skills for a phd student

Jump to navigation

Search form

The Graduate School

• Faculty/Staff Resources
• Programs of Study Browse the list of MSU Colleges, Departments, and Programs
• Graduate Degree List Graduate degrees offered by Michigan State University
• Research Integrity Guidelines that recognize the rights and responsibilities of researchers
• Online Programs Find all relevant pre-application information for all of MSU’s online and hybrid degree and certificate programs
• Graduate Specializations A subdivision of a major for specialized study which is indicated after the major on official transcripts
• Graduate Certificates Non-degree-granting programs to expand student knowledge and understanding about a key topic
• Interdisciplinary Graduate Study Curricular and co-curricular opportunities for advanced study that crosses disciplinary boundaries
• Theses and Dissertations Doctoral and Plan A document submission process
• Policies and Procedures important documents relating to graduate students, mentoring, research, and teaching
• Academic Programs Catalog Listing of academic programs, policies and related information
• Traveling Scholar Doctoral students pursue studies at other BTAA institutions
• Apply Now Graduate Departments review applicants based on their criteria and recommends admission to the Office of Admissions
• International Applicants Application information specific to international students
• PhD Public Data Ph.D. Program Admissions, Enrollments, Completions, Time to Degree, and Placement Data
• Costs of Graduate School Tools to estimate costs involved with graduate education
• Recruitment Awards Opportunities for departments to utilize recruitment funding
• Readmission When enrollment is interrupted for three or more consecutive terms
• Assistantships More than 3,000 assistantships are available to qualified graduate students
• Fellowships Financial support to pursue graduate studies
• Research Support Find funding for your research
• Travel Funding Find funding to travel and present your research
• External Funding Find funding outside of MSU sources
• Workshops/Events Find opportunities provided by The Graduate School and others
• Research Opportunities and programs for Research at MSU
• Career Development Programs to help you get the career you want
• Graduate Educator Advancement and Teaching Resources, workshops, and development opportunities to advance your preparation in teaching
• Cohort Fellowship Programs Spartans are stronger together!
• The Edward A. Bouchet Graduate Honor Society (BGHS) A national network society for students who have traditionally been underrepresented
• Summer Research Opportunities Program (SROP) A gateway to graduate education at Big Ten Academic Alliance universities
• Alliances for Graduate Education and the Professoriate (AGEP) A community that supports retention, and graduation of underrepresented doctoral students
• Recruitment and Outreach Ongoing outreach activities by The Graduate School
• Diversity, Equity, and Inclusion Funding Funding resources to recruit diverse students
• Graduate Student Organizations MSU has over 900 registered student organizations
• Grad School Office of Well-Being Collaborates with graduate students in their pursuit of their advanced degree and a well-balanced life
• Housing and Living in MI MSU has an on and off-campus housing site to help find the perfect place to stay
• Mental Health Support MSU has several offices and systems to provide students with the mental health support that they need
• Spouse and Family Resources MSU recognizes that students with families have responsibilities that present challenges unique to this population
• Health Insurance Health insurance info for graduate student assistants and students in general at MSU
• Safety and Security MSU is committed to cultivating a safe and inclusive campus community characterized by a culture of safety and respect
• Why Mentoring Matters To Promote Inclusive Excellence in Graduate Education at MSU
• Guidelines Guidelines and tools intended to foster faculty-graduate student relationships
• Toolkit A set of resources for support units, faculty and graduate students
• Workshops Workshops covering important topics related to mentor professional development
• About the Graduate School We support graduate students in every program at MSU
• Strategic Plan Our Vision, Values, Mission, and Goals
• Social Media Connect with the Graduate School!
• History Advancing Graduate Education at MSU for over 25 years
• Staff Directory
• Driving Directions

PhD Transferable Skills

Translating your skills and experiences.

Transferable skills are skills you acquire or learn in one setting that can be applied or translated to new and different settings, environments, and activities. Doctoral students often fall into the trap of seeing their skills as applicable in only one setting, thus do not recognize that they are qualified for a wide variety of career paths. Don’t let this happen to you! In the table below you will find a list of skills most sought after by employers. In the final column of the table are examples of activities that demonstrate these essential skills. For several of the skills you can also take online assessments to identify which areas you still need to develop.

ESSENTIAL SKILLS: Adaptability , Analytic skills , Balance & resilience , Communication skills ( oral and written ), Conflict resolution/negotiation , Cultural/Intercultural , Discipline-specific skills , Ethics & Integrity , Follow-through/Ability to get things done , Fundraising , Independent (self-starter), Intelligence , Inter-/Multi- disciplinary , Interpersonal skills , Leadership (program) , Leadership (personnel/management) , Networking & collaboration , Organization , Outreach , Project management , Research , Self-direction/Entrepreneurial skills , Supervision , Technical skills (information technology), Work ethic

Essential Skills and Competencies for Graduate Students 1 :

1 Contents of table are adapted from Blickley, et al. (2012). “Graduate Student’s Guide to Necessary Skills for Nonacademic Conservation Careers.” Conservation Biology, 27:1. 2 Winterton, Delamare - Le Deist, and Stringfellow (2006). “Typology of knowledge, skills and competences: clarification of the concept and prototype.”

Additional resources on transferable skills:

• Plan Your Work & Work Your Plan [PDF]
• Graduate Student Skills (UIUC) [PDF]

• Call us: (517) 353-3220
• Contact Information
• Privacy Statement
• Site Accessibility
• Call MSU: (517) 355-1855
• Visit: msu.edu
• MSU is an affirmative-action, equal-opportunity employer.
• Notice of Nondiscrimination
• Spartans Will.
• © Michigan State University

The top 3 skills needed to do a PhD are skills employers want too

Senior Lecturer and Academic Lead, University of Sydney

Associate Professor, Macquarie University

Disclosure statement

Lilia Mantai is an Executive Member of the Australasian Council for Undergraduate Research (ACUR), a non-for-profit association promoting undergraduate research.

Mauricio Marrone developed the data dashboard and is the founder of ResGap.com.

Macquarie University and University of Sydney provide funding as members of The Conversation AU.

View all partners

More and more people are applying to do a PhD. What many don’t know is it takes serious skills to do one – and, more importantly, complete it.

We analysed the selection criteria for PhD candidates on a platform that advertises PhD programs. Our analysis of thousands of these ads revealed exactly what types of skills different countries and disciplines require.

Why do a PhD in the first place?

People pursue a PhD for many reasons. They might want to stand out from the crowd in the job market, learn how to do research, gain a deeper expertise in an area of interest, or pursue an academic career.

Sadly, too many PhD students never finish. The PhD turns out to be too hard, not well supported, mentally taxing, financially draining, etc. Dropping the PhD often means significant financial loss for institutions and individuals, not to mention the psychological costs of other consequences such as low self-esteem, anxiety and loneliness .

Read more: 1 in 5 PhD students could drop out. Here are some tips for how to keep going

Our society and economy can only benefit from a better-educated workforce, so it is in the national interest to manage PhD intakes and be clear about expectations. The expansion of doctoral education led to a more competitive selection process, but the criteria are opaque.

To clarify PhD expectations, we turned to a European research job platform supported by EURAXESS (a pan-European initiative by the European Commission) where PhD programs are advertised as jobs. Required skills are listed in the selection criteria. We analysed 13,562 PhD ads for the types of skills different countries and disciplines require.

We made three specific findings.

1. Top 3 skills needed for a PhD

It turns out that it takes many so-called transferable skills to do a PhD. These are skills that can be translated and applied to any professional context. The top three required skills are:

communication – academic writing, presentation skills, speaking to policy and non-expert audiences

research – disciplinary expertise, data analysis, project management

interpersonal – leadership, networking, teamwork, conflict resolution.

Trending skill categories are digital (information processing and visualisation) and cognitive (abstract, critical and creative thinking and problem-solving).

Previous research shows transferable skills are requested for post-PhD careers, including both academic and non-academic jobs. Our research shows such skills are already required to do a PhD. Those keen to do a PhD are well advised to provide strong evidence of such skills when applying.

2. Skill demands vary by country and discipline

Skill demands significantly differ by country and discipline. For example, 62% of medical science ads mention interpersonal skills. This is twice as often as in biological science ads. Digital and cognitive skills score much higher in the Netherlands than in other countries.

Our research article reports on 2016-2019 data and the top five represented countries (Netherlands, Germany, France, Spain and the UK) and the top five represented disciplines (biological sciences, physics, chemistry, engineering and medical sciences). However, you can use this tool for granular detail on 52 countries – including non-European countries like Australia, New Zealand, the US, etc. – and 37 disciplines included in the data sample. For continuously updated data, please visit https://www.resgap.com/ .

3. PhD expectations are rising

We see a rise in PhD expectations over time (2016-2019) as more skills are listed year on year. The publish or perish culture prevails and rising demands on academics have led to calls for more engaged research, collaborations with industry, and research commercialisation .

PhD students get accustomed early to competitiveness and high expectations.

Read more: Is it a good time to be getting a PhD? We asked those who've done it

Research-based learning needs to start early

These insights have implications for pre-PhD education and pathways. Undergraduate and postgraduate degrees can further promote PhD readiness by embedding authentic hands-on research with academic or corporate partners, either as part of the curriculum or as extracurricular activities.

Many postgraduate degrees offer authentic research project work opportunities but are shorter. Those entering the PhD without a postgraduate degree miss out on developing essential research skills.

Authentic research experiences need to happen early on in higher education. Organisations like the Council on Undergraduate Research ( CUR ), the Australasian Council for Undergraduate Research ( ACUR ) and the British Conference of Undergraduate Research ( BCUR ) are designed to support institutions and individuals to do this effectively. They showcase great models of undergraduate research.

To get a good idea of what undergraduate research looks like, start with this comprehensive paper and catch up on undergraduate research news from Australasia .

We know research-based learning develops employability skills such as critical thinking, resilience and independence.

Embed career development in PhD programs

Doctoral training needs to take note, too, if it is to further build on the skill set that PhD applicants bring with them.

The good news is doctoral education has transformed in recent decades. It’s catching up to the call for better-skilled graduates for a range of careers. The training focus has shifted towards generating practice-based and problem-solving knowledge, and engaged research with other sectors.

Read more: It's time to reduce the number of PhD students, or rethink how doctoral programs work

Some institutions now offer skill and career training. Generally, though, this sort of training is left to the graduates themselves. Many current PhD candidates will attest that the highly regulated and tight PhD schedule leaves little room for voluntary activities to make them more employable.

Most PhD candidates also know more than half of them will not score a long-term academic job. Institutions would serve them better by formally embedding tailored career development opportunities in PhD programs that prepare for academic and non-academic jobs .

It’s not only PhD graduates’ professional and personal well-being that will benefit but also the national economy.

Service Centre Senior Consultant

Director of STEM

Community member - Training Delivery and Development Committee (Volunteer part-time)

Chief Executive Officer

Head of Evidence to Action

• Youth Program
• Wharton Online

Wharton Stories

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

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

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

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

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

1. 5 Slides 5 Minutes

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

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

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

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

2. Dissertation Boot Camp

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

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

3. Wharton Communications Program

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

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

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

4. Teacher Development Program Workshop

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

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

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

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

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

5. Wharton Research Data Services (WRDS)

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

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

6. Wharton Behavioral Lab

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

7. Support for Families

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

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

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

Posted: November 6, 2018

• Admissions and Applying
• The Wharton School
• Work/Life Balance

Doctoral Programs

Start your doctoral journey.

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

Deciding to get a PhD

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

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

Preparing for the Doctoral Path

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

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

Choosing the right program

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

What to Consider When Choosing a Doctoral Program

Starting an application

Tips for a successful application process.

Application Requirements Preparing Your PhD Application

Related Content

Three Reasons This MBA Student Helped Pioneer a New Dual-Degree Program in Education Entrepreneurship

Are Investors Superstitious?

Accounting Prof. Jennifer Blouin Explains Why Everyone Needs to Understand Taxes

Why This Iranian-born Plastic Surgeon Earned His MBA

Avoiding the Pitfalls of Drinking at Your Office Holiday Party

Managing the Dark Side of Workplace Friendships

New Doctoral Symposium to Increase Dialogue on Innovation Research

The Future of AI: How Wharton Is Leading the Charge

How I Found My Social Impact Path at Penn — and How You Can Find Yours

An Inside Look at Navigating Pre-MBA Programs and Early Recruiting at Wharton

Why This Vet Brought His Family to Wharton and Why It Was the Best Thing He Ever Did

7 Takeaways from Project Sage 2.0, the Global Scan of Gender Lens Private Equity, VC, and Private Debt Funds

From Sponsorship to Loans: Financing Your Wharton MBA [Webinar]

Meet Seven New Members of Incoming MBA Class of 2026

Diversity and Racial Equity in Investing: Conversations with Industry Leaders and Researchers

• Learning Skills
• Study Skills

Essential Skills All Graduate Students Need

Search SkillsYouNeed:

Learning Skills:

• A - Z List of Learning Skills
• What is Learning?
• Learning Approaches
• Learning Styles
• 8 Types of Learning Styles
• Understanding Your Preferences to Aid Learning
• Lifelong Learning
• Decisions to Make Before Applying to University
• Top Tips for Surviving Student Life
• Living Online: Education and Learning
• 8 Ways to Embrace Technology-Based Learning Approaches
• Critical Thinking Skills
• Critical Thinking and Fake News
• Understanding and Addressing Conspiracy Theories
• Critical Analysis
• Top Tips for Study
• Staying Motivated When Studying
• Student Budgeting and Economic Skills
• Getting Organised for Study
• Finding Time to Study
• Sources of Information
• Assessing Internet Information
• Using Apps to Support Study
• What is Theory?
• Styles of Writing
• Effective Reading
• Critical Reading
• Note-Taking from Reading
• Note-Taking for Verbal Exchanges
• Planning an Essay
• How to Write an Essay
• The Do’s and Don’ts of Essay Writing
• How to Write a Report
• Academic Referencing
• Assignment Finishing Touches
• Reflecting on Marked Work
• 6 Skills You Learn in School That You Use in Real Life
• Top 10 Tips on How to Study While Working
• Exam Skills

Get the SkillsYouNeed Study Skills eBook

Part of the Skills You Need Guide for Students .

• Writing a Dissertation or Thesis
• Research Methods
• Teaching, Coaching, Mentoring and Counselling
• Employability Skills for Graduates

Subscribe to our FREE newsletter and start improving your life in just 5 minutes a day.

You'll get our 5 free 'One Minute Life Skills' and our weekly newsletter.

We'll never share your email address and you can unsubscribe at any time.

There are dozens of good reasons to pursue a graduate degree. For students on the verge of graduating with a bachelor’s, a master’s degree can provide extra knowledge and skills to skip entry-level career positions and start a career at a higher level. For workers in industry who are tired of their current role or opportunities, a master’s or PhD can be the necessary qualification to pivot into new career fields that provide a greater sense of purpose and job satisfaction.

Yet, regardless of your current circumstances and the reasons driving your interest in a graduate degree, you need to consider whether you have what it takes to survive and thrive in a graduate degree program.

The following skills are absolutely essential for any graduate student, so you might work toward cultivating them before you apply:

Communication

The number-one most important skill for anyone in any field is communication. As a social species, humans will inevitably interact with one another, and strong communication skills ensure that those interactions are successful for all parties involved. Graduate students will need to communicate with instructors, fellow students, school administrators and perhaps research participants. The most important component of communication is the ability to actively listen to others, and graduate students can practice this skill in their personal and professional lives before enrolling in their graduate program.

Adaptability

Change is the only constant through a graduate degree program. Often, graduate students begin their programs intending to focus on a specific field of study only to pivot several times to new fields and topics. This can occur because a student develops new academic interests or because their target field shifts due to a new trend or discovery. Sometimes, guiding faculty will leave, compelling students to find new connections to their field of choice. Regardless, graduate students need to be able to adapt to new situations with relative ease, or else they will be continuously frustrated in their advanced program.  

In professional settings, workers are kept on task thanks to the careful supervision of managers. In academic settings, it is the student alone who is responsible for their studies; though professors and academic counselors might offer guidance, they cannot oversee every step of every student’s study process. Thus, students need to have the discipline to motivate and manage themselves through the hard work required to obtain a graduate degree. Especially with the highest degrees, like a PhD in education , students should have strong self-direction and follow-through to ensure they will complete their programs with high-quality work in a reasonable time frame.

Intellectual Maturity

To put it bluntly, graduate students need to be smart. Information taught at the graduate level tends to be sophisticated and abstract, and students will need to have methods of learning and retaining an abundance of information in a brief period of time. Students should strive to develop skills that will drive intellectual maturity, like curiosity, before enrolling in their program, so they can push their intellectual abilities to the maximum during their graduate studies.

Even though you may have made it through college by staying to yourself and focusing only on your studies, mastering teamwork will be crucial to your success in the real world. Most professions need contact and collaboration, and you can be the most qualified person with this quality.

Managing Time Efficiently

The worst that can happen if you oversleep and miss a class while in college is that you'll have to make up for it later. In the working world, this isn't the case! It's possible that being late for work may result in losing your job for good. During your final year of college, make a conscious effort never to be late for an appointment - this will ease your transition.

Perspective and Empathy

Even though this ability has always been crucial, it appears to be steadily vanishing. It will help the students to empathize with others, comprehend their sentiments, and offer solutions to their issues.

Innovation and Creativity

This talent is essential because it coincides with the capacity for thoughtful inquiry and problem-solving . Employers increasingly rely on workers to develop original and inventive answers to problems.

Other Important Skills

All graduate students need the above soft skills to find success in their graduate programs, but most graduate students also need a certain number of hard skills before they will be able to navigate the demanding coursework of their graduate studies. Some of these valuable hard skills include:

Data Analysis

Most graduate-level studies involve some degree of research, and research always requires collecting and analyzing data. It might be worthwhile for prospective graduate students to take individual introductory data science courses online or at a local college to establish a foundation in skills like data analysis and visualization.

Every graduate program involves an abundance of writing. Some students mistakenly believe that writing is an inborn talent, but in truth, it is a skill that can be improved through practice. Before a graduate program begins, students might experiment with different strategies for improving their writing skills , such as completing Morning Pages or reading more often throughout the day.

Admittedly, self-care is not a hard skill — but it is essential for surviving and thriving in graduate school. Students need to have systems in place to ensure that they are eating healthily, exercising regularly and socializing appropriately to feel balanced and secure. It might be useful for students to develop a self-care plan before beginning any graduate program.

A graduate degree can be an immensely valuable tool for boosting one’s career — but graduate school is not for everyone. Professionals who have the above skills, or who are willing to work to obtain them before beginning their graduate studies, are more likely to see success from a completed advanced credential.

Software Skills

The fact that knowledge of computers and software is more important than ever is reflected with time. The more proficient you are in these areas from the outset, the more successful and quickly moving your career will likely be. Nowadays, virtually all well-paying graduate professions need digital skills.

Money Management

All graduate students should be able to handle money, balance a checkbook, use an ATM, read a bank statement, and understand how to make intelligent financial decisions.

Further Reading from Skills You Need

The Skills You Need Guide to Getting a Job

Develop the skills you need to get that job.

This eBook is essential reading for potential job-seekers. Not only does it cover identifying your skills but also the mechanics of applying for a job, writing a CV or resume and attending interviews.

Final Words

College may be the most enjoyable years of a person's life, offering enjoyment, independence, and valuable education that supports your pursuit of the vocation of your dreams.

But for many recent graduates, leaving the familiarity of college and entering the real world may be a terrifying experience. They may be qualified for specialized occupations, but to accept and adapt to this new, fully-adult existence, they must also have learned and mastered several vital practical life skills.

We have therefore compiled this list of the most important skills everyone should have acquired before graduating college.

About the Author

Adil Altaf loves to help others by sharing useful information and seeing how informed decision-making can change the world.

Continue to: Personal Presentation Skills The Skills Gap

See also: 6 Skills That Are Necessary for Grad School Student Skills That Can Provide More Effective Learning Important Skills Employers Want in College Graduates

• Student Life
• Campus Jobs

PhD transferable skills

Sometimes it's difficult for PhD students to identify what skills they have since the academic experience is not necessarily focused on articulating skill sets. We also often find that PhD students struggle, understandably, to present the transferability of their academic experiences to non-academic contexts. Here are examples of PhD skill sets and ways to describe them.

• Define a problem and identify possible causes
• Comprehend large amounts of information
• Form and defend independent conclusions
• Design an experiment, plan, or model that defines a problem, tests potential resolutions and implements a solution
• Facilitate group discussions or conduct meetings
• Motivate others to complete projects (group or individual)
• Respond appropriately to positive or negative feedback
• Effectively mentor subordinates and/or peers
• Collaborate on projects
• Teach skills or concepts to others
• Navigate complex bureaucratic environments
• Manage a project or projects from beginning to end
• Identify goals and/or tasks to be accomplished and a realistic timeline for completion
• Prioritize tasks while anticipating potential problems
• Maintain flexibility in the face of changing circumstances
• Identify sources of information applicable to a given problem
• Understand and synthesize large quantities of data
• Design and analyze surveys
• Develop organizing principles to effectively sort and evaluate data 
• Work effectively under pressure and to meet deadlines
• Comprehend new material and subject matter quickly
• Work effectively with limited supervision
• Prepare concise and logically-written materials
• Organize and communicate ideas effectively in oral presentations to small and large groups
• Write at all levels — brief abstract to book-length manuscript
• Debate issues in a collegial manner and participate in group discussions
• Use logical argument to persuade others
• Explain complex or difficult concepts in basic terms and language
• Write effective grant proposals

• Transferable PhD Skills You Can Use in Any Career
• After a PhD
• Having a PhD demonstrates that you have a host of skills desirable for employers, allowing you to pursue a non academic career path.
• Transferable skills from a PhD include interpersonal skills, work ethic, problem-solving, time management, independence & responsibility, adaptability and report writing.
• It is important to sell yourself to potential employers by identifying and relating these transferable skills to the job you are applying for.

This page will explain how your PhD has prepared you for a career outside of academia, and how to make the most of your transferable skills when looking for a job.

Can PhD Doctorates Work in Any Role?

A common misconception we hear is that individuals with PhDs must pursue a career in academia. This is usually due to a lack of industrial work experience PhD students have upon obtaining their doctorate. However, this is not the case as one of the key benefits of a PhD is the transferable skills it brings.

Transferable Skills from A PhD

By completing a PhD you will have demonstrated several skills which make you desirable for employers. It is essential that you recognise these skills and can use them to sell yourself in your CV .

Transferable skills from a PhD include:

Communication

Throughout your PhD, you will have been required to work with others, be it supervisors or examiners. You will also have been required to communicate your ideas (often complex and detailed theories) succinctly and to those with less background knowledge than you. Communication skills are essential in the workplace, regardless of the job, as it shows the ability to work in a team effectively .

Completing a PhD is no easy task. In doing so, you have shown a drive to ‘ get the job done ’.

Problem Solving

Throughout your PhD, you will have encountered several problems you overcame. Use these as examples to show your ability to use creative thinking  to devise  solutions  to these problems.

Data Analysation

Most PhD research projects will involve some degree of data analysation. The ability to interpret complex information and identify relevant data is a valuable skill in numerical fields such as science and engineering. You are also likely to have developed your research skills which shows you can identify types of bias, anomalies and trends which is useful in statistical roles such as accounting.

Time Management

An important skill in the workplace is the ability to  prioritise and organise   tasks . With your PhD degree, you should be able to convince potential employers that you can establish realistic timelines and remain to deadlines. You are also able to engage in both short and long term planning . Time management skills are particularly useful for those pursuing project management or leadership roles.

Independence & Responsibility

Perhaps one of the most important things you have shown throughout your research project is your ability to take responsibility  for your  development . A potential employer should see you as someone who does not need constant instructions, but someone who can take ownership of problems and resolve them using their own  independent judgement .

Adaptability

It is unlikely that you will have stuck to your original plan. Things happen and you will have been required to adapt on the fly during your PhD. This is common transferable skill employers are looking for if they operate in volatile markets.

Report Writing

You have been able to summarise approximately three years or more worth of work in a single thesis. This shows your ability to filter through massive amounts of information, identify the key points , and get these points across to the reader. The ability to ‘cut out the waffle’ or ‘get to the point’ is a huge asset in the professional industry.

Useful Phrases To Demonstrate Your Skills

From the above list, it’s clear that a PhD provides you with a host of transferable skills employers look for in candidates. The key is to relate these skills to the job you are applying for.

To help you with this, we’ve put together a few common examples of phrases we hear from doctorates that can be refined for job-seeking purposes. It’s imperative not to stretch the truth or to mislead them but focus on convincing your potential employers how your PhD has prepared you for the role you are applying for.

Other Specialist Skills

Aside from these PhD transferable skills, you may have also developed expertise in more specialised areas of knowledge . For example, as part of your PhD were you required to use Computer Programming? Were you required to use Medical Equipment? Did you organise events? Not only are these skills in themselves, but they have inherent  soft skills  too.

Make sure you get these skills across to your potential employer as they will help demonstrate how valuable you are.

Browse PhDs Now

Join thousands of students.

Join thousands of other students and stay up to date with the latest PhD programmes, funding opportunities and advice.

Educational resources and simple solutions for your research journey

PhD Student Life: 11 Strategies to Put Your Career on the Growth Track

The PhD student life can be both exciting and challenging. A typical day in a PhD student’s life includes attending classes and seminars, conducting research experiments or field surveys, and writing thesis papers. You also need to meet tight deadlines, keep up with the latest literature in your field, and align with your supervisor’s demands. And the PhD student life is not just limited to academic work; there are various extracurricular activities, such as attending conferences, networking events, and more social meetings with colleagues.

The PhD student life can be very demanding, and it can be easy to feel overwhelmed. However, it’s important to remember that this is a temporary phase, and your hard work and dedication will eventually pay off in the end. Moreover, the transferrable PhD skills and life lessons you learn during your PhD student life will only help you flourish in the future.

Table of Contents

Strategies to fast-track your career growth

The PhD student life comes with multiple challenges but also unlocks exciting prospects where one can learn, share, collaborate, network, and grow. With a strategic plan, proactive approach, and an open mindset, PhD students can take advantage of available opportunities, including elusive PhD funding opportunities, and achieve their goals. Here are some tips to help PhD students put their career on the fast track.

• Set clear goals and plan well: Before starting your PhD program, take some time to reflect on your career aspirations and what you hope to achieve with your degree. Once you have a clear idea of your goals, create a plan to achieve them – include both short-term and long-term goals, as well as specific steps you can take to achieve this.
• Find the right mentors/supervisors: To streamline your PhD student life, it is crucial to find good mentors and advisors, preferably with experience in your field. Actively seek feedback on your work assignments and use this to improve your research and professional skills. These seasoned experts can also help you tackle academic and professional challenges, provide networking options, and advise on career options after PhD .
• Expand your knowledge of research: PhD student life is a journey of learning, so don’t forget to expand your research knowledge and skills. It may be beneficial to adopt a more inter-disciplinary approach, gaining knowledge and new perspectives on not only your own subject area but even in related fields of research. This may seem excessive but can be helpful when you work on broader academic projects or teach graduate or undergraduate courses.
• Collaborate with other researchers: The PhD student life gives you the chance to work with other scholars, who are as passionate about their work and have similar goals and aspirations. A collaborative approach will help you expand your research skills and knowledge, gain access to new data sources, and increase the impact of your research. Apart from your PhD program, you can find potential collaborators at academic networking events, on social media, and through professional associations.
• Attend conferences and workshops: Look out for academic seminars, conferences, and workshops provided by your institution or external academic groups. There will likely be many such events during your PhD student life that provide you a platform to share your research, receive feedback, and learn about the latest research trends. They are also a great way to meet academics from different universities, industries, and backgrounds, so make these events a regular feature in your PhD calendar.
• Capitalize on career development resources: Most institutes offer professional development resources to students, including career-focused workshops, seminars, and one-on-one counselling. Take advantage of these career-building resources to learn about job opportunities in your field, create a compelling resume and cover letter, prep for job interviews, and increase your chances of landing your dream job.
• Develop transferable PhD skills: While conducting research is an important part of a PhD program, it’s also important to work on refining the transferable PhD skills that prove invaluable in the future. Join training sessions that help you build key research skills like writing grant proposals, managing and leading projects, delivering engaging research presentations, and communicating clearly, and look for opportunities to practice these throughout your PhD student life.
• Seek PhD funding opportunities: There are several PhD funding opportunities for students which can support their research work, journal publication fees, and even travel expenses for events. It is important to know of and actively seek PhD funding opportunities from different reliable sources, including government grants, academic foundations, private organizations, and crowdfunding. However, before you apply for a grant, read the guidelines on use of funds and application instructions carefully and tailor your proposal accordingly to get the best funding for PhD students.
• Publish your research in journals: The best way to kick-start your academic success is publishing your research in reputed journals. Choose high-impact journals in your field and follow the submission guidelines carefully to maximize publication success. Getting started on your publication list during your PhD student life helps you gain early visibility in your field and gives you a leg up when applying for academic jobs.
• Apply for teaching assignments: As you near the end of your PhD student life, look out for and consider taking up a short teaching assignment in your department or university. Many institutions provide accreditations or certificates to academics who undertake these assignments, which can be a huge advantage for PhD students who want to earn good academic positions after getting their doctoral degrees.
• Explore non-academic career paths: When looking for jobs after PhD, explore non-academic positions that can open-up a range of rewarding options that does justice to all the work you put into your PhD student life. Many industry jobs require people with a rigorous research background and good writing and speaking/communication skills, which makes PhD students far more employable. You can also consider internships and part-time work opportunities that align with your research interests and skills. And if you are seriously thinking of a career change, sign up for additional professional training and career counselling services to ensure you make the right choice.

The PhD student life inculcates an ability to think differently, gives you the chance to work with a diverse set of people from various backgrounds, and equips you with the tools you need for success. While dedication and hard work can help you make a positive impact with your work, students must be proactive in identifying and grabbing the many opportunities available during the PhD student life. By following the simple strategies mentioned above you can set yourself up for success and move closer toward achieving your career goals.

Related Posts

Research in Shorts: R Discovery’s New Feature Helps Academics Assess Relevant Papers in 2mins 

How Does R Discovery’s Interplatform Capability Enhance Research Accessibility 

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Recruiters and Academia
• Published: 10 May 2006

What makes a good PhD student?

• Georgia Chenevix-Trench 1  

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

26k Accesses

12 Citations

50 Altmetric

Metrics details

Some tips for PhD students.

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

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

So what should we be telling prospective PhD students?

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

Take responsibility for your project.

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

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

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

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

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

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

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

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

Author information

Authors and affiliations.

principal research fellow at the Queensland Institute of Medical Research, Royal Brisbane Hospital, Herston, Australia

Georgia Chenevix-Trench

You can also search for this author in PubMed   Google Scholar

Additional information

→ http://www.qimr.edu.au/research/labs/georgiat/Guideforphds.doc

Related links

Related external links.

Guide for PhDs

Rights and permissions

Reprints and permissions

About this article

Cite this article.

Chenevix-Trench, G. What makes a good PhD student?. Nature 441 , 252 (2006). https://doi.org/10.1038/nj7090-252b

Download citation

Published : 10 May 2006

Issue Date : 11 May 2006

DOI : https://doi.org/10.1038/nj7090-252b

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

This article is cited by

Look who's talking too: graduates developing skills through communication.

• Eleni M. Tomazou
• Gareth T. Powell

Nature Reviews Genetics (2007)

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

/images/cornell/logo35pt_cornell_white.svg" alt="skills for a phd student"> Cornell University --> Graduate School

Build your skills.

Communication

• Writing and speaking effectively for a range of purposes, audiences, and contexts
• Identifying, assessing, and using reliable and valid information sources
• Communicating with visual and digital tools effectively
• Three Minute Thesis Competition
• English Language Speaking Groups Program
• Careers Beyond Academia Communicating Your Research

Leadership & Management

• Broadening awareness of self and others
• Understanding and developing management skills
• Negotiating and resolving conflicts
• Developing and valuing diversity, inclusion, and cultural fluency
• ​ Colman Leadership Program
• Graduate Student Ambassador Program
• Postdoc Leadership Program
• Careers Beyond Academia

Ethics & Integrity

• Understanding and following professional codes of ethical conduct
• Recognizing opportunities to apply ethical decision-making skills 
• Implementing relevant codes, principles, and standards in academic and professional settings
• Cornell Office of Research Integrity – Responsible Conduct of Research Training Workshops

Balance & Resilience

• Prioritizing self-care, health, and wellness
• Cultivating life skills
• Developing strategies to recognize and overcome vulnerabilities and gain self-confidence
• Valuing and effectively balancing roles in multiple communities 
• Big Red Barn Signature Events
• Perspectives: The Complete Graduate Student
• Graduate School Primer: Navigating Academia Workshop Series
• Students with Families Programs

Teaching & Mentoring

• Defining goals and expectations
• Assessing needs and progress
• Fostering inclusive learning communities
• Identifying, developing, and sharing best practices through ongoing reflection
• Building Mentoring Skills for an Academic Career
• Future Faculty and Academic Careers
• Center for Teaching Innovation GET SET Workshops
• Future Professors Institute
• Graduate Students Mentoring Undergraduates (GSMU)
• Inclusive Teaching Institute for Graduate Students and Postdocs

Community Building & Networking

• Developing a sense of belonging
• Creating inclusive academic, professional, and personal networks
• Establishing yourself within multiple communities
• Creating access to knowledge, opportunities, and resources through outreach and service
• Intergroup Dialogue Project
• Summer Success Symposium
• Empowering Women in Science & Engineering (EWISE) Symposium
• Bouchet Graduate Honor Society

Entrepreneurial Mindset

• Maximizing resources to bring innovative ideas to fruition 
• Synthesizing information for calculated risk-taking 
• Collaborating with others to tackle critical challenges and transform systems  
• Imagining alternative solutions to effect change 
• Entrepreneurship at Cornell
• Rev Ithaca Start Up Works
• Commercialization Fellowship
• Cornell Center for Technology Licensing (CTL) Startup Guide
• Blackstone Launchpad Consultations
• Careers Beyond Academia LibGuide to careers in entrepreneurship and innovation

Professional Development for PhD Students

Certain professional skills including communication, leadership, teamwork, and project management are valued by employers across a wide range of sectors. While many institutions offer professional development workshops specifically aimed at helping graduate students develop these skills, you can also learn them through the course of your degree. Here are some of the major skill groups and how to work on them.

Communication Skills

• Present at conferences - Conferences are a great way to hone your presentation skills and practice answering questions on the spot. Poster presentations also help you practice your oral communication skills on a one-on-one level.
• Join an outreach group - Most of the communications skills you develop in grad school are aimed at communicating with an academic audience, but working in scientific outreach gives you the opportunity to learn how to talk to a non-technical audience. Knowing how to explain complex concepts in a simple way is a valuable skill.
• Present a seminar paper - If you are in a PhD program with coursework, you will likely have to present a paper in your seminars each semester. Unlike when you present at a conference, a seminar paper doesn’t usually have accompanying visuals so your writing must be very clear.
• Take a writing course - Many universities offer writing courses specifically for graduate students which can benefit those whose program doesn’t have a strong writing component.
• Write a research proposal or grant application - Not only will this be good practice for a future career in academia, it also teaches you to write in a very specific way. A research proposal or grant application is different from a paper. You have to include an overview of the topic and connect your research to broader problems in the discipline while keeping in mind that the reader is not always an expert in the topic.
• Publish a paper- In some fields you are expected to have multiple publications by the end of your PhD while in others even one publication will help you stand out on the job market. In either case, the peer review and revision process will improve your writing immensely.
• Teach- Don’t underestimate how much teaching will improve your oral and written communication skills. Engaging teachers are able to communicate information in new, creative ways. If there is no formal teaching component to your degree, ask if you can be a teaching assistant for your supervisor or another professor in the department.

Academic Skills

• Write your own syllabus - It’s good practice to make your own syllabus for the courses or sections that you teach. Not only will it make your expectations clearer for your students, it will also help you on the job market. Sample syllabi are often required when applying for faculty positions.
• Take a pedagogy class- Some departments have mandatory classes about teaching theory and strategies. If your institution doesn’t offer any courses or workshops, you can read about pedagogy or talk to professors in your department known for their stellar teaching.
• Develop a teaching philosophy - As you learn more about teaching, start to develop your own teaching philosophy. Consider how you teach (strategies, techniques etc.) and why you teach this way. This will make you a more confident teacher and give you a leg up on job applications, which often require a teaching philosophy statement.
• Grade- Grading is an often bemoaned part of teaching, but it is also a useful transferable skill. Developing a grading rubric helps you figure out what your standards for excellent work are and apply them.
• Give feedback - Whether it’s written on a paper or discussed in person during office hours, learn to communicate feedback in a way that presents clear steps for improvement.
• Find a mentor - Having a mentor of your own gives you an insight into the mentee perspective, not to mention a great role model for when you become a mentor yourself. Your mentor can also help you improve various academic skills such as teaching and academic writing.

Leadership and Management

• Join a team - As much of academic work is done individually, make an effort to take part in a collaborative project that will give you experience with team dynamics. Better yet, incorporate group work and group projects into your teaching. Knowing how to manage group activities, establish expectations, resolve conflicts and assess performance are important managerial skills.
• Departmental leadership - There are few opportunities to develop leadership skill in grad school, but one of the easiest ways is to join your department’s graduate student association. Another is to join a conference organizing committee.
• Project management - The entire PhD process is an exercise in project management. You are learning how to develop a project, plan it out, and work through setbacks. If your research is collaborative there’s the added element of delegation and accountability.
• Conflict resolution - No one really likes to deal with conflict, especially at work. Many graduate student professional development programs offer workshops on conflict resolution where you can learn diffusion techniques. If your university doesn’t offer workshops, you can learn about conflict resolution from your supervisor or mentor.
• Become a mentor - Being a mentor helps you learn how to motivate and inspire someone, which are important leadership skills.

Professionalism  

• Ethics- If you teach or do experiments involving people or animals, you will have to undergo some type of ethics training.
• Promote inclusion and diversity - A good teacher/supervisor understands that their students’ experiences and perspectives might be different from their own. Educate yourself about the issues that underrepresented groups in academia face and learn how you can help mitigate them. Seek our resources to promote diversity in your teaching
• Get a mentor- A mentor can help you achieve your professional and personal goals. As someone in a more senior position, they can share valuable insider knowledge and insights with you about the profession. Your mentor can also facilitate important networking opportunities.
• Network - Many PhD students make the mistake of thinking that networking is only necessary in the business world, but connections can be incredibly beneficial in the academic world as well. Your network could be future colleagues, supervisors, or collaborators. Conferences, guest lectures, and informational interviews are easy ways for PhD students to start networking .
• Build your personal brand - Social media accounts help you increase your online presence and get your name out there. As a PhD student, you should set up professional accounts on ResearchGate , Academia.edu , and LinkedIn . Twitter is also a very useful social media platform for academics.

Developing these skill will give you the tools to find meaningful work after graduation.

Discover related jobs

Discover similar employers

Accelerate your academic career

5 Reasons You Should do Your PhD Abroad

Have you ever considered doing your PhD abroad? There are several major ...

Studying in the US on an F-1 Visa

Here's what you need to know as an international PhD student studying in...

Moving to Luxembourg to Research

Luxembourg has long been known as a leading European financial centre, b...

A Guide to English Proficiency Tests

Here is an overview of the four most widely-accepten English proficience...

10 Benefits of an Academic Career

There are many compelling reasons to choose a career in academia. Here a...

Moving to France to Research or Study

France is a popular destination for international students and researche...

Jobs by field

• Programming Languages 184
• Electrical Engineering 181
• Machine Learning 173
• Artificial Intelligence 173
• Molecular Biology 145
• Electronics 132
• Materials Engineering 130
• Computational Sciences 130
• Cell Biology 129
• Materials Chemistry 110

Jobs by type

• Postdoc 315
• Assistant / Associate Professor 148
• Researcher 126
• Professor 94
• Engineer 64
• Management / Leadership 60
• Research assistant 52
• Lecturer / Senior Lecturer 51
• Tenure Track 37

Jobs by country

• Belgium 227
• The Netherlands 180
• Germany 128
• Morocco 127
• Finland 109
• Switzerland 96
• Luxembourg 76

Jobs by employer

• Mohammed VI Polytechnic Unive... 131
• KU Leuven 96
• University of Luxembourg 74
• Eindhoven University of Techn... 72
• Ghent University 41
• ETH Zürich 35
• KTH Royal Institute of Techno... 32
• Leiden University 31
• University of Twente 30

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.

Download your Study Abroad Guide for FREE!

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

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

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

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

What is a professional doctorate?

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

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

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

How long does it take to study a PhD?

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

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

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

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

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

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

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

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

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

How long is a PhD in the UK?

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

How long is a PhD in the US?

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

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

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

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

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

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

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

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

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

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

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

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

What qualifications do you need for a PhD?

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

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

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

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

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

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

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

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

Are PhD entry requirements similar in other countries?

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

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

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

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

How much does it cost to study a PhD?

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

United Kingdom (UK)

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

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

United States (US)

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

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

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

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

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

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

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

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

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

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

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

What funding options are available for PhD candidates?

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

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

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

In the UK, specific funding options are available:

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

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

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

In the USA, there are also funding options available:

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

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

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

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

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

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

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

What does a PhD Involve?

How does a PhD work?

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

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

UK PhD timeline example

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

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

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

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

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

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

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

Why should you do a PhD?

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

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

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

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

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

What are some benefits of studying a PhD?

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

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

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

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

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

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

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

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

Can you do a PhD part time? 

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

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

Can I do a PhD through distance learning?

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

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

Your PhD supervisor

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

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

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

Coping with PhD stress

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

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

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

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

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

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

How does a PhD affect salary and earning potential?

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

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

How much does a PhD add to salary?

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

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

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

How to choose a PhD programme?

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

How can I find available PhD programmes?

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

How to apply for a PhD programme?

To apply for a PhD programme:

Research and select universities aligned with your interests.

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

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

Ensure you meet academic and language-proficiency requirements.

Complete an online application through the university’s portal.

Pay any required application fees.

Write a statement of purpose explaining your motivations.

Provide official transcripts of your academic records.

Submit standardised test scores if needed.

Some programmes may require an interview.

The admissions committee reviews applications and decides.

Apply for scholarships or assistantships.

Upon acceptance, review and respond to the offer letter.

Plan travel, accommodation and logistics accordingly.

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

How to apply for a PhD as an international student?

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

International students should apply for a student visa.

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

Provide certificates if needed to validate your previous degrees.

Show evidence of sufficient funds for tuition and living expenses.

Check if you need health insurance for your chosen destination.

Translate and authenticate academic transcripts if necessary.

Attend orientation sessions for cultural adaptation.

Apply for university housing or explore off-campus options.

Familiarise yourself with international student support services.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

You may also like

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

Luis Humberto Eudave Ramos

Why study a PhD in English literature?

John Francis Davies

8 habits to help you get through your PhD

Shabana Khan

Register free and enjoy extra benefits

• Translation

Four traits of every successful PhD student

By charlesworth author services.

• Charlesworth Author Services
• 14 July, 2021

Are you thinking of doing a PhD? Or perhaps you’ve been accepted on a programme and are preparing to start your PhD journey? 

If you’re already at this stage of thinking or starting a PhD, you probably have the intellectual acumen and academic skills needed for advanced study – but intelligence isn’t everything. In this article, we’ll discuss the additional soft skills and qualities needed for PhD success. Very often, these traits are likely to get you further than academic brilliance alone.

The ability to work independently

Unlike undergraduate or taught postgraduate programmes, where you are required to attend seminars, do group work, or work on scheduled assignments, a substantial part of PhD work (or in some cases, the entire project) is done independently. In some disciplines, you might work in a larger team with other students and researchers, but it is still up to the individual PhD candidate to do most of their own data collection, analysis, and writing.

You are no longer working like a student or as a paid employee; you don’t report to someone like a teacher or a boss. Instead, you’ll need the discipline to design your work routine and plan the various components of your thesis on your own. In most cases, you are accountable only to yourself and it is important to be confident and trust in your ability to manage the entirety of your PhD independently (albeit with some support from your department and supervisor).

Knowing when to ask for help

Although we have just discussed the virtues of being independent, it is equally important to know when to ask for and receive help. You may find yourself up against some difficulties or issues that you have never dealt with before or have no idea how to address. While it is good to take initiative to try to solve an issue, do not be too proud to get help when you need it.

Work with your supervisors and listen to their advice and suggestions – it is literally their job to help you. Draw from the collective support of your PhD colleagues, research peers, and friends. Even if they are not working on the same project as you or even from the same discipline, you’ll be surprised at how much can be gained from getting a different perspective and advice from others on the same journey as you. Finally, seek out professional help and assistance from the university’s support or welfare teams if you find that your mental health is suffering .

Your research will be only as good as your level of wellbeing. Taking the steps to look after your mental health and get both academic and pastoral support for your PhD is one of the best things you can do for yourself and the research.

Curiosity and an openness to learn new things

Every PhD project stems from and revolves around one or more research questions – you are doing this research to investigate an issue more deeply or to try to uncover answers or solutions to a problem or question. A good PhD researcher is someone who continually asks questions and is keen to discover and learn new things, be it novel ways of doing research or alternative theories and perspectives.

Maintain curiosity throughout your PhD – dare to push at the boundaries of your project and question existing literature, your data, and even your role as the researcher. Always reflect on what you are doing, how you can do it differently, or what other ways there are of approaching your research. Of course, you are not expected to cover every possible approach and eventuality during your PhD, but having this curiosity will sharpen your thinking, enrich your final thesis, and demonstrate your perceptiveness and insight as a researcher.

Creativity and versatility

Most PhD theses will follow some similar conventions in the way they are structured and written; your supervisor will be able to advise you on the best ways to proceed. However, the finer details of how the research is conducted and how you engage with your data requires an amount of creativity and versatility to be able to identify emerging patterns and to communicate those findings in original and interesting ways .

Bear in mind that the research journey is not always a predictable one. Sometimes things go wrong during the course of your research; you might get unexpected results or your methods may not work as you anticipate . Being creative and adaptable to these changing circumstances will go a long way in helping you to produce excellent research even when things don’t always go to plan.

Charlesworth Author Services , a trusted brand supporting the world’s leading academic publishers, institutions and authors since 1928. 

To know more about our services, visit:  Our Services

Visit our new Researcher Education Portal  that offers articles and webinars covering all aspects of your research to publication journey! And sign up for our newsletter on the Portal to stay updated on all essential researcher knowledge and information!

Register now:  Researcher Education Portal

Maximise your publication success with Charlesworth Author Services .

Share with your colleagues

Scientific Editing Services

Sign up – stay updated.

We use cookies to offer you a personalized experience. By continuing to use this website, you consent to the use of cookies in accordance with our Cookie Policy.

• Univerity of Rwanda-College of Education

What are important skills for PhD students ( or candidates) to facilitate their success in research?

Most recent answer.

Popular answers (1)

Get help with your research

Join ResearchGate to ask questions, get input, and advance your work.

All Answers (80)

• To undertake doctoral studies one must be s elf-directed, motivated, and highly disciplined.
• All Ph.D. degree and D.Ed. degree recipients in the College of Education should be able to:
• 1. pose a research question/problem.
• 2. examine the range of available modes of inquiry.
• 3. identify the appropriate research mode (s) and procedure(s ) complementary to the research question/problem.
• 4. define a sample/population.
• 5. identify a data collection strategy (or strategies).
• 6. analyze and interpret data.
• 7. draw conclusions from the data.
• 8. write research reports.
• https://ed.psu.edu/lps/ldt/forms/doctoral-research-skills

• Passion - keen in the research area & motivation to complete the study. 
• Perseverance - persistency while still facing numerous failed research attempts.
• Diligence - hard working & willingness to sacrifice.
• Curiosity - mindset that think outside the box & think opposite the norms etc.
• Integrity - complying to research ethics.

• Someone who is intelligent enough. (smart, but certainly does not need to be a 'genius').
• They need to be both intellectually curious, and creative (particularly because of the need to make a knowledge contribution).
• Essential to have/develop excellent (written and spoken) communication skills.
• They need 'drive' (as they will have to make sacrifices), as well as (intrinsic) self-motivation, and to be disciplined and productive. To re-emphasise , they should have perseverance, tenacity, and resilience.
• Are able to work by themselves autonomously.

• Work closely with your seniors and learn their experiances
• Read, read, read
• Never afraid to made mistake and learn out of your mistakes while doing research
• Ask your self always why?how? when? where?
• Participate in scientific forums, occasions, events
• Be SMART thinker, sharp implimenter
• Never and ever give up while trialing /experimentation/ till the end

Similar questions and discussions

• Asked 21 December 2012

• Asked 29 December 2021

• Asked 29 September 2020

• Asked 19 July 2020

• Asked 23 September 2019

• Asked 9 August 2018

• Asked 16 December 2015

• Asked 18 March 2015

• Asked 27 June 2024

Related Publications

• Recruit researchers
• Join for free
• Login Email Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google Welcome back! Please log in. Email · Hint Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google No account? Sign up

You're viewing this site as a domestic an international student

You're a domestic student if you are:

• a citizen of Australia or New Zealand,
• an Australian permanent resident, or
• a holder of an Australian permanent humanitarian visa.

You're an international student if you are:

• intending to study on a student visa,
• not a citizen of Australia or New Zealand,
• not an Australian permanent resident, or
• a temporary resident (visa status) of Australia.

What makes a good PhD student?

Study tips Published 31 Mar, 2022  ·  3-minute read

Thinking about pursuing a PhD but worried you might not excel in such a research-intensive program? We believe you can do it – especially if you cultivate some of the top traits of successful PhD candidates.

It takes a special type of person to spend countless hours researching and writing about a niche topic. While all our higher degree by research candidates have unique personalities and interest areas, there are some attributes they tend to have in common – traits that make them a “good” PhD student and help them on their path to completing their thesis.

Here we’ll look beyond just how to be a PhD student and instead talk about what makes a good PhD student. What skills, attitudes and behaviours can you develop or practise now to set yourself up for success in the next 3-4 years?

What do PhD programs look for?

The criteria for getting a PhD scholarship provide some useful clues as to what makes a good PhD student in the eyes of an advisory board. In particular, you’ll benefit from having a strong academic record and proven abilities to conduct effective research . The academic transcript from your honours or postgraduate program can help demonstrate this.

More important, though, are the traits you developed in order to get those academic results:

• enduring curiosity and a love of learning
• conscientiousness and attention to detail
• organisational and time-management skills
• ability and willingness to collaborate with anyone
• persistence and resilience (pushing through challenges and bouncing back from failures)
• intrinsic motivation and self-discipline (the drive to set your own goals and follow them through).

To thrive in a PhD program, you’ll want to maintain and strengthen these attributes. The good news is anyone can practise or work on these traits to some extent, even if they don’t always come naturally to you.

Keep in mind that every candidate is different, so there’s no “correct” balance of the above attributes guaranteed to make you a good PhD student. On your research journey, you’ll quickly realise your existing strengths and any areas you might need to work on.

Some of the qualities that I find are key are being inquisitive, loving to learn and question the status quo, and being an independent and self-directed worker.

What makes a good PhD student: it isn’t a simple formula

We asked UQ PhD candidate Sarah Kendall for her advice on what makes a good PhD student. While she had some attributes to suggest, she also pointed out that candidates bring unique strengths and skillsets to their research – and this is something that can’t be quantified.

“Good PhD candidates can have many different qualities,” says Sarah.

“Some of the qualities that I find are key are being inquisitive, loving to learn and question the status quo, and being an independent and self-directed worker.”

Sarah acknowledges that some of these factors are inherent for some people more than others. But she’s also quick to remind us that completing research in a previous program can help you identify if you’ve got what it takes.

“Doing something like an honours project can definitely help you figure out whether these are qualities you have, as well as to prepare you for the kinds of behaviours you’ll need as a PhD candidate.”

Chelsea Janke, another UQ PhD candidate, adds the following behaviours and qualities to the list of what PhD programs look for:

• ability and interest to learn
• critical thinking
• problem solving
• resourcefulness
• resilience.

So, if you’re wondering how to be a PhD student, there’s clearly no one-size-fits-all answer. But if you possess a healthy combination of some of the attributes discussed above, there’s a good chance you’ll fit the bill.

Does this sound like you (or at least someone you’d like to be with some practice)? We’d love to have you contributing to the groundbreaking research projects here at The University of Queensland.

Learn more about doing a PhD at UQ

Share this Facebook X LinkedIn Email

Related stories

Is a PhD worth it?

9-minute read

What makes a good PhD supervisor?

Tips for PhD students from Samantha and Glenn

7-minute read

How to get a PhD scholarship or funding

3-minute read

• • 2+ years of experience in how the AI development lifecycle impacts systems, distributed computing, and cloud-native paradigm
• • Main research focused on how blockchain security could be enhanced by 65% within decentralized infrastructure
• • Other research projects (36+), looking at how future trends could impact network security in AI automated systems
• • Had 16+ publications in the Journal of Computer Science and secured +$16M in grant funding over the last two years
• • Assisted 13+ senior researchers and computer science professors in completing various applications by debugging codes
• • Participated in various other aspects of the software development process, including assessing briefs, writing code, and testing systems to ensure 100% accuracy
• • Built 10 full-stack web applications with Java and Ruby
• • Was tasked to help 5 researchers with the development of for-academia software with a focus on security
• • Analyzed the code specifications and transformations to comply with 100% of all security, accuracy, and client-briefed protocols and parameters
• • Met all mandatory schedule dates within the development process - receiving 98% approval in customer satisfaction

9 PhD Resume Examples & Guide for 2024

In pursuing a PhD, you are responsible for conducting original research, contributing to your field of study, and disseminating findings through publications and presentations. On your resume, highlight your dissertation topic, relevant teaching or mentoring experience, and any grants or fellowships you have received. Emphasize your analytical abilities, research methodology expertise, and proficiency in statistical software or programming languages. Mention any collaborations with industry partners or significant conference presentations to illustrate the impact of your work.

All resume examples in this guide

Traditional

Resume Guide

Guide Overview

Additional Resumes

Extra Reads

Writing Your Ph.D. Resume

Resume Header Tips

Ph.D. Resume Summary

Resume Experience Section

Systematizing Your Experience

How to Include Your Degree

Ph.D. in Progress on Resume

Skill Set for Ph.D. Resumes

Certifications on Resume

Additional Sections

Key Takeaways

George C. Jones's 8-year-Odyssey to his doctoral degree in engineering is finally complete. All he has to do now is complete his Ph.D. resume.

Little does George know that within the next three years, he'd apply to 500+ roles and still not be any closer to working in the renewable energy sector.

A little birdie told us why.

Everywhere George applied, he was labeled as an "egghead": book-smart with no real-world experience.

At least that's the story his resume told.

Unfortunately, George's sad "tale" depicts many graduates’ job searches.

By 2030/31, the US is expected to have 221,000 Ph.D. graduates . While this may be fantastic news for the academic community, the job pool is limited.

Swimming into the big blue sea - a.k.a. the "real world" - would require Ph.D. graduates to adapt their resumes to the business or industry requirements.

And listing vague bullets pinpointing your experience just won't do.

Enhancv knows how to translate your skills, knowledge, and achievements to ensure your resume stands out in the vast talent pool.

Because a well-written Ph.D. resume , showing skills, passion, and knowledge, is your ticket to the moon and beyond.

Our exclusive, Ph.D. resume guide will answer some of the following questions for you:

• What are some of the biggest, unintentional mistakes Ph.D. graduates tend to make when writing their resumes?
• Perfecting the top one-third of your resume: how to get recruiters' attention every time?
• 102 of the most popular Ph.D. skills you need to add to your resume right now!
• Lacking much professional experience: how to align your academic background with job expectations?
• Get inspired with more ideas about formatting, writing your resume summary, and including your academic body of work in a way that works.

4 additional Ph.D. resume samples and why they work

Ph.d. bioengineering graduate.

This Ph.D. Bioengineering Graduate has certainly focused her effort on getting that tenure-track position.

Here’s why her resume works.

Within the top one-third of Dr. Taylor’s resume (the headlines, summary, and skills section), you’ll find many relevant keywords for the job advert.

She has also used the summary to qualify and quantify her results to help recruiters better understand her strengths.

The experience section is split into two parts: the first one notes all relevant teaching experience; the second section showcases depth and knowledge of research.

Dr. Taylor has included industry experience and strengths to further define her skill set and show results.

This approach would also be very helpful for any Applicant Tracking System (ATS) reviewing the resume, as it cross-aligns the candidate’s talents with the job requirements.

Ph.D. mechanical engineering

If you’re wondering how to translate your academics into real-life experience, check this example out.

Dr. Aubry’s resume headline highlights his area of expertise and his Ph.D. degree, while his summary qualifies his key academic achievements, contributions, and success.

Dr. Aubry’s skills section focuses more on the technology he is apt at within the specified job requirements.

His roles as a lab technician, contributor, and research assistant also hint to recruiters that he’s results-oriented and can show how his work affected the industry.

Finally, his strengths section cross-aligns soft skills that are important for the role, including mechanical engineering knowledge, cross-disciplinary teamwork, and technical writing.

Apta certified physical therapist

In some industries, a specific certification can be a real game changer to meeting ATS standards.

Dr. Brubaker knows this and that’s why she has used her resume to highlight her American Physical Therapy Association (APTA) certification within various sections (headline, summary, and certification).

Another reason why Dr. Brubaker’s resume works is that it pinpoints her niche of expertise with tangible results.

Her education section not only lists all of her degrees, but she has turned recruiters’ attention to the grant funding her Ph.D. thesis secured (an outcome of the project).

Did you notice how she curated the experience section? Dr. Brubaker started with her more job-oriented responsibilities, followed by a leadership role.

if you’ve participated in any extracurricular activities during your studies, they could indicate various soft skills on your resume, including leadership, initiative, organization, etc.

data scientist, ongoing Ph.D. in statistics

Are you a current Ph.D. student, wondering how to include your ongoing degree on your resume?

Charles Flack’s resume includes some of the best how-to practices.

Charles uses the resume headline and summary’s first section to specify his research niche, which is followed by his ongoing Ph.D. Status.

N.B. Remember that the recruitment process is one of building trust with honesty. If you note in your resume that you’re a Ph.D. graduate (without this being the reality), recruiters will find out.

Continuing with Charles’s resume summary. It goes on to include an array of expertise and soft skills (e.g. leadership, adaptiveness, perfectionism) all within achieved results in academia.

His experience section includes roles in leadership, technical writing, and private tutoring, denoting individual skills and contributions.

The strengths Charles has included are more specific and tie in with data science roles. Those include quantitative problem-solving, deep learning, and iterative process.

21 Ph.D. related resume examples to help you get inspired

• Entry-Level
• Grant Writer
• Lab Technician
• Research Associate
• Research Assistant
• Lab Assistant
• Lab Manager
• Finance Intern
• Data Science Intern
• Entry Level Engineering
• Entry-Level Mechanical Engineer
• Software Engineer Intern
• Nursing Student
• Data Analyst Entry Level

Quick steps to success in writing your Ph.D. resume to get recruiters’ attention

Let's start with a big no-no: your academic CV, the one you used to secure that tenure position, is a No-go. Put simply - it lacks personality .

HRs and the Applicant Tracking System (ATS) need more context to your experience.

Unfortunately, here comes one of the biggest disadvantages you may face, leaving academia. Often, Ph.D. graduates get rejected as they lack practical work experience .

Don't get discouraged. Instead, find a resume format that works for you.

For Ph.D. graduates that have less work experience, we recommend a functional-skill-based format . It will help you highlight your unique skill set and academic excellence.

Also, it'll align your niche area of expertise with the role expectations.

Now that we've settled the formatting debate, let's look at a couple of more quick pointers for your Ph.D. resume.

1. The top one-third of your resume - the resume header and summary - is crucial to getting a high score on the ATS.

That's why you should try to include as many of the advert's relevant requirements within this section.

2. Expand your qualifications and skills within the experience section.

Don't just list plain bullets, but focus on the outcomes of your studies, research, or publications.

How to write your experience bullets:

3. Speaking of impact, detail your accomplishments within your academic work.

Focus on the picture and your research's influence on the scientific field, business/ industry, or communities.

Bonus: Remember to always list all work and academic experience that is relevant to the job you’re applying for.

Your Ph.D. experience can open many doors for you, giving you a front-row seat on the cutting edge of new technologies.

But let's not get ahead of ourselves, here are a couple more bits and pieces to keep in mind when writing your Ph.D. resume.

What recruiters are looking out for in your Ph.D. resume:

• What methodology or technology have you used to prove your research?
• If you've ever led teams, were you able to manage them successfully?
• Would your niche area of expertise contribute to the organizational goals?
• Can you bring to the table more than just theoretical knowledge?
• How fast can you adapt to a non-academic environment and deliver tangible results?

Ph.D. resume's five most important sections:

• Resume header with keywords from the job description
• Resume summary cross-aligning requirements with experience
• Resume experience to expand on the summary
• Education section, listing all diplomas
• Professional achievements in research and publications

Your Ph.D. resume should balance your knowledge with how fast it can be applied in a real-world environment.

That's why you need to be precise about the resume sections you chose to prove your merit.

Mythbusters: Your PhD resume header under the Enhancv microscope

After endless hours of searching different platforms, you've finally found that cancer research position that perfectly matches your profile.

Avoiding all emotional attachment and excitement, you finally decide on the following header:

2 PhD resume header examples

Let’s look at the bright side of things. If the organization would like to get in touch with Dr. Garnett, they'd easily find his contact details .

But on the other hand, he is making one huge mistake: Dr. Garnett isn't taking advantage of the power of the top section of his resume. More specifically - his headline .

This crucial section could provide Ph.D. graduates with an opportunity to include all relevant keywords that could match their profile. And at the same time, tease their professional story.

This may be obvious, but this example works as it shows that Dr. Garnett is not only a Ph.D. graduate, but his specific area of research and interest, which should supposedly match with the role he’s applying for.

A rule of thumb for headers is to never be vague about your research and expertise.

You could list your Ph.D. degree within your resume title so that it’s the first thing recruiters (and the ATS) see.

In the case of Dr. Garnett, his resume title could read “Dr. David Garnett, Ph.D.”.

Our suggestion is to be wary about the organization you’re applying for because if the culture is more informal, this may come off as “pretentious”.

Ph.D. resume summaries: HRs’ favorite instrument for advanced career storytelling

The Ph.D. resume summary is a really useful section for good first impressions and explaining your experience.

The summary can be used to highlight your skills, strengths, and achievements. While telling the story of your professional growth.

We know how important real-world examples are for you.

So, without further ado, here's how Dr. Lucina Collard rewrote her resume summary. And in the end, got the attention of a prestigious software development company.

2 PhD resume summary examples

Dr. Collard may have spent too much time in the lab, as her Ph.D. resume summary just lists what courses she took and her thesis statement.

No results, no outcomes.

In the end, she did decide to include some soft skills and passions, but without actually pointing out the “why” behind her work. This doesn’t make sense at all.

Here’s what her modified resume summary looked like in the end:

This summary works for one simple reason: it qualifies the achievements.

Dr. Collard has noted that within the past 6 years, she has been specializing in the job advert keywords “robotics” and “mechatronics”. The award is also a nice touch to paint the big picture of her experience.

Dr. Collard is apt at achieving results within a dynamic environment. That includes various professionals from different backgrounds.

When talking about her thesis, she goes on to show her familiarity with the process.

Editing Dr. Collard’s summary may seem just like one small step for her, but it’s actually a giant leap to securing an interview.

Making your Ph.D. resume experience section stand out for all the right reasons

When listing their experience section, most Ph.D. graduates are probably making the same mistakes.

The first one: leaving out your academic practice, thinking that recruiters only want to see work experience.

That's not true at all.

Your education would not only prove your technical capabilities, but also your soft skills. But, more on that in the following paragraphs.

The second error: those tricky job titles.

You'd find 1000+ resumes, listing each experience using the given academic titles; e.g. Professor, Lecturer, Post Doctorate Student, Graduate Student, etc.

Robotic vs personalized approach: 1:0.

The ATS, reviewing your resume, is set to recognize keywords that are vital for the job. The faster those appear at the top of your experience, the better.

Instead of listing that you used to be a "Lecturer at XYZ University", go with "Data Science and Machine Learning Lecturer at XYZ University".

Third slip-up: those tricky experience bullets.

Some Ph.D. graduates just list all their courses, research, and publications.

This isn't the way to go.

You should rather align your knowledge with the job description to prove tangible results.

A couple of questions to help:

• What did this course help me learn and achieve that could be applicable to the job I'm applying for?
• How did leading lectures help me to cooperate better within the learning environment?
• What grants did my publications secure for the educational institute?
• What effects did my research have on the big-picture subjects within the field?
• The more you can get into the actuality (and practicality) of your education, the higher your chances are to get your first interview booked.

Let’s look at an example of how your experience can be showcased within your resume as crucial for the job.

Phd resume experience examples.

• • Got PhD in Philosophy
• • Took Philosophy of Mind, Brain, and Behavior Course
• • Took Ethics Course
• • Wrote Diploma on ‘To Be Or Not To Be: The Ethics of The Human Existence In The 21st Century’

This experience section is pretty negligent and robotic. Did you just get a diploma during those three-plus years?

You may be exiting from a leading higher education institution, but putting in the extra effort to your resume shows that you are diligent.

And that you’re actually invested in getting that particular job.

• • Contributed 60+ publications to the university scientific journal, niching within human rights, ethics, and the big why of human existence
• • Peer-reviewed publications for 12+ philosophy colleagues and professionals with a focus on consistency and validity of the thesis
• • Collaborated with 10+ professionals from arts, science, and biotech fields to question and understand the ethics behind their projects
• • Apart from the scientific paper for my final thesis, entitled 'To Be Or Not To Be: The Ethics of The Human Existence In The 21st Century’, published a short video on the university website to help inspire young professionals of philosophy to always stay alert

There’s no ground for comparison between the two examples. But let’s look at some of the basics.

The first experience bullet hints that the professional can write technical papers for their niche.

Next, the candidate showcases an eye for detail, collaboration, and teamwork.

Finally, they have found a way to get their thesis submitted on time and also make it more understandable.

On a side note - did you notice how a better job title could be a complete game-changer?

One bonus tip on better systematizing your Ph.D. experience

General practice is that you'd create one single resume experience section.

But what if while writing your Ph.D. resume, you realize that in the past six years, all your experience is for the same institution?

Here's an idea to spice up your experience section. You can create a couple of experience sections, based on functionality.

Thus highlighting job advert keywords and, at the same time, including more details.

So you could have some of the following headers, under which you could classify your work:

• Research Experience
• Technical Experience
• Analytical Experience
• Leadership Experience
• Mentorship Experience
• Teamwork Experience
• Higher Education Experience

Feel free to align your transferable skills, which would be beneficial for the job you're applying for.

How should you include your degrees within your Ph.D. resume education section?

Here's the advice you've probably been waiting for; introducing…

… "How to write about your degree without sounding like a snob?"

And there are two possible scenarios at play.

The first is that you're applying for a job related to your area of study.

You should list your Ph.D. degree in detail, including research topics, method expertise, and publications.

As you're writing for non-specialized audiences, don't go overboard with the complex terms. Instead, weave keywords from the job requirements within your education section.

In the second case scenario, you're applying for a job that has nothing to do with your degree.

Keep your education section plain and simple with your degree, university/college, dates, and location.

Either way, remember to always list all of your degrees in chronological order, starting with the latest.

This isn't just some made-up rule or HR caprice. Your resume education helps recruiters determine if:

• Your basic training and knowledge would fit the job
• You stayed focused on your coursework and graduated on time
• You would be a good fit for the team. Some companies tend to hire graduates from the same university

Ph.D. in progress: Should you include your potential degree on your resume?

Being transparent on your Ph.D. resume is what builds that fantastic initial relationship with the company you're applying for.

Thus, you have to be very clear and precise, especially in your education section.

If you're still pursuing your Ph.D. degree, shift the focus from the future to what you've achieved so far.

Your education section could answer any of the following questions:

• How applicable your degree is to the job opening?
• Which of the courses you've completed would help the company grow?
• Is your education a stepping stone within your professional experience?
• What is your expected graduation date?

Being on the course to completing your Ph.D. is definitely commendable, but sometimes life happens. And you may be forced to drop out of your Ph.D. education.

Should you then list the degree you didn't complete?

The answer is 100% yes, as your Ph.D.:

• fills gaps within your professional experience
• is valuable experience
• has helped you gain new knowledge

Making it clear to recruiters that your degree is "Incomplete" or that you "Didn't Graduate" is very important.

List your degree, dates, university/college, and status.

If you get to the interview stage, recruiters will ask you why you dropped out. Be prepared to talk about why it wasn't the best option for your career at the time, or hint at the circumstances.

Even if it's hard to believe, HR managers are people - just like you and me - and they are able to show understanding and compassion.

Ph.D. resume: Is there a dream skill set your potential employers would like to see?

Recruiters review your resume to see how your experience aligns with the role, with a big focus on transferrable skills.

Or in other words, what else can you bring to the table to help the business or institution grow?

And transferable skills can be both hard (or technical ) and soft skills .

Your hard skills include the technology you used to complete your studies.

Consider the opportunities you've has to:

• test and measure antennas parameters in an Anechoic chamber
• audit in a lab environment renewable energy sources' efficiency
• develop software, using Python, to patch cybersecurity risks

The list can go and on and on. Your Ph.D. has probably provided you with a pretty solid technical background.

When writing your resume’s separate technical skills section, ever wonder which technology should go first?

Rule of thumb: align the technology within the job description with your expertise.

The more proficient you are at a certain skill, the sooner you should list it.

Wondering what some of the most popular Ph.D. resume hard and technical skills are?

Check out our list, based on some of the most popular industries.

PhD resume technical skills for various roles:

15 hard skills for opportunities in business consulting:

• Knowledge of different business-crucial frameworks, including Benchmarking, Balanced Scorecard, Porter’s Five Forces, The GE-McKinsey Nine-Box Matrix, The BCG Growth-Share Matrix, Core Competencies
• Data Management and Analysis
• Advanced Data Modelling
• Strategy, Planning and Implementation
• Assessing and Managing Risk Using Frameworks
• Statistics and Understanding Correlations
• CRMs: Salesforce, Zendesk, Bitrix24, etc.
• Lead Generation Software: Zendesk Sell, Pipedrive, HubSpot, etc.
• Project Management Software: Jira, Hive, Asana, etc.
• Employer and Customer Satisfaction Surveys
• Proposal Writing
• Scheduling Software: Calendly, Google Calendar, Doodle, etc.
• Revenue Optimization and Sales

15 technical skills for biology, biotech, biochemistry, and medical research:

• Design, conduct, and analyze scientific research
• Tissue Culture
• PCR (Polymerase Chain Reaction)
• Gel Electrophoresis
• Western Blot
• Molecular (Gene) Cloning and various techniques
• Flow Cytometry
• Mass Spectrometry
• Confocal Microscopy
• Cell-Based Assays
• Radioimmunoassays
• Data Analysis in biotechnology, bioinformatics, and medical research
• Laboratory and Equipment

15 engineering technical skills to add to your PhD resume:

• Manufacturing: Forging, Welding, Assembling, etc.
• Quality Control
• Industrial /System Design and Analysis
• Conceptual, Logical, or Physical Data Modeling
• AI and/ or Machine Learning
• Design Tools: AutoCAD, SolidWork, 3dsMax, etc.
• Programming Languages: C++, Python, Java, etc.
• Equipment Diagnosis
• Project Management: Trello, Zoho, Microsoft Project, etc.
• Data Analysis Software: Microsoft Power BI, Tableau, Qlik Sense, etc.
• CNC Programming
• Advanced Physics
• Structural Analysis
• Nanotechnology

15 recommended computer science technologies:

• Programming languages: C++, PHP, Swift, etc.
• Software engineering and development: Atom, GitHub, Chrome DevTools. etc.
• Cloud Platforms
• Data migration and deployment
• Application Programming Interfaces (APIs)
• Integrated Environments Management
• Network Maintenance
• Cybersecurity
• Machine learning AI
• Business Intelligence and Statistical Analysis Tools
• SQL Consoles
• SAS Development and Forecasting
• Data Modelling Tools: ER/Studio, Archi, Ludichart, etc.
• Automation Tools

15 academic and research technical skills:

• Technical Literacy
• Presentation and visual: Tableau, Prezi, PPT, etc.
• Learning platforms: Moodle, Classroom, Teams, etc.
• Surveys: Google Forms, MailChimp, Kahoot, etc.
• Data-Processing Software: SPSS, RStudio, NVivo, etc.
• Academic Networks: Google Scholar, Academia.edu., ResearchGate, etc.
• Academic Research and Technical Writing
• Email Writing
• Data and Information Analysis
• Copyright and License
• Videoconferencing: Zoom, Teams, Google Meet, etc.
• Applications for Securing Grants and Funding
• Peer Reviews and Co-Writing Interdisciplinary Technical Papers

Moving on to your PhD resume soft skills

There's still no precise formula for how soft skills are gained and applied in the workplace.

How many times have you seen an advert that requires "a can-do attitude and teamwork"?

Yet soft skills are on all recruiters' must-have checklists.

In the case of Ph.D. applicants, these transferable skills are built thanks to all the healthy habits you've maintained through your education, including your:

• collaboration
• ability to meet deadlines

Soft skills hint to recruiters more about your character and style of work.

Here are some ideas as to which ones you can include within your resume:

37 PhD soft skills to spice up your resume:

• Critical / Logical Thinking
• Problem-Solving
• Time Management
• Brainstorming
• Creativity and Innovation
• Meeting Deadlines
• Working Under Pressure
• Negotiation
• Project Management
• Organization
• Prioritization
• Flexibility
• Independent Work
• Ethical Decision-Making
• Leadership or Mentorship
• Collaboration
• Teaching or Lecturing
• Conduct Meetings
• Supervision
• Feedback and Evaluation
• Motivating Others
• Communicating Ideas
• Presentation
• Constructive Debating
• Leading or Participating in Group Discussions
• Public Speaking
• Accelerated Learning
• Attention to Detail
• Writing Proficiency
• Quantitative Literacy
• Listening and Reflection

When describing your leadership or mentorship soft skills, here are a couple of questions you could answer within your resume to qualify your achievements:

• What actions did you take to maintain a constant and successful team dynamic?

Mix in extracurricular certificates

Back in the day, you earned a couple of extracurricular certificates and wondering if you should include those on your Ph.D. resume.

Again, it's a matter of analyzing how necessary your certification is for the job.

E.g. if AICPA's CPA certificate is listed as obligatory within the job description - and you have earned yours - you know what to do.

Certificates show that you're willing to put in the extra effort to stay relevant. Proving that you're committed, flexible, and a life-long learner.

So, think about the relevancy the certificate would have within your field.

Then, consider including some of these popular certificates:

Top 50 PhD certificates from various institutions for your resume:

• Association of Clinical Research Professionals (ACRP) - Certified Professional
• ACRP - Clinical Research Associate Certification
• ACRP - Clinical Research Coordinator Certification
• American Health Information Management Association - Coding Specialist Physician-Based Certification
• Nationally Registered Certified Patient Care Technician
• National Healthcare Association (NHA) - EKG Technician Certification
• NHA - Phlebotomy Technician Certification
• NHA - Clinical Medical Assistant Certification
• American Association of Medical Assistants - Medical Assistant Certification
• Red Cross - Nursing Assistant Certification
• Behavior Analyst Certification Board, Inc. - Registered Behavior Technician
• American Association of Professional Coders - Certified Professional Coder
• Pharmacy Technician Certification Board - Certified Pharmacy Technician
• Society for Clinical Data Management - Clinical Data Manager
• American Medical Writers Association - Medical Writer Certified
• Board of Editors in Life Science - Board-Certified Editor in Life Science
• International Society for Medical Publication Professionals - Certified Medical Publication Professional
• Regulatory Affairs Professional Society - Regulatory Affairs Certification
• Google Project Management Professional
• Society of ​​Petroleum Engineers - Petroleum Engineering Certification
• American Institute of Chemists - National Certification Commission in Chemistry and Chemical Engineering Certification
• Coursera - Software Engineering MasterTrack Certificate
• Cisco Certified Network Professional in Service Provider Operations
• CompTIA Security+ Certification
• (ISC)² Certified Information Systems Security Professional
• American Society for Quality (ASQ) - Quality Engineer Certification
• ASQ - Reliability Engineer Certification
• Advanced Certificate Program in CFD-Aircraft Aerodynamics
• Engineer in Training License and Certification
• Society of Broadcast Engineers - Certified Audio Engineer
• Association of Technology, Management, and Applied Engineering - Certified Technical Professional
• International Council on Systems Engineering - Systems Engineering Professional Certification
• American Academy of Project Management - Certified Planning Engineer
• Heating, Ventilation, and Air Conditioning Master Specialist Certificate
• iNARTE Electromagnetic Compatibility Designer Engineer Certificate
• American Academy of Environmental Engineers and Scientists - Board Certified Environmental Engineer
• American Public Power Association - Key Accounts Certificate Program
• Global Association of Quality Management - Certified Agile Developer
• Environmental Protection Agency - Operator Certification Program Management
• Institute of Management Accountants - Certified Management Accountant
• National Association of Certified Public Bookkeepers - Certified Bookkeeper
• Association of International Certified Professional Accountants - Certified Public Accountant
• Chartered Financial Analyst Institute - Chartered Financial Analyst
• Internal Revenue Service - Enrolled Agent
• The Institute of Internal Auditors - Certified Internal Auditor
• Association of Certified Fraud Examiners - Certified Fraud Examiner
• National Association of Sales Professionals - Certified Professional Sales Person
• Institutes of Management Consulting - Certified Management Consultant

PhD resume: let’s get creative with a few more resume sections

When completing your Ph.D. resume, you should always find ways to stand out from the crowd.

That’s why we’ve compiled for you some of the most popular sections which you could add to your resume.

Before doing so, always question each section's relevance to the job you're applying for.

• Publications or Projects - focus on topic, methodology, and impact; include your grant ID code, if your research won any funding
• Academic Awards - once more, consider if those would shine a better light on your expertise
• Conference Presentations - this would showcase your public speaking abilities
• Language Skills - be honest when listing your language proficiency

One final word of warning - your Ph.D. resume offers limited space to showcase your expertise, so try to make the most out of it.

key takeaways

• The extra effort to align your Ph.D. skills with the job you're applying for always gets recruiters' attention.
• Include as many relevant keywords within the header and summary of your Ph.D. resume.
• Have separate sections, detailing how your academic background has helped you attain experience, skills, and certifications.
• List chronologically all degrees you've earned through your education, with an adaptable approach to details.
• Remember that the recruiters or the ATS assessing your resume may not be that scientifically literate. Substitute complex terminology with impact and results.

Looking to build your own PhD resume?

• Resume Examples

How Do You Say Friendly On A Resume

How to write responding to recruiter email [templates included], is it better to staple or paperclip a resume, how to improve your resume in under 30 minutes, 5 elements every cover letter outline needs, should you bring a cover letter to an interview.

• Create Resume
• Terms of Service
• Privacy Policy
• Cookie Preferences
• Resume Templates
• AI Resume Builder
• Resume Summary Generator
• Resume Formats
• Resume Checker
• Resume Skills
• How to Write a Resume
• Modern Resume Templates
• Simple Resume Templates
• Cover Letter Builder
• Cover Letter Examples
• Cover Letter Templates
• Cover Letter Formats
• How to Write a Cover Letter
• Resume Guides
• Cover Letter Guides
• Job Interview Guides
• Job Interview Questions
• Career Resources
• Meet our customers
• Career resources
• English (UK)
• French (FR)
• German (DE)
• Spanish (ES)
• Swedish (SE)

© 2024 . All rights reserved.

Made with love by people who care.

Build my resume

• Build a better resume in minutes
• Resume examples
• 2,000+ examples that work in 2024
• Resume templates
• Free templates for all levels
• Cover letters
• Cover letter generator
• It's like magic, we promise
• Cover letter examples
• Free downloads in Word & Docs

5 PhD Resume Examples Made to Work for 2024 

• PhD Student Resumes by Type
• PhD Student Resumes by Role
• Write Your PhD Resume
• Entry-Level
• Senior-Level

With the role of a PhD student, you’re the intellectual powerhouse driving groundbreaking research and contributing to the advancement of knowledge. Your expertise allows you to dive deep into complex subjects, developing innovative solutions and pushing the boundaries of what’s already known. 

At the same time, you’ll need to balance your responsibilities as a teacher as well, imparting your knowledge to the undergraduates at your institution. Crafting a resume and creating a cover letter that demonstrate your ability to shine in this diverse role is no easy task.

Luckily, we’re here to guide you through the maze of showcasing your academic journey. With our varied PhD application resume examples , you’ll find the ideal resume template to help you craft your own winning resume in no time.

or download as PDF

Why this resume works

• Thankfully, Liam does a great job highlighting his internship and project achievements and how both are applicable in helping sustainably improve production.

PhD Student Resume

• One strategy you can use to boost the chances of your PhD student resume to clinch an enrolment slot into the health sciences department is by harnessing the achievements from a volunteer project that brought screening services to a marginalized community.

PhD Application Resume

• Therefore, achievements in increasing student participation and engagement accompanied by metrics in improved grades and assessment scores would go a long way to prop your suitability.

Engineering PhD Resume

• Hence, including it in your engineering PhD resume will do wonders and show that you’re a state-approved individual who knows what they’re doing. Employers will almost always prefer a licensed professional over an unlicensed one.

PhD Scientist Resume

• That’s where you’re going to include some numbers to add readability to your PhD scientist resume. Now, don’t be random and use metrics for impactful bullet points like decreasing experimental errors or analyzing a large number of samples.

Related resume examples

• Research Assistant

Adapt Your PhD Resume to the School You’re Applying to

As an aspiring PhD student, your resume is your scholarly calling card, showcasing the intellectual artillery you bring to the academic battlefield. 

This is where you can showcase your skills and express why you’re the right person to join the program. To do this, tailor your skills section to align with the specific requirements of your desired program and department. 

Highlight your expertise in research methodologies, statistical analysis, and any specialized software or equipment you’ve mastered. For the more technically inclined, don’t shy away from showcasing hard skills like Python, Matlab, Java, or Tableau.

You can also include a couple of soft skills because they’re essential for giving lectures and mentoring students. Just remember to reinforce them with demonstrable examples in the experience section later. 

Want some pointers?

15 top PhD skills

• Microsoft Office
• Google Sheets
• Research Methodologies 
• Academic Writing
• Public Speaking
• Lesson Planning
• Grant Proposals
• Grading Essays
• Collaborative Research

Your PhD work experience bullet points

From conducting groundbreaking research to publishing papers, your journey as an academic is about more than just the day-to-day grind. In the experience section of your resume, the real spotlight should be on your transformative contributions. 

If this isn’t your first PhD, highlight achievements from your previous studies like securing research grants, publishing impactful papers, or successfully leading research projects. If you’re moving up from postgraduate studies, highlight the best and most impressive accomplishments from your master’s and bachelor’s degrees. 

Add some numbers to make your accomplishments pop. This could be the number of students mentored, successful experiments and research projects, or the reach of your published work. 

• Highlight the number of your articles or research papers that were published in reputable journals.
• Quantify the success of research projects with metrics such as project scope, budget management, or studies carried out.
• Demonstrate your ability to secure research funding by specifying the number and value of grants obtained.
• Showcase your impact as a mentor or tutor by talking about the number of students you’ve guided or the way they were able to improve their grades through your help.

See what we mean?

• Created engaging course materials using Articulate Storyline, resulting in a 39% increase in student engagement and comprehension
• Managed EHR software to document patient assessments, vital signs, and medication administration, maintaining 99.99% accuracy in recordkeeping
• Partnered with farmers to develop customized crop management plans, resulting in a 31% increase in yields
• Assisted in the development and implementation of assessments, leading to a 33% reduction in student dropout rates

9 active verbs to start your PhD work experience bullet points

• Innovated 
• Collaborated

3 Tips for Writing a PhD Resume With Little Prior Experience

• Mention your involvement in conferences and workshops. This will showcase your ability to engage with and contribute to the broader scholarly community.
• Echo your passion for knowledge throughout your resume, and look into the future. Outline your career objectives , illustrating your commitment to making a lasting impact through your PhD studies.
• Any and all academic achievements look great on a PhD resume, so make sure to add them. Talk about your GPA, awards won, or competitions you’ve participated in to show your drive as a college student.

3 Tips for Writing a PhD Resume for Your Second PhD

• Research is often independent, and academics are sometimes considered lone wolves. That’s why it’s important to emphasize your leadership and collaboration skills explicitly. The school needs to know you can mentor students and collaborate with other colleagues effectively—so turn up the enthusiasm for this area!
• If you’re going for a research role, it’s essential to be at the forefront of your field—following all the latest papers and studies. You can show this by mentioning your participation in research initiatives or the conferences you like to attend. 
• Show that you put just as much effort into your students as you put into your research by sharing student performance and engagement metrics. You can also discuss your favorite lecture and seminar-planning techniques to convey your passion and commitment. 

Absolutely! While not mandatory, a tailored career summary can be a powerful tool. Customize it for the PhD position, mentioning the specific program and academic role. Don’t forget to highlight things like research methodologies, data analysis, and any unique contributions to your academic field.

Choose a clean and professional format that prioritizes your academic achievements and research experience. Use clear headings, bullet points, and a consistent structure, much like you would in a research paper. 

Include skills that align with the specific requirements of the PhD program and your academic discipline. Highlight technical and soft skills relevant to research, teaching, fieldwork, and collaboration.

20 good skills to put on resume for new grads

Looking for the top skills to include on your resume as a new grad? This guide highlights 20 essential skills to showcase your value to employers.

As a new graduate, it can be challenging to know which skills to highlight on your resume. Employers are looking for candidates who can bring a diverse set of skills to the table, and it's essential to show that you have the skills that are in demand in today's job market. Here are the top 20 skills that new grads should consider including on their resumes:

1. Critical thinking

Employers expect candidates to have strong critical thinking skills to solve problems and make informed decisions. Demonstrate your ability to analyze complex situations, evaluate different perspectives, and develop creative solutions that meet business goals. Provide examples of how you have used critical thinking to improve processes, increase efficiency, or solve complex problems.

2. Creativity

Employers appreciate candidates who can bring fresh ideas to the table and find innovative solutions. Highlight your creativity by sharing examples of how you have solved problems in unconventional ways or how you have introduced new processes that have led to positive results. Provide specific examples of how your creative approach has positively impacted your previous roles or projects.

3. Leadership

Leadership skills are highly sought-after by employers as they demonstrate the ability to motivate and manage others effectively. Highlight your experience in leading teams or projects, and provide examples of how you have inspired team members to achieve common goals. Share specific examples of how you have created a positive work environment, delegated tasks, and provided constructive feedback to team members.

4. Teamwork

Employers value team players who can collaborate, communicate effectively, and support their colleagues. Highlight your ability to work in a team by sharing examples of how you have contributed to a team's success and how you have handled conflicts or disagreements. Demonstrate how you have actively participated in team meetings, brainstorming sessions, and collaborative projects.

5. Time management

Effective time management is crucial in the workplace, and employers look for candidates who can manage their workload efficiently. Demonstrate your ability to prioritize tasks, meet deadlines, and handle multiple projects simultaneously. Share specific examples of how you have managed your time effectively to complete projects on time and handle unexpected challenges.

6. Organization

Employers seek candidates who are organized and can manage multiple tasks and projects effectively. Highlight your organizational skills by providing examples of how you have kept track of details, managed projects, and met deadlines consistently. Share specific examples of how you have organized your workday, kept track of project timelines, and prioritized tasks to meet deadlines.

7. Attention to detail

Employers look for candidates who pay attention to detail, especially in industries such as healthcare, finance, and law. Showcase your ability to catch errors, maintain accuracy, and deliver high-quality work. Highlight specific instances where your attention to detail has resulted in positive outcomes, such as catching errors before they become costly mistakes, ensuring compliance with regulations, or improving the quality of deliverables.

8. Adaptability

The job market is constantly evolving, and employers want candidates who can adapt to new situations and challenges. Highlight your flexibility by sharing examples of how you have adjusted to changes in your previous roles or how you have learned new skills quickly. Demonstrate your ability to be open to new ideas, take on new responsibilities, and adjust your approach to achieve results in a changing environment.

9. Customer service

Employers want candidates who can provide exceptional customer service to build strong relationships with clients. Highlight your experience in providing customer service and showcase how you have handled challenging situations to ensure customer satisfaction. Share specific examples of how you have handled difficult customers, resolved complaints, and exceeded customer expectations.

10. Communication

As a new graduate, it's essential to showcase your communication skills through your resume and interview. Employers seek candidates who can communicate effectively, both verbally and in writing, to convey ideas, collaborate with team members, and interact with clients. Highlight your ability to tailor your communication style to different audiences, use active listening skills, and convey complex information in an easy-to-understand manner. Share specific examples of how you have effectively communicated in your previous roles or projects.

11. Data analysis

Data analysis is becoming increasingly important in many industries. Highlight your ability to collect and analyze data by showcasing your experience in data analysis tools and techniques. Share specific examples of how you have used data analysis to inform decision-making, identify trends, and solve complex problems.

12. Technical skills

Depending on your field, you may need to have technical skills, such as coding or proficiency in specific software programs. Highlight your technical skills by providing examples of how you have used them in previous roles or projects. Showcase your ability to learn new technical skills quickly and adapt to changes in technology.

13. Project management

If you've managed projects in the past, be sure to highlight your experience. Employers want candidates who can manage projects from start to finish. Showcase your project management skills by sharing specific examples of how you have planned, executed, and monitored projects, managed resources, and delivered successful outcomes. Highlight your ability to collaborate with stakeholders and communicate project progress effectively.

If you've worked in sales, highlight your experience. Sales skills are valuable in many industries. Showcase your sales skills by providing examples of how you have achieved sales targets, built relationships with customers, and closed deals. Highlight your ability to prospect, negotiate, and communicate effectively with clients.

15. Marketing

If you've worked in marketing, highlight your experience. Marketing skills are valuable in many industries. Showcase your marketing skills by providing examples of how you have developed and executed marketing campaigns, managed social media platforms, and analyzed market trends. Highlight your ability to create compelling content, work with cross-functional teams, and measure the success of marketing initiatives.

16. Public speaking

Public speaking is a valuable skill that requires confidence, preparation, and effective communication. Showcase your ability to speak in front of an audience by highlighting your experience in delivering presentations, leading discussions, or participating in public speaking events. Emphasize your ability to connect with the audience, deliver messages with impact, and handle questions and feedback.

17. Interpersonal skills

Interpersonal skills are essential in the workplace and involve communication, collaboration, and relationship-building. Highlight your ability to build positive relationships with colleagues, clients, and stakeholders by providing examples of how you have worked with diverse teams, managed conflicts, and demonstrated empathy and respect. Emphasize your ability to listen actively, provide feedback constructively, and communicate effectively in different settings.

18. Research

Research skills are valuable in many industries and involve gathering, analyzing, and interpreting data to inform decisions and solve problems. Highlight your ability to conduct research by showcasing your experience in designing and implementing research studies, collecting and analyzing data, and synthesizing information. Emphasize your ability to use various research methods, tools, and technologies, and to present findings in a clear and compelling way.

19. Writing

Writing skills are essential in many industries and involve communicating ideas, information, and messages through various media. Highlight your ability to write by showcasing your experience in writing different types of documents, such as reports, proposals, emails, or social media posts. Emphasize your ability to write clearly and concisely, adapt to different audiences and purposes, and use correct grammar, syntax, and punctuation.

20. Presentation skills

If you've given presentations in the past, highlight your experience in delivering effective and engaging presentations. Emphasize your ability to plan and prepare presentations, use visual aids and multimedia effectively, and deliver messages with clarity and impact. Provide examples of how you have adapted your presentation style to different audiences, managed time effectively, and received positive feedback.

Hard Skills vs soft skills

When crafting your resume or preparing for an interview, it's important to understand the difference between hard skills and soft skills. Both types of skills are valuable, but they serve different purposes in the workplace. Here's a breakdown of hard skills vs. soft skills and how to showcase them effectively:

Hard Skills:

Hard skills are specific, technical skills that can be taught and measured. Examples of hard skills include programming, data analysis, or graphic design. These skills are typically learned through formal education, training programs, or on-the-job experience. Hard skills are often used to demonstrate proficiency in a particular area or to qualify for a specific job.

To showcase your hard skills, it's important to be specific and provide concrete examples of how you have used these skills in past roles or projects. Use relevant keywords and include any certifications or training programs you have completed to demonstrate your expertise in these areas. You can also highlight any technical tools or software programs you are proficient in.

Soft Skills:

Soft skills, on the other hand, are personal attributes that are often harder to measure or quantify. Examples of soft skills include communication, teamwork, and leadership. Soft skills are often considered to be just as important as hard skills because they can affect how well you work with others and adapt to new situations.

To showcase your soft skills, provide examples of how you have used them to achieve specific goals or overcome challenges. Use specific examples to demonstrate your ability to work well with others, communicate effectively, or lead a team. Soft skills can also be highlighted in your cover letter or personal statement, where you can discuss your personal values and work ethic.

Common Questions

What skills should i include on my resume.

It depends on the job you are applying for and the industry you want to work in. Generally, you should include skills that are relevant to the job and showcase your strengths and abilities.

How many skills should I include on my resume?

You should include the skills that are most relevant to the job, but try to keep it to around 10-15 skills. Including too many skills can make your resume look cluttered and unfocused.

Should I include soft skills on my resume?

Yes, soft skills such as communication, teamwork, and time management are highly valued by employers. These skills can demonstrate your ability to work well with others and adapt to new situations.

How should I format my skills section on my resume?

You can format your skills section as a bullet list or a table. Use bullet points to list your skills and highlight the ones that are most relevant to the job. You can also group similar skills together and use subheadings to make the section more organized.

How can I showcase my skills on my resume?

You can showcase your skills by providing examples of how you have used them in past roles or projects. Use action verbs and specific examples to demonstrate your achievements and show how your skills can benefit the company.

Can I include skills that I don't have much experience in?

It's okay to include skills that you are still developing, but make sure to be honest about your level of experience. You can also highlight your willingness to learn and improve in these areas.

Should I customize my skills section for each job application?

Yes, you should customize your skills section for each job application to highlight the skills that are most relevant to the job. Use keywords from the job description to ensure that your resume passes the initial screening process.

Should I include certifications or training in my skills section?

Yes, you can include relevant certifications or training in your skills section to demonstrate your expertise in a particular area. This can also show that you are committed to continuous learning and professional development.

In conclusion, as a new graduate, it's essential to highlight the skills that are in demand in today's job market. By including the skills listed above on your resume, you'll be able to show employers that you have the skills and abilities they're looking for in a candidate. Good luck with your job search!

Find the right jobs for you. Get hired.

Related stories, most recent stories.

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.

We are here to help you navigate Academia as painlessly as possible. We are supported by our readers and by visiting you are helping us earn a small amount through ads and affiliate revenue - Thank you!

2024 © Academia Insider

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Springer Nature - PMC COVID-19 Collection

Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation

Dannelle d. stevens.

College of Education, Portland State University, Portland, OR USA

Micki M. Caskey

Doctoral students’ program non-completion continues to be a worldwide phenomenon. Given the challenges across the globe following the 2020-22 pandemic, we need scholarly and skilled PhD and education (EdD) doctoral program graduates. A place to look for retention improvement is by studying what students learn and how they are taught in their university doctoral programs. One purpose of this case study was to describe how 12 EdD students in a program seminar responded to instruction in research and writing strategies during their first year of a four-year program. The second purpose was to examine student responses to formative assessments and describe and explain ongoing instructional adjustments using a Scholarship of Teaching and Learning (SoTL) framework within our own faculty community of practice. Analysis of surveys and student work indicated that writing and research strategies were instructive, engaging, and useful in building research and writing foundations. Analysis of multiple formative assessments helped us refine our instructional strategies during the year. Because all students completed the first high stakes program milestone (comprehensive paper) in year two, our findings suggested that the seminar’s instructional strategies established a foundation for student success and timely program progress. Using multiple formative assessments over time was critical in strengthening our teaching practice as well. We recommended instructional practices associated with student research and writing skill development as well as student progress and retention.

If the 2020–2022 pandemic taught us anything, it was the interconnectedness of people across the globe. The pandemic caused major tears in the fabric that connects our lives in the social, economic, and political sectors. Higher education worldwide was not immune to the serious disruptions caused by COVID-19, the stealth virus underlying the pandemic. Universities and colleges cancelled classes, discontinued programs, and some closed their doors forever (Reis & Grady, 2020 ). The pandemic forced faculty and students to look deep inside their typical teaching and learning practices to find survival strategies.

Despite disruptions, universities need to fulfill the societal expectations for doctoral program graduates to be highly qualified and curious people who can address complex and multi-faceted problems. Doctoral program graduates add to the intellectual and creative firepower to douse our fears and lead us out of numerous and pervasive economic, educational, political, social, and health care challenges, revealed by the pandemic. EdD doctoral students are being prepared to address complex problems in their real world of practice. Because faculty are teaching the next generation of real-world problem-solvers, what they teach and how they teach becomes the foundation for research-informed practices of educational leaders in the future (Golde, 2006 ).

During the current educational context, faculty continue to be responsible for refining doctoral student research skills and fostering the development of educational leaders who address enduring problems of practice and contribute creative and research-grounded solutions in universities, schools, or other educational settings. Identifying practices that ensure doctoral student completion is essential in improving doctoral programs that invite, support, and sustain future educational leaders. Yet, even before the pandemic, a lingering problem in higher education worldwide was the number of doctoral students who enter but do not complete their studies (Lindsay, 2015 ). In the United States, more than 50% of PhD doctoral students do not complete their degrees (Church, 2009 ). In other countries such as Australia and the United Kingdom, the pattern of PhD non-completion degrees is also evident ranging from around 35–45% non-completion for full time students (Park, 2005 ). Unfortunately, most of the doctoral retention statistics are focused on PhD programs and do not include professional practice doctorates like the EdD. Given the pervasive impact of the pandemic on health, families, and even research funding (de Wit & Altbach, 2021 ), doctoral student completion rates are more likely to be impacted. However, according to Flaherty ( 2021 ), “It’s almost certain that COVID-19 played a role in how many students were able to finish their Ph.D.s… but it’s unclear from the data [Davies, 2020] how big a role” (p. 1). Yet, our 2002–2010 review of our own doctoral program in a U.S. urban comprehensive university shows our EdD students following a similar pattern as PhD students with an average of 45% non-completion rate.

Is doctoral student non-completion a worthwhile problem? Some say low retention and completion rates are acceptable because the programs are weeding out students who unprepared for the rigors of graduate work (Smallwood, 2004 ). Yet, others say that non-completion in U.S. doctoral education merits not only student but institutional attention (Lovitts, 2001 ; Park, 2005 ). With potential feelings of disappointment and, even failure, the psychological cost for doctoral program student dropouts is high (Lovitts, 2001 ; Smallwood, 2004 ). Because minority students tend to leave their programs at a higher rate than White students (Smallwood, 2004 ), the psychological cost for the minority student community is an additional concern for our core social justice values. Research seems to indicate that when faculty are sensitive and responsive to student needs in their teaching and interactions, students seem to be more engaged and, therefore, more likely to be successful (Amrein-Beardsley et al., 2012 ; Grant et al., 2014 ; Lee & Boud, 2003 ; Wellington, 2010 ; Zambo et al., 2014 ). In fact, a substantial body of research has demonstrated that faculty practices can have a powerful effect on undergraduate student success (Delmas & Childs, 2021 ; Tight, 2020 ; Umbach & Wawrzynski, 2005 ).

Some researchers sought to disentangle factors that undergird the lack of doctoral student program completion and looked for ways to support students through completion (Ahern & Manathunga, 2004 ; Bastalich et al., 2014 ; Lindsay, 2015 ; Zambo et al., 2014 ). Mentoring offered critical support (Caffarella & Barnett, 2000 ; Hilliard, 2012 ; Kamler, 2008 ; Mullen, 2001 ; Simpson & Matsuda, 2008 ; Thein & Beach, 2010 ). Writing groups fostered much needed peer support (Aitchison, 2009 ; Aitchison & Lee, 2006 ). Hilliard ( 2012 ) zeroed in on advisor quality:

…it is important for the advisor to continue to practice positive professional relationships and provide relevant academic support to candidates. The advisor should work closely with other faculty members and listen to the voices of candidates to ensure candidates’ success. (p. 7)

Another program practice, a cohort experience upon entry and throughout an EdD program, increased student retention and success (Friesen & Jacobsen, 2021 ; Zambo et al., 2013 ).

Many doctoral programs prepare candidates to earn either a PhD or an education doctorate (EdD). Many EdD students do not fit the traditional image of PhD graduate students (McAlpine et al., 2009 ). Typical PhD students attend the university full time with and spend their time teaching, assisting in a class, or doing research in a laboratory, and are fully immersed in a university setting. Whereas most EdD students seek to complete a degree while working full time in a professional setting, they can remain unaware and out-of-touch with the university campus facilities and student services (Taylor, 2007 ). Friesen and Jacobsen ( 2021 ) offer a more extensive discussion and comprehensive comparison of the EdD and PhD.

Preparation for a doctoral program most often begins with a master’s degree; yet master’s degree programs in education vary. Entering EdD doctoral students have very disparate master’s degree experiences, especially with academic writing and research. Some arrive grounded in the language and expectations surrounding research because they wrote a master’s thesis. Others complete a master’s program that offers in-depth understandings of the nature and practice of research as well as authentic research experiences, a strong foundation for an EdD degree (Brown et al., 2021 ; Jacobsen et al., 2018b ). Still other master’s students may write and publish an article based on their research. For these three groups of master’s students, their background knowledge may bode well for a smooth transition to doctoral writing and research expectations. However, other EdD students may have earned their master’s degree alongside a teaching credential, and, therefore, lack essential research knowledge and experience. In addition, as working professionals, many EdD students may be returning to the university later in life. For some, the socialization practices of writing, studying, and relationship-building among students in graduate school may be unknown (Sverdlik et al., 2018 ). International EdD students may be full time students like typical PhD students and yet can be at a disadvantage because academic literacies for reading research and writing are in a second language. To combat attrition, university faculty need to design programs that account for this variance in master’s degree experience.

In recent years, many U.S. faculty doctoral programs have banded together to design EdD programs that better meet student needs, seek to increase student retention, and strengthen the potentially significant contribution of the EdD graduate to research-informed educational practice. Through a cross-institutional network, Carnegie Project on the Education Doctorate (CPED 2021 ) offers convenings and resources for faculty restructuring doctoral programs with the working professional in mind. In its underlying philosophy, CPED views education doctoral students as strong educational leaders who improve their schools and communities through research-informed practices. Then, EdD recipients can apply their research skills in their professional practice. Thus, CPED encourages faculty to aim their EdD programs at developing scholarly practitioners. The program goals are to teach doctoral students the skills, dispositions, and orientations to go forth into the world as problem-solvers in their professional practice settings. CPED EdD programs are designed to increase student retention and build solid research skills and practices without sacrificing the rigor of PhD programs (Shulman et al., 2006 ).

Our research was situated in an education doctoral program at an urban comprehensive university in the Western United States. Following interactions with CPED colleagues, we modified our program to meet the needs of our specific students. Our revised student learning outcomes included key elements from CPED: building a professional knowledge base, enhancing collaborative skills, and applying research-informed knowledge to the real-world problems in the workplace. In our own seminar, we sought to develop these CPED outcomes through encouraging interactions within a student community of practice (Wenger, 1998 ) where students reflected and applied their rich practical and professional background to real-world problems as scholarly practitioners (McClintock, 2004 ; Teeuwsen et al., 2014 ; Zambo et al., 2013 ). Thus, we expected our students to be scholars and apply that scholarly foundation to assess and address problems of practice in their professional settings.

Theoretical and Conceptual Frameworks

Our study focused on describing and explaining the experiences of two groups: our education doctoral students and us, the instructors. We used situated learning theory (Lave & Wenger, 1991 ) to frame our research. Within our faculty group, we used a conceptual framework: the Scholarship of Teaching and Learning (SoTL) (Felten, 2013 ). Referencing the SoTL framework in our investigation enhanced our research credibility (Billot et al., 2017 ). To share ideas and work together as faculty under the SoTL umbrella, we also used the practices of mutual engagement , joint enterprise , and shared repertoire (Wenger, 1998 ), key components of a community of practice (Tierney et al., 2020 ).

Situated Learning and Communities of Practice

When describing situated learning theory, Lave and Wenger ( 1991 ) explained that “learning is not merely situated in practice—as if it were some independently reifiable process that just happened to be located somewhere; learning is an integral part of generative social practice in the lived-world” (p. 35). In other words, social interaction and shared experiences lead to learning within a specific context. Situated learning experiences contrast with classroom experiences in which knowledge remains abstract and without context. In our program, we situated learning within the doctoral seminar to engage our students with experiences to build academic writing and research knowledge. As instructors our learning was situated in the doctoral student seminar and based on student responses to activities and experiences related to academic writing and research.

Lave and Wenger ( 1991 ) described the generative social practice, situated learning, as “legitimate peripheral participation” (p. 29)—a process by which newcomers become members of a “community of practice” (p. 29). Over time and through active participation within the community, members acquire more knowledge and experience; the newcomers or novice learners move from the periphery of the community to the center of learning community alongside the old-timers or expert learners. Peripheral participation is not just any participation but participation in the legitimate or authentic activities that signify the community’s unique qualities. In our case, we included assignments and classroom activities that mirrored the typical work and expectations of an academic community, such as submission of an Institutional Review Board application and presenting a research poster. Key features of a community of practice included mutual engagement , joint enterprise , and shared repertoire (Wenger, 1998 ).

Our goal was for students to experience working in a community of practice where they could tap their experiences as leaders and working professionals and, through legitimate participation, move toward the identity of scholarly practitioners and meet personal and professional needs (Caskey et al., 2020 ; Foot et al., 2014 ; Olson & Clark, 2009 ).

Because writing and research are essential throughout any doctoral program, we hoped that our students would succeed in the short run, within the first year, completing the high stakes comprehensive examination core paper, and, in the long run, within the four-year program plan, the dissertation.

Scholarship of Teaching and Learning

To observe and evaluate how our instructional practices supported student learning in a community of practice, we formed our own faculty community of practice. In his SoTL framework, Felten ( 2013 ) argued that “[F]or scholarly inquiry into student learning to be recognized as significant intellectual work in the academy, we (the community of practitioners) need to articulate our shared norms, our common principles of good practice of inquiry into student learning” (p. 122). We identified connections between Felten’s principles of SoTL practice and our instructional context (see Table  1 ).

Application of SoTL Principles of Practice to Instructional Context

Our faculty community of practice included Wenger’s ( 1998 ) key indicators: mutual engagement , joint enterprise , and shared repertoire . Our mutual engagement entailed collaborating in planning, teaching, assessing, and reflecting on our teaching. We shared a common passion for teaching but had little experience in collaborating to teach the same class. With our overall shared goal of student learning, we were risk-takers and willing to try new methods. Being professors, we had extensive experience as university faculty; yet we had little experience working with a cohort of doctoral students over a year. Our joint enterprise required us to respond to situations as they arose as well as be consistent in our observation and reflection practices. From student formative assessments and our own reflections, we determined what was important, what to discuss, and what actions to take. Before each seminar, we met to develop the agenda. Afterwards, we took notes in our journals to reflect on what worked and what did not. Then we shared the notes with each other and used our observations and reflections to collaborate and develop the agenda and activities for the next seminar. We also rotated giving written feedback on student work every week. By developing a shared repertoire of practice, we developed a coherence in our community of practice through our instructional routines, activities, and strategies. Using the SoTL framework and working in a community of practice, we took a stance as investigators examining student responses to our instructional practices not as evaluators judging the merits of our teaching.

Based on the SoTL framework we had four assumptions about our process. First, data is valued and used regularly : we collected and analyzed formative assessments as information not evaluation. Second, reflection improves practice : we not only talked about our teaching; we wrote and shared reflections from our journals about our teaching. Third, teaching is a work-in-progress : we could never be perfect as teachers; the best stance was to view teaching as a journey not a destination and to learn from that journey to foster student learning. Finally, collaboration strengthens practice : we were present in all the seminar classes; when one of us was not teaching, the other was observing and taking notes. Our collaboration was based on what we did and how we did it. In Fig.  1 , we illustrated the components of our faculty community of practice as applied to our SoTL project.

Application of SOTL to Our Faculty Community of Practice

We had two overarching research questions:

• How did doctoral students respond to the seminar experiences within a community of practice?
• Using a Scholarship of Teaching and Learning lens, what did we learn from our students about our teaching practices in our own community of practice?

Our study’s purposes were to (a) describe and explain how 12 EdD students responded to seminar experiences, and (b) apply a Scholarship of Teaching and Learning conceptual framework to our instructional practices to improve our teaching and impact student learning.

In the methods section, we articulate our use of a qualitative case study method: describing the context, participants, and seminar features, identifying the data sources, and reporting methods of data analysis.

We used a qualitative case study design because we were interested in investigating how our doctoral program seminar features helped our students be successful. In a case study, researchers investigate “a contemporary phenomenon (the ‘case’) in depth and within its real-world context…” (Yin, 2009 , p. 16). A case study is developed within a specific bounded system (Creswell, 2013 ; Merriam, 2009 ). Thus, a case study method was appropriate for discovering and interpreting our EdD students’ and our own learning experiences within that bounded system, the doctoral seminar.

Our educational doctoral program was in a Northwestern United States urban comprehensive university with an enrollment of approximately 28,600 students. Following a three-year pilot, our revised program admitted a cohort of 24 students to the 72-credit program comprised of courses, seminars, internships, and milestones (see Table  2 ). During the first year of our four-year doctoral program in an evening format which met fall, winter, and spring quarters, the full cohort took the three-course educational theory sequence. During the second year as foundation for developing their dissertation proposal by the end of the second year, the full cohort took the three-course research sequence.

EdD Program of Study with Milestones by Year

* Quarter credits

** Completed at the end of Year 1

The program also divided the full cohort into two smaller seminars to develop learning communities that met over three terms in each of the first two years of the program. This investigation focused on our experience as instructors with the smaller learning community, the doctoral seminar. In the second year we also supervised the students in a workplace internship where they piloted their ideas for their dissertation research. At the end of the second year, we wanted our students to be prepared to work with an advisor and defend the dissertation proposal during the third year and, finally, in the fourth year, to gather data and defend their dissertation.

Participants: Students

Our participants, 12 EdD students, were in the small learning community seminar. Most were female (9), spoke English as their first language (9), and were currently working professionals (9). About one-third of our students (4) were non-native speakers of English; of these, three were international students and former working professionals. The other eight held positions as adjunct faculty in education (3), teachers (2), a school administrator (1), an educational consultant (1), and a higher education administrator (1). Thus, many were currently grappling with the complex problems of practice in their professional settings. Their experience with academic writing and conducting research varied. Seven of 12 our students wrote a thesis for their master’s degree, while five completed a teacher work sample for a teaching credential and master’s degree.

Participants: Faculty

We, two female, White, and English-speaking professors, taught the doctoral student seminars. Prior to co-teaching in the doctoral program, we had taught in the same department for 14 years; we drew on extensive experience as public-school teachers. We were adept at developing curriculum, comfortable in the classroom, and experienced in teaching university classes for more than 30 combined years. We had served on student doctoral committees as advisors and committee members. Yet, we were new to co-planning curriculum and co-teaching a year-long doctoral student seminar.

Doctoral Seminar

We designed our doctoral seminar with two communities of practice in mind—the student community of practice and the faculty community of practice. To describe this seminar and the resulting communities of practice we will focus on two questions: how did we teach and what did students learn.

How Did We Teach? To guide students’ development of academic writing skills and knowledge of research methods, we used the cognitive apprenticeship instructional method (Collins, 2006 ) with an emphasis on modeling, coaching , and scaffolding . We applied this method often, as illustrated by the following example: how to develop an argument for a manuscript. First, we modeled how we used the one-page argument template (Graff & Birkenstein, 2018 ; Stevens, 2019 ) on our own manuscripts. Then, we coached the students as they used the template to frame the argument for their own research problem of practice for their comprehensive paper. After they developed their argument, we scaffolded the refinement of their argument to fit within their comprehensive paper using faculty and peer feedback within their small writing groups. We followed this instructional pattern of modeling, coaching, and scaffolding for teaching students how to do focused freewrites (Stevens & Cooper, 2009 ), write key sentences, develop an abstract, write an Institutional Review Board (IRB) proposal, set writing goals, and work in writing groups (Stevens, 2019 ). A fuller description of our research related to the use of the cognitive apprenticeship appeared in another manuscript (Caskey & Stevens, 2021 ).

The writing challenge for students was to develop their research and writing skills and, for the comprehensive exam paper, to identify a problem of practice and analyze it through the three theoretical perspectives taught in the program courses: learning, leadership, and program/policy. When students submitted successive drafts, we gave feedback and directed their attention to strategies and rhetorical structures that undergird academic writing (Stevens, 2019 ). For each draft, we used the track changes and comment features in MS (Microsoft) WORD™ and uploaded students’ drafts with our embedded feedback to their folder in the course management system. We created writing groups—smaller communities of practice in which our students set writing goals to be accountable for progress and to experience the shift of roles as readers (reviewers) and contributors (writers) (Guerin et al., 2015 ). We allocated at least 30 minutes of class time for their writing groups and expected groups to meet weekly for an hour outside of class. Their goals were to integrate faculty and peer feedback on three authentic assignments: the IRB proposal, the mini-research project, and the comprehensive paper.

What Did Students Learn? We wanted our students to learn how to be better thinkers and writers as well as become more familiar and comfortable with conducting research. We found that other doctoral programs included content about research ethics and expectations of IRB approval for student projects (Jacobsen et al., 2018a ) as well as opportunities for students to design action-oriented research experiences (Murakami-Ramalho et al., 2013 ). We created low-stakes assignments that helped students become conversant with research terminology and procedures—without the high-stakes expectations of a dissertation proposal. For example, our doctoral students designed a mini-research project about their selected topic but had only one to three research participants. The research design paper included a title, abstract, a two to three-page introduction with a concise argument and a clear purpose, a brief two-three page literature review, and methods identifying participants and data collection tools. Next, after an introduction to the ethics of conducting research and analysis of one of our own IRB proposals, students developed a proposal for their mini-research project and submitted it to the university’s IRB. Once the university approved their project, they collected the data. During the seminars, they worked on data analysis, interpretation, displays, and summaries. Using our research poster template, they shared their posters with the full cohort of doctoral students in a mock-conference format. Although their proposal was a full manuscript, the only outcome to present the results was a poster presentation. We documented the impact of these experiences on students’ identity as researchers in a prior publication (Caskey et al., 2020 ).

Data Collection

Our study focus used two data sets: completion of seminar assignments and responses to a series of anonymous formative assessments. Completion of key seminar assignments would demonstrate student’s engagement and success. The series of anonymous formative assessments would tell us, the instructors, what teaching methods and situated learning experiences impacted their learning. To conduct our study, we secured approval from our university’s IRB.

Key Seminar Assignments

We examined student completion of IRB proposal with university approval, mini-research project, and successive drafts of the comprehensive paper, a program milestone that all students needed to pass for continuation into the program’s second year.

Formative Assessments

Because we were curious about student learning and improving our practice, we used multiple formative assessments over time to learn how students responded to our assignments and teaching methods. In Table  3 , we listed the three, anonymous formative assessments along with collection dates. In February, we administered the first formative assessment—a Plus-Wishes chart. Students listed positive aspects of the program in the left column (Plus) and aspects that needed to change in the right column (Wishes). The chart included a narrative section for students to share their thoughts about their experiences in the doctoral seminar. Because we situated their learning within a community of practice, we gave students time to complete this open-ended chart in the seminar.

Formative Assessments of Doctoral Student Seminar Experiences

In March, we conducted our second formative assessment, the Experiences Questionnaire, which had two questions: “What two experiences stood out for you?” and “Please describe those experiences.” In this second assessment, we wanted students to distill their experiences into the most significant ones and invited their suggestions for improvement. Again, we provided students with time to complete this questionnaire during the seminar.

The final formative assessment was the Critical Incident Questionnaire (CIQ) (Brookfield, 2017 ), which we administered once a month for three months: April, May, June. Brookfield ( 2017 ) argued the CIQ could help faculty understand students’ perspectives and experiences and gain a more nuanced understanding of learning experiences. Because we were aware of the broader brushstrokes of what seemed to be working in our seminars, we used the CIQ to seek a clearer understanding about how specific assignments and activities worked within their student community of practice.

Data Analysis

First, we tabulated the completion of the three seminar assignments: an IRB proposal, mini-research project, and successive drafts of comprehensive paper. Collecting and analyzing student responses to our teaching was part of our SoTL work, where data collected from students are used to improve teaching practice, not evaluate whether we are “good teachers” or not. We analyzed the formative assessment data each month in February, March, April, and May. We collaborated on the formative assessment analysis using a constant comparative method to identify patterns during an open-ended coding process (Merriam, 2009 ). After reading and re-reading the data, we compared data segments “to determine similarities and differences” (Merriam, 2009 , p. 30) and assigned data to tentative categories that informed our instructional decisions. After reflecting on the data each month, we adjusted our instruction. Finally, we reviewed the clustered responses across the data to identify themes and select representative verbatim quotes for this paper.

During our two years of teaching the doctoral seminar, we studied our EdD students’ development as researchers and writers as well as our instructional methods. First, we examined the development of their identity as researchers as measured by the pre-post administration of the draw-a-researcher test (Caskey et al., 2020 ), which we based on the classic draw-a-scientist test (Finson, 2002 , 2009 ; Foutz et al., 2015 ). We learned that our embedded writing support model contributed to the development of a researcher identity. Second, we conducted an end-of-year multi-level survey to zero in on our teaching method of modeling, coaching, and scaffolding in the cognitive apprenticeship model (Caskey & Stevens, 2021 ).

For this case study, we examined student assignment completion and formative assessments to investigate both our EdD students’ and our instructor doctoral seminar experiences. These two data sources connected specifically to the two purposes of this case study.

Purpose I: Describing and Explaining Students’ Responses to Seminar Assignments

To begin, we summarize the findings from three seminar assignments: IRB proposal, mini-research project, and comprehensive paper. Student learning was situated within the doctoral seminar. All 12 students completed and submitted an IRB proposal and received university approval before conducting their mini-research project. First, they acquired the skill and confidence to complete the IRB proposal. Within this student community of practice, they shared ideas and engaged in the mutual practice of writing an IRB proposal. Second, our EdD students designed, conducted, and presented a mini-research project. All 12 EdD students excelled at initiating and completing these two authentic, low-stakes assignments.

All students also turned in and received feedback on successive drafts of the comprehensive paper throughout the first year. They learned to incorporate extensive instructor feedback and respond to peer feedback within the safe space of the seminar. Again, student learning was situated within the doctoral seminar. This student community of practice allowed them to live the process of building a writing practice (Guerin et al., 2015 ) as evidenced by all 12 successfully completing and defending the comprehensive paper on time. Success on the seminar assignments seemed to bode well for student retention and program completion in this first year of the program. Although we could not attribute their final success in the program to the year-long seminar, 11 of 12 EdD students (92%) completed their dissertations and doctorate within the four-year timeline.

Purpose II: Improving Our Teaching and Student Learning Using a SoTL Perspective

In this section, we delineate the findings derived from our analysis of the three formative assessments: Plus-Wishes Chart, Experiences Questionnaire, and Critical Incident Questionnaires.

Plus-Wishes Chart

In February of the first year, we used an open-ended Plus-Wishes Chart to assess what was working in the program (plus) and what needed to change (wishes). This first assessment served as a mid-year assessment allowing us to make informed instructional decisions based on student feedback. Students listed aspects of the program on a plus as well as listed others on the wishes side. In total they listed 60 different program aspects with 47 responses across the chart on the plus side and 13 on the wishes side.

Of 47 plus responses, 21 related to academic writing instruction and support, 13 referenced advising and interactions with the instructors, and nine focused on opportunities for interactions within the learning community. Representative plus responses included:

• Clear explanations; breaking things down in component parts; detailed explanations; skill-building activities (e.g., reading academic articles).
• Individual meetings with advisors.
• Community-building activities; structure of the whole session.

Regarding the wishes side, four responses listed the need for structural changes— features outside the purview of our instruction. Three responses noted wanting more opportunities for peer feedback on their academic writing. The remaining responses did not relate to the content of the program (e.g., parking, laptops). Representative wishes included:

• Change the schedule of the seminars to weekdays.
• More time for peer review/feedback on writing.

In the narrative section, we invited our students to comment on their pluses and wishes. Their comments included:

• I consider this class the “glue” that holds the core classes together. I like the fact that this class is so well-structured because it helps us understand the big picture.
• I feel very lucky to join (have) this seminar…where I am and what I need to do….
• Taken as a whole, the leadership seminar has been a very positive one. The goals for this first term have been clearly defined, and the activities appropriately scaffolded to reach those goals.
• Overall, the weekend classes, energizing rather than tiring. I like the work session nature of the class in which we get to get a good start on projects and get immediate feedback before going off on our own.
• This seminar is invaluable for the success of doctoral students. I couldn’t imagine navigating the program without it.

Experiences Questionnaire

In March, we administered the second formative assessment, the Experiences Questionnaire on which the 12 students identified and described two experiences that “stood out for them.” Twelve identified writing ( n  = 8) and the authentic research task of writing an IRB proposal ( n  = 6) as significant. Five responses related to classroom discussion activities. We identified three themes that contributed to their learning: writing, research, and class discussions (see Table  4 ).

Themes Derived from Experiences Questionnaire Responses

In the narrative section, typical responses included:

• Going through IRB process forced me to focus on my topic in a tighter way and clearing up parts that were confusing. It was also great experience for my dissertation and gave me ideas on how to conduct my study.
• I really like the feedback from the instructors and how to proceed on the next draft. Your clarification on what to do next and arranging the structure of the paper helped tremendously. Now it is just a matter of revision and tweeking the parts.
• Core paper analysis helped me in writing my core paper and what structure I should use, reference list.

In the suggestions section, representative comments were:

• very helpful class.
• more frequent peer feedback would be nice. I like having many different eyes look at my paper so I can incorporate how other people understand my topic. I like to see what others are working on and how they are going about it.
• I don’t have any suggestions, very useful class, exceeded my expectations.

Across these themes, we found that our students highlighted specific learning experiences, which had transpired or were fostered within the seminar.

Critical Incident Questionnaire

The third formative assessment was the Critical Incident Questionnaire (CIQ). Because we administered it monthly, we had three sets of CIQ questionnaires. Each month, we analyzed the student responses and adjusted our instructional methods (see Table  5 ). The questions in the CIQ were:

Analysis of Students’ CIQ Responses and Our Instructional Decisions

• At what moment in the seminar did you feel most engaged with what was happening?
• At what moment in the seminar were you most distanced from what was happening?
• What action that anyone (teacher or student) took during the seminar did you find most affirming or helpful?
• What action that anyone took during the seminar did you find most puzzling or confusing?
• What about the seminar surprised you the most?

In each of the preceding CIQ questions, we italicized the key words to help guide our interpretation of students’ responses; these words were not italicized when we gave the CIQs to the students. In Table  5 , we noted parenthetically to which CIQ question the response was found.

Regarding writing, students noted comprehensive paper development, peer sharing of comprehensive paper, pre-writing activities, and writing scaffolds. Repeatedly, they referenced experiences within the seminar space—their community of practice. They listed research activities including the mini-research project, data analysis, and faculty research presentations. Further analysis of responses to CIQ questions across three datasets led us to categorize the findings into four clusters: instructional processes, content, personal preferences, and program structure. Overall student responses were 115 (81%) for instructional processes, 11 (8%) for content, 9 (6%) for personal, and 7 (6%) for program structure. The CIQ was a rich source of formative feedback.

Themes from Formative Assessments

After analysis of the three assessments (Plus-Wishes Chart, Experiences Questionnaire, CIQ) administered during winter and spring terms, we identified four themes.

Theme 1: Provide Authentic, Low-Stakes Practice on Key Components of the Dissertation

Across formative assessments, students consistently responded positively to the assignments related to components of the dissertation: writing an IRB proposal, receiving IRB approval, and presenting a poster session about their research.

Theme 2: Focus on Building a Toolkit of Writing and Research Strategies

Students learned a set of strategies that provided practice in identifying the rhetorical infrastructure of academic writing and research (Stevens, 2019 ). Within their community of practice, we helped them build a toolkit of these strategies that could be applied to other writing tasks. For example, the strategies of freewriting and writing a purpose statement could be used for developing conference proposals, writing grants, or composing a newsletter article. We agreed with Rai and Lillis ( 2013 ) who argued for a more explicit connection about writing expectations across academic and professional settings to strengthen practitioners’ professional practice writing and communication skills. Across all formative assessments students seemed to appreciate having a set of ‘go-to’ strategies to address research and writing expectations.

Theme 3: Create a Community of Practice

Our EdD students shared repeatedly the importance of their community of practice. The seminar structure created the space and time needed for legitimate peripheral practice and community-building. They experienced mutual engagement , joint enterprise , and shared repertoire within the larger seminar community as well as the smaller writing groups. Their mutual engagement required interaction, negotiation, and sustained relations where their own competence, and the competence of others emerged (Wenger, 1998 ). They gave and received peer feedback on written drafts and exchanged ideas about unfamiliar or complex topics. Across the seminar, our EdD students participated in the joint enterprise of traversing along a doctoral program path. Together, they held one another mutually accountable and worked collaboratively to improve their research skills and academic writing practice. Their shared repertoire of practice helped to bring “coherence to the melody of activities” (Wenger, 1998 , p. 82) and ways of doing the work. Together, they acquired and applied strategies, skills, and knowledge to aid in academic writing and conducting research.

We learned how important it was for our students to give and receive feedback from their peers. Because of some disagreement about the value of peer feedback, we were initially hesitant incorporate opportunities for extensive peer feedback (Man et al., 2018 ). However, students mentioned the desire for more opportunities within their communities of practice at several junctures in the formative assessments. Thus, we created many more situated learning opportunities for peer feedback.

Limitations

We acknowledge the limitations of our case study focused on EdD students’ and instructors’ experiences within the doctoral seminars. First, our sample size was small. To mitigate this limitation, we need to gather data across multiple cohorts. Because cohorts only start every two years, it would be necessary to work with other institutions. Second, the formative assessments measured the students’ perceptions—in this case, their development as writers and researchers. We could include alternative data collection methods (e.g., observation) to address this limitation. Third, the use of multiple formative assessments over several months could be viewed as a drawback. However, from a SoTL perspective, the number of assessments gathered over time was informative and lead to strengthening our instructional practices as we taught the yearlong seminar. Fourth, completion of seminar assignments (i.e., comprehensive paper drafts, IRB proposal) provided only a snapshot of the quality of student work. The use of evaluative measures (e.g., rubrics) could produce detailed information about students’ abilities as writers and researchers. Fifth, this research is situated in a United States EdD program in which nearly half of our students did not complete a research-focused master’s degree. Our findings might not apply to PhD programs or doctoral programs in other countries.

According to the annual Survey of Earned Doctorates, declines in student enrollment and graduation reflect the pandemic’s effect on doctoral student retention (Flaherty, 2021 ; National Center for Science and Engineering Statistics & National Science Foundation, 2021 ). This trend can have a lasting impact on scholarly endeavors, and research-informed practice. While these are PhD data, we assume the EdD data has a similar trend. To address the tears in our social, economic, and political fabric due to the pandemic, we need more EdD doctoral students to become educational leaders charged with making critical decisions that affect students, families, and overall community life. EdD programs occupy a much-needed role in contributing to research on practice and producing professionals whose practice is deeply informed by research (Amrein-Beardsley et al., 2012 ; Friesen & Jacobsen, 2021 ; Kumar & Dawson, 2013 ; Shulman et al., 2006 ; Taylor, 2007 ). Our study provides research-based strategies on how doctoral programs can be structured to build a foundation for students as researchers and writers that seems to put them on a solid path toward graduation and educational leadership.

What are our recommendations for building a program with a solid foundation for education doctoral students? First, develop assignments that match the kind of work students are expected to do for their dissertation. Incorporate scaled-down, low-stakes versions of authentic tasks such as a mini-research and poster project that align with the university’s IRB processes. By creating these types of assignments, faculty build student confidence, deepen their familiarity with academic expectations, and extend their content knowledge. Because writing is one of the most challenging aspects of graduate work (Caskey & Stevens, 2021 ; Cotterall, 2011 ; Sverdlik et al., 2018 ), faculty should take steps to support students in practicing worthwhile writing and research strategies and imagining themselves as competent writers and researchers.

Second, create a student community of practice. Give students the time to meet in writing groups, be held accountable, and share their work. Not only do experienced faculty need to model how students can grapple with key elements of writing and research, but students also need to work with their peers. Students can practice and view themselves as a community of scholarly practitioners who engage in academic conversations (Huff, 1999 ) over the feasibility of research and its application to complex problems. Although many EdD programs use a cohort model (Bista & Cox, 2014 ), we found that to get full benefit from the cohort model, it is important to foster the development of a community of practice as well.

Third, gather formative assessment data while teaching because these data can be pivotal for improving our practice and fostering timely student learning. The SoTL Framework (Felten, 2013 ) reinforces our stance that teaching is a work in progress, and the best way to make improvements is to gather data from students about what and how they are learning. The time and effort of formative data analysis informs and strengthens a faculty community of practice where they are mutually engaged in teaching together as well as developing a joint enterprise. A shared repertoire of instructional practices can make a difference for students. The series of formative assessments can help to document, adjust, and refine instructional practices in real time.

Finally, several aspects of our work could benefit from further research. First, we need to more closely examine how student communities of practice work. What are students doing during the allocated time? What are they learning about academic writing and research? Second, we need more comprehensive data on EdD student completion rates to better evaluate the effectiveness and impact of programs. Although Kumar and Dawson ( 2013 ) assessed the post program impact of the EdD, it would be good to have more research comparing EdD programs with post dissertation EdD leadership completion rate and impact. Because the EdD makes a significant contribution to practice, research on practice and practice informing research, identifying quality EdD programs would strengthen those outcomes.

Biographies

Ph.D., Professor Emerita, Department of Curriculum and Instruction, received her degree from Michigan State University in educational psychology. Her research focuses on ways to identify strategies to help graduate students and faculty become confident, skillful, and successful as writers, teachers, and researchers. She has written numerous articles and five books. Her most recent book is Write More, Publish More, Stess Less! Five key principles for a creative and scholarly practice , 2019.

Ph.D., Professor Emerita, College of Education at Portland State University holds a doctoral degree inCurriculum and Instruction from the University of South Florida. Her research areas span doctoral education, academic writing strategies, and middle grades education. She has experience as a doctoral program director, book series co-editor, journal editor, and writing coach. She is author or editor of 15 books and numerous peer-reviewed publications who shares her scholarly work at national and international conferences.

Declarations

All authors certify that they have no affiliations with or involvement in any organization or entity with any financial interest or non-financial interest in the subject matter or materials discussed in this manuscript. No funding, grants or other support were received.

All authors certify that the study was performed in accordance with the ethical standards as laid down in the 1964 Declaration of Helsinki and its later amendments as well as their university’s Institutional Review Board.

All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Dannelle D. Stevens and Micki M. Caskey. The first draft of the manuscript was written by Dannelle D. Stevens, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

Dannelle D. Stevens, Email: ude.xdp@dsnevets .

Micki M. Caskey, Email: ude.xdp@myeksac .

• Ahern K, Manathunga C. Clutch-starting stalled research students. Innovative Higher Education. 2004; 28 (4):237–254. doi: 10.1023/B:IHIE.0000018908.36113.a5. [ CrossRef ] [ Google Scholar ]
• Aitchison C. Writing groups for doctoral education. Studies in Higher Education. 2009; 34 (8):905–916. doi: 10.1080/03075070902785580. [ CrossRef ] [ Google Scholar ]
• Aitchison C, Lee A. Research writing: Problems and pedagogies. Teaching in Higher Education. 2006; 11 (3):265–278. doi: 10.1080/13562510600680574. [ CrossRef ] [ Google Scholar ]
• Amrein-Beardsley A, Zambo D, Moore DW, Buss RR, Perry NJ, Painter SR, Carlson DL, Foulger TS, Olson K, Puckett KS. Graduates respond to an innovative educational doctorate program. Journal of Research on Leadership Education. 2012; 7 (1):98–122. doi: 10.1177/1942775112440630. [ CrossRef ] [ Google Scholar ]
• Bastalich W, Behrend M, Bloomfield R. Is non-subject based research training a ‘waste of time,’ good only for the development of professional skills? An academic literacies perspective. Teaching in Higher Education. 2014; 19 (4):373–384. doi: 10.1080/13562517.2013.860106. [ CrossRef ] [ Google Scholar ]
• Billot, J., Rowland, S., Carnell, B., Amundsen, C., & Evans, T. (2017). How experienced SoTL researchers develop the credibility of their work. Teaching & Learning Inquiry: The ISSOTL Journal , 5 (1), 10.20343/teachlearninqu.5.1.8
• Bista K, Cox DW. Cohort-based doctoral programs: What we have learned over the last 18 years. International Journal of Doctoral Studies. 2014; 9 :1–20. doi: 10.28945/1941. [ CrossRef ] [ Google Scholar ]
• Brookfield, S. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
• Brookfield, S., & Preskill, S. (2016). The discussion book: 50 great ways to get people talking . Jossey-Bass.
• Brown B, Jacobsen M, McDermott M, Simmons M, Eaton SE, Roberts V, Becker S. Research-based learning in an online course-based Master of Education program. International Journal on Innovations in Online Education. 2021 doi: 10.1615/IntJInnovOnlineEdu.2022041609. [ CrossRef ] [ Google Scholar ]
• Caffarella RS, Barnett BG. Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques. Studies in Higher Education. 2000; 25 (1):39–52. doi: 10.1080/030750700116000. [ CrossRef ] [ Google Scholar ]
• Carnegie Project on the Education Doctorate. (2021). The Knowledge Forum on the EdD. https://www.cpedinitiative.org/
• Caskey MM, Stevens DD. Leveraging a cognitive apprenticeship instructional model to support doctoral student writing and program completion. Journal on Excellence in College Teaching. 2021; 32 (2):151–181. [ Google Scholar ]
• Caskey, M. M., Stevens, D. D., & Yeo, M. (2020). Examining doctoral student development of a researcher identity: Using the draw a researcher test. Impacting Education: Journal on Transforming Professional Practice , 5 (1), 10.5195/ie.2020.92
• Church SE. Facing reality: What are doctoral students’ chances for success? Journal of Instructional Psychology. 2009; 36 (4):307–318. [ Google Scholar ]
• Collins, A. (2006). Cognitive apprenticeship. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 47–60). Cambridge University Press.
• Cotterall S. Doctoral students writing: Where’s the pedagogy? Teaching in Higher Education. 2011; 16 (4):413–425. doi: 10.1080/13562517.2011.560381. [ CrossRef ] [ Google Scholar ]
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among the five approaches . SAGE Publications.
• de Wit, H., & Altbach, P. G. (2021). Fighting for funding and against inequality post-COVID-19. International Higher Education , (105), 3–4. 10.36197/IHE.2021.105.01
• Delmas PM, Childs TN. Increasing faculty engagement in the early alert process. Innovations in Education and Teaching International. 2021; 58 (3):283–293. doi: 10.1080/14703297.2020.1740102. [ CrossRef ] [ Google Scholar ]
• Felten P. Principles of good practice in SOTL. Teaching and Learning Inquiry. 2013; 1 (1):121–125. doi: 10.20343/teachlearninqu.1.1.121. [ CrossRef ] [ Google Scholar ]
• Finson KD. Drawing a scientist: What we do and do not know after fifty years of drawings. School Science and Mathematics. 2002; 102 (7):335–345. doi: 10.1111/j.1949-8594.2002.tb18217.x. [ CrossRef ] [ Google Scholar ]
• Finson, K. D. (2009). What drawings reveal about perceptions of scientists: Visual data operationally defined. In J. E. Pedersen & K. D. Finson (Eds.), Visual data: Understanding and applying visual data to research in education . Sense.
• Flaherty, C. (2021, December 3). The new PhDs. Inside Higher Ed . https://www.insidehighered.com/news/2021/12/03/survey-shows-annual-decline-number-phds-awarded
• Foot R, Crowe AR, Tollafield KA, Allan CE. Exploring doctoral student identity development using a self study approach. Teaching and Learning Inquiry. 2014; 2 (1):103–118. doi: 10.20343/teachlearninqu.2.1.103. [ CrossRef ] [ Google Scholar ]
• Foutz T, Singer KP, Navarro M, Thompson S. Investigating the extent that an integrative learning module broadens the perception of first-year students about the engineering profession. American Journal of Engineering Education. 2015; 6 (2):99–111. doi: 10.19030/ajee.v6i2.9505. [ CrossRef ] [ Google Scholar ]
• Friesen S, Jacobsen M. Collaborative design of professional graduate programs in education. International Journal of Designs for Learning. 2021; 12 (1):64–76. doi: 10.14434/ijdl.v12i1.25778. [ CrossRef ] [ Google Scholar ]
• Golde, C. M. (2006). Preparing stewards of the discipline. In C. M. Golde, & G. E. Walker (Eds.), Envisioning the future of doctoral education: Preparing stewards of the discipline Carnegie, essays on the doctorate (pp. 3–20). Jossey-Bass.
• Graff, G., & Birkenstein, C. (2018). They say / I say: The moves that matter in academic writing (4th ed.). W. W. Norton & Co.
• Grant K, Hackney R, Edgar D. Postgraduate research supervision: An ‘agreed’ conceptual view of good practice through derived metaphors. International Journal of Doctoral Studies. 2014; 9 :43–60. doi: 10.28945/1952. [ CrossRef ] [ Google Scholar ]
• Guerin C, Carter S, Aitchison C. Blogging as community of practice: Lessons for academic development? International Journal for Academic Development. 2015; 20 (3):212–223. doi: 10.1080/1360144X.2015.1042480. [ CrossRef ] [ Google Scholar ]
• Hilliard, A. T. (2012). Advising doctorate candidates and candidates’ views during the dissertation process. Journal of College Teaching & Learning , 10 (1), 7–12. 10.19030/tlc.v10i1.7525
• Huff, A. S. (1999). Writing for scholarly publication . SAGE Publications.
• Jacobsen M, Eaton SE, Brown B, Simmons M, McDermott M. Action research for graduate program improvements: A response to curriculum mapping and review. Canadian Journal of Higher Education. 2018; 48 (1):82–98. doi: 10.47678/cjhe.v48i1.188048. [ CrossRef ] [ Google Scholar ]
• Jacobsen M, McDermott M, Brown B, Eaton SE, Simmons M. Graduate students’ research-based learning experiences in an online Master of Education program. Journal of University Teaching and Learning Practice. 2018; 15 (4):56–74. doi: 10.53761/1.15.4.4. [ CrossRef ] [ Google Scholar ]
• Kamler, B. (2008). Rethinking doctoral publication practices: Writing from and beyond the thesis. Studies in Higher Education , 33 (3), 283–294. 10.1080/03075070802049236
• Kumar S, Dawson K. Exploring the impact of a professional practice education doctorate in educational environments. Studies in Continuing Education. 2013; 35 (2):165–178. doi: 10.1080/0158037X.2012.736380. [ CrossRef ] [ Google Scholar ]
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation . Cambridge University Press.
• Lee A, Boud D. Writing groups, change and academic identity: Research development as local practice. Studies in Higher Education. 2003; 28 (2):187–200. doi: 10.1080/0307507032000058109. [ CrossRef ] [ Google Scholar ]
• Lindsay, S. (2015). What works for doctoral students in completing their thesis? Teaching in Higher Education , 20 (2), 183–196. 10.1080/13562517.2014.974025
• Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study . Rowman & Littlefield.
• Man D, Xu Y, O’Toole JM. Understanding autonomous peer feedback practices among postgraduate students: A case study in a Chinese university. Assessment & Evaluation in Higher Education. 2018; 43 (4):527–536. doi: 10.1080/02602938.2017.1376310. [ CrossRef ] [ Google Scholar ]
• McAlpine L, Jazvac-Martek M, Hopwood N. Doctoral student experience in Education: Activities and difficulties influencing identity development. International Journal for Researcher Development. 2009; 1 (1):97–109. doi: 10.1108/1759751X201100007. [ CrossRef ] [ Google Scholar ]
• McClintock, C. (2004). The scholar-practitioner model. In A. DiStefano, K. E. Rudestan, & R. J. Silverman (Eds.), Encyclopedia of distributed learning . (pp. 394–397) SAGE.
• Merriam, S. (2009). Qualitative Research: A guide to design and implementation (2nd ed.). Jossey-Bass
• Mullen CA. The need for a curricular writing model for graduate students. Journal of Further and Higher Education. 2001; 25 (1):117–126. doi: 10.1080/03098770020030551. [ CrossRef ] [ Google Scholar ]
• Murakami-Ramalho E, Militello M, Piert J. A view from within: How doctoral students in educational administration develop research knowledge and identity. Studies in Higher Education. 2013; 38 (2):256–271. doi: 10.1080/03075079.2011.578738. [ CrossRef ] [ Google Scholar ]
• National Center for Science and Engineering Statistics & National Science Foundation (2021). Doctorate recipients from U.S. universities: 2020 (NSF 22–300). https://ncses.nsf.gov/pubs/nsf22300/
• Olson K, Clark CM. A signature pedagogy in doctoral education: The leader-scholar community. Educational Researcher. 2009; 38 (3):216–221. doi: 10.3102/0013189X09334207. [ CrossRef ] [ Google Scholar ]
• Park C. War of attrition: Patterns of non-completion amongst postgraduate research students. Higher Education Review- London. 2005; 38 (1):48–53. [ Google Scholar ]
• Rai L, Lillis T. ‘Getting it write’ in social work: Exploring the value of writing in academia to writing for professional practice. Teaching in Higher Education. 2013; 18 (4):352–364. doi: 10.1080/13562517.2012.719157. [ CrossRef ] [ Google Scholar ]
• Reis T, Grady M. Doctoral advising in COVID-19: Opportunity for change. International Journal of Multidisciplinary Perspectives in Higher Education. 2020; 5 (1):136–140. doi: 10.32674/jimphe.v5i1.2652. [ CrossRef ] [ Google Scholar ]
• Shulman LS, Golde CM, Bueschel AC, Garabedian KJ. Reclaiming education’s doctorates: A critique and a proposal. Educational Researcher. 2006; 35 (3):25–32. doi: 10.3102/0013189X035003025. [ CrossRef ] [ Google Scholar ]
• Simpson, S., & Matsuda, P. K. (2008). Mentoring a long-term relationship: Situated learning in a doctoral program. In C. P. Casanave, & X. L. Li (Eds.), Learning the literacy practices of graduate school: Insiders’ reflections on academic enculturation (pp. 90–104). University of Michigan Press.
• Smallwood S. January 16). Doctor dropout. The Chronicle of Higher Education. 2004; 50 (19):A10. [ PubMed ] [ Google Scholar ]
• Stevens, D. D. (2019). Write more! Publish more! Stress less! Five key principles for a creative and sustainable scholarly practice . Stylus Publishing.
• Stevens, D. D., & Cooper, J. E. (2009). Journal keeping: How to use reflective writing for learning, teaching, professional insight, and positive change . Stylus Publishing.
• Sverdlik A, Hall N, McAlpine L, Hubbard K. The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies. 2018; 13 :361–388. doi: 10.28945/4113. [ CrossRef ] [ Google Scholar ]
• Taylor A. Learning to become researching professionals: The case of the doctorate of education. International Journal of Teaching and Learning in Higher Education. 2007; 19 (2):154–166. [ Google Scholar ]
• Teeuwsen P, Ratković S, Tilley SA. Becoming academics: Experiencing legitimate peripheral participation in part-time doctoral studies. Studies in Higher Education. 2014; 39 (4):680–694. doi: 10.1080/03075079.2012.729030. [ CrossRef ] [ Google Scholar ]
• Thein, A. H., & Beach, R. (2010). Mentoring doctoral students towards publication within scholarly communities of practice. In C. Aitchison, & B. Kamler (Eds.), Publishing pedagogies for the doctorate and beyond (pp. 117–136). Routledge.
• Tierney AM, Aidulis D, Park J, Clark K. Supporting SoTL development through communities of practice. Teaching & Learning Inquiry. 2020; 8 (2):32–52. doi: 10.20343/teachlearninqu.8.2.4. [ CrossRef ] [ Google Scholar ]
• Tight M. Student retention and engagement in higher education. Journal of Further and Higher Education. 2020; 44 (5):689–704. doi: 10.1080/0309877X.2019.1576860. [ CrossRef ] [ Google Scholar ]
• Umbach PD, Wawrzynski MR. Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education. 2005; 46 (2):153–184. doi: 10.1007/s11162-004-1598-1. [ CrossRef ] [ Google Scholar ]
• Wellington J. More than a matter of cognition: An exploration of affective writing problems of post-graduate students and their possible solutions. Teaching in Higher Education. 2010; 15 (2):135–150. doi: 10.1080/13562511003619961. [ CrossRef ] [ Google Scholar ]
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity . Cambridge University Press.
• Yin, R. K. (2009). Case study research: Design and methods (4th ed.). SAGE Publications.
• Zambo D, Buss RR, Zambo R. Uncovering the identities of students and graduates in a CPED-influenced EdD program. Studies in Higher Education. 2013; 40 (2):1–20. doi: 10.1080/03075079.2013.823932. [ CrossRef ] [ Google Scholar ]
• Zambo R, Zambo D, Buss RR, Perry JA, Williams TR. Seven years after the call: Students’ and graduates’ perceptions of the re-envisioned EdD. Innovative Higher Education. 2014; 39 (2):123–137. doi: 10.1007/s10755-013-9262-3. [ CrossRef ] [ Google Scholar ]

Resume Worded   |  Resume Skills

Skill profile, researcher phd student, improve your resume's success rate by using these researcher phd student skills and keywords ..

• Hard Skills and Keywords for your Researcher Phd Student Resume
• ATS Scan : Compare Your Resume To These Skills
• Sample Resume Templates
• How To Add Skills
• Researcher Phd Student More Resume Templates

Browse Skills from Similar Jobs

Frequently asked questions.

• 3. Effective Action Verbs for your Resume

Get a Free Resume Review

Looking for keywords for a specific job search for your job title here., © 2024 resume worded. all rights reserved., researcher phd student resume keywords and skills (hard skills).

Here are the keywords and skills that appear most frequently on recent Researcher Phd Student job postings. In other words, these are the most sought after skills by recruiters and hiring managers. Go to Sample Templates ↓ below to see how to include them on your resume. Remember that every job is different. Instead of including all keywords on your resume, identify those that are most relevant to the job you're applying to. Use the free Targeted Resume tool to help with this.

• Molecular Biology
• Higher Education
•  Find out what your resume's missing
• Biochemistry
• Cell Culture
• Scientific Writing
• Python (Programming Language)
• Data Analysis
• R (Programming Language)
• Research and Development (R&D)
• Biotechnology
• Polymerase Chain Reaction (PCR)
• Cell Biology
• Western Blotting
• Machine Learning
• Life Sciences

Resume Skills: Data Analysis

• Python (Pandas, Numpy)
•  Match your resume to these skills

Resume Skills: Biotech Techniques

• DNA extraction
• Flow Cytometry
• DNA/RNA Extraction
• Electrophoresis
• Western Blot
• Chromatography

Resume Skills: Molecular Biology

• Cell Culture Techniques
• DNA Extraction
• Plasmid Cloning

Resume Skills: Research Tools

• Google Scholar

Resume Skills: Scientific Writing & Publishing

• Grant Writing
• Manuscript drafting
• Data Publishing
• Peer Reviewing

Resume Skills: Microscopy & Imaging

• Light Microscopy
• Electron Microscopy
• Confocal Microscopy
• Image Analysis

Resume Skills: Molecular Biology Software

• Clone Manager

Resume Skills: Other Laboratory

• Aseptic Technique
• Sample Processing
• Data Verification
• Quality Control

Resume Skills: Technical

• Spectrophotometry
• Genetic Engineering
• Flow cytometry
• Fermentation

  Where on my resume do I add these buzzwords? Add keywords directly into your resume's work experiences , education or projects. Alternatively, you can also include a Skills section where you can list your technical skills in order of your proficiency. Only include these technical skills or keywords into your resume if you actually have experience with them.

   Does your resume contain all the right skills? Paste in your resume in the AI Resume Scan ↓ section below and get an instant score.

Compare Your Resume To These Researcher Phd Student Skills (ATS Scan)

Paste your resume below and our AI will identify which keywords are missing from your resume from the list above (and what you need to include). Including the right keywords will help you get past Applicant Tracking Systems (i.e. resume screeners) which may scan your resume for keywords to see if you're a match for the job.

Sample Researcher Phd Student Resume Examples: How To Include These Skills

Add keywords directly into your resume's work experiences , education or skills section , like we've shown in the examples below. use the examples below as inspiration..

  Where on my resume do I add these buzzwords? Add keywords directly into your resume's work experiences , education or projects. Only include these technical skills or keywords into your resume if you actually have experience with them.

How do I add skills to a Researcher Phd Student resume?

Go through the Researcher Phd Student posting you're applying to, and identify hard skills the company is looking for. For example, skills like Teaching, Higher Education and Education are possible skills. These are skills you should try to include on your resume.

Add other common skills from your industry - such as Biology, Research and Molecular Biology - into your resume if they're relevant.

Incorporate skills - like Cell Culture, C++ and LaTeX - into your work experience too. This shows hiring managers that you have practical experience with these tools, techniques and skills.

Consider including a section in your resume dedicated to your research experience. On Researcher Phd Student resumes, hiring managers want to see research projects which you led or where involved with, and their outcomes.

Try to add the exact job title, Researcher Phd Student, somewhere into your resume to get past resume screeners. See the infographic for how to do this.

Word Cloud for Researcher Phd Student Skills & Keywords

The following word cloud highlights the most popular keywords that appear on Researcher Phd Student job descriptions. The bigger the word, the more frequently it shows up on employer's job postings. If you have experience with these keywords, include them on your resume.

Get your Resume Instantly Checked, For Free

Upload your resume and we'll spot the issues in it before an actual researcher phd student recruiter sees it. for free., researcher phd student resume templates.

Here are examples of proven resumes in related jobs and industries, approved by experienced hiring managers. Use them as inspiration when you're writing your own resume. You can even download and edit the resume template in Google Docs.

Resume Example Professional

An effective Description of the templates...

Download this resume template

This resume template is suitable for experienced hires or mid-level hires. The education contains two examples of an education experiences, but only include one (your most recent one) if you're a senior level employee.

Tips on why this template works

   makes great use of space.

It strikes the right balance between white space and content, and doesn't waste space on unnecessary images and icons. Remember, recruiters aren't looking at how creative you are when it comes to your template. Your content is core and should be the focus.

   Strong resume bullet points

This job seeker uses resume bullet points that uses strong action verbs, and most importantly, contain numbers that demonstrate the significance of their accomplishments.

Resume Example Highlights (Free)

This template is clean, readable by resume screeners, and is effective at calling out key accomplishments and projects from specific work experiences. This would be useful if you have been at a company for a while, or been in a consulting-type of role, and want to point hiring managers to your most impressive accomplishments.

   Strong action verbs

Action verbs are important on your resume are vital. They evoke strong imagery to your reader, and this resume does an excellent job by using words such as “spearheaded,” “managed,” and “drove.” These words will help you to put your achievements in perspective, in conjunction with measurable results. Use action verbs relating to the skills you want to highlight.

   Specific examples of finished projects

Many of your accomplishments will involve your responsibilities in your employer's high-level projects. Recruiters want to see what you’ve completed in previous roles -- such as the Operations Improvement Project and new iPhone app launch highlighted in this resume. The numbers make your experience real, rather than a vague “oversaw several teams for a project.” What did you do specifically? Be specific.

Resume Example Modern Two-Column

This two column resume template has been designed and created in Google Docs, and puts an emphasis on a skills section. You can download it in Word, or edit it directly in Google Docs.

   Prioritize work experience, while including other key sections

The two-column in this Google Docs resume template prioritizes the work experience sections, while maximizing the content into the resume. Not all two column templates are ATS-compatible, but this one is when it is saved as PDF and passed through a resume screener.

   Includes a strong Skills section

Skills sections are a great way to include specific keywords and skills that you have, that haven't been included in other parts of your resume. This helps you get past resume screeners that scan your resume for specific keywords.

Resume Example Clean Modern

If you're a job seeker with a few years of experience under your belt, use a template like this one. It's simple, effective at highlighting our work experience, and minimizes the emphasis on the education section (the dates are omitted which is good to prevent ageism, especially if you graduated more than 10 years ago).

   Professionally-designed template

Minimal templates like this one are exactly what mid-to-senior level recruiters want to see - it shows professionalism, focuses on accomplishments, and makes full use of each page.

   Resume summary highlights key accomplishments

The first rule about including a resume summary is that it does not repeat accomplishments mentioned elsewhere on the resume. This resume stresses new software engineering and leadership skills right at the top of the resume, and includes an award too. If you include a summary, try to include a mix of both technical accomplishments (e.g. projects you developed or led), as well as career-related accomplishments (e.g. being promoted).

Resume Example Entry-Level (Free)

Use this Google Docs template if you're a student, recent graduate, or a career changer. Right out of college, you may not have much experience in the field. To supplement that, use your experience in clubs and activities, volunteering, projects, and useful coursework to help highlight your knowledge on the subject.

   Emphasis on education

If you're an entry-level job seeker that has recently completed education (or in the process of completing a degree), you should prioritize your education and include it first. This Google Docs template does this.

   University projects relevant to the job

If you're an entry level job seeker (or a career-changer), you may not have enough work experience to fill up your resume. This is where class projects and university projects come in. This template has a section dedicated to projects, which you can use to talk about volunteering, class projects, or personal projects relevant to the job.

Resume Example Concise

This is a suitable Google Docs resume template for all kinds of roles, including senior, entry-level and mid-level. Note how the focus is the work experience section only, and the education section is limited. This is what you should do if you graduated a while ago.

   Use a skills section to highlight specific keywords

To get past resume screeners and Applicant Tracking Systems, use a skills section that includes specific skills the job is looking for. This is an easy way to tailor your resume.

   Keep you education short, if you're a mid to senior level job seeker

What skills should you add to a Researcher Phd Student resume?

Some popular Researcher Phd Student hard skills are Research, Molecular Biology, Science, Teaching, Higher Education, Education, Biology and Biochemistry. Depending on the job you apply to, skills like C++, Cell Culture, LaTeX, Chemistry and Scientific Writing can also be good to include on your resume.

Target your Resume to a Job Description

While the keywords above are a good indication of what skills you need on your resume, you should try to find additional keywords that are specific to the job. To do this, use the free Targeted Resume tool. It analyzes the job you are applying to and finds the most important keywords you need on your resume. It is personalized to your resume, and is the best way to ensure your resume will pass the automated resume filters. Start targeting your resume

Most resumes get auto-rejected because of small, simple errors. These errors are easy to miss but can be costly in your job search. If you want to make sure your resume is error-free, upload it to Score My Resume for a free resume review. You'll get a score so you know where your resume stands, as well as actionable feedback to improve it. Get a free resume review

Scan your skills and keywords.

Creating an account is free and takes five seconds. you'll get instant access to all skills and keywords, plus be able to score your resume against them - no strings attached., choose an option..

• Have an account? Sign in

E-mail Please enter a valid email address This email address hasn't been signed up yet, or it has already been signed up with Facebook or Google login.

Password Show Your password needs to be between 6 and 50 characters long, and must contain at least 1 letter and 1 number. It looks like your password is incorrect.

Remember me

Forgot your password?

Sign up to get access to Resume Worded's Career Coaching platform in less than 2 minutes

Name Please enter your name correctly

E-mail Remember to use a real email address that you have access to. You will need to confirm your email address before you get access to our features, so please enter it correctly. Please enter a valid email address, or another email address to sign up. We unfortunately can't accept that email domain right now. This email address has already been taken, or you've already signed up via Google or Facebook login. We currently are experiencing a very high server load so Email signup is currently disabled for the next 24 hours. Please sign up with Google or Facebook to continue! We apologize for the inconvenience!

Password Show Your password needs to be between 6 and 50 characters long, and must contain at least 1 letter and 1 number.

Receive resume templates, real resume samples, and updates monthly via email

By continuing, you agree to our Terms and Conditions and Privacy Policy .

Lost your password? Please enter the email address you used when you signed up. We'll send you a link to create a new password.

E-mail This email address either hasn't been signed up yet, or you signed up with Facebook or Google. This email address doesn't look valid.

Back to log-in

Find out what keywords recruiters search for. These keywords will help you beat resume screeners (i.e. the Applicant Tracking System).

   get a resume score., find out how effective your resume really is. you'll get access to our confidential resume review tool which will tell you how recruiters see your resume..

Thank you for the checklist! I realized I was making so many mistakes on my resume that I've now fixed. I'm much more confident in my resume now.

Putting skills into action: Get to know the Graduate Student Council president

When it comes to firsthand knowledge of Case Western Reserve, Thomas Lipker has plenty—six-years’ worth, to be exact. Now entering his seventh and final year at CWRU, the third-year law student is putting this background to work as the incoming Graduate Student Council (GSC) president. With the new academic year underway, he’s eager to make a lasting impact by addressing the needs of the diverse graduate student body.

Lipker’s CWRU journey began as an undergraduate when he left his smalltown of Oakwood Village, Ohio, to major in music and economics. With added minors in business management and accounting, he built an academic foundation that prepared him for his next pursuit: law school. 

“I had a deep love for music, especially having a speech impediment when I was younger,” he explained. “Music helped me grow out of my shell as a part of various ensembles. It felt natural to pursue a music degree, but I also understood at an early age that I wanted to go into law, so it became a question of how to combine music, business and law into one.” 

He took his first steps toward his JD as a participant in the School of Law’s JumpStart program , which introduced him to the rigorous demands he would experience as a student. The program, designed to help students transition smoothly to law studies, provided Lipker with essential tools for success, both in law school and beyond.

Beyond the classroom, he maintained a close connection to the undergraduate student body as well, becoming an assistant residential community director. In this role, Lipker oversees resident assistants in CWRU residence halls and gains insights that enrich is perspective as a leader.

Plans for the year ahead

As he moves into his role as GSC president, Lipker is prioritizing greater transparency and clearer outreach for the organization. While many graduate students attend social events, the GSC’s role extends beyond hosting functions. Lipker aims to ensure that the council is seen as a powerful advocate for graduate student needs, implementing policies that address the challenges students face on campus. 

“We have a very diverse group of students from all walks of life,” Lipker notes. “Our goal is to build bridges between these groups, fostering cross-discipline relationships that enrich the student experience.”

Lipker has already begun laying the groundwork for these initiatives. He spent significant time this summer meeting with school presidents and the GSC executive board, ensuring a smooth transition into the academic year. He believes that by working collaboratively with these leaders, the GSC can effectively meet the needs of the majority while also finding solutions that address the concerns of minority groups.

As he begins his final year at CWRU, Lipker is focused on defining his leadership ability and finding ways to communicate complex solutions in ways that resonate with all students. He encourages all graduate students to stay engaged with the GSC by attending general meetings, reading the weekly newsletter and participating in the variety of events planned for the year.

While the final chapter of his experience as a CWRU student is bittersweet, Lipker looks forward to remaining an engaged member of the community.

“My supervisor reminded me that you can always be a part of the CWRU community as an alum, either as a mentor to an undergraduate or even a law student,” he said. “I look forward to reconnecting and being an assistive tool after graduation.”