besides this, they may also support lectures if their knowledge and relevant experience allow for it.

A Lecturer is also considered a junior academic staff member. Their primary responsibilities are on meeting the educational needs of students. As such, their most common duty is to teach but may also extend to undertaking research and minor administrative tasks.

Most lecturers will be PhD holders and so would be referred to as ‘Dr’. However, this isn’t always the case with some individuals who haven’t undertaken a doctorate but still possess extensive experience and knowledge to teach. Although these individuals are few, they are more common in non-STEM fields.

Senior Lecturer

The responsibilities of a Senior Lecturer extend further than that of a normal Lecturer, with the addition of leading and supervising research and greater administrative tasks.

A Reader is an academic individual with both senior-level experience and an international reputation for their academic or research contributions. In terms of hierarchy, they are more distinguished than Senior Lecturers, largely because of their international presence, but below Professors due to not having yet contributed as a substantial amount.

Interestingly, universities established after 1992 use the title ‘Principle Lecturer’ in place of Reader. Other than the terminology, the titles refer to the same position.

Note: Some universities adopt the academic title ‘Associate Professor’ instead of Senior Lecturer.

A professor is the highest academic title and denotes an individual at the top of their respective field. This individual would have made significant scholarly contributions to their field.

In EU countries such as Germany and France, a faculty member has to sit and pass a review before they can become a Professor. This review is undertaken by a panel of highly experienced academic professionals and requires the individual to produce a document outlining their contributions to their field before they can even be considered.

In the UK, a different approach is taken. Rather than being appointed by an independent review, it instead comes down to the university’s discretion whether they should be upgraded to a full professorship. However, nearly all UK universities mirror a very similar review process, with some universities also utilising independent panel members to ensure fair professoriate decisions are made.

According to the Higher Education Statistics Agency ( HESA ), approximately one in ten academic teaching staff members is a Professor.

Named Professor

A Named Professor is a Professor who has the honour of sitting in a ‘chair’. A ‘chair’ is a position named after an individual who made significant achievements in their field, and in some cases, dates back to individuals in the 16th century. Being a Named Professor is a prestigious professorship reserved for academics who have made achievements beyond that of a typical Professor role.

Note: Some universities, such as the University of Sheffield, adopt the academic title ‘Honorary Professor’ instead of Named Professor.

Head of Department

The Head of Department provides academic leadership to the department and is responsible for ensuring it upholds its high standards. The key activities of a Head of Department will differ depending on the breadth of its discipline and number of staff. However, their responsibilities will include ensuring the development of students, maintaining department-wide communication and overseeing research opportunities, financial management and overall quality assurance etc.

Faculty Dean

A Dean is in charge of the academic administration of a collection of related university departments known as a faculty.

There are many responsibilities to being a Dean, including:

• Representing all permanent staff members of the faculty.
• Undertaking strategic planning for the faculty’s direction and growth.
• Participating in internal review panels for staff title promotions.
• Lead research initiatives and facilitating faculty collaborations.

UK vs US Academic Titles

Other (not as common) professor positions.

Although not as common, a few universities also make use of the following titles:

• Visiting Professor  – A Visiting Professor is a professor who teaches on a short-term basis at one university, but officially belongs to another university.
• Professor Emeritus – A Professor Emeritus is an academic title in the UK given to retired professors who have made distinguished contributions to their field. Professors who are given this title usually continue to work with their university voluntarily.
• Research Professor  – A Research Professor is a full professor who specialises in research. Although they may teach from time to time, they will usually have very little ‘formal’ teaching responsibilities.
• Adjunct Professor  – An Adjunct Professor is a professor who primarily focuses on teaching and has a non-permanent contract. They are typically  non-tenured faculty positions and form most of the academic positions in US Higher Education Institutions.

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PhD Defence Process: A Comprehensive Guide

Embarking on the journey toward a PhD is an intellectual odyssey marked by tireless research, countless hours of contemplation, and a fervent commitment to contributing to the body of knowledge in one’s field. As the culmination of this formidable journey, the PhD defence stands as the final frontier, the proverbial bridge between student and scholar.

In this comprehensive guide, we unravel the intricacies of the PhD defence—a momentous occasion that is both a celebration of scholarly achievement and a rigorous evaluation of academic prowess. Join us as we explore the nuances of the defence process, addressing questions about its duration, contemplating the possibility of failure, and delving into the subtle distinctions of language that surround it.

Beyond the formalities, we aim to shed light on the significance of this rite of passage, dispelling misconceptions about its nature. Moreover, we’ll consider the impact of one’s attire on this critical day and share personal experiences and practical tips from those who have successfully navigated the defence journey.

Whether you are on the precipice of your own defence or are simply curious about the process, this guide seeks to demystify the PhD defence, providing a roadmap for success and a nuanced understanding of the pivotal event that marks the transition from student to scholar.

Introduction

A. definition and purpose:, b. overview of the oral examination:, a. general duration of a typical defense, b. factors influencing the duration:, c. preparation and flexibility:, a. preparation and thorough understanding of the research:, b. handling questions effectively:, c. confidence and composure during the presentation:, d. posture of continuous improvement:, a. exploring the possibility of failure:, b. common reasons for failure:, c. steps to mitigate the risk of failure:, d. post-failure resilience:, a. addressing the language variation:, b. conforming to regional preferences:, c. consistency in usage:, d. flexibility and adaptability:, e. navigating language in a globalized academic landscape:, a. debunking myths around the formality of the defense:, b. significance in validating research contributions:, c. post-defense impact:, a. appropriate attire for different settings:, b. professionalism and the impact of appearance:, c. practical tips for dressing success:, b. practical tips for a successful defense:, c. post-defense reflections:, career options after phd.

Embarking on the doctoral journey is a formidable undertaking, where aspiring scholars immerse themselves in the pursuit of knowledge, contributing new insights to their respective fields. At the pinnacle of this academic odyssey lies the PhD defence—a culmination that transcends the boundaries of a mere formality, symbolizing the transformation from a student of a discipline to a recognized contributor to the academic tapestry.

The PhD defence, also known as the viva voce or oral examination, is a pivotal moment in the life of a doctoral candidate.

PhD defence is not merely a ritualistic ceremony; rather, it serves as a platform for scholars to present, defend, and elucidate the findings and implications of their research. The defence is the crucible where ideas are tested, hypotheses scrutinized, and the depth of scholarly understanding is laid bare.

The importance of the PhD defence reverberates throughout the academic landscape. It is not just a capstone event; it is the juncture where academic rigour meets real-world application. The defence is the litmus test of a researcher’s ability to articulate, defend, and contextualize their work—an evaluation that extends beyond the pages of a dissertation.

Beyond its evaluative nature, the defence serves as a rite of passage, validating the years of dedication, perseverance, and intellectual rigour invested in the research endeavour. Success in the defence is a testament to the candidate’s mastery of their subject matter and the originality and impact of their contributions to the academic community.

Furthermore, a successful defence paves the way for future contributions, positioning the scholar as a recognized authority in their field. The defence is not just an endpoint; it is a launchpad, propelling researchers into the next phase of their academic journey as they continue to shape and redefine the boundaries of knowledge.

In essence, the PhD defence is more than a ceremonial checkpoint—it is a transformative experience that validates the intellectual journey, underscores the significance of scholarly contributions, and sets the stage for a continued legacy of academic excellence. As we navigate the intricacies of this process, we invite you to explore the multifaceted dimensions that make the PhD defence an indispensable chapter in the narrative of academic achievement.

What is a PhD Defence?

At its core, a PhD defence is a rigorous and comprehensive examination that marks the culmination of a doctoral candidate’s research journey. It is an essential component of the doctoral process in which the candidate is required to defend their dissertation before a committee of experts in the field. The defence serves multiple purposes, acting as both a showcase of the candidate’s work and an evaluative measure of their understanding, critical thinking, and contributions to the academic domain.

The primary goals of a PhD defence include:

• Presentation of Research: The candidate presents the key findings, methodology, and significance of their research.
• Demonstration of Mastery: The defence assesses the candidate’s depth of understanding, mastery of the subject matter, and ability to engage in scholarly discourse.
• Critical Examination: Committee members rigorously question the candidate, challenging assumptions, testing methodologies, and probing the boundaries of the research.
• Validation of Originality: The defence validates the originality and contribution of the candidate’s work to the existing body of knowledge.

The PhD defence often takes the form of an oral examination, commonly referred to as the viva voce. This oral component adds a dynamic and interactive dimension to the evaluation process. Key elements of the oral examination include:

• Presentation: The candidate typically begins with a formal presentation, summarizing the dissertation’s main components, methodology, and findings. This presentation is an opportunity to showcase the significance and novelty of the research.
• Questioning and Discussion: Following the presentation, the candidate engages in a thorough questioning session with the examination committee. Committee members explore various aspects of the research, challenging the candidates to articulate their rationale, defend their conclusions, and respond to critiques.
• Defence of Methodology: The candidate is often required to defend the chosen research methodology, demonstrating its appropriateness, rigour, and contribution to the field.
• Evaluation of Contributions: Committee members assess the originality and impact of the candidate’s contributions to the academic discipline, seeking to understand how the research advances existing knowledge.

The oral examination is not a mere formality; it is a dynamic exchange that tests the candidate’s intellectual acumen, research skills, and capacity to contribute meaningfully to the scholarly community.

In essence, the PhD defence is a comprehensive and interactive evaluation that encapsulates the essence of a candidate’s research journey, demanding a synthesis of knowledge, clarity of expression, and the ability to navigate the complexities of academic inquiry. As we delve into the specifics of the defence process, we will unravel the layers of preparation and skill required to navigate this transformative academic milestone.

How Long is a PhD Defence?

The duration of a PhD defence can vary widely, but it typically ranges from two to three hours. This time frame encompasses the candidate’s presentation of their research, questioning and discussions with the examination committee, and any additional deliberations or decisions by the committee. However, it’s essential to note that this is a general guideline, and actual defence durations may vary based on numerous factors.

• Sciences and Engineering: Defenses in these fields might lean towards the shorter end of the spectrum, often around two hours. The focus is often on the methodology, results, and technical aspects.
• Humanities and Social Sciences: Given the theoretical and interpretive nature of research in these fields, defences might extend closer to three hours or more. Discussions may delve into philosophical underpinnings and nuanced interpretations.
• Simple vs. Complex Studies: The complexity of the research itself plays a role. Elaborate experiments, extensive datasets, or intricate theoretical frameworks may necessitate a more extended defence.
• Number of Committee Members: A larger committee or one with diverse expertise may lead to more extensive discussions and varied perspectives, potentially elongating the defence.
• Committee Engagement: The level of engagement and probing by committee members can influence the overall duration. In-depth discussions or debates may extend the defence time.
• Cultural Norms: In some countries, the oral defence might be more ceremonial, with less emphasis on intense questioning. In others, a rigorous and extended defence might be the norm.
• Evaluation Practices: Different academic systems have varying evaluation criteria, which can impact the duration of the defence.
• Institutional Guidelines: Some institutions may have specific guidelines on defence durations, influencing the overall time allotted for the process.

Candidates should be well-prepared for a defence of any duration. Adequate preparation not only involves a concise presentation of the research but also anticipates potential questions and engages in thoughtful discussions. Additionally, candidates should be flexible and responsive to the dynamics of the defense, adapting to the pace set by the committee.

Success Factors in a PhD Defence

• Successful defence begins with a deep and comprehensive understanding of the research. Candidates should be well-versed in every aspect of their study, from the theoretical framework to the methodology and findings.
• Thorough preparation involves anticipating potential questions from the examination committee. Candidates should consider the strengths and limitations of their research and be ready to address queries related to methodology, data analysis, and theoretical underpinnings.
• Conducting mock defences with peers or mentors can be invaluable. It helps refine the presentation, exposes potential areas of weakness, and provides an opportunity to practice responding to challenging questions.
• Actively listen to questions without interruption. Understanding the nuances of each question is crucial for providing precise and relevant responses.
• Responses should be clear, concise, and directly address the question. Avoid unnecessary jargon, and strive to convey complex concepts in a manner that is accessible to the entire committee.
• It’s acceptable not to have all the answers. If faced with a question that stumps you, acknowledge it honestly. Expressing a willingness to explore the topic further demonstrates intellectual humility.
• Use questions as opportunities to reinforce key messages from the research. Skillfully link responses back to the core contributions of the study, emphasizing its significance.
• Rehearse the presentation multiple times to build familiarity with the material. This enhances confidence, reduces nervousness, and ensures a smooth and engaging delivery.
• Maintain confident and open body language. Stand tall, make eye contact, and use gestures judiciously. A composed demeanour contributes to a positive impression.
• Acknowledge and manage nervousness. It’s natural to feel some anxiety, but channelling that energy into enthusiasm for presenting your research can turn nervousness into a positive force.
• Engage with the committee through a dynamic and interactive presentation. Invite questions during the presentation to create a more conversational atmosphere.
• Utilize visual aids effectively. Slides or other visual elements should complement the spoken presentation, reinforcing key points without overwhelming the audience.
• View the defence not only as an evaluation but also as an opportunity for continuous improvement. Feedback received during the defence can inform future research endeavours and scholarly pursuits.

In essence, success in a PhD defence hinges on meticulous preparation, adept handling of questions, and projecting confidence and composure during the presentation. A well-prepared and resilient candidate is better positioned to navigate the challenges of the defence, transforming it from a moment of evaluation into an affirmation of scholarly achievement.

Failure in PhD Defence

• While the prospect of failing a PhD defence is relatively rare, it’s essential for candidates to acknowledge that the possibility exists. Understanding this reality can motivate diligent preparation and a proactive approach to mitigate potential risks.
• Failure, if it occurs, should be seen as a learning opportunity rather than a definitive endpoint. It may highlight areas for improvement and offer insights into refining the research and presentation.
• Lack of thorough preparation, including a weak grasp of the research content, inadequate rehearsal, and failure to anticipate potential questions, can contribute to failure.
• Inability to effectively defend the chosen research methodology, including justifying its appropriateness and demonstrating its rigour, can be a critical factor.
• Failing to clearly articulate the original contributions of the research and its significance to the field may lead to a negative assessment.
• Responding defensively to questions, exhibiting a lack of openness to critique, or being unwilling to acknowledge limitations can impact the overall impression.
• Inability to address committee concerns or incorporate constructive feedback received during the defense may contribute to a negative outcome.
• Comprehensive preparation is the cornerstone of success. Candidates should dedicate ample time to understanding every facet of their research, conducting mock defences, and seeking feedback.
• Identify potential weaknesses in the research and address them proactively. Being aware of limitations and articulating plans for addressing them in future work demonstrates foresight.
• Engage with mentors, peers, or advisors before the defence. Solicit constructive feedback on both the content and delivery of the presentation to refine and strengthen the defence.
• Develop strategies to manage stress and nervousness. Techniques such as mindfulness, deep breathing, or visualization can be effective in maintaining composure during the defence.
• Conduct a pre-defense review of all materials, ensuring that the presentation aligns with the dissertation and that visual aids are clear and supportive.
• Approach the defence with an open and reflective attitude. Embrace critique as an opportunity for improvement rather than as a personal affront.
• Clarify expectations with the examination committee beforehand. Understanding the committee’s focus areas and preferences can guide preparation efforts.
• In the event of failure, candidates should approach the situation with resilience. Seek feedback from the committee, understand the reasons for the outcome, and use the experience as a springboard for improvement.

In summary, while the prospect of failing a PhD defence is uncommon, acknowledging its possibility and taking proactive steps to mitigate risks are crucial elements of a well-rounded defence strategy. By addressing common failure factors through thorough preparation, openness to critique, and a resilient attitude, candidates can increase their chances of a successful defence outcome.

PhD Defense or Defence?

• The choice between “defense” and “defence” is primarily a matter of British English versus American English spelling conventions. “Defense” is the preferred spelling in American English, while “defence” is the British English spelling.
• In the global academic community, both spellings are generally understood and accepted. However, the choice of spelling may be influenced by the academic institution’s language conventions or the preferences of individual scholars.
• Academic institutions may have specific guidelines regarding language conventions, and candidates are often expected to adhere to the institution’s preferred spelling.
• Candidates may also consider the preferences of their advisors or committee members. If there is a consistent spelling convention used within the academic department, it is advisable to align with those preferences.
• Consideration should be given to the spelling conventions of scholarly journals in the candidate’s field. If intending to publish research stemming from the dissertation, aligning with the conventions of target journals is prudent.
• If the defense presentation or dissertation will be shared with an international audience, using a more universally recognized spelling (such as “defense”) may be preferred to ensure clarity and accessibility.
• Regardless of the chosen spelling, it’s crucial to maintain consistency throughout the document. Mixing spellings can distract from the content and may be perceived as an oversight.
• In oral presentations and written correspondence related to the defence, including emails, it’s advisable to maintain consistency with the chosen spelling to present a professional and polished image.
• Recognizing that language conventions can vary, candidates should approach the choice of spelling with flexibility. Being adaptable to the preferences of the academic context and demonstrating an awareness of regional variations reflects a nuanced understanding of language usage.
• With the increasing globalization of academia, an awareness of language variations becomes essential. Scholars often collaborate across borders, and an inclusive approach to language conventions contributes to effective communication and collaboration.

In summary, the choice between “PhD defense” and “PhD defence” boils down to regional language conventions and institutional preferences. Maintaining consistency, being mindful of the target audience, and adapting to the expectations of the academic community contribute to a polished and professional presentation, whether in written documents or oral defences.

Is PhD Defense a Formality?

• While the PhD defence is a structured and ritualistic event, it is far from being a mere formality. It is a critical and substantive part of the doctoral journey, designed to rigorously evaluate the candidate’s research contributions, understanding of the field, and ability to engage in scholarly discourse.
• The defence is not a checkbox to be marked but rather a dynamic process where the candidate’s research is evaluated for its scholarly merit. The committee scrutinizes the originality, significance, and methodology of the research, aiming to ensure it meets the standards of advanced academic work.
• Far from a passive or purely ceremonial event, the defence involves active engagement between the candidate and the examination committee. Questions, discussions, and debates are integral components that enrich the scholarly exchange during the defence.
• The defence serves as a platform for the candidate to demonstrate the originality of their research. Committee members assess the novelty of the contributions, ensuring that the work adds value to the existing body of knowledge.
• Beyond the content, the defence evaluates the methodological rigour of the research. Committee members assess whether the chosen methodology is appropriate, well-executed, and contributes to the validity of the findings.
• Successful completion of the defence affirms the candidate’s ability to contribute meaningfully to the academic discourse in their field. It is an endorsement of the candidate’s position as a knowledgeable and respected scholar.
• The defence process acts as a quality assurance mechanism in academia. It ensures that individuals awarded a doctoral degree have undergone a thorough and rigorous evaluation, upholding the standards of excellence in research and scholarly inquiry.
• Institutions have specific criteria and standards for awarding a PhD. The defence process aligns with these institutional and academic standards, providing a consistent and transparent mechanism for evaluating candidates.
• Successful completion of the defence is a pivotal moment that marks the transition from a doctoral candidate to a recognized scholar. It opens doors to further contributions, collaborations, and opportunities within the academic community.
• Research presented during the defence often forms the basis for future publications. The validation received in the defence enhances the credibility of the research, facilitating its dissemination and impact within the academic community.
• Beyond the academic realm, a successfully defended PhD is a key credential for professional advancement. It enhances one’s standing in the broader professional landscape, opening doors to research positions, teaching opportunities, and leadership roles.

In essence, the PhD defence is a rigorous and meaningful process that goes beyond formalities, playing a crucial role in affirming the academic merit of a candidate’s research and marking the culmination of their journey toward scholarly recognition.

Dressing for Success: PhD Defense Outfit

• For Men: A well-fitted suit in neutral colours (black, navy, grey), a collared dress shirt, a tie, and formal dress shoes.
• For Women: A tailored suit, a blouse or button-down shirt, and closed-toe dress shoes.
• Dress codes can vary based on cultural expectations. It’s advisable to be aware of any cultural nuances within the academic institution and to adapt attire accordingly.
• With the rise of virtual defenses, considerations for attire remain relevant. Even in online settings, dressing professionally contributes to a polished and serious demeanor. Virtual attire can mirror what one would wear in-person, focusing on the upper body visible on camera.
• The attire chosen for a PhD defense contributes to the first impression that a candidate makes on the examination committee. A professional and polished appearance sets a positive tone for the defense.
• Dressing appropriately reflects respect for the gravity of the occasion. It acknowledges the significance of the defense as a formal evaluation of one’s scholarly contributions.
• Wearing professional attire can contribute to a boost in confidence. When individuals feel well-dressed and put-together, it can positively impact their mindset and overall presentation.
• The PhD defense is a serious academic event, and dressing professionally fosters an atmosphere of seriousness and commitment to the scholarly process. It aligns with the respect one accords to academic traditions.
• Institutional norms may influence dress expectations. Some academic institutions may have specific guidelines regarding attire for formal events, and candidates should be aware of and adhere to these norms.
• While adhering to the formality expected in academic settings, individuals can also express their personal style within the bounds of professionalism. It’s about finding a balance between institutional expectations and personal comfort.
• Select and prepare the outfit well in advance to avoid last-minute stress. Ensure that the attire is clean, well-ironed, and in good condition.
• Accessories such as ties, scarves, or jewelry should complement the outfit. However, it’s advisable to keep accessories subtle to maintain a professional appearance.
• While dressing professionally, prioritize comfort. PhD defenses can be mentally demanding, and comfortable attire can contribute to a more confident and composed demeanor.
• Pay attention to grooming, including personal hygiene and haircare. A well-groomed appearance contributes to an overall polished look.
• Start preparation well in advance of the defense date. Know your research inside out, anticipate potential questions, and be ready to discuss the nuances of your methodology, findings, and contributions.
• Conduct mock defenses with peers, mentors, or colleagues. Mock defenses provide an opportunity to receive constructive feedback, practice responses to potential questions, and refine your presentation.
• Strike a balance between confidence and humility. Confidence in presenting your research is essential, but being open to acknowledging limitations and areas for improvement demonstrates intellectual honesty.
• Actively engage with the examination committee during the defense. Listen carefully to questions, respond thoughtfully, and view the defense as a scholarly exchange rather than a mere formality.
• Understand the expertise and backgrounds of the committee members. Tailor your presentation and responses to align with the interests and expectations of your specific audience.
• Practice time management during your presentation. Ensure that you allocate sufficient time to cover key aspects of your research, leaving ample time for questions and discussions.
• It’s normal to feel nervous, but practicing mindfulness and staying calm under pressure is crucial. Take deep breaths, maintain eye contact, and focus on delivering a clear and composed presentation.
• Have a plan for post-defense activities. Whether it’s revisions to the dissertation, publications, or future research endeavors, having a roadmap for what comes next demonstrates foresight and commitment to ongoing scholarly contributions.
• After successfully defending, individuals often emphasize the importance of taking time to reflect on the entire doctoral journey. Acknowledge personal and academic growth, celebrate achievements, and use the experience to inform future scholarly pursuits.

In summary, learning from the experiences of others who have successfully defended offers a wealth of practical wisdom. These insights, combined with thoughtful preparation and a proactive approach, contribute to a successful and fulfilling defense experience.

You have plenty of career options after completing a PhD. For more details, visit my blog posts:

7 Essential Steps for Building a Robust Research Portfolio

Exciting Career Opportunities for PhD Researchers and Research Scholars

Freelance Writing or Editing Opportunities for Researchers A Comprehensive Guide

Research Consultancy: An Alternate Career for Researchers

The Insider’s Guide to Becoming a Patent Agent: Opportunities, Requirements, and Challenges

The journey from a curious researcher to a recognized scholar culminates in the PhD defence—an intellectual odyssey marked by dedication, resilience, and a relentless pursuit of knowledge. As we navigate the intricacies of this pivotal event, it becomes evident that the PhD defence is far more than a ceremonial rite; it is a substantive evaluation that validates the contributions of a researcher to the academic landscape.

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