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What is a PhD?

A PhD is a postgraduate degree. It stands for ‘Doctor of Philosophy’ and is one of the highest academic qualifications you can achieve.

Courses involve both research and academic learning where you take on a significant amount of independent work.

For most PhDs, you’ll research for, write and publish an extensive thesis on a specialist subject area.

How long is a PhD? 

PhDs courses usually last between three to four years if you study full-time. Students often extend their thesis deadlines and finish the work in their fourth year. If you study part-time, courses can last six or seven years. 

Courses can begin anytime throughout the year, though most studentships (doctorate scholarships) start in September or October.

What qualifications do you need for a PhD?

You usually need a good second-class (2.1) undergraduate honours degree in a relevant subject area, or equivalent. Many courses also ask for a master’s degree. 

When applying, you may need to demonstrate an ability to conduct research. This could be by showing your experience of independently working on a research project. You’ll probably also have to submit a research proposal that outlines what you’ll be studying.

How is a PhD taught?

There’s very little teaching involved in a PhD degree. Your course may begin with five or six hours per week of classes where you learn about research methods and techniques. Aside from this, you’re in control of your studies, though you’ll receive some guidance from an academic tutor.

How is a PhD assessed?

PhD students are assessed mainly by a thesis, and a closed oral examination where examiners ask questions about the thesis. 

Degrees are usually graded as pass or fail.

What skills do you learn during a PhD?

As well as subject-specific skills, you develop transferable skills such as: 

• Organisation 
• Research 
• Work habits 
• Project management 
• Critical thinking 
• Written communication 
• Presentation

How much does a PhD cost? 

Fees vary widely between courses and institutions, but are commonly between £3,000 and £6,000 per year for UK students. International students often pay more. 

Many degrees are partly or fully funded, and lots of students receive scholarships and bursaries. UK Research Councils provide universities with grants of around £4,000 per year for each funded PhD student.

PhD degree facts

Some new PhDs are more vocational and offer practical experiences as well as research. These are designed for those looking to advance their careers. 

When applying for a PhD, you show the university that you’re the right person for an advertised position, or that you’d be suitable to complete your research proposal. 

Popular PhD subjects

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Upcoming open days, university of roehampton, city, university of london, sheffield hallam university.

Welcome to the  Harvard University PhD in Population Health Sciences  (PHS). Our full-time doctoral degree is a joint collaboration between the  Harvard Faculty of Arts and Sciences (FAS)  and the  Harvard T.H. Chan School of Public Health   and offer s a  Doctorate of Philosophy (PhD)  in  P opulation Health Sciences .   Our research program is designed to allow students to benefit from connections between public health disciplines and a broader range of academic disciplines represented across the Harvard Griffin Graduate School of Arts and Sciences (GSAS).  

A  PHS   PhD   offers advanced doctoral-level research and training that builds on multiple disciplinary perspectives to understand the origins and determinants of health and disease across populations. Our students are based at the Harvard T.H. Chan School of Public Health, and belong to one of the following department-based   Fields of Study :  

• Environmental Health (EH)
• Epidemiology (EPI)
• Global Health & Population (GHP)
• Nutrition (NUT)
• Social & Behavioral Sciences (SBS)

This  PhD in Population Health Sciences (PHS)  is intended for students who are looking to pursue careers in academia in one of five   Fields of Study   as well as in organizations related to population health or research-related positions beyond academia. In addition to nurturing the development of the next generation of population health researchers and scientists , PHS provides tremendous opportunities for students to build scientific communication and mentoring, and teaching skills – while all along, building lasting connection s ac ross students, alumni, and faculty at our world- r enown ed Harvard University .  

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Bethany Kotlar, PhD '24, studies how children fare when they're born to incarcerated mothers

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PhD Job Search Timeline and Tips

• Share This: Share PhD Job Search Timeline and Tips on Facebook Share PhD Job Search Timeline and Tips on LinkedIn Share PhD Job Search Timeline and Tips on X

The PhD job search can be a confusing process for a variety of reasons. The doctoral graduation timeline is often unclear and may not be fully within your control. For industry positions, your mentors in academia may be unfamiliar with non-academic norms and expectations, but there are tools and resources that can help you prepare for this process and develop a plan of action.

Job Search Timeline

General peak PhD recruitment timelines for different fields and positions assuming June graduation . Keep in mind, these are approximations; timelines vary considerably by field.

When should I start my job search? What if I missed peak recruitment times?

The job search varies widely in process, norms, and expectations. It is never too early to research your interest areas by searching online, attending events, and initiating informal career conversations. Even if you missed the peak recruiting season for your field, you can continue to inquire about opportunities through networking and online job search websites.

What if I am graduating in December?

Keep in mind that the start date of a position can often be negotiated. Also, the needs of employers vary so positions can open or start on a more flexible timeline.

Have more questions?

Make an appointment with CAPD.

Job Search Tips

• Helpful self-assessment tools: Various assessment tools are available that were made with PhDs in mind. These include: MyIDP (Individual Development Plan), ChemIDP , and ImaginePhD .
• Network early and often. It’s never too early to network, gather information, and try on different roles or career paths. Anytime during your graduate career, it’s helpful to attend career fairs and information sessions of companies that interest you. You can also learn more about specific industries through informational interviews or by applying for summer internships and IAP micro-internships.
• Helpful networking tools: MIT Alumni Advisors Hub (conduct informational interviews or career conversations with MIT alumni working in various industries)
• Make an appointment with a career advisor.
• CAPD Career Handbook  for resume/cover letter examples and much more
• Handshake for CAPD appointments and job searches
• Post-Graduate and Summer Outcomes data
• LinkedIn, Indeed, and Professional Associations for networking and job listings

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• 12 March 2024

Bring PhD assessment into the twenty-first century

You have full access to this article via your institution.

Innovation in PhD education has not reached how doctoral degrees are assessed. Credit: Dan Dunkley/Science Photo Library

Research and teaching in today’s universities are unrecognizable compared with what they were in the early nineteenth century, when Germany and later France gave the world the modern research doctorate. And yet significant aspects of the process of acquiring and assessing a doctorate have remained remarkably constant. A minimum of three years of independent study mentored by a single individual culminates in the production of the doctoral thesis — often a magisterial, book-length piece of work that is assessed in an oral examination by a few senior academic researchers. In an age in which there is much research-informed innovation in teaching and learning, the assessment of the doctoral thesis represents a curious throwback that is seemingly impervious to meaningful reform.

But reform is needed. Some doctoral candidates perceive the current assessment system to lack transparency, and examiners report concerns of falling standards ( G. Houston A Study of the PhD Examination: Process, Attributes and Outcomes . PhD thesis, Oxford Univ.; 2018 ). Making the qualification more structured would help — and, equally importantly, would bring the assessment of PhD education in line with education across the board. PhD candidates with experience of modern assessment methods will become better researchers, wherever they work. Indeed, most will not be working in universities: the majority of PhD holders find employment outside academia.

Collection: Career resources for PhD students

It’s not that PhD training is completely stuck in the nineteenth century. Today’s doctoral candidates can choose from a range of pathways. Professional doctorates, often used in engineering, are jointly supervised by an employer and an academic, and are aimed at solving industry-based problems. Another innovation is PhD by publication, in which, instead of a final thesis on one or more research questions, the criterion for an award is a minimum number of papers published or accepted for publication. In some countries, doctoral students are increasingly being trained in cohorts, with the aim of providing a less isolating experience than that offered by the conventional supervisor–student relationship. PhD candidates are also encouraged to acquire transferable skills — for example, in data analysis, public engagement, project management or business, economics and finance. The value of such training would be even greater if these skills were to be formally assessed alongside a dissertation rather than seen as optional.

And yet, most PhDs are still assessed after the production of a final dissertation, according to a format that, at its core, has not changed for at least half a century, as speakers and delegates noted at an event in London last month on PhD assessment, organized by the Society for Research in Higher Educatio n. Innovations in assessment that are common at other levels of education are struggling to find their way into the conventional doctoral programme.

Take the concept of learning objectives. Intended to aid consistency, fairness and transparency, learning objectives are a summary of what a student is expected to know and how they will be assessed, and are given at the start of a course of study. Part of the ambition is also to help tutors to keep track of their students’ learning and take remedial action before it is too late.

PhD training is no longer fit for purpose — it needs reform now

Formative assessment is another practice that has yet to find its way into PhD assessment consistently. Here, a tutor evaluates a student’s progress at the mid-point of a course and gives feedback or guidance on what students need to do to improve ahead of their final, or summative, assessment. It is not that these methods are absent from modern PhDs; a conscientious supervisor will not leave candidates to sink or swim until the last day. But at many institutions, such approaches are not required of PhD supervisors.

Part of the difficulty is that PhD training is carried out in research departments by people who do not need to have teaching qualifications or awareness of innovations based on education research. Supervisors shouldn’t just be experts in their field, they should also know how best to convey that subject knowledge — along with knowledge of research methods — to their students.

It is probably not possible for universities to require all doctoral supervisors to have teaching qualifications. But there are smaller changes that can be made. At a minimum, doctoral supervisors should take the time to engage with the research that exists in the field of PhD education, and how it can apply to their interactions with students.

There can be no one-size-fits-all solution to improving how a PhD is assessed, because different subjects often have bespoke needs and practices ( P. Denicolo Qual. Assur. Educ. 11 , 84–91; 2003 ). But supervisors and representatives of individual subject communities must continue to discuss what is most appropriate for their disciplines.

All things considered, there is benefit to adopting a more structured approach to PhD assessment. It is high time that PhD education caught up with changes that are now mainstream at most other levels of education. That must start with a closer partnership between education researchers, PhD supervisors and organizers of doctoral-training programmes in universities. This partnership will benefit everyone — PhD supervisors and doctoral students coming into the research workforce, whether in universities or elsewhere.

Education and training in research has entered many secondary schools, along with undergraduate teaching, which is a good thing. In the spirit of mutual learning, research doctoral supervisors, too, will benefit by going back to school.

Nature 627 , 244 (2024)

doi: https://doi.org/10.1038/d41586-024-00718-0

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Rachel Whitmer Lab

Alex posis, phd, mph.

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Alex Posis is a Postdoctoral Scholar in the Department of Public Health Sciences at the University of California, Davis. Dr. Posis’s research interests include identifying social determinants and modifiable factors of brain health and cognitive aging. His long-term goals include studying these topics among Filipino Americans and other groups who have been historically underrepresented in this area of research. Prior to joining Dr. Rachel Whitmer’s lab, he earned his BS in Neuroscience from the University of California, Santa Cruz, MPH in Epidemiology from San Diego State University, and PhD in Public Health (Epidemiology) from the Joint Doctoral Program in Public Health at San Diego State University and University of California, San Diego.

Celebrating Women’s History Month 2024, St. Catherine University Recognizes Marcheta P. Evans, PhD

Joining St. Catherine University as its 12th president this July , Marcheta P. Evans, PhD, will make institutional history as the University’s first Black president. It is not a new role to Evans, who previously served as the first African-American and first woman to lead Bloomfield College in New Jersey.

Evans has served in transformational leadership roles in higher education for nearly 30 years at both public and private institutions, including provost and vice president for academic affairs at Our Lady of the Lake University (OLLU), vice president for academic affairs, dean at OLLU, and associate dean and department chair at University of Texas at San Antonio. 

Evans has authored numerous articles and book chapters, focusing on issues of diversity, multiculturalism, women’s issues, and leadership. In her international work, Evans has traveled extensively, including a length of time in Malawi where she worked with educators and counselors on literacy initiatives sponsored by the U.S. Agency for International Development.

Evans looks forward to her next chapter at St. Kate’s, noting, “St. Catherine University’s commitment to empowering women and promoting social justice aligns with my own dedication to fostering inclusive and purpose-driven academic environments. These principles as well as St. Kate’s core values of academic excellence, community, integrity, social justice and reflection seamlessly align with my identity as a servant leader in higher education.”

Find your STEM PhD today

Phd student and postdoc experiences.

Read our exclusive interviews with past and current PhD students to find out what it’s like to do a PhD.

De-Shaine Murray

De-Shaine is 2nd Year Neurotechnology PhD Student at Imperial College London. His research looks at monitoring...

Alex Fitzpatrick

Alex is a PhD student at the University of Bradford researching ritual and funerary rites in...

Eleni Routoula

Eleni is nearing the end of her PhD at the University of Sheffield on understanding Peroxidase...

Dr Zoë Ayres

Dr Ayres completed her PhD at the University of Warwick in 2017, researching the use of...

Gabrielle Huizinga

Gabrielle's a 2nd year Immunology PhD student at the University of Michigan. Her research focus on...

Rakhi Vishwakarma

Rakhi is a PhD student at the Institute of Chemical Technology, Mumbai, India. Her research is...

Charlene N. Rivera Bonet

Charlene is a 5th year PhD candidate at the University of Wisconsin-Madison. She studies depression and...

Sammy Chapman

Sammy is a second year PhD student at Cardiff Metropolitan University researching how secondary school teachers...

Gareth Raynes

Gareth is getting ready for his PhD viva at Aberystwyth University and has been researching bacteria...

Hannah Lewis

Hannah is a 1st year PhD student at Cardiff Metropolitan University. The aim of her research...

Opportunity Spotlight

Looking for an amazing PhD programme or funding opportunity? Then make sure to check out the opportunities below while they last.

Latest Blog Posts

Find out everything you need to know about PhDs, from writing an academic cover letter to preparing a research proposal, secure funding and finding a supportive PhD supervisor.

Don’t Let Research Overwhelm You: Writing Habits that Work

There’s no doubt about it – writing can be difficult. Whether you’re writing the first sentence of a paper or a grant proposal, it’s easy to feel like you’re drowning in a sea of words. However, good writing is critical to academic success, so here are six habits for research...

You’re Not Alone: Here’s How to Cope With Impostor Syndrome

Impostor Syndrome is a common phenomenon amongst PhD students, leading to self-doubt and fear of being exposed as a "fraud". How can we overcome these feelings?

Guide to PhD Entry Requirements

Guide to NERC PhD Funding

Guide to EPSRC PhD Funding

About discoverphds.

Our mission is simple – to help you find the right STEM PhD programme, supervisor and university for you. Our database allows you to effortlessly search through the latest PhDs, research projects and studentships in a matter of minutes.

In addition to this, we provide comprehensive guidance via our PhD Advice page. Whether you’re considering a PhD or already undertaking one, you’ll find useful information for each stage of your journey.

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Campus COVID Information

Hands-on leadership: maximizing my mba for marketing.

“I was motivated to grow at a faster pace if given the opportunity.”

• March 25, 2024
• Simrun Bhandal MBA 25

From the moment I started my undergraduate degree, the thought of pursuing an MBA in the future always came to my mind.

A daughter to immigrant parents who did not have the opportunity to further their education, I was always taught the value of a degree. However, the stereotype I held while applying was that MBA programs are for those who have years of experience.

When beginning my search for MBA programs, I was fresh out of college with very little real work experience in the field. I researched the top local universities for an MBA and began showing interest in the programs by signing up for callbacks to further discuss the process and program with the advisors. Along the way, I felt discouraged because most programs recommended five years of experience. I went back and forth with myself and decided to hold off and continue my work experience.

As time passed by, I noticed the struggle to find jobs in my prospective field both because of my lack of experience and that I had just graduated with a bachelor's degree.

I knew where I was now was not where I wanted to be long term. I was motivated to grow at a faster pace if given the opportunity.

Weighing In-person vs. Online Classroom Experience

When researching the UC Davis MBA Program, I initially saw myself in the online MBA program because it allowed me to continue my education and work at the same time. Something inside me sparked my interest in an in-person, full-time program. I knew that by attending in person, I would be gaining hands-on experience, meeting new people and truly dedicating myself to the program.

The experience of being on-site in class motivated me and inspired me. The Full-Time MBA program would be two years of great, hands-on experience that would set me up for success.

As someone who spent most of their undergraduate experience online during the pandemic, the option to be in a classroom setting, and interacting with my peers and professors made this choice much easier. It also held me accountable to attend more events and expand my experience outside of the classroom by networking.

Leadership and Collaboration Opportunities

I’m now in my third quarter at the Graduate School of Management (GSM), I have met so many inspiring individuals, made great friends, and experienced many great events where I have heard different perspectives from alumni and people working in industries I am most interested in.

I’ve put my skills into play by helping with various events on campus. Recently, I participated in the Aggie Compass Business Boutique hosted at the GSM along with the support of UC Davis Aggie Compass.

Over 100 students attended the event and had access to resume advice, interview tips and professional clothing donated by MBA students and GSM faculty and staff.

This experience was very special because I was able to assist with the marketing and help host an event that brought the community together.

The Business Boutique also connected students from across the UC Davis campus to learn more about the GSM and our culture.

Being on campus allows you to do more and participate in fun activities and events. You never know what skills you will learn, and who you will meet along the way.

Since starting the program, I have learned so much from my peers and professors. I helped host events and attend fun events hosted by the school and the Associated Students of Management (ASM) . I’ve had the opportunity to network with people in different industries. I look forward to continuing to grow and making many more great memories.

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Research Mentor Learning Communities (Summer 2024)

Course Description

Delta’s Research Mentor Learning Communities  are designed for graduate students and postdocs who are mentoring an undergraduate researcher or for whom mentoring may be an important part of their future career. They give you space to reflect and reinvigorate, as you receive concrete tools to support a successful mentor/mentee relationship.

This discussion-based seminar can be taken for one credit or no credit (for-credit option requires that you have a mentee).

If your section of interest is waitlisted, please register anyway. We monitor the waitlist regularly to determine whether to open additional capacity.

Section 1, In-person: postdoctoral scholars only

Dates:  Tuesdays, May 14-June 4 Times:  11:00-1:00 Facilitator:  Joshua Brown and Shawn Green Location:  Room 10, Agriculture Hall, 1450 Linden Drive Satisfies prerequisite toward the  Delta Certificate :  Δ (1 delta)

Register for Section 1, postdoc-only, in-person.

Section 2, In-person: graduate students and postdoctoral scholars

Dates:  Thursdays, May 23-June 20 Times:  9:30-11:30 Facilitator:  Andrew Greenberg Location : Room 2255, Engineering Hall, 1415 Engineering Drive Satisfies prerequisite toward the  Delta Certificate :  Δ (1 delta)

Register for Section 2, graduate students and postdoc, in-person.

Section 3, In-person: graduate students and postdoctoral scholars

Dates:  Mondays, May 20 and Tuesday May 21 Times:  8:00-1:00 Facilitator:  Jules Whitaker and Melissa Pergande Location:  Room 101, Agricultural Engineering Bldg., 460 Henry Mall Satisfies prerequisite toward the  Delta Certificate :  Δ (1 delta)

Register for Section 3, graduate students and postdocs, in-person.

Section 4, In-person: graduate students and postdoctoral scholars

Dates:  Fridays May 24-June 21 Times:  10:00 -12:00 Facilitator:  Beth Meyerand Location:  Room 117 (WISCIENCE), 445 Henry Mall Satisfies prerequisite toward the  Delta Certificate :  Δ (1 delta)

Register for Section 4, graduate students and postdocs, in-person.

Section 5, On-line: graduate students and postdoctoral scholars

Dates:   Mondays, June 3 -July 1 Times : 1:00-3:00 Facilitator: Eric Hooper Location:  On-line (Zoom) Satisfies prerequisite toward the Delta Certificate :  Δ (1 delta)

Register for Section 5, graduate students and postdocs, on-line.

Section 6, On-line: graduate students and postdoctoral scholars

Dates:   Tuesdays, June 18 -July 16 Times:  2:00-4:00 Facilitator:  Amy Gangl Location:   Online (Zoom) Satisfies prerequisite toward the Delta Certificate :  Δ (1 delta)

Register for Section 6, graduate students and postdocs, on-line.

Section 7, On-line: graduate students and postdoctoral scholars

Dates:   Thursdays, July 11-August 8 Times:  9:00-11:00 Facilitator: Jules Whitaker and Cynthia Simekha Location:  On-line (Zoom) Satisfies prerequisite toward the Delta Certificate :  Δ (1 delta)

Register for Section 7, graduate students and postdocs, on-line.

What do past participants say?

“One of the best classes I took in my PhD. It prepared me to work well with different types of mentees. I feel much more comfortable with mentoring and advising now.”

“Now I have better strategies regarding how to approach difficult conversations or use appropriate questions for the mentees.”

Contact [email protected]

Offered in collaboration with WISCIENCE.

STEMM faculty/staff mentor training sections are available here through WISCIENCE.

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