meaning of phd studentship

• PhD Studentships
• Funding a PhD
• Studentships are scholarships awarded to PhD students, with funding provided by either a Research Council , university , private body or research charity .
• Most studentships are linked to a specific research project or a field of study .
• Can either be partially funded (covering fees only) or fully funded (covering fees and providing an allowance for living costs – the stipend).
• Universities commonly require candidates to have a 2:1 or 1st class honours degree; a relevant Masters degree may be useful for a successful applicant but not essential.
• Most studentships don’t allow other sources of funding e.g. bursaries or PhD loans.

What Are PhD Studentships?

A studentship is a non-repayable scholarship available to PhD students to support their doctoral studies. At a minimum, all studentships will cover a student’s tuition fee, however they may also cover the student’s living expenses (referred to as a stipend or maintenance grant) depending on the specific type of studentship awarded.

Who Are They Awarded By?

The most common source of PhD funding is through a Research Council, in which a studentship is awarded in the form of a Research Council Grant . In the UK, there are seven Research Councils as listed below:

• Arts and Humanities Research Council (AHRC)
• Biotechnology and Biological Sciences Research Council (BBSRC)
• Engineering and Physical Sciences Research Council (EPSRC)
• Economic and Social Research Council (ESRC)
• Medical Research Council (MRC)
• Natural Environment Research Council (NERC)
• Science and Technology Facilities Council (STFC)

Collectively, these councils form part of a government body known as UK Research and Innovation (UKRI) which provide funding to PhD students to advance research. UKRI aims to provide the best environment for research and innovation to thrive by working in collaboration with universities, research organisations, companies, charities and governments.

The second most common source of studentships is directly from universities in the form of scholarships and bursaries . Although not always the case, studentships provided by universities are often linked to a specific project title or field of study and may also be linked at least in part to Research Council funding. This means that you must undertake a PhD project in a specific pre-determined subject area in order to meet the eligibility criteria for funding.

The other source of studentships is through professional bodies (e.g. Institution of Mechanical Engineers) and research charities (e.g. Wellcome Trust and Cancer Research UK). These studentships are known as Cooperative Awards in Science and Engineering (CASE). In nearly all cases, CASE studentships are also linked to a specific project title or field of study.

How Much Funding Can I Receive?

A successful applicant may receive two types of studentships: partially funded and fully funded . Partially funded studentships typically cover the cost of a student’s tuition fees and possibly any associated project costs. This can include aspects such as training courses and travelling for meetings and conferences, though the exact scope of what’s included differs for each studentship.

Although tuition fees vary depending on university, the indicative fee is £4,500/year as stated by the UKRI for UK students.

A fully funded studentship covers the same aspects of a partially funded studentship, however, in addition to this, it also provides a tax-free  maintenance grant to cover the student’s cost of living . This maintenance grant is more commonly referred to as an annual stipend  and looks to provide enough additional funding that the student need not look for part-time work to pay for their living costs whilst undertaking their PhD. It should be noted stipends provided by Research Councils will need to meet a nationally agreed minimum level; for 2021/22, this minimum level has been set as £15,609 . Living costs do of course vary between cities and it’s something you should factor in when planning your budget. Most universities do offer students the opportunity to earn a little extra money (e.g. by teaching undergraduates) to supplement your stipend.

Am I Eligible for a PhD Studentship?

The eligibility requirements differ between studentships, however, most will require the following in order to be eligible for financial support:

• A Bachelors degree with a 2:1 or above
• A relevant Masters degree

There may also be some restrictions which deem you non-eligible for a studentship. These are commonly:

• If you already hold a doctoral degree
• If you receive funding from another source e.g. a doctoral loan

As the requirements differ for each studentship, there may be some further requirements or restrictions in addition to the above. For example, some studentships restrict how many hours of paid employment you can undertake alongside your PhD and some are limited to students fitting certain criteria e.g. coming from a low-income household or being of a certain ethnicity.

Therefore, make sure you read the descriptions of any studentship carefully and in full before making any decisions.

Note: Being eligible for a PhD studentship does not guarantee you one. With exception to a few, all studentships are awarded based on ability, therefore, funding will be awarded to the best PhD applicants applying for the studentships.

UK PhD studentships are now typically only open to UK students , with fewer being available to EU and international students. One of the key reasons for this are the higher tuition fees that students outside the UK will need to pay. Some universities may offer EU/international students studentships if they are able to cover the additional fee costs themselves. However, even if you are an EU student, you still may be limited to only a partially funded studentship meaning only your fees will be covered, so it is important to be clear on what you’re eligible for and the deadline for applications. For further clarification, see the table below:

How Do I Apply for a PhD Studentship?

The application process can be initiated in one of two ways. First, some universities will automatically consider you for a studentship when they receive your application to undertake a PhD. For example, Nottingham Trent University specifies the below as their arrangements:

The NTU Doctoral School will treat your online form as an application form for a place to study for an MPhil/PhD doctoral research degree at Nottingham Trent University, as well as a funding application for the 2020 Nottingham Trent University PhD Studentship Scheme.

Second, some universities will require you to submit a separate funding application form. If you are required to submit a separate application, these are usually made directly to university regardless of the source of the funding body i.e. a Research Council or professional body. This is because although the studentship funding may be provided from a non-academic body, as the academic institute hosting the PhD project, the university will be responsible for assessing candidates and selecting the most suitable one. Be mindful that these may come with a strict application deadline.

If you are required to submit a separate application, you will typically be asked for:

• Your PhD application form
• A research proposal
• A cover letter
• Your references

Upon receiving your application, the PhD supervisor will likely have an informal discussion with you, either by email, over the phone or in person. In some cases, you may be invited in for a formal interview .

Regardless of which of the two situations occurs, the potential supervisor will use the discussion alongside your application to determine whether you should be awarded the PhD programme and studentship. Following their decision, they will get in touch with you to let you know the outcome.

It’s worth noting that in some cases, the potential supervisor may decide that you are suitable to undertake the PhD project but are not the strongest candidate who has applied across all PhDs within their department. If this is the case and the studentship is linked to a research topic as opposed to the specific project title you are applying for, you may be offered the PhD opportunity but not the studentship. If this occurs, you will need to consider your alternative PhD funding options, such as funding it yourself or obtaining a PhD loan, before making your decision.

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What is a PhD? Advice for PhD students

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

What is a PhD?

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

What does “PhD” mean?

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

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

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

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

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

What is a professional doctorate?

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

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

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

How long does it take to study a PhD?

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

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

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

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

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

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

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

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

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

How long is a PhD in the UK?

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

How long is a PhD in the US?

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

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

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

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

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

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

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

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

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

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

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

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

What qualifications do you need for a PhD?

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

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

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

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

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

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

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

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

Are PhD entry requirements similar in other countries?

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

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

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

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How much does it cost to study a PhD?

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

United Kingdom (UK)

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

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

United States (US)

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

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

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

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

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

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

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

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

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

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

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

What funding options are available for PhD candidates?

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

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

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

In the UK, specific funding options are available:

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

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

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

In the USA, there are also funding options available:

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

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

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

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

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

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

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

What does a PhD Involve?

How does a PhD work?

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

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

UK PhD timeline example

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

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

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

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

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

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

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

Why should you do a PhD?

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

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

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

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

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

What are some benefits of studying a PhD?

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

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

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

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

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

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

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

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

Can you do a PhD part time? 

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

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

Can I do a PhD through distance learning?

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

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

Your PhD supervisor

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

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

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

Coping with PhD stress

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

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

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

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

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

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

How does a PhD affect salary and earning potential?

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

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

How much does a PhD add to salary?

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

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

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

How to choose a PhD programme?

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

How can I find available PhD programmes?

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

How to apply for a PhD programme?

To apply for a PhD programme:

Research and select universities aligned with your interests.

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

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

Ensure you meet academic and language-proficiency requirements.

Complete an online application through the university’s portal.

Pay any required application fees.

Write a statement of purpose explaining your motivations.

Provide official transcripts of your academic records.

Submit standardised test scores if needed.

Some programmes may require an interview.

The admissions committee reviews applications and decides.

Apply for scholarships or assistantships.

Upon acceptance, review and respond to the offer letter.

Plan travel, accommodation and logistics accordingly.

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

How to apply for a PhD as an international student?

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

International students should apply for a student visa.

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

Provide certificates if needed to validate your previous degrees.

Show evidence of sufficient funds for tuition and living expenses.

Check if you need health insurance for your chosen destination.

Translate and authenticate academic transcripts if necessary.

Attend orientation sessions for cultural adaptation.

Apply for university housing or explore off-campus options.

Familiarise yourself with international student support services.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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PhD studentships

If you're looking to get PhD funding for a specific research project or field of study, Doctoral studentships can provide you with either a partially or fully-funded PhD

Who awards PhD studentships?

PhD studentships are most commonly awarded by the UK's seven Research Councils in the form of Research Council grants , with research funding overseen by UK Research and Innovation (UKRI) .

Individual UK universities also offer scholarships and bursaries to PhD students, while many professional bodies fund Doctoral research in collaboration with these academic institutions.

For instance, research awards are offered by the following engineering organisations:

• Institution of Civil Engineers (ICE) - QUEST scholarships
• Institution of Mechanical Engineers (IMechE)
• The Institution of Engineering and Technology (IET)

Additionally, Cooperative Awards in Science and Engineering (CASE) can be part-funded by any non-academic body. These four-year PhDs require the student to work at the organisation for at least three months.

You can also apply for funded PhD opportunities through many charities, foundations and trusts, including:

• Action Medical Research
• Alzheimer's Society
• British Federation of Women Graduates (BFWG)
• British Heart Foundation (BHF)
• Cancer Research UK
• Diabetes UK
• Rosetrees Trust - PhD Plus
• The Leverhulme Trust
• Wellcome Trust

Before you start applying for a funded PhD, it's always a good idea to discuss this with a prospective supervisor first, as they're often able to provide tips on maximising the likelihood of receiving financial support.

How much can I receive?

Many PhD studentships, including those offered by universities, professional bodies, or charities, foundations and trusts, provide three years' funding paid at a similar rate to the Research Council grant:

• Fees-only studentship - These cover a student's tuition fees, plus any associated project and training costs (a minimum of £4,786 per year).
• Full studentship - These add a non-repayable, tax-free maintenance grant known as a 'stipend'. In 2024/25, this is worth a minimum of £19,237 and it can be used towards living costs - see UKRI - Find studentships and Doctoral training .

For example, a University of Manchester School of Social Sciences PhD studentship includes tuition fees for three-and-a-half years and a maintenance grant of £16,062 (2022/23 rate) per year for living expenses, plus associated research costs - such as fieldwork and attending conferences - from the Research Training Support Grant.

However, you should be aware that some PhD studentship recipients are required to teach undergraduates. While this provides an excellent opportunity to gain vital employability skills, it can also be hugely time-consuming. You must be satisfied that tutoring won't negatively affect the quality of your research before accepting your place.

Is my programme eligible for a PhD studentship?

PhD studentships can start at any time of the year, but most begin in September, October or January.

Certain types of PhD, for example professional Doctorates, may not be eligible for a PhD studentship. The same applies to part-time or distance learning options.

Am I eligible?

PhD studentships typically demand that applicants have a Bachelors degree at 2:1 or above, plus a relevant Masters degree or professional experience at that level of study.

Those who already possess a PhD are often ineligible, while some PhD studentships are limited to students fitting certain criteria - for example, those from a disadvantaged background, from a certain country or of a certain ethnicity.

If you're a European Union (EU) national, you'll need to have settled or pre-settled status under the government's EU Settlement Scheme to be eligible for student finance in this country - and this includes PhD studentships.

How do I apply for a PhD studentship?

The application process can be lengthy, and competition is fierce.

Some PhD students will be automatically considered for financial support once they've been accepted by an institution, but many are required to make separate PhD funding applications. These are usually made directly to the university - even for those studentships from Research Councils, professional bodies, or charities, foundations and trusts.

You'll typically be asked for your PhD application form, a research proposal , a cover letter and your references. After the institution has reviewed your application, you may be invited to interview.

Throughout this process, the university will scrutinise what you'll bring to the institution. Applicants at Liverpool John Moores University (LJMU), for example, are judged on:

• the quality of their research project and how it connects with research currently being undertaken at the institution
• how appropriate the supervisory team is
• their calibre, academic qualifications and academic/research experience
• whether the research can contribute towards the Research Excellence Framework (REF), meaning that interdisciplinary research will be preferred.

How do I increase my chances of getting a PhD studentship?

You can improve your chances of success by:

• asking a friend or family member to proofread your application
• carefully choosing your referees, ensuring that they'll speak positively of you
• discussing your draft application with a relevant academic
• explaining how your work will be unique and innovative
• following the funding body's guidance regarding word counts and formatting.

What other PhD funding is available?

If you're unsuccessful with your PhD studentship application, you could consider:

• crowdfunding
• employer sponsorship
• PhD loans .

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What Is A PhD Student? A Definition

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All PhD students are conducting some sort of research and many of them will be also teaching and assisting in their departments. Very few PhDs are completed on a  part-time  basis, so most PhD students are studying on a full-time basis. PhD students have often been getting ready to embark on their doctoral studies  for a very long time. While many of them may have taken up paid research positions, but this is not always the case so searching for funding is an on going activity for some PhD students. 

Here we take a look at many of the factors that make up what a PhD student actually is...

They're quite mature...

PhD students are all mature students , as they have already completed undergraduate and postgraduate degrees already. Most PhD students will have done a masters in preparation for starting a PhD , this is often an MPhil or a Masters by Research . All of this previous study means that PhD students have strong study skills and have spent time building academic qualifications in the lead up to their PhD. Many students go straight through an undergraduate and masters level to a PhD, but many other students have already started working, and their PhD is a way to grow an already established career. 

Our PhD bursary winner & funding opportunity

Mohammad Abdollahi is a 35-year-old Iranian student studying a PhD in Operational Research at the University of Essex. He was delighted when he found out he’d been awarded a Postgrad Solutions Study Bursary worth £500. As an international student coming to the UK with his wife and two children, it has proved to be an invaluable funding resource as he explains. “It was good news and exciting – I was overwhelmed with joy!”

PhD students are always researching

PhDs are all research degrees and most students who are embarking on a PhD have already completed some form of research. The research comes in many forms, such as scientific, sociological, archaeological, medical or historical and this research guided by their PhD supervisor . This is one of the most important relationships during a PhD as it is their guidance that shapes a PhD student's thesis . 

Many PhD students are teaching

Many PhD students will supplement their income by teaching or working as assistants in their department or work at the university. In some institutions it is expected that PhD students will do this and in other universities it is an optional extra that is not required. Teaching responsibilities may include assisting with lectures or tutorials and helping with undergraduate supervision. 

They are mostly full-time students 

This can be one of the big attractions for some undergraduates when they see PhD students still living a student lifestyle. However, most PhD students would not think that their lifestyles are something to aim for and the academic work they need to do does take up most of their time. The vast majority of PhD students are full-time and  part-time PhD students  find it difficult to maintain their studies over the six to eight years it may take to complete their research. They are, however, often very passionate about their studies. 

Some of them are getting paid to study

PhD students select their topic for research in one of two ways. They might decide on their research topic and then find a PhD supervisor or they may apply for one of the many advertised research positions. Searching for a supervisor can be a difficult route, especially if you change institutions between your masters and your PhD. Using the network of contacts you have built up during your previous studies or career is the key to finding a supervisor. The advantage of the second route is that the funding for the research is already in place and the student will receive a stipend as well. 

PhD students do worry about funding

Getting funding in place is a major worry for a large proportion of PhD students and it is often the case that many students start their PhDs without full funding in place. This is often why students might start on a part-time basis. PhD funding can come from a huge range of sources including the  government , grants and scholarships and most students  begin their search  with their university department.

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How To  Get A PhD

What Is A Masters Student? A Definition

What Is A Mature Student? A Definition

What Is A Postgraduate Student? A Definition

What Is An MPhil Student? A Definition

How To Find A PhD

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What is a PhD and Why Should YOU do one?

In the UK, a PhD stands for ‘Doctor of Philosophy’, sometimes referred to as a ‘doctorate’. It is the highest level of degree that a student can achieve. At some institutions, including Oxford University, a Doctor of Philosophy is known as a DPhil. It is distinct from professional doctorates such as an Engineering Doctorate (EngD).

Entry requirements

An undergraduate degree is a minimum requirement and many will also require a master’s degree (such as an MA, MSc or MRes). Some scholarships will be on a 1+3 basis, which is one year of a master’s plus three years of PhD funding.

How to apply for a PhD

Prospective students are usually expected to submit a research proposal to the department they wish to undertake their study in. Some departments will encourage students to discuss their ideas with an academic working in that field first. The proposal will outline what they intend their research to investigate, how it relates to other research in their field and what methods they intend to use to carry out their research. Some PhD’s however, particularly in the sciences, are advertised as studentships where the research aims are more prescriptive.

How long is the course?

A PhD usually lasts three years (four for a New Route PhD – see below), or rather, any available funding usually lasts for that time. Students may be able to take extra time in order to complete their thesis but this will usually be at their own expense. For part-time, self-funded students, it can take up to seven years.

What’s involved

A PhD usually culminates in a dissertation of around 80,000-100,000 words , based on research carried out over the course of their study. The research must be original and aim to create new knowledge or theories in their specialist area, or build on existing knowledge or theories. Many departments initially accept students on an MPhil basis and then upgrade them to PhD status after the first year or two, subject to satisfactory progress. Students who are not considered to be doing work appropriate for the level can instead submit a shorter thesis and gain an MPhil.

There is little taught element, students are expected to work independently, supported by their department and a supervisor. There may be seminars to attend and/or lab work to complete, depending on the subject. During their study, students will try and get academic papers published and present their work at conferences, which will allow them to get feedback on their ideas for their dissertation.

New Route PhD

Introduced in 2001, the New Route PhD is a four-year programme that combines taught elements, including professional and transferable skills, with the student’s research. There are now hundreds of doctoral students studying a variety of subjects at a consortium of universities across the UK.

Career prospects for PhD Students

PhD graduates who go on to work in academia usually start off by undertaking postdoctoral research and then a fellowship or lectureship. Other career options will depend on what the PhD was in – commercial research is an option for some, and many are able to use their specialist knowledge and research skills in areas of business and finance.   

For a real insight into what it’s like to study at PhD level, see our vlog series ,  where we have invited students at various stages of their PhD and locations to film themselves over a month and share their videos with you.

Why do a PhD?

If you are considering doing one make sure that you do it with a purpose. Do one because you want to and know why you want to do it and have a clear idea of what  it could lead to .  How is doing a PhD going to help you achieve what you want to in your future?

Reasons to do a PhD.

• It’ll be good for your career. No one expects you to have your whole career plan mapped out when you start a PhD, but having some ideas of where you want to get to can be useful. Be aware though that you may not get the career benefits of a PhD straight away.
• You want to be an expert in a particular area of your subject. If you complete a PhD you will be. No-one, not your supervisor, not your external examiner at the end of your PhD, no-one, will know more about the subject you researched than you do.
• You want to achieve something. You want to work hard and demonstrate a passion for your subject and show how much time and effort you put in and how motivated you are.
• Showing your ability to motivate yourself is one of many skills you’ll be able to demonstrate to employers after doing a PhD, which is  handy for entering a competitive job market .

Reasons not to do a PhD.

• Don’t do it just because your degree research project supervisor asked you if you wanted to do one with them. If you wanted to do one and it’s in an area that interests you then great, go for it. If you hadn’t thought about doing one before they asked, and you’re not sure why you want to do one, make sure you work that out before saying yes to them.
• Don’t do it because you don’t know what else to do. Many people do a PhD because they don’t know what else to do and think it will give them time to work that out. Doing a PhD is a huge commitment, at least 3-4 years of your life, and hard work, so before you take one on, make sure you understand why.
• And do it because YOU want to, not because your family, or others expect it of you, or because your family or friends are doing one, or have done one. Make it your decision, not someone else’s.

Why Should YOU Do A PhD?

It is your decision to commit to a significant period of time and work and it needs to be something you approach positively and with enthusiasm but also with realism about the pros and cons of undertaking original research.

Who does a PhD?

The idea of the “perpetual student”, i.e. someone who stays on after an undergraduate and/or masters degree, to do a PhD, is perhaps a traditional view of PhDs. Some of you reading this will fall into the category of those who work through the tiers of higher education in this sequential fashion (it does not necessarily make you a “perpetual student” though!). The PhD population today is very diverse and not made up entirely of 21 to 25-year-olds who have stayed in educational settings for the majority of their lives. Others may be considering a return to education in order to change your career or as part of your professional development within an existing career. Some of you may be considering coming to study in the UK independently or with support from an organisation in your home country. Whatever your situation it is very important that you take time to recognise and understand why you are making this commitment and what it entails.

Let us move to the positives of why YOU should do a Ph.D. Broadly, the positive reasons can be classified into:

You WANT to or You NEED to

Some academic colleagues were asked to give reasons why someone should do a PhD and all came back with statements that had the word “passion” in them. This is having a real passion for your subject and an area of it that you want to investigate further. My colleagues also offered some interesting comments on the reality of making a decision to do a PhD even when you have this passion. Some commented on the need to consider doing the right PhD for you and not just any PhD, and I think it is important that you take this seriously as it can be dangerous to compromise too far and embark on research that you are not interested in just because it will lead to a PhD.

Academic colleagues also wanted you to look ahead and consider where your PhD may take you. Do you want to continue in an academic career or apply for jobs in industry or other organisations where a PhD is a requirement or will help you to work at a different level? Interestingly, research on the career intentions of students, undertaken by Vitae revealed that less than one-third had firm career ideas even in the latter stages of their Ph.D. This statistic is concerning as it may mean that PhD students miss opportunities to add to their range of experience. You don’t need to have an exact career plan in place at the start of your Ph.D., but doing research on where it may take you is valuable. For those already in a career and undertaking a PhD as part of their professional development, or those who are viewing a PhD as part of a career change into academia, they should also look ahead and ensure that plans for the future are realistic and achievable.

A decision to undertake a PhD involves the same steps as any other career decision, you need to find out as much as possible about what a Ph.D. really involves. Alongside considering where your passions lie and where they might lead to, you need to research such things as:

• The working environment and how you will adapt to any differences with your current situation
• Working with a supervisor
• What funding is available and what it covers, i.e. fees only or fees and living costs?
• Most importantly what behaviours, skills and experiences YOU have that will make you a successful and productive researcher

These points and others are covered in more detail in 7 Ph.D Application Tips .

Find your PhD here

For further PhD tips see:

What Can You Do With a PhD?

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Reader Interactions

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20th August 2020 at 12:31 am

Excellent article. I am know more motivate to get a scholorship for my PHD program. I have to enhance my all effort because it’s not easy to get a fully funded, require more effort and time taken.

10th March 2022 at 9:58 am

Good morning,

Hope are well? I am thinking of gong for PHD. In any UK universities. Hope to hear from you soonest.

10th March 2022 at 1:08 pm

Cool, thanks for your advice. It’s an inspiration to let my “passion” be abroad. Best for you.

9th November 2022 at 8:33 pm

This article is timely and so educative. I’m now better informed on how to make a decision on going for my PhD. Thanks a lot.

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Funding for biomedical research and innovation

Phd studentships and doctoral fellowships.

A PhD is a postgraduate research degree, usually lasting three or four years, if undertaken full time. It involves independently conducting original and significant research in a specific field and is normally assessed by a written thesis and oral examination.

Funding options available

Alzheimer’s Research UK: PhD scholarships Funding to undertake a PhD involving biomedical research in Alzheimer’s disease and other dementias. Applications are made by the prospective supervisor. Funding: Stipend plus tuition fees and research/travel costs Duration: 36 months

Alzheimer’s Society: PhD studentships Funding to undertake a PhD involving biomedical research in Alzheimer’s disease and other dementias. Applications are made by the prospective supervisor. Funding: Up to £85,000 (£91,000 for London) Duration: Three years

British Heart Foundation: Non-clinical PhD studentships Funding to undertake a PhD in cardiovascular science. Applications are made by the prospective supervisor. Funding: Stipend, tuition fees, consumables Duration: Three years

British Heart Foundation: Four-year PhD programme Funding for research organisations to provide a PhD studentship programme in cardiovascular research. Career stage: Prospective students should apply to individual research institutions Funding: Student stipend, tuition fees, research consumables Duration: Four years

MRC: Studentships Find out more about how MRC funds and supports PhD students at universities and MRC units, institutes and centres.

National Centre for the Replacement Refinement & Reduction of Animals in Research: PhD studentships Funding to undertake a PhD studentship relevant to any area of medical, biological or veterinary research which supports the development and application of the 3Rs. Funding: Cash-limited award of £30,000 pa (£90,000 total over three years) Duration: 36 months

National Institute for Health Research: Doctoral fellowships Funding to undertake a PhD in an area of NIHR research. Funding: Fully funded including current salary Duration: 36 months with p/t options

Last updated: 6 July 2022

This is the website for UKRI: our seven research councils, Research England and Innovate UK. Let us know if you have feedback or would like to help improve our online products and services .

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Phd candidate vs student, published by steve tippins on may 19, 2020 may 19, 2020.

Last Updated on: 2nd February 2024, 03:03 am

You make the transition from PhD student to PhD candidate after you complete all your coursework and your comprehensive exams (if required). A PhD candidate’s sole task is to conduct their research and write their dissertation. 

In other words, a PhD student is still completing their coursework. They could be on the first day of their PhD program. A PhD candidate has completed all of the requirements for their degree except their dissertation (yes, that’s the infamous “ all but dissertation ” status).

PhD candidacy means you’re a PhD in training. Now you’re ready to spread your wings a little–with some guidance.

Your time as a PhD candidate is your chance to demonstrate that you are ready to be an independent scholar. It’s also your chance to screw up and have that be okay–to have support. Your committee will help you. Since it’s the first time you’ll go through the process of creating and performing a study on your own, there’s no reason to believe you’ll be perfect at it.  That’s why the process is designed so that your committee can give you guidance.

But besides the simple definition above, what are the implications of being a PhD candidate vs student? Turns out, there are many important differences. Without keeping these in mind when you become a PhD candidate, it’s easy to spin out and get off track and not understand why. 

PhD Candidate vs Student: What Are the Differences?

While “PhD Student” and “PhD Candidate” are both steps on the journey to getting a PhD, there are significant differences between them. Here are some of the differences between PhD candidate vs student.

Lack of Structure

When you’re doing coursework, there is structure; there are assignments and deadlines. Of course, in graduate coursework teachers aren’t on top of you to turn in assignments like they would be in an undergraduate program. However, there is a deliverable (final project, test, etc) that you have to complete each quarter. You have things to complete by a certain time in order to move forward. 

Once you become a candidate, there’s no syllabus and there are no due dates. It’s completely up to you to move forward in the process.

Some people find it hard to make the transition to the lack of structure that comes with being a PhD candidate. 

Academic Writing

Academic writing skills become really important when writing your dissertation –more important even than they were during the coursework phase of graduate school. Academic writing is essentially a new language, with very specific meanings and requirements. 

For example, you can’t just say “people believe x or y,” you have to say who they are and how you know that, giving citations to back it up. Many words (like “significant”) have very specific meanings and can’t be used the way you might use them in speech. 

As a PhD student, your professors should be teaching this language to you, so that as a PhD candidate, it will come as second nature.

How Many People Do You Have to Keep Happy?

Here’s another difference between being a PhD student vs PhD candidate: as a PhD candidate, you reduce the number of people that you have to keep happy. 

As a student, you have to keep in mind the requirements from each professor teaching your classes, as well as matriculation requirements from the department, preferences and advice given by your advisor, and even the research interests of the people for whom you’re writing papers. 

Over 50% of doctoral candidates don’t finish their dissertations.

Once you become a candidate, it’s just your committee that you have to keep happy, meaning that those are the people who will hold you accountable and outline the requirements for completion of the degree. For that reason, you’ll want to choose your committee members with care.  

Hopefully, by the time you need to choose your committee, you’ll have encountered professors who are intrigued by your research interests and with whom you feel personally and professionally compatible.

Freedom to Choose

When you become a PhD candidate, you get to work on what you want to work on. You can pursue the topic that interests you instead of whatever goes with the course you’re in. It’s a time to really apply all those skills you were accumulating in the classes. For example, the statistical procedures you learned in stats classes and theories you learned in the courses for your discipline.

This is the stage of culmination, when everything you’ve learned becomes not the goal, but the foundation for your own body of work. It’s one of the exhilarating (and sometimes intimidating) parts of being a PhD candidate vs a student.

Expectations and Support

Faculty often use the “go wander in the woods” approach for PhD candidates. It’s essentially like hearing, “Go find things and come back to me when you’ve got something.” They’ll usually tell you when it’s not enough, but they might not give you much direction about what they’re looking for beyond that.

The reason for this is to encourage independent scholarship. They want you to have the opportunity to build your own case for why and how this topic should be studied.  But this first foray into academic independence can be quite a challenge.

When they tell you to “go wander in the woods,” they’re not even telling you what kind of tree to look for. Sometimes you get specific directions, but sometimes you get vague answers like “go look for more.” This can be frustrating. Many clients come to me because they need more direction, which is understandable.

In your coursework, you were often given studies to read or asked to find studies on particular topics that relate to the course topic.  Dissertation research is more nebulous.  Your committee members want you to decide which directions to go in and which kinds of studies best relate to your research questions.

They won’t be asking you for the “right answer.” They’ll be asking you, “Why? Justify what you did or plan to do.”

Here’s another difference between PhD candidate vs student: a PhD candidate can put “PhD(c)” after their name, indicating that they have achieved status as a PhD candidate. However, I suggest using caution with this designation. The APA has expressed concern that its use may be misleading to the general public and cause people to believe you have a PhD.

PhD Candidate vs Student: An Interview With a PhD(c)

Did you notice a change in how professors viewed you, once you moved from “student” to “candidate”?

Yes.  It actually happened during my comprehensive exams.  Before that, when I had been asked a question, the professor already knew the answer and was asking to see if I knew also. In my comprehensive exams, I had become the expert and my committee members were actually asking questions out of interest. 

We were all pieces of a puzzle at that point. Instead of them saying, “tell me about John Dewy’s influence on education in the 1920s,” they asked, “How do you think Dewey influenced the school system’s openness to parental involvement in schools?”  The professor who asked that was genuinely interested, because she was an expert in educational history but had not specifically studied parent involvement in schools, as I had. 

That moment represented a big shift for me; it meant that as a PhD candidate, I had to then take responsibility for my own learning, because nobody knew as much as I knew about that particular thing.

It’s exhilarating on one hand, because you suddenly realize you’re the expert. On the other hand, it’s scary because we’re used to somebody else knowing the answer, being able to correct us if we’re wrong.

A Narrowing of Scope

It sounds like your topic was centered on something very particular, so maybe not a lot of other people have studied what you want to study?

Yes, that’s true.  When you go through a PhD program your research area is pretty narrow. You start out with a general interest in something, but as you go through your classes, specific areas start to stand out.  

I started out with an interest in egalitarianism in public education, but my own past experience combined with some seminal texts to direct me toward parent involvement in schools, specifically.  Some books and articles showed me that how schools treat parents can be an indicator of egalitarianism, maybe a clearer one than any rhetoric about the students.

So, there’s this winnowing effect, as you move forward.  Your professors love to watch this, too.  Especially in the smaller, seminar classes, they seem to be waiting to see what makes your heart beat faster.

Speaking of your heart beating faster, is one distinction of the candidacy phase to have more passion about the work you’re doing?

I think that’s ideal, for sure.  It doesn’t always happen, because some professors are really after students who will jump onto their research platform, because they can piggyback on the students’ research to get more publications. Good committee chairs, though, will want you to find your own path toward something you can happily spend a lifetime studying.

I suspect that one of the reasons people don’t finish their dissertations is because they weren’t really passionate about the topic in the first place.  It’s only one possible reason, but it should give a doctoral student pause.  

It’s really hard to finish a PhD, so you want to knock down any barriers to finishing.  Being passionate about the topic will keep you going when things feel onerous.  It’s like marrying someone with a sense of humor — even when you’re not getting along very well, there’s something you can always appreciate about your spouse.

Imposter Syndrome

What about “ imposter syndrome ”?  Does that come into play when you become a candidate?

It sure did for me!  To be one of the only people who’s an expert in that field feels like a huge responsibility because people are depending on you. Your research has to be accurate because people will be making policies based on your conclusions.  

Even with good intentions, your conclusions can be erroneous, and there are plenty of historical examples of policies being made on the basis of erroneous conclusions.  The consequences can be enormous.  And that’s all on you! 

So then the questions become, “Am I really up to this?”  “Who am I to drive policy?”  “I’m just a fallible human being, so why would (or should) anyone listen to me?”  Especially right after comps, I was thinking, “How could I be the expert? Nothing really has changed about me; I’m still the same person.  Yesterday, I was a student, but today I’m an expert?” 

My observation is that this happens with women more than men, probably because women in authority positions are more often questioned than are men. But even for men, this seemingly sudden transformation can make you worry that you’re not qualified for the responsibility you’re being given.

The thing is, It’s not really as sudden as it seems. You’ve been studying something for, say, four years, so you have a claim to expertise. And you’ve been narrowing your interests all along the way, so you’ve been slowly building up your expertise.

Besides, in many good schools, you get warned a lot about how easy it is to make a mistake in research and how easy it is to make false conclusions. They beat that into you so much that it can become a constant doubt. 

In most primary and secondary schools, and sometimes even in college, they teach you to sit down, shut up, and learn something. For people to suddenly be saying, “tell me what you think,” can be challenging. I suspect that that’s another major reason people who finish their coursework don’t complete their dissertation: they’re not sufficiently prepared for this shift in roles.

Suggestions for PhD Candidates

Having been through this shift yourself, do you have any advice for students in this stage of their process?

Mostly, I think it’s a matter of taking personal responsibility and seeing yourself in a new light.  It helps me to consider this process as a transformation — like a caterpillar into a butterfly.  The “student” stage is the caterpillar stage, where you’re eating the milkweed, the knowledge, to nourish you.  

Then there comes a time when you’ve got to stop being a consumer and transform into a real researcher.  That’s like the metamorphosis stage when the caterpillar is in the chrysalis, melting down.  (And I have had plenty of meltdowns myself in this stage!)  That’s when you’re on your own, writing the dissertation.

That chrysalis stage is a real slog.  You try as hard as you can, and your proposal still gets rejected — twice.  Or the IRB wants you to structure the study differently, after your committee has already approved it.  Or you can’t get enough participants for your quantitative study or enough data for your qualitative study — whatever.  It’s the biggest challenge of most people’s life!

But if you stick with it, you actually do get this huge reward.  As a butterfly, or a PhD, you bring something unique to the world.  You have an important role in society that can potentially change the course of history — even if you don’t envision that in the beginning.

And that’s why the committee makes the process arduous.  They want to be sure you’re great at what you do, because there is potentially an awful lot riding on your shoulders.  I’m actually grateful for the rigor they demand.  I want to feel ready for the role I’m taking.

Ultimately, candidacy is time in the chrysalis.  It’s a time of transformation, built on one’s time as a student.  It’s a time in the dark and alone, which makes it challenging, for sure.  But I trust I’ll eventually emerge strong enough to spread my wings.

Steve Tippins

Steve Tippins, PhD, has thrived in academia for over thirty years. He continues to love teaching in addition to coaching recent PhD graduates as well as students writing their dissertations. Learn more about his dissertation coaching and career coaching services. Book a Free Consultation with Steve Tippins

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The PhD student experience – What is it really like for PhDs?

Are you curious about what it’s really like to be a PhD student, navigating the world of academia and research?

In this article, we’ll dive deep into the lesser-known aspects of the PhD journey, from the profound impact of your supervisor to the competitive environment you’ll face.

Discover the truth about the importance of publishing papers and the realities of funding and job security in academia.

We’ll also give you a glimpse into the daily life of a PhD student, and explore the highs and lows of this challenging yet rewarding experience.

So, buckle up and join us as we uncover the secrets of the PhD student experience that no one else will tell you!

The little known-facts that you need to know about the PhD experience,

This is what no one else will tell you!

What does the daily life of a PhD student look like?

Embarking on a PhD journey can be a thrilling yet demanding experience, as a doctoral student is constantly immersed in:

• academic responsibilities,
• and professional development.

From the early morning, the life of a PhD student begins with checking emails, planning the day, and setting priorities.

A typical day usually involves conducting experiments or research in the laboratory, analyzing data, and reading scientific literature to stay up-to-date with their field.

PhD students often participate in regular meetings with their supervisors, who provide guidance and advice on their research projects.

These meetings are crucial for maintaining momentum and ensuring a productive working relationship.

A typical daily schedule for a PhD student might look like this:

7:00 AM – Wake up, morning routine, breakfast

7:45 AM – Check emails, plan the day, and set priorities

8:30 AM – Arrive at the laboratory, set up experiments or research tasks

9:30 AM – Attend a class or seminar (if applicable)

11:00 AM – Conduct experiments or research in the laboratory

12:30 PM – Lunch break, socialize with fellow graduate students

1:30 PM – Analyze data and read scientific literature relevant to the research project

3:00 PM – Meeting with supervisor to discuss research progress and receive guidance

4:30 PM – Continue working on experiments, data analysis, or literature review

6:00 PM – Dinner break

8:00 PM – Draft or edit thesis, work on conference presentations or publications

10:00 PM – Wind down and engage in a hobby or leisure activity for mental health and work-life balance

11:00 PM – Bedtime routine, sleep

In addition to their primary research, many PhD students assist and mentor undergraduate students, contributing to a diverse and dynamic academic community.

Balancing the demands of coursework, research projects, and administrative responsibilities can make for long working hours, which is why it’s important for doctoral students to maintain their mental health and work-life balance.

Attending conferences, participating in social events, and engaging in professional development opportunities are important aspects of the PhD experience.

Given the commitment and dedication required, full-time PhD students often rely on funded positions to support their education and living expenses.

Despite the inherent difficulties, the experience equips students with a range of new skills and expertise, setting them on a path to contribute significantly to academia and the world beyond.

How stressful is being a PhD student?

Being a PhD student can be quite stressful due to the unique challenges and demands of the program.

It varies from person to person and the supervisor will have a huge impact on how stressful a PhD will be for a student.

Here is a case study of the highs and lows of a PhD from a PhDs student’s perspective:

This PhD student experienced frustration with experiments not working or yielding results, leading to feelings of imposter syndrome and demotivation. A lack of progress was a significant source of stress during this time, as well as comparing oneself to peers who seemed to be achieving more success.

However, there were also numerous highlights throughout the PhD experience. Attending conferences and presenting research offered opportunities to gain feedback, collaborate with others, and even travel. Engaging in scientific discussions and exploring the significance of one’s work provided a sense of purpose and satisfaction.

Furthermore, working with cutting-edge equipment, such as advanced microscopes, allowed the student to appreciate the unique and privileged nature of their research.

The pressure to produce significant contributions to one’s field and the uncertainty of achieving results within a limited time frame can induce anxiety.

For instance, many students find themselves constantly juggling various responsibilities, such as conducting experiments, analysing data, attending meetings with their supervisor, and writing their thesis or papers.

Aside from academic pressure, managing work-life balance can be difficult as well. It’s not uncommon for PhD students to work long hours, often sacrificing personal time and relationships.

The lack of a structured schedule and the need for self-motivation can add to the stress and the competitive environment in academia and the constant pursuit of funding can further exacerbate stress levels.

PhD student workloads and holidays

The life of a PhD student is often characterized by heavy workloads and limited opportunities for holidays.

In a typical PhD program, students juggle numerous responsibilities, including research projects, coursework, and professional development activities, such as attending conferences and training.

This is particularly true for funded PhD students, who are expected to adhere to strict timelines set by their supervisors and the university’s academic calendar.

In the science field, the workload can be even more demanding due to the nature of research, which often involves conducting experiments that can take months or years to complete.

This commitment means that even during holidays, PhD students may feel the need to work in order to meet deadlines, leading to burnout and stress.

Later Stage PhD ( Doctorate Candidates )

When PhD students reach the later stages of their doctorate program, they become PhDs preparing to complete their research project and thesis.

This stage comes with an intense academic workload, with high demand for researcher-level skills and scientific knowledge.

A typical day for a PhD at this stage involves conducting research, analysing data, and editing their findings to complete their thesis.

In my experience it is WRITING, WRITING and more WRITING…with a touch of editing.

There are deadlines to meet, and students may face pressure, but the reward of completing a doctorate degree is worth it.

At this point, a PhD is expected to demonstrate their ability to conduct independent research and contribute to their field of study.

The latter stages of the doctorate program offer a rigorous and rewarding challenge for students who want to pursue a career in science, education, and research.

Wrapping up – PhD and Doctoral Student experience

The PhD student experience is a complex and multifaceted journey that offers a unique blend of challenges and triumphs.

As we have explored in this blog, the road to obtaining a PhD is filled with personal growth, professional development, and numerous hurdles to overcome.

But, for those who persevere, the rewards can be immense, leading to a sense of accomplishment, increased expertise, and the potential to make a significant impact in their chosen field.

In navigating this adventure, it is essential for PhD students to maintain a healthy work-life balance and develop strong support networks to help them manage stress and maintain motivation.

The journey may be demanding, but with the right mindset and guidance, the experience can be truly transformative.

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.

Thank you for visiting Academia Insider.

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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 6 Apr. 2024.

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2024 Fairfield Awards Dinner Raises Over $1.4M for Student Scholarships

More than 700 alumni, parents, students, and friends of Fairfield gathered at Cipriani 42nd Street in New York City and raised over $1.4 million to support student scholarships while honoring exceptional members of the University community.

Since 1988, the Fairfield Awards Dinner has been a true celebration of Fairfield and has raised more than $22 million for the Alumni Multicultural Scholarship Fund and other endowed scholarships, to help students realize their potentials through a Fairfield education, regardless of economic or social barriers.

On April 3, more than 700 alumni, parents, students, and friends of Fairfield gathered at Cipriani 42nd Street in New York City and raised over $1.4 million to support student scholarships while honoring exceptional members of the Fairfield community,  making this the most successful Fairfield Awards Dinner in the last ten years!

NBA TV host Chris Miles ’03 opened the program and spoke about the importance of scholarships for students. He said, “Many of you were fortunate enough to study at Fairfield, some of you have been brought into the Fairfield family by friends or colleagues. What we all share, everyone in this room tonight, is the belief that education is the key to opening the doors of opportunity. You have the continued chance to do that at your fingertips tonight.”

(L-R): Jason Beckwith and Alexis Dunbar Beckwith, P’23; Nancy Clegg Altobello ’80; President Mark R. Nemec, PhD; Janet A. Canepa ’82; Timothy E. Lane ’85 P’24,’16; and Chris Miles '03.

Student speaker and scholarship recipient Aliyah Seenauth ’24 thanked the Fairfield community, and she described her journey as one of self-discovery and resilience. “It's a testament to the transformative power of education and the strength found in community, one that I truly believe I wouldn’t have been able to find at a different school. As I reflect on the challenges I've overcome, I'm reminded of the countless individuals who have supported me along the way.”

This year’s honorees were Nancy Clegg Altobello ’80, corporate board member and retired global vice chair of talent at Ernst & Young; Timothy E. Lane ’85, P’24,’16, president and CEO emerti Retirement Health; Janet A. Canepa ’82, assistant vide president for Alumni Relations at Fairfield University, Jason Beckwith and Alexis Dunbar Beckwith, P’23, managing director, wealth management advisor with Merrill Lynch and independent construction, renovation, and design consultant; and a special recognition to Varian Mackey Fry, co-founder of the World War II Emergency Rescue Committee and former graduate student, School of Education and Human Development.

“The best thing about this event is that we’re raising funds for multicultural scholarships. To provide opportunities for more students to experience the great Fairfield education that meant so much to me. To change their lives and to help them make their impact on the world. I can’t think of a better match to what I truly care about,” said Altobello in her speech.

In its 35th year, the Fairfield Awards Dinner continues to be a celebration of service, leadership, scholarship, and providing access to a Fairfield education. 

2024 Fairfield Awards Dinner

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New Publication!

Meaning-making Systems: A Multimodal Analysis of a Latinx Student’s Mathematical Learning

Posted in: Research Publications

Mathematics Education doctoral student Tara Pizzi recently published a paper alongside Dr. Hector Morales Jr. ( Northeastern Illinois University ), Dr. Kathryn Chval ( University of Illinois at Chicago ), and MSU faculty Dr. Joseph DiNapoli in the International Electronic Journal of Mathematics Education . The article describes a classroom episode of one student’s use of multiple resources to create mathematical meaning.

This is Tara’s first peer-reviewed journal publication; congratulations on this milestone, Tara!

Access the Article

Young children misbehave. Some are kicked out of school for acting their age

Thousands of young students were removed from class for behavior common for kids their age. children often act out as they learn to regulate emotions..

JOHNSBURG, Ill. – A group of fifth grade boys trailed into the conference room in the front office of Johnsburg Elementary School and sat at the table, their feet dangling from the chairs.

“It was brought to my attention yesterday that there was an incident at football,” Principal Bridget Belcastro said to the group.

The students tried to explain: One boy pushed a kid, another jumped on the ball, and yet another jumped on the boy on the ball. It depended on who you asked.

“I tripped – if I did jump on him, I didn't mean to,” one student said. “Then I got up and turned around and these two were going at each other.”

Belcastro, listening closely, had the unenviable job of making sense of the accounts and deciding on consequences.

In elementary schools across the country, an incident as common as a playground fracas over a football could result in kids being suspended.

An analysis by The Hechinger Report of school discipline data from 20 states found widespread use of suspensions for students of all ages for ill-defined, subjective categories of misbehavior, such as disorderly conduct, defiance and insubordination. From 2017 to 2022, state reports cited these categories as a reason for suspension or expulsion more than 2.8 million times.

In many cases, young students were removed from their classes for behavior that is common for kids their age, according to additional discipline records from half a dozen school districts obtained through public records requests.

In Montana, students in K-5 made up almost 4,000 suspensions for disorderly conduct. In New Mexico, it was nearly 2,700. 

Elementary school students are often punished for conduct that experts say is developmentally typical of children who are still learning how to behave and appropriately express themselves in school. Even severe behaviors, like kicking or punching peers and teachers, can be a function of young children still figuring out how to regulate their emotions.

In many other cases, the behavior does not appear serious. In Washington, a kindergarten student was suspended from school for two days for pulling his pants down at recess. A second grader in Rhode Island was suspended when he got mad and ran out of the school building. In Maryland, a third grader was suspended because she yelled when she wasn’t allowed to have cookies, disrupting class.

Suspending younger kids can be especially damaging

At Johnsburg Elementary School, which serves about 350 third through fifth grade students on the northern outskirts of Chicago’s suburbs, administrators are trying to limit the use of suspensions. Student conferences, like the one after the fight during football, are just one piece of a much larger effort aimed at preventing and addressing misbehavior. In the end, the boys didn’t lose time in the classroom, but they were no longer allowed to play football at recess.

Belcastro’s decision not to suspend the boys was based on research that consistently shows suspending students makes it more difficult for them to succeed academically and more likely they will enter the criminal justice system as adults.

Suspension can be particularly damaging when doled out to younger students, said Iheoma Iruka, a professor of public policy at the University of North Carolina-Chapel Hill. Being kicked out of the classroom can fracture kids’ trust in their teachers and the institution early on. Those early impressions can stay with students and cause long-lasting harm, Iruka said, particularly to students for whom school is the most consistent part of their lives.

“Over time, it erodes children’s sense of safety. It erodes their relationship with teachers,” said Iruka, who is also the founding director of the Equity Research Action Coalition at UNC, a group that researches and develops policies to address bias in the classroom.

In part because of concerns like these, advocates and policymakers across the country often focus on the early grades when pushing for discipline reform . At least 17 states and D.C. have passed laws to limit the use of suspension and expulsion for younger children, typically students in pre-K through third or fifth grade. In Illinois, where Johnsburg Elementary School is located, schools are allowed to suspend young students, but legislators passed a law in 2015 that encourages using suspension as a last resort.

Young children still learning to manage emotions 

Child development experts say that, ideally, suspensions should be used only in extremely rare circumstances, especially in elementary school.

Misbehavior at any age is often a symptom of deeper issues, experts say, but young children, especially, struggle to identify those issues and communicate them effectively. Students in the early grades are also still trying to figure out how to function in a school environment and need to be explicitly taught how to manage their emotions.

“We can hold older students accountable to know the rules of behavior in their schools,” said Maurice Elias, a professor of psychology who researches social emotional learning at Rutgers University. “We certainly can’t expect younger children to know all of those things and to anticipate the consequences of all their actions.”

This year, Johnsburg Elementary adopted a new program called Character Strong, which is aimed at helping students with coping, emotional regulation, self-management and relationships. A few weeks into the school year, teachers filled out a screener to identify students struggling in those areas.

On a Thursday morning in November, four third graders left class to meet with social worker Dawn Mendralla. Twinkling lights lined the ceiling of her office; a small flip book depicting various emotions was opened to a page with a purple creature gritting its teeth and holding up its fists in frustration. A poster on the cabinet said: All feelings are welcome here.

“Regulation means we’re controlling ourselves, we’re controlling our behaviors, we’re controlling our emotions,” Mendralla said to the students. 

Once a week, the identified students attend a group session with Mendralla focused on improving those skills. Children who need more help also briefly check in with Mendralla, individually, every day. Students who misbehave, like the group of boys who got into a fight at recess, are also sent to Belcastro’s office.

Like other schools throughout the country, Johnsburg Elementary has been dealing with the ongoing impact of the pandemic on children’s behavior.

“There’s an increase in emotional outbursts, frustration, and they don’t know how to manage their emotions effectively,” Belcastro said. “Secondly would be social interaction changes, because they weren’t around other kids and other people for so long, they didn’t have that and now they’ve forgotten how or never learned how to make friends.”

During the 2022-23 school year, Johnsburg Elementary had 687 referrals, or disciplinary write-ups, involving a student misbehaving, up from 222 referrals in 2021-22 and 276 referrals in 2018-19.

Even with the rise in behavior challenges, the school has tried to limit student suspensions. Through February this school year, only three students had been given an in-school suspension and one had been sent home. 

Backtracking on limiting suspensions after pandemic

Elsewhere, though, the post-pandemic rise in misbehavior has caused some states to backtrack on policies limiting exclusionary discipline and instead made it easier for schools to kick students out of class.

In Nevada last year, legislators lowered the age at which students can be suspended or expelled from 11 to 6 and made it easier for schools to suspend or expel students.

In 2023, Kentucky lawmakers gave principals the ability to permanently kick students out of school if they believe the student will “chronically disrupt the education process for other students” and if they have been removed from class three times for being disruptive.

“There’s just been more and more discipline problems across the nation, and definitely across the state. We’ve just gotta get things under control,” said Rep. Steve Rawlings, who was among the legislation’s sponsors. “We have to prioritize the safety of teachers in the classroom and fellow students so that the focus can be on academics and not be distracted by issues of discipline.”

Elias and other experts say suspension should act more as a rare safety measure in extreme cases, rather than a disciplinary measure.

In the discipline records The Hechinger Report obtained, some school districts reported suspending young children for infractions like hitting their peers or teachers or throwing chairs and desks. 

In such cases, suspension may make sense, experts say, while allowing educators time to develop a longer-term response to the misconduct. But schools should not expect that removing kids from class will magically improve their behavior. 

That’s something Belcastro has argued as well. Occasionally, there are tensions with parents who want to see other students punished when their own child has been harmed in some way. Belcastro doesn't think that’s an effective approach.

“Punishments do not change behavior. No kid at this age level considers what the potential consequences might be before they do an action,” Belcastro recalled telling one parent who was upset about a student at the school. “So it really serves no purpose, it’s not helpful. But instead, working to prevent the behavior is what we need to do, so it doesn't happen again.”

In Mendralla’s room, a small group of fourth grade boys showed up for a group session one day in November. The goal of this weekly session is for students to learn how to better regulate their emotions.

“What happens when we keep things all to ourselves, things build up, and we keep things bottled up inside us?” Mendralla asked.

“Then you explode,” a student said. “With emotions.”

Mendralla asked the students to think of rules they would like to have for these group sessions. A couple of students threw out suggestions: no running around the room, no interrupting, no blaming others, nobody is better than anybody else.

Another fourth grader raised his hand.

“If there’s another person making fun of another person because of the way they look and act, don’t join in,” he said. “We don’t know what they’re going through.”

This story about misbehavior in young children was produced by USA TODAY publishing partner The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education.

After over 6 decades as an educator, she’s leaving Prince William Co. students one final gift

Scott Gelman | [email protected]

April 5, 2024, 8:45 PM

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When Pamela Gardner was hired as a school counselor at Osbourn Park High School in Manassas, Virginia, in 2006, she came into the school over the summer to get acclimated.

There weren’t any other counselors on campus beyond Lillian Orlich. Gardner recalls being surprised that someone was there when school wasn’t in session. Orlich introduced herself, explaining that she was from New York and was someone “they would call a Damn Yankee,” Gardner said.

Orlich was so dedicated to her role as an educator that she told Gardner she’d probably die in the school building.

Initially, Gardner was taken aback, but in the subsequent years, she realized it’s just who Orlich was. She worked every day, starting at 3 a.m., to make sure she finished her paperwork. That way, she’d be able to focus on her students.

“She was very passionate about education, and just students in general,” Gardner, now the director of school counseling, said. “She just loved Osbourn Park.”

After decades working as a teacher and counselor, Orlich finally retired in 2017, at 89 years old. But even then, she came to work every day for the next year.

Orlich died on March 7 and is leaving her students with one last gift: a $1 million donation for SPARK, Prince William County Public Schools’ education foundation.

“Anybody that came in contact with her, it was always a positive experience,” Gardner said. “She always tried to find the good in everybody. In the 15 years that she worked here, and even after she left, I still continued to go visit her.”

Last year, Gardner said some people from the school helped throw Orlich a 95th birthday party. The chorus students sang, and dozens of people attended. It was an odd feeling for Orlich, Gardner recalled, who focused on helping people and staying out of the spotlight.

“She was tickled to death,” Gardner said. “She was like, ‘Oh my gosh! All this for little ole’ me?’ That is a testament to her as a person and the legacy and impact that she’s had on people in general.”

Orlich’s lasting legacy

That impact, Gardner said, is widespread. She was an educator for so long, she ended up teaching multiple generations of the same people.

She started her days at 3 a.m., and usually left around 4:30 p.m. Every Monday, she brought in food for faculty and staff.

Orlich stayed on top of students with attendance issues, calling them every morning and reminding them about the importance of going to class. The message went beyond the call, though. She requested the students stop by and see her, to actually prove that they were in school.

“That for me stood out, because not a lot of people actually take the time to invest that kind of time and energy into students,” Gardner said.

Orlich also worked to make sure every student had a plan, whether it was choosing college or a career after graduation.

“She always wanted to make sure that kids had opportunities,” Gardner said.

Shortly after Orlich retired, the school district established the Lillian Orlich Scholarship Fund. It’s awarded to two Osbourn Park High seniors to receive a scholarship to attend the college of their choice.

“She wanted to make sure that it was something that would be long withstanding, sustainable, and it would ensure that our students would be able to benefit for postsecondary education,” said Dawn Davis, executive director of SPARK, the education foundation.

The foundation has six focus areas: educator preparedness, STEM education, social and emotional learning, initiative and digital citizenship, career pathways to global citizens and partnerships to school improvement.

The foundation learned it would be getting a “possible significant gift” from Orlich’s estate, but Davis said it was unaware of the exact amount.

“When she left the money, I wasn’t surprised at all,” Gardner told WTOP, “because I said, ‘That’s her legacy.’”

In a statement, Superintendent LaTanya McDade said the “footprints she’s left in our hearts and minds can never be erased.”

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© 2024 WTOP. All Rights Reserved. This website is not intended for users located within the European Economic Area.

Scott Gelman is a digital editor and writer for WTOP. A South Florida native, Scott graduated from the University of Maryland in 2019. During his time in College Park, he worked for The Diamondback, the school’s student newspaper.

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Student-loan borrowers in public service are facing a key change starting in May — and it'll mean delays in their debt cancellation progress

• Processing of Public Service Loan Forgiveness forms will be paused beginning in May.
• It's a result of the Education Department transitioning the program from MOHELA to Federal Student Aid.
• Upon the transition's end in July, borrowers will be able to track PSLF status directly through Student Aid.

Some key changes are on the way for thousands of federal student-loan borrowers in public service.

President Joe Biden's Education Department recently posted new guidance on Federal Student Aid's website with updates to the Public Service Loan Forgiveness program. The program, which forgives student debt for government and nonprofit workers after ten years of qualifying payments, is currently processed by servicer MOHELA — but that'll soon change.

According to the department, PSLF — along with the Teacher Education Assistance for College And Higher Education Grant program — will shift from being managed by MOHELA to being managed directly through Federal Student Aid.

This means that, beginning May 1, the Education Department will pause the processing of any PSLF forms until the transition is complete in July.

"Beginning on May 1, 2024, you will no longer be able to access your PSLF progress, certified employment, or payment counts on MOHELA's borrower portal," the department said in its guidance. "If you want to save screenshots and correspondence for your personal records, we recommend accessing the portal by April 30, 2024."

Related stories

While borrowers can still submit PSLF forms during this time, they won't be processed until July, and they will not see any updates to their payment count during this pause. Once processing resumes, payment counts will be updated. Additionally, payments will still be due during this transition, but any payments that a borrower makes that exceed the needed 120 qualifying payments toward forgiveness will be refunded once the transition is complete.

Loan servicers "will not be able to answer any questions related to your PSLF form or payment counts," per the department, but borrowers will still be able to see if their forms were successfully submitted through the PSLF Help Tool.

Once PSLF processing resumes in July, borrowers' loans will remain with their servicer, but the Education Department will fully manage the program. As a result, borrowers can view their PSLF payments directly on studentaid.gov, access "enhanced" services like status tracking for their applications, and see quicker processing times for PSLF.

On top of this transition, MOHELA is in the process of transitioning borrowers to a new servicing platform , which could mean up to 30-day delays in posting payments.

The announcement of this transition comes after months of scrutiny from lawmakers and advocates over MOHELA's handling of PSLF. Most recently, Massachusetts Sen. Elizabeth Warren invited MOHELA's CEO to testify before Congress next week to address, in part, the company "impeding public servants' access to PSLF relief."

Warren, along with Senate Majority Leader Chuck Schumer and Sen. Bernie Sanders, also called for an investigation into MOHELA after an advocacy group Student Borrower Protection Center released a report accusing the company of mismanaging PSLF.

MOHELA later sent a cease-and-desist letter to the group, with a spokesperson saying a statement that "any claims that MOHELA does not act in the best interest of the borrowers we serve as a federal contractor is simply not true."

"Intentionally spreading false information and narratives about MOHELA's work on behalf of Federal Student Aid does nothing to improve the experience for students and borrowers navigating the federal student loan program and the repayment of their federally owned loans," the spokesperson said.

Watch: Why student loans aren't canceled, and what Biden's going to do about it

• Main content

Nigerian village celebrates the return of kidnapped students

By Garba Muhammad

KURIGA, Nigeria (Reuters) - The whole village of Kuriga ran towards the convoy of buses shouting "Our children are back!" and "Alhamdulillah," meaning "Thank you, God", to welcome home more than 100 students and staff who were abducted this month in Nigeria's northwest.

The army announced on Sunday it had rescued 137 hostages - 76 female and 61 male - in the neighbouring state of Zamfara, days before a deadline to pay a 1 billion naira ($767,000) ransom for their release.

The students described being marched through the forest for more than two weeks in an attempt to hide from authorities, having to sleep under trees, being fed half cooked rice and given only filthy water to drink. 

"Even the bandits were hungry," said Amina Alhassan, one of the kidnapped students, talking through the window of a bus as it pulled into Kuriga. 

"We used our dirty headscarves as sanitary pads...we were crying and praying every day."

Tanko Musa, one of the freed students, said the kidnappers told them the government had paid the ransom and they could be released as a result.

"We don't know how much was paid, but they said the government has paid them," he said.

Earlier this week, Information Minister Mohammed Idris said no ransom had been paid.

One security source said he saw 14 black bags, which he assumed contained the ransom money, being delivered to an area in Zamfara state where the students were held after their March 7 abduction. 

Relieved parents crowded around the buses to catch a glimpse of the children they thought they had lost. 

"We had no hope of seeing our children again," said Yunusa Musa, whose two children, Hafsatu, 19, and Zaituna, 16, were among those kidnapped. 

Yunusa called on the Nigerian government to deploy soldiers in the town and its surroundings to allow villagers to farm the land they had to abandon because of rampant insecurity.

Abductions at Nigerian schools were first carried out by jihadist group Boko Haram, which seized 276 students from a girls' school in Chibok in northeastern Borno State a decade ago. Some of them never came back. 

But since then, criminal gangs without ideological affiliation have adopted the tactic to obtain ransom money.

The kidnappings have become an almost daily occurrence, especially in northern Nigeria, tearing apart families and communities that must pool savings to pay ransoms.

Neither Nigerian presidency spokesperson Ajuri Ngelale nor Information Minister Mohammed Idris responded to requests for comment on whether a ransom had been paid in this instance.

($1 = 1,303.3400 naira)

(Reporting by Garba Muhammad, Writing by Giulia Paravicini; Editing by Ros Russell)