phd student duties and responsibilities

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Graduate School of Life Sciences

Responsibilities of phd candidates.

How can you excel during your PhD and make it a success? First of all, by taking responsibility as a PhD candidate. Setting up your research and acquiring the necessary skills in problem solving and communication is your responsibility. As a PhD candidate, you should possess, acquire, and/or refine the qualities necessary to mature into an independent researcher. We expect you to cultivate your talents. This will help you to prepare for a future career. You are also responsible for meeting the commitments linked to the funding of your doctoral research.

We have summarised the profile and responsibilities of a PhD candidate in two parts. The first part, Profile and research responsibilities of the PhD candidate , reflects our vision on your academic responsibilities as a junior researcher. The second part, Effective supervisor-PhD interaction: a two-way process , describes your responsibilities as a member of a research community and the interaction with your supervisory team, as well as your individual growth as a person.

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Roles and responsibilities of graduate students

Introduction.

Students should look upon graduate research as an opportunity to develop fully as a researcher and scholar under the mentorship of the supervisor, advisory committee and the department. It should also be seen as a vehicle to explore and advance career options both within and outside the academy. Ultimately, students are individually responsible for their course of study and conducting, communicating and defending their proposed research plan and outcome.

By embarking on a program of study at the graduate level, students make a commitment to strive for academic achievement and to contribute meaningfully to the intellectual life of the department, Faculty and University. Their primary academic responsibility as graduate students is to meet the requirements of their degree programs in a timely manner.  

When initiating a graduate program, graduate students are committing to engage in a partnership with their supervisor (if applicable) that will be most successful if it is built on mutual trust and respect. Students should seek the advice of their supervisor regarding their program of study and give serious consideration to that advice particularly with regard to research topic.  Students and supervisors are strongly encouraged to discuss the financial and physical resources available to complete the research plan. Students are ultimately responsible for producing a thesis or major paper which is the student’s own work, meets the standards for academic quality of the department and University, and reflects a capacity for independent scholarship in the discipline.

Regulations/procedures

Similar to departmental representatives and supervisors, graduate students’ experiences will be best when students have an understanding of the regulations and procedures that govern their graduate studies.  Therefore, students should:

3.1    Be knowledgeable and remain updated on department, Faculty and University regulations, Policies.  These include those listed in  section 1.2 .

3.2    Have knowledge of the  Waterloo policies (and Tri-Agency Policy)  (Office of Research) and procedures associated with research integrity. Students also have a responsibility to follow the  Responsible Conduct of Research Framework  (Government of Canada).

3.3    Ensure that their research complies with Ethics Review procedures when it involves human subjects, animals or animal or human tissues, as defined by the Office of Research – Office of Research Ethics. 

3.4    Familiarize themselves with the offices and services on campus ( as described in Section 1.2 ) as well as the organization of offices/individuals involved in the administration of their graduate program. A list of  campus resources for graduate students  can be found on the Graduate Studies and Postdoctoral Affairs website.

3.5    Communicate regularly with those who can provide timely and informed advice, including graduate co-ordinators, members of  Graduate Studies and Postdoctoral Affairs  (GSPA), the  Graduate Student Association (GSA-UW)  or the  University Secretariat .

3.6    Have knowledge of and meet all appropriate deadlines and regulations associated with registration, fee payment, award applications and graduation requirements, as specified by the department, Faculty and University.

3.7    Be committed to providing educational leadership to students as a Graduate Teaching Assistant when employed as such.

3.8    Be responsible for developing a sound research plan with achievable timelines and milestones. Students should seek the advice of and co-ordinate with their supervisor during the planning process and throughout its execution.  A students' timeline may include the completion dates of  milestones in master's and doctoral programs .

3.9   Keep a systematic and accessible record of their research work and results and be able to report to their supervisor and advisory committee (where applicable) on their progress. Student researchers are fully accountable for demonstrating authenticity of research findings at any time. Documentation of the research findings must be carried out through responsible means for the relevant discipline/field.

3.10    Co-ordinate with their supervisor and advisory committee (as applicable) to receive feedback on all stakeholders’ perception of the student’s progress.  Additional guidance on  how progress shall be assessed  can be found in the Graduate Studies Academic Calendar.

3.11    Establish mutual expectations with their supervisors and advisory committee (as appropriate) on anticipated review times for students’ written submissions including theses, major research papers, draft journal articles and other research output. A timeframe of two to three weeks depending on the complexity of the document is commonly applied.

3.12    Communicate to their supervisor and/or advisory committee about  relevant University deadlines  (Important dates), including tuition refund or convocation dates.  In some instances, accelerated schedules may be achieved to accommodate students’ program completion.

3.13    Comply with the regulations governing academic integrity and complete the  Graduate Academic Integrity Module (AIM)  (Graduate Studies Academic Calendar) in the first academic term.

3.14    Have knowledge of the definitions of  enrolment status  (e.g. full-time to part-time, part-time to full-time, inactive, full-time off campus, co-op, exchange or voluntary withdrawal from your program) and the processes by which changes to their status can be made.

3.15    Be informed of the possible outcome enrolment status changes (i.e. loss of funding). Students should also be aware of  residency requirements  (Graduate Studies Academic Calendar) for their degree.

3.16   Understand  voluntary  or required to  withdraw decisions  and how the required to withdraw decision can be addressed under  Policy 70  through either a  petition  or grievance.

3.17   Be familiar with the process for  requesting a program extension  and under what circumstances this may be considered. Submit your request using the  Request of program time limits form  by the term deadline as noted.

3.18   Review the  petition process  and under what circumstances you may seek an exception to or relief from normal Faculty or University rules and regulations. After reviewing, submit your petition through the form -  Petition for Exception to Academic Regulations - Graduate Students (Form 70A) .

3.19   Be  familiar with the resources and options available  to them when challenges arise with their current supervisor.  These may include:

• Seeking the advice and intervention of departmental representatives;
• Communicating with and requesting the support of the Faculty Associate Dean, Graduate Studies;
• Entering into conflict resolution efforts with the support of the University resources such as Conflict Management;
• Being aware that there is a provision for changing supervisors.

Students must have agency and take responsibility for their own wellness.  Naturally, there will be times when students will benefit from the support services provided by the University.  Students should:

3.20   Have an awareness of the services at the University available to promote physical and mental well-being especially those listed in  section 1.2 .

3.21    Understand and take advantage of funding opportunities that support return to wellness, including the  medical leave, as administered by GSPA .

3.22    Have knowledge ofresources on campus that provide accommodations (i.e.  AccessAbility Services ) and understand their right to seek accommodations without disclosing disabilities to their supervisor. Engage the  Office of Research  to create IP arrangements that differ from University Policy.

Intellectual property 

Graduate students share responsibility in ensuring common understanding with other university stakeholders with regard to intellectual property (IP).  In the area of IP, students should:

3.23    Be informed about and adhere to  Policy 73  (Secretariat) on the ownership of intellectual property.

3.24    Engage their supervisor(s) in discussions that allow for students and supervisors to come to an agreement, in writing, of their current and future ownership of IP.

3.25    Work within the  Tri-Agency Responsible Conduct of Research Framework  (Government of Canada).

Thesis/research paper publications

The preparation of a student’s thesis or research paper is often a time during which students require the most support.  Further, common expectations between students and their supervisor(s) are critical in this time period.  To maximize the likelihood of positive experiences for students and supervisors, students should:

  3.26   Discuss, prior to the submission of a thesis/research paper, a draft of the submission with their supervisor.  The conversation should at a minimum address:

3.27     Comply with a responsible  standard of conduct in research  (Office of Research) while publishing/disseminating research materials/findings related to their graduate research ( Policy 73  (Secretariat) and conventions in the field should be followed).  Note thatstudents may not submit a paper for publication as co-authored without agreement of the co-author(s), including the supervisor, nor submit without consultation with the supervisor a paper authored by the student (solely or jointly with others) if the research project involved use of University facilities or was part of the student’s academic program. In such cases, institutional affiliation should be mentioned. Conventions of the field regarding authorship may vary.  In addition, students should be aware of predatory journals and conferences.   The Library  has resources and staff to help students recognize these organizations.

• The appropriate use of and recognition for any editing services that may be used in the preparation of the document.
• How the supervisor wishes to review drafts, by providing comments on individual components, or reacting to a draft of the full document;
• The expected review time for the supervisor to provide comments;
• The supervisor's intention to review any original data associated with the submission.  Note that students must comply with supervisor’s request for access to student’s data.
• Those colleagues or agencies who have contributed to the scholarship contained in the work or the funding of the research activity.  These contributors should be acknowledged in the thesis or research paper.
• How the student’s contributions will be articulated for those theses that contain elements that are not sole-authored by the student.

Communication/absence

 As with supervisors, graduate students will from time to time be physically absent from campus.   In these cases, students should:

3.28    Discuss plans with supervisors prior to being absent from campus for brief periods (e.g. vacation); include how communications and responsibilities will be managed during the absence.  Considerations should include the student’s own academic progress as well as any research activities that the student’s absence may influence.

3.29   Satisfy the requirements of  Policy 30  (Secretariat) if the students are serving as a Graduate Teaching Assistant.

3.30    Be informed that an  inactive status  (Graduate Studies Academic Calendar) can be applied when extended absences are necessary or possible.  Students may be inactive for up to two consecutive terms when students wish to pursue work opportunity not related to the thesis, or when temporary financial difficulties preclude the student’s continued enrolment.  International students who are studying with a student visa should consult immigration specialists to understand the implications of inactive terms on their current and future immigration status. 

3.31    Be informed of, and take advantage of,  medical or parental leaves  when warranted.

Creating safe environments and conducting activities in ways that promote safety are shared responsibilities among students, supervisors and other stakeholders.  To advance the goal of safety, graduate students should:

3.32    Familiarize themselves and comply with the safety regulations specified by the supervisor, department, Faculty and University [ see  Policy 34-Health, Safety and Environment  and other safety polices ( 41  &  60 ) on the Secretariat website].

3.33    Complete all required training in a timely manner. The  Safety Office  provides consultation and support services to the University community on matters relating to environmental and occupational health safety, including Fieldwork Risk and  working alone .

3.34    Know that the  Sexual violence awareness, referral and support training  (Human Rights, Equity and Inclusion Office) module is helpful for identifying supports and resources for the prevention of sexual violence.

3.35    Be proactive in seeking opportunities to maintain and enhance their safety training when regulations or expectations change, or when new safety risks arise.

Graduate students may engage in off-campus activities for a variety of purposes including conducting (field) research or disseminating the results of their scholarly activities.  Students have the responsibilities to prepare themselves such that the risks associated with travel are reduced and students are well-positioned to respond to unexpected challenges.  Moreover, students should make the University aware of their travel plans so that support or information can be provided to students who are away from campus should the need arise.  To achieve these goals, students should:

  3.36    Have knowledge of  Policy 31  (Secretariat) that governs University sanctioned travel, and follow the requirements and recommendations of that Policy.

3.37   Provide contact information, emergency contacts and location and duration of travel to their supervisor for documentation.

3.38    Be proactive in assessing the risk associated with travel including both the destination and the activities that are anticipated to take place.  Risk can be categorized as low or significant.  Low risk  (Safety Office) are activities for which it is expected that participants will encounter hazards that are no greater than what they encounter in their everyday lives. When a student anticipates experiencing what are deemed to be  significant risks  (e.g. industrial sites, remote regions etc.), the student is required to complete  the  Fieldwork Risk Management Form  from the  Safety Office .  Students should also consult with their supervisor and other resources to develop and document a risk mitigation plan.

3.39    Familiarize themselves and comply with regulations and preparation requirements for travelling abroad (see Waterloo International -  Information for Students ).  Students should complete the  Pre-departure Travel Form  at  Waterloo International  and be aware of  Government of Canada Travel Advice and Advisories web page  for the international destination.

Financial support 

Funding and access to financial resources are of critical importance to graduate students’ well-being.  Students will often receive financial support from various sources and that may change over the course of their studies.  Students’ primary responsibilities around funding are three-fold: to understand the nature of their funding – the amount and the timing – such that they are able to plan effectively to support themselves during their studies; to seek to identify funding sources for which the students may qualify; and to meet the requirements of the activities for which the students are being supported.  For these goals, students should:

3.40   Actively engage with their supervisor, their department and other university or external sources to identify funding opportunities.  The University strongly encourages students to explore their eligibility for Tri-Agency funding.

3.41    Meet the terms and conditions of the contractual agreement(s) with a supporting agency/department and Faculty and the relevant guidelines for financial support.  Policy 30  (Secretariat) provides guidelines, and procedures related specifically to graduate student teaching assistantships.  

Change of supervisor or committee membership 

In some instances, students may wish to change their supervisor or a member of their advisory committee.  Naturally, these instances create disruption in students’ academic progress and may result in trying situations for the student and the supervisor.  The University is eager to support students and supervisors in the resolution of challenges such that these academic relationships can be restored to a situation that is positive and productive for all stakeholders.  Every effort should be made to resolve a conflict before resorting to formal procedures as defined in  Policies 70  and  33  (Secretariat).  When the student does elect to seek a change in supervisor, the student should:

3.42    Follow the guidelines in the Graduate Studies Academic Calendar regarding  University Responsibilities Regarding Supervisory Relationships  that outlines the steps for dissolution of the supervisory relationship.

3.43    Have prepared a summary of the student’s current academic status – terms in program, completed progress towards the degree, remaining requirements, etc. – that can then be shared with other potential supervisors.

3.44    Have considered and contacted those who may serve as the new supervisor or the new advisory committee member.

Guide for Graduate Research and Supervision

• Roles and responsibilities of departments, graduate officers and graduate co-ordinators
• Roles and responsibilities of supervisors
• Roles and responsibilities of advisory committees

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Expectations & Responsibilities of Students, Advisors, and Graduate Groups

Responsibilities of the student.

Good mentoring practice entails responsibilities not only of the advisor but also of the student. When a student enters a doctoral program, that student commits time and energy necessary for research leading to a dissertation that makes a substantial and original contribution to knowledge. It is the responsibility of the student to conform to University and program requirements and procedures. Although it is the duty of the advisor to be reasonably available for consultation, the primary responsibility for keeping in touch rests with the student. The student’s responsibilities include the following:

• Becoming familiar with, and adhering to, the rules, policies, and procedures in place in the graduate group, home school, and the University as outlined in available resources such as graduate group student handbooks/web sites, the Pennbook , and important University policies including the Academic Rules for PhD Programs and  the Code of Academic Integrity .
• Knowing and following the rules and policies of the graduate group and the University. Adhering to all deadlines and policies regarding registration, leaves of absence, limitations on time and recertification, dissertation submission and graduation as listed in the Academic Rules for PhD Programs , PhD Student Leave of Absence Policy , Family Friendly Policies for PhD Students , and other University policies.
• Selecting and planning an original research topic that can be successfully completed within the expected time frame for the degree program; in some cases, this will be done in consultation with the dissertation advisor.
• Preparing a research plan and timetable in consultation with the advisor as a basis for the program of study, including any proposed fieldwork.
• Learning and adhering to responsible conduct of research standards for their field, as well as the Principles of Responsible Conduct for Research at the University .
• Acquiring the necessary health and safety skills for undertaking the proposed research.
• Meeting with the advisor when requested and reporting regularly on progress and results, including informing the advisor of any significant changes that may affect the progress of the research.
• Establishing a dissertation committee, with the assistance of the advisor, early in the dissertation stage, as required by the graduate group.
• Keeping advisors informed on how the student can be contacted.
• Maintaining good records of each stage of the research.
• Be a good citizen of the research group, laboratory, department, or other entity that requires cooperation from its members (e.g., lab chores).
• When appropriate, planning to seek additional funding as needed well in advance.
• Thinking critically about career trajectory and mindfully pursuing opportunities to support career goals, for example, through teaching, publishing, presenting, externships, etc. (See Appendix A: Skill Building for more information.)

Following all necessary steps when preparing to complete and deposit the dissertation and graduate as outlined by the Graduate Degrees office .

Responsibilities of the Faculty Advisor

Within the context of their role as advisors, a faculty member’s primary task is to guide and inspire their students to reach their scholarly potential. At the same time, each advisor must try to ensure that each student is in compliance with the University’s rules and regulations for PhD education . The advisor should promote conditions conducive to a student’s research and intellectual growth and provide appropriate guidance on the progress of the research and the standards expected.

Good mentoring practice includes the following:

• Guiding the student in the selection and planning of an original research topic that can be successfully completed within the expected time frame for the degree program.
• Establishing with the student a realistic timetable for completion of various phases of the program.
• Being accessible to give advice and provide feedback, while also establishing for the student a realistic timeline for receiving feedback. Feedback should be professional and constructive and provide concrete guidance for improvement.
• Ensuring that students have an understanding of the relevant theories and the methodological and technical skills necessary for the research, including provision of information through an ethical review process where applicable.
• Ensuring that students adhere to responsible conduct of research standards for their field.
• Establishing with the student a dissertation committee early-on in the dissertation stage (e.g., after the qualifying exam) and ensuring that the committee meets with the student at least once a year, as a committee, and provides an annual written report of the student’s progress.
• Making arrangements to ensure continuity of supervision during leaves or an extended period of absence.
• Encouraging participation in graduate group seminars and colloquia.
• Encouraging and assisting students to attend and present work at local, national, or international conferences and to publish their work in appropriate journals.
• Advising on matters of career options, job market, preparation of the CV, and strategies for launching a career in research and/or referring students to relevant career and professional development resources on campus.
• Contributing to the student’s professional development through letters of reference and general advice.
• Advising the student on seeking additional funding, as needed.
• Ensuring that the research environment is safe, equitable, and free from harassment and discrimination.
• Avoiding personal or business relationships that may constitute a conflict of interest.
• Being sensitive to academic needs and concerns that may arise for international students, students from underrepresented groups, students with disabilities, and/or students with family responsibilities.
• Communicating in a timely manner if the student’s academic performance is not meeting expectations, providing an outline for what actions need to be taken in order to return to academic good standing, and a timeline for doing so. While dealing with inadequate academic performance can be difficult, it is in no one’s best interests to prolong a program of study if success is unlikely.
• Providing timely feedback on dissertating students’ annual progress reports, and using that feedback as the basis for a mark of S or U on students’ dissertation status courses.
• Serving as an advocate for the student.

Students sometimes experience personal difficulties. These can include family difficulties, problems in personal relationships, cultural adjustments, financial pressures, medical issues, and problems associated with employment. The importance of these various problems should not be under-emphasized. Advisors should not act in a counseling capacity with their students, nor should they intrude into the personal lives of their students with unwanted advice. However, advisors should try to ensure that their relationships with students are such that students will be comfortable telling advisors if they are having significant personal difficulties. Advisors should be aware of appropriate campus resources and make referrals as needed, and consider accommodations such as adjusting deadlines where appropriate.

Responsibilities of the Graduate Group

The graduate group chair, the graduate group coordinator, and other support staff play key roles in the lives of graduate students. The graduate group must endeavor to create an environment within which scholarly work by graduate students can flourish, and problems can be resolved in an effective manner. Students should take the time to get to know the graduate group administrators. In this way, students can stay current with regulations and graduate group activities and events.

Responsibilities of the graduate group include the following:

• Producing a handbook and/or web site that outlines program requirements, regulations and procedures, financial support and information on faculty members and their area of research/expertise. If requirements change, past versions of the information should be maintained for students admitted under the previous requirements.
• Ensuring that program requirements align with University Academic Rules for PhD Programs and all other University requirements.
• Having procedures in place to facilitate the search for an advisor and to allow a change in advisor in the unlikely event that this becomes necessary.
• Establishing an effective communication system with graduate students (i.e., mailboxes and/or e-mail lists) and workspace, where possible.
• Providing orientation sessions for both new and continuing students. Information conveyed in these sessions should include: overview of program policies and requirements, areas of faculty expertise for research supervision, expected performance and timelines for completion of degree requirements, intellectual property policies, publication and authorship issues, scholarship/funding information, information on policies regarding the proper conduct of research, sexual harassment, safety and workplace regulations, and procedures for complaints and appeals.
• Providing responsible conduct of research training as appropriate for the field.
• Ensuring that the student’s dissertation committee meets University guidelines and that the membership is documented in the student’s official University record. 
• Ensuring that the dissertation committee meets once a year and that a record of the annual written progress report is kept.
• Ensuring that dissertating students receive a mark for dissertation status courses.
• Providing a mechanism for resolving problems, which may arise between graduate students, advisors and/or members of the dissertation committee.
• Establishing a graduate group appeals process to review formal complaints from students.
• Ensuring a safe, equitable and fair working environment for students and informing them of all relevant safety and work regulations.
• Disbursing financial support in a fair and equitable manner that is consistent with the graduate group’s funding policy.
• Being knowledgeable about University resources in place to support students, and making referrals when appropriate.

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A guide for first year PhD students: Expectations, responsibilities, advice

The first year of a PhD can feel like a rollercoaster ride. First-year PhD students are ambitious and want to fulfil expectations. At the same time, they may be unsure of what these expectations and their responsibilities are. This guide aims to provide first-year PhD students with some directions and advice.

Disclaimer: This post may contain affiliate links, which means I may earn a small commission if you make a purchase using the links below at  no additional cost to you.  I only recommend products or services that I truly believe can benefit my audience. As always, my opinions are my own.

The first year as a PhD student: Excitement, ambition, overwhelm

What to expect as a first-year phd student, responsibilities of a first-year phd student, a supervisor’s expectations of a first-year phd student, thesis/dissertation, academic skills, relationships and networking, health and well-being.

Starting a PhD is exciting. Securing a PhD position is a major life event, and often something that first-year year PhD students have been working towards for a long time.

Many PhD students cannot wait to start. They already want to prepare in the weeks and months leading up to their new positions. And once they do start, they are full of energy, ambitions and plans.

First-year PhD students want to do well, make progress with their projects and meet their supervisors’ expectations. However, it is not always clear what that means.

“Am I doing enough? Do I make enough progress? Am I smart enough? Did I bite off more than I can chew?”

Questions like these, and insecurities, often develop early on in a PhD journey.

Furthermore, starting in a new environment can also be draining. There are new colleagues, new processes, and many unwritten rules in academia. Coupled with open questions about the direction of one’s PhD research, the first year can feel overwhelming.

To avoid overwhelm, it helps to know that the first year of a PhD involves much more than just figuring out one’s research. And absolutely normal to feel lost from time to time.

Succeeding in academia has many facets, including your thesis or dissertation, but also learning new skills, and developing relationships with supervisors, colleagues and scholars in your field. All of that takes energy.

Set realistic expectations for yourself in the first year of your PhD. Not everything will work out as planned. Research takes time, and setbacks are inevitable.

Doing a PhD is often experienced as very stressful : many PhD students are perfectionists, and a PhD requires a lot of self-responsibility. Consequently, PhD work tends to feel very personal, and criticism can sting.

First-year PhD students can deal with ‘failures’ more constructively by realizing that failures are an inevitable part of academic work, and by adopting a more welcoming attitude to criticism and feedback.

First-year PhD students can also expect to read and explore a lot. At times, this involves going down the rabbit hole of academic literature: processing new information, frameworks and perspectives before discarding them again.

Thinking, researching, experimenting, writing and editing are not straightforward processes, and a lot of learning takes place along the way.

Specific requirements and responsibilities of a first-year PhD student differ from programme to programme.

However, frequently a key responsibility of a PhD student is to develop a firm research proposal in the first year, which is often coupled with an extensive literature review.

This requires first-year PhD students to immerse themselves in the relevant literature. However, it is also recommended to read a bit outside of your field or discipline to gain new perspectives.

If a PhD programme involves course work, as is for instance the case in North America much more than in Europe, then planning and starting coursework is also often a responsibility during the first year.

All in all, a first-year PhD student is responsible to get organised and create a feasible plan for the coming years. The first year is meant to set the foundation for the PhD trajectory .

Unless the PhD programme is followed online, and unless there is a pandemic raging, first-year PhD students are additionally often expected to actively participate in the research group, lab or department in which they are based.

Active participation can range from simply showing up regularly, to attending lunches with colleagues, attending research events or presenting preliminary findings.

The internet is full of horror stories of PhD supervisors having extremely unrealistic expectations of first-year PhD students. For instance, several publications in the first year.

While this can certainly happen, I dare to say that this is not the norm.

Again, specific expectations or requirements in terms of performance and output of first-year PhD students can differ from university to university, and from supervisor to supervisor.

Beyond that, however, there are several expectations that many PhD supervisors have of first-year PhD students.

For instance, PhD supervisors tend to appreciate some levels of regularity and consistency. While it is absolutely normal to have periods where you make more progress (for instance in writing) than in others, it is not good to contact your supervisor every day for a month, and then fall off the earth for half a year.

Consistency goes hand in hand with good communication. Communication, respect and openness are fundamental elements in a good supervisor-supervisee relationship.

Many supervisors prefer first-year PhD students to ask for help and support if they experience roadblocks of any kind, instead of finding out that after a year no progress was made.

Lastly, supervisors often expect PhD students to take matters into their own hands. Instead of simply waiting for instruction, this means that first-year PhD students should be in the driver’s seat of their journey. Therefore, it is no surprise that proactiveness is one of the 10 qualities of successful PhD students.

25 things every first year PhD student should do

To turn the more abstract discussion on expectations and responsibilities into more concrete advice, the following list includes 25 things (divided into five categories) that every first-year PhD student should do.

• Read as much as you can. Write down your thoughts and observations.
• Develop a system to keep track of the literature you are reading (for instance through an excel file, notebooks, or a reference manager like Zotero ).
• Develop a literature review on your research topic.
• Familiarise yourself with your university’s PhD requirements (such as length, number of publications, required coursework, etc.).
• Read a few PhD theses from your field and university to understand what is ultimately expected from you.
• Get into the habit of writing . It does not have to be purely academic text. Write down your observations, write blog posts, and write a research diary. The more you write, the easier it gets.
• Develop a good system of communication and effective supervision meetings with your PhD supervisor/s.
• Get into the habit of talking about your research. Speak to your friends about your work, and discuss some readings with your colleagues. Try to formulate your thoughts in an accessible way. The more you do this, the easier it gets.
• Present something in a friendly environment (such as your research group) to practice public speaking .
• Learn how to prioritise tasks . Sometimes, prioritising one task means ruthlessly dropping others. Get comfortable with it. No one can do it all.
• Get to know your supervisor/s . Learn about their research and activities, their preferences and things like their preferred way of communicating. Don’t just expect your supervisor/s to adjust to your preferences, also adjust to theirs.
• Be present in your department, lab or research group. Chat with colleagues, exchange information, support each other and socialise. Collaboration is always better than competition.
• Develop a good support network outside of work. Even the nicest PhD trajectory can be stressful and frustrating from time to time. Know who has your back and can provide support and/or distraction when needed.
• Get to know the administrators and secretaries of your university. They hold a lot of power and you want them on your side!
• Start your online presence by filling out your university profile page, and setting up a professional Twitter account or a LinkedIn profile. You want people to be able to find information about you and your research online.
• Observe your energy levels and find your rhythm. Some people concentrate better in the morning, others late at night. Figure out when to tackle difficult tasks, when to schedule meetings, and when to take breaks. A PhD is not a regular 9 to 5 job. If you have flexibility in your time planning, optimise your routine so that it fits you .
• Be kind to yourself. When having negative thoughts, speak them out loud. Would you talk to your friends or colleagues the same way you talk to yourself? Probably not. Be forgiving and compassionate if you have a bad day.
• Foster an identity outside of your PhD by taking time for instance for hobbies, family and friends. It will help you to separate your self-worth from your PhD work.
• Prioritise your health and well-being . This involves for example getting proper sleep , exercising and eating healthily. Not only will you feel better, but your work will also benefit.
• Take proper breaks. Getting burnout is not a badge of honour or testimony to your dedication. Work smarter, not harder.

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PhD Students

The PhD is a long-standing UK qualification and has been part of the fabric of UK universities for as long as higher education has been around.

How do PhD students cope with the stresses of PhD qualifications and how many papers should a PhD student publish?

What is a PhD student?

A PhD research student takes on a project focusing on a particular topic. They will zone in on a research hypothesis, explore it and write up the results. Once they complete this they obtain a Doctor of Philosophy degree - which is the highest level of higher education.

A PhD research student will spend between three to seven years - full or part-time - completing their thesis which will add value to the research world in their chosen subject.

What does a PhD student do?

So, what do you do as a PhD student? Doctorate students work on a research project or hypothesis for several years, completing a large piece of work that is original in that subject area. The thesis will provide new research and insight in its contribution to that field.

Other than completing their huge thesis, a PhD student could be teaching, with many teaching or working as assistants within their department at university. Some institutions expect their PhD students to do this, whilst others offer it as an optional extra. You could find yourself assisting with lectures or tutorials and helping with supervising undergraduates.

Most PhD students are still full-time students, they are often passionate and engrossed in their particular field and work part time jobs whilst completing their degree.

But if you’re wondering how many papers does a PhD student publish? It’s typically their thesis that is completed in the end, but this could change after their doctorate, as many continue in the academic field.

However, regarding how many papers should a PhD student read? This is entirely down to the individual learner, although it’ll most likely be hundreds. A thesis can be 80,00-100,000 words, and the amount of research needed is substantial, much more than the 12,000 word Master’s dissertation. This is why it takes so long to complete.

What is it like to be a PhD student?

The life of a PhD student will vary for each person but the foundations will be the same; studying, working, and research.

PhD student life is full of papers, reading and analysing, as well as researching their own topic. It may include lectures and seminars that they teach as part of their Doctorate, it might involve a part time job they do on weekends, but every PhD student’s day-to-day life can differ.

Some may document their journey through a PhD student blog, whilst others may still live at home, much like individuals in any area of life, they’re all unique.

Working towards a doctorate is a lengthy and intense process - but it offers huge rewards. The average age of a PhD student in the UK is usually someone in their 30s. PhD’s expect their students to have a Master’s and undergraduate degree which take some time to complete. Further, most PhD’s cost a lot if you can’t secure funding so this may take time-saving up for. Because of all of this PhD students can range from 22-years-old to 60 - the possibilities are endless.

What makes a good PhD student?

There isn’t an essential checklist to being a good PhD student, but there are several things you can do to ensure you keep yourself on track.

Strong time management is one of the vital parts of studying for a Doctorate. Treat it as a full time job and set enough time aside each day to work on it, it’s a long and difficult process that can be broken down into pieces and seem more manageable. This will help when you’re writing your thesis, as all the time and effort you’ve put into it will start showing, as well as providing experiences of working to a schedule. Although you should put a lot of time into your work, it’s just as important to enjoy life, socialise and allow yourself ‘down time’.

Don’t send large pieces of work to your supervisor - they also have large workloads - instead, send short submissions regularly to receive constructive and helpful feedback. This will be more productive as you’ll have the chance to assess the points highlighted instead of having less support on huge pieces of work that are thousands and thousands of words.

It’s fine if other areas of life are taking up too much of your time, like teaching, being a student representative, or work and life commitments. If this is the case address the situation maturely and calculate how much time you can give and what you need to realign. It may be that you work fewer hours or you stop going out three times a week.

Your PhD degree or other areas in your life should work in a balance. For example, how many hours should a PhD student work? This is down to you and how much you have to get through each day and week.

How to manage your time as a PhD student?

For any prospective PhD student, the average week can depend on a number of factors; your learning style; the subject area; work patterns and facilities like lab access; what stage you are at for your PhD; what you have agreed with your supervisor; personal preference for working patterns and the university’s regulations.

Some students can work between 25 to 70 hours a week - depending on all of their commitments. Completing a doctorate is hard work and the individual areas of the thesis require different demands on your time. Peer pressure and overbearing supervisors may contribute to feeling like it’s taking up a large part of your life, but address each issue as it comes along and it won’t feel so uncomfortable or that it’s ‘too much work’.

It’s important to remember that your supervisor and university want you to complete a successful PhD and they are essentially supporting you - they want you to come out with something amazing!

For a lot of people, finishing a PhD degree is a huge academic achievement, as it’s the final product of several years of commitment, higher education, and the earned right of being specialised in your topic.

Who can supervise a PhD student?

A strong and positive student-supervisor relationship is vital to the success of your degree. Supervisors are appointed to supervise any work you do.

Supervisors are friendly enough people, but if you feel you need to work on your relationship, be honest about it with them - you’ll be with them for several years! And the final resort is changing your supervisor by speaking to the department and university, however, this is an extreme circumstance that most PhD students don’t need to do.

How much does a PhD student earn in UK?

This is down to how much the university pays it’s PhD students for working at their establishment as a lecturer or in student support. The PhD student salary for UK universities can vary, so it’s worth checking before applying to study for a doctorate at that establishment. Not all universities require their PhD students to work whilst they study, if this is the case, you won’t get a ‘salary’ but may receive financial support for living costs and tuition fees.

Next, there are many different types of PhD student jobs available outside the university grounds. University towns or cities usually have higher retail and restaurants available, because of the student life and atmosphere in general. These are great at offering more flexible hours, including evenings and weekends, which can be perfect for your research.

However, a PhD student salary is something that can’t be calculated as an average, as it’s down to the individual and how much they are working.

How much does it cost to fund a PhD student?

This is an important question if you live at home, with parents, with a partner or even on your own. There is PhD loan student finance in the form or PhD studentships or scholarships from universities, research councils and charities. There is also a PhD student loan provided by the government which you end up paying back via your earnings afterwards.

Securing funding can be a major worry for a lot of PhD students as it costs a pretty penny to complete the doctorate. However, there are lots in place to aid those who are embarking on the journey. For example, PhD student council tax is free, meaning students don’t have to pay council tax. If you are living with one other person who isn’t a student, they can apply for 25% off of their bill, as they’re seen the same as a single person living in the accommodation. But this isn’t in place for a full household (unless you’re all students!). Additionally, as soon as you submit your PhD you must start paying your council tax.

Next, as a lot of PhD students are mature or at an older age than the typical student population, some may be interested in buying a home with a partner, friend or even on their own. Because of this, many wonder about PhD student mortgage options. A mortgage is a contract with the bank on a property, where the bank or building society will buy the property, and you pay back what you owe in mortgage repayments every month. It isn’t the easiest thing to secure, and if you’re studying for a PhD you should work out if you can afford to apply for a mortgage before going ahead with either. Doctorate students don’t earn a high salary, as they are studying and working around their research project.

However, it could be a viable option following the completion of your PhD and once you secure a job. For international student PhD funding in UK, it can differ as most universities offer places to those living in the UK. It doesn’t mean there aren’t options out there, as some institutions have clauses they can work around to offer PhD studentships or scholarships to international students.

It’s worth checking with your chosen universities to find out if they provide funding to international students before applying.

Are there student loans for PhD programs?

The student loan game is changing in the UK and the government now offers a PhD student loan. The student finance PhD loan offers up to £25,000 for those wanting to become an academic doctor. The amount you receive is not based on you or your family’s income and is not means-tested.

However, for anyone looking into PhD funding student finance options they should know the Department for Work and Pensions (DWP) may take your loan into account when working out any benefits you receive, if you’re applying for Universal Credit, as an example.

The PhD student loan is paid directly to you and you can use it for your fees and living costs, and it’ll be divided equally across each year of your course.

You can also apply for it in any year of your degree, but if you apply after your first year you might not get the maximum amount, as it’s goal is to support PhD students throughout the entire doctorate. If you apply after the first 12 months you might receive around £10,906 per year.

What is the difference between PhD student and candidate?

So, what’s the difference between PhD student and PhD candidate? They are actually separate things with a thesis or final exam in the way. It works similar to a postgraduate diploma and a Master’s degree, where people are awarded the diploma if they don’t complete or choose to do the dissertation at the end.

A candidate is someone who has fulfilled all the requirements for the PhD degree except the thesis. This could also be an option for anyone who needs a break - PhDs are a long and difficult process!

Some institutions allow you to become a Candidate of Philosophy instead, or grant a Master’s degree en route to the doctoral degree. It can also be referred to as PhD ABD, which means ‘All but Dissertation’.

In theory, everyone is a PhD candidate or student until they submit their project or thesis, but the title has to be awarded by the university if you choose to take a break or not to finish your final dissertation. Not all universities offer the option of becoming a PhD candidate, so if you’re having troubles during your doctorate talk to your supervisor as the first port of call.

How to make money as a PhD student?

Funding a PhD can be tough - but it’s not impossible. Many choose to take on part time jobs, either at the university or outside. First, most PhD student employment status is someone who is working - as the rent and living costs aren’t going to pay for themselves!

If you need to make money, look at writing your CV as a PhD student. You’ll need to apply for jobs that’ll offer hours that can work around your schedule. A PhD student CV doesn’t need to go into detail about your doctorate or research if you’re looking to work in the retail, food or warehouse sector.

Set up your CV like you would for any job opportunities you regularly would, input your greatest achievements and set it out smartly and clearly. Then you can apply for jobs that suit your needs and ability.

How to write a reference letter for a PhD student?

When PhD students are applying for their course via a Research Council or university they will usually write a proposal. This may include a reference letter, or a recommendation letter for a PhD student from a professor they’ve worked with before. They allow the panel or admissions department to discover why they should offer a place to that individual.

When you are looking to fill out your proposal, you should seek a letter from someone who has seen your hardwork and who is able to sing your praises - because you want to show the best side of you!

If you’re writing a reference for a PhD student, focus on the good things they’ve done, especially within the academic and research field. A PhD student needs to be focussed, committed, dedicated and hardworking, as well as holding many other great attributes.

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The Code of Practice for Reseach Students sets out the responsibilities of students and others involved in graduate education, in detail. Please ensure that you read this through, so that you are aware of its contents. The information below is a brief summary of some of the main responsibilities of the key parties.

Students' responsibilities

As a student, you are required to:

• Abide by the University's regulations and Statutes and Ordinances.
• Be proactive and self-directed in all aspects of your study, and take full advantage of the facilities, teaching and supervision offered.
• Meet regularly with your supervisor and keep them informed of your progress. Any problems you experience with your work should be discussed with your supervisor without delay.
• Follow University processes to apply for any necessary changes to your student status (eg course or supervisor change, absence from Cambridge, etc).
• Reside in Cambridge full-time (unless you are a part-time student) and apply for permission to work away or intermit for absences of greater than two weeks.
• Devote around 40 hours per week to your course of study. Holidays may be taken at times agreed with your supervisor, up to a maximum of 8 weeks in a calendar year.
• Be aware of your thesis submission deadline and ensure that you submit on time.

Supervisors' responsibilities

Supervisors are expected to:

• Meet with students on a regular basis; at least twice a term.
• Provide academic advice and monitor students' progress.
• Write a progress report via CamSIS on a termly basis.
• Write an ad hoc progress report if any concerns arise outside of the regular reporting window.
• Review and comment on applications for changes to student status.
• Read drafts of written work, particularly the fist year report and the thesis, and provide feedback.
• Ensure that students are aware of their deadline and submit on time.
• Nominate examiners for the thesis.

Role of your adviser

Your adviser is nominated by your supervisor and approved by your Head of Division. Your adviser should be assigned within two months of your arrival in the department. If you do not have an adviser within this time, please discuss this with your supervisor and ask them to nominate someone. If you still have no success, contact your Divisional Administrator and/or the GSO.

The adviser:

• Acts as a second point of contact for academic advice.
• May be asked to provide supervisory cover in the absence of your supervisor.
• Is often an assessor of the first year report.
• Is expected to participate in the second year review
• Is not required to provide regular, formal supervision; write supervision reports; nor provide pastoral support.

Responsibilities of the Director of Graduate Education and Degree Committee

Most of the responsibilities of the Director of Graduate Education and Degree Committee, as referred to in the Code of Practice, are delegated on a day-to-day basis to staff in the Graduate Studies Office (including the Secretary of the Degree Committee), who work in close collaboration with the Deputy Head of Department (Graduates)/Chair of the Degree Committee, Prof Joan Lasenby .

Departmental/Director of Graduate Education responsibilities

• Ensures that you are assigned a supervisory team (supervisor and adviser) and that necessary academic and administrative support is provided to you.
• Ensures that you are provided with necessary information, via the course handbook and website.
• Ensures that students have the chance to offer feedback on their course.
• Is a source of advice if you experience difficulties that cannot be resolved directly, and acting as an intermediary between you and your supervisor if difficulties arise.

Degree Committee responsibilities

• Responsible for formally appointing your supervisory team, and checking that all parties are eligible.
• Exercises academic oversight of students and supervisors, including being response for resolution of academic problems if they cannot be resolved at a local level.
• Responsible for monitoring students' progress and taking action if concerns are raised.
• Recommends to the Board of Graduate Studies whether probationary PhD students can be registered for the PhD, on the basis of the First Year Assessment.
• Comments and makes recommendations on applications for changes to student status.
• Awards MPhil Degrees and Certificates of Postgraduate Study, and recommends to the Board of Graduate Studies the result of other degrees (including the PhD).
• Appoints examiners and provides whem with advice and documentation.

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