is a phd student an employee

Dr Veronika CH

On being an employee vs a student during your PhD

Good development! In the Netherlands PhD students are employees with salary/benefits, this helps tremendously with well… life. https://t.co/dBux7BTGOj — Dr Veronika CH (@DrVeronikaCH) April 25, 2017

This is probably my most retweeted tweet to date. Since this seemed surprising to many people, I thought I’d explain a bit more about what this means.  [Disclaimer: most numbers are estimates based on my sample size of 1 – if you have more detailed / up to date information, please leave a comment!]

First of all, being an employee means that you get a salary. As an example, let’s take a look at some PhD vacancies in the Netherlands. Many of these can be found on  AcademicTransfer . Here are  two positions  in the group I’m currently working in.

At the bottom you will see  “Gross monthly salaries are in accordance with the Collective Labour Agreement of the Dutch Universities (CAO NU), increasing from € 2191 per month initially, to € 2801 in the fourth year. ”

You might think the salary is there because it’s a STEM PhD, or because of the PI. Well, here are two positions in different fields and different universities –  investigating why Dutch people are so tall  and how  people communicate positive emotions . Both mention exactly the same numbers! This is because of the labour agreement, which defines the salary, and a number of other benefits (more on this later).

[Note: at the time you are reading this, these exact vacancies might be closed, but you can find other similar positions on AcademicTransfer].

Of course, the salary doesn´t say much if you are from a place where the cost of living a different. First, there are taxes. The actual salary you get depends on a number of things, like your savings, whether you rent or own a house (yes, this is possible during your PhD) etc. To give an indication, in 2011 my 1st year PhD after-tax salary was around 1400 EUR, and in 2014 my 4th year PhD salary was around 1900 EUR per month.

The biggest cost is where you live. This varies between the Dutch cities, with Amsterdam being the most expensive one. Delft, where I did my PhD, is a bit on the expensive side as well, but it’s doable. Even if you don’t search too long for a great deal, you could rent a room in a shared apartment for starting at 400-500 EUR or so, or rent your own apartment starting at 800 EUR. As an example, I was first paying 600 EUR (of a 1200 EUR house) and later I was renting a two-bedroom apartment for 750 EUR. You can get an idea of prices and how much space you get in return  here .

Other big costs are food (200 EUR), utilities (100 EUR), health insurance (100 EUR), internet/phone (50 EUR), municipality taxes (50 EUR).  You can find much more precise estimates of everything online, such as  food . Based on these main expenses, even my past self in 2011, had at least 1400 – (600+200+100+100+50+50) = 300 EUR to save or to spend. Not a “pot of gold”, but definitely enough not to have to budget every expense.

Not part of expenses

Yes, tuition is not on the list of expenses – it does not exist at PhD level. You do follow a couple of courses, but these are paid by the employer.

Also not on the list of expenses are conferences. The general rule of thumb (although this is likely to differ between fields) is that you can go to at least one conference a year, especially if you published a paper there. The registration, travel, hotel, dinner and even the 1-2 glasses of wine you had with dinner are reimbursed.

Paying off student debt is not on my list, either. This is mainly because tuition is low (less than 2K a year) and students (bachelor’s and master’s) used to receive a stipend.  With a part-time job, I didn’t need a loan. This is not the case for everyone, but on average, the debt is 15K, and it’s expected to go up to 21K because the stipend no longer exists. According to the  tax office , the average case translates to payments of less than EUR 100 per month.

Next to salary, the  labour agreement  (friendly English language version) takes care of a number of other benefits that make life easier. First, you have 29 vacation days per year if you work full-time (=38 hours per week). That’s more than 5 weeks of vacation. I’ve never gone on vacation for that long, but I do use vacation days here and there for a day trip, or just to relax after a busy period.

If you are  ill  or if you are having a  baby , you don’t need to use your vacation days – you just get your full salary for up to 39 weeks of illness and 16 weeks maternity leave (fathers only get a few days off, though).

You also automatically build up pension. I have to admit I’ve never really looked into this, because I didn’t feel like there is a reason to worry. While writing this post, I actually looked at my pension account, and discovered that so far, I’ve built up a pension of 220 EUR per month, and I keep working a full-time job, this will grow to 1900 EUR a month when I retire. This is on top of the basic pension (1000 EUR) from the government.

How you see your PhD

Next to the financial side, I feel like the fact that you are employee affects the way you see your PhD. First of all, you are getting paid for becoming an expert at a topic. This is pretty awesome in itself, but it’s also helpful for your self-esteem, even though it doesn’t erase impostor feelings completely.

You and your PI are both employees of the university, with similar employment conditions. Sure, he or she has more responsibilities and more salary, but you have the same rights in terms of leave. You don’t need to negotiate whether you are “allowed” to stay home when you are ill, or if you need to visit a doctor. Of course you should inform the PI, but there cannot be negative consequences of you taking care of yourself.

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November 22, 2021

The Student Worker vs. The Fellow

Research Enterprise

Who you hire in your lab matters when it comes to employment regulations.

Two students stand in a lab, pipetting their hearts out. They look as though they are doing identical tasks, but one is training and one is working. Which is which? It depends on the funding sources and their requirements, and not necessarily on the nature of the activity performed. In fact, classifying a “trainee” a “worker” — or the other way around — is misleading and could lead to audits by the funding agency and the IRS.

Like in philosophy and many other disciplines, the intent is what matters. For instance, sponsoring agencies, such as the National Science Foundation or the National Institutes of Health, may pay stipends or participant support costs to trainees instead of salary and wages for performing a service. This stipend is paid to the student because they have been chosen for a specific type of training. We understand these to be fellowships/scholarships, training workshops, conferences or summer school programs. Of course, the sponsoring agencies also pay for salaried employees with all the implications that arise from that, including withholding payroll taxes.

Though Principal Investigators (PIs) will argue, and rightfully so, that all graduate students in their labs are “trainees.” Beverly Rymer, director of Contracts, Audits and Policy at the University of Houston, said that often we have to remind PIs that any benefit they may derive from students supported as trainees is incidental. The purpose of the stipend is to benefit the student first and foremost, whereas a PI is the direct beneficiary of the work done by students paid a salary on their grant.

Semantics: Fellowships, student workers, workshop participants and interns

“There is a student who works in my lab,” you may hear a faculty member say. Then that student must be paid through payroll and have the necessary taxes withheld from their paycheck. If the student is getting paid through a federal program classified as training and not “work,” then they are learning from a mentor. While taxes still need to be paid on this type of payment, it is completely the student’s responsibility. Reminding graduate students and postdoctoral fellows to pay taxes on their stipends is a good idea, but there is no federal tax withheld by the university with this sort of payment.

“When I was a graduate student at Cornell, I remember we were reminded as students that we should put some of our stipend in reserve, since we would eventually owe taxes on it,” said Claudia Neuhauser , associate vice president for research in the UH Division of Research. “If a student is a participant — not an employee — the monies do not get run through payroll. But that doesn’t exempt the student from having to pay taxes. It’s just that the Office of Contracts and Grants and the tax office at the university system level do not take on any responsibility. The responsibility is completely on the fellow to pay taxes on their stipend,” explained Rymer.

Stipend payments for students to attend workshop trainings are another area worth exploring. For instance, you’re a PI engaged in a project for a sponsor, but as part of the project, you proposed and budgeted for hosting a workshop. In this workshop, students will attend and learn about research techniques using Legos. You want to have the brightest students show up for the workshop, so you offer a stipend to each participant. The students who come are being trained by an expert in the field and, at any moment, a student could develop an innovative model or design component that the PI later incorporates into his or her work. The benefit to the student is what enables the university to classify the payment as a non-service stipend instead of compensation via payroll. The benefit to the PI or workshop leader — say, they really enjoy teaching or they get a new idea from the workshop participants — is incidental. Internships are a little bit different from fellowships. An internship status is determined by the extent to which the intern and the employer clearly understand that there is no expectation of compensation. Any promise of compensation, expressed or implied, suggests that the intern is an employee — and vice versa.

Problems arise

Where does the discrepancy, which opens the doors to audits, fines and payback requirements, come in? The answer is with how you treat the student, not the nature of the work (to an extent) or even the faculty member’s genuine enjoyment of mentoring a student in the lab. The faculty member’s joy for teaching — the inventive, creative work of the profession — matters very little to the IRS. And if one were to treat a fellow/trainee like a worker, there will be audit consequences.

There are two auditing bodies. The university’s tax office, presided over by a tax attorney, can be audited by the IRS. The tax office at the university level only cares about proving who is benefitting from the student’s performance; if, based on their review, the PI’s research is the primary beneficiary of the student’s activities, they view the payment as services that must go through payroll.

At the same time, the Office of Contracts and Grants(OCG) can be audited by the federal agency, the Office of Inspector General. OCG must ensure that funds awarded by the various agencies are used for the purpose provided. “That’s where the big trouble comes in,” said Rymer. “If a funding agency gives you money for participants’ support cost, or fellowships/scholarships, and the university chooses to use it for salary and wages instead, this can become an audit finding.”

For example, a department misclassifying an employee as a fellow could be found responsible for payroll tax withholding (FICA, federal and state income tax) for both the employee and the university — typically more than 40% of the amount paid. Conversely, suppose a department misclassifies a fellow as an employee using funds provided by an agency for fellowship/scholarship stipends for payroll instead; when audited, the university will be required to repay the government the stipend funds awarded.

The IRS and university tax offices look for patterns. The consequence of paying back payroll taxes, not to mention fines that may occur, can be severe. It only follows that where one discrepancy arises, more will begin to surface — tax specialists will begin digging where there are red flags. If there are 1,000 stipends paid out to students and seven, for example, have come back with questionable tax practices, there will be an inquiry into that university’s practices. To avoid this, be sure you treat your fellows like trainees and treat employees as workers. Enjoy teaching or training the fellow how to pipette, in other words, but pay the worker to do the pipetting. Most importantly, include in stipend payments backup documentation a description of the training techniques, funding sources and tax office vetting checklist to reduce the chances that both types of auditors find the university non-compliant.

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Valuing PhDs

By Emma Pewsey 2022-09-29T13:30:00+01:00

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PhD students should be classed as employees

Just weeks before the start of the new academic year, UKRI announced that its minimum PhD stipend will increase to £17,668 from 1 October – a 10% increase on the originally announced amount of £16,062.

It’s a much needed uplift. Since October 2020, UKRI’s minimum stipend has left PhD students living on less than the take-home pay (net of income tax and national insurance (NI) contributions) of someone employed for 37.5 hours a week on the UK’s national living wage of £9.50. The new stipend initially increased PhD students’ yearly income to roughly £1100 more than the net income of their minimum wage-earning equivalent. But because PhD students do not pay income tax or NI on their stipends, this difference will be reduced by £75 when the NI rate decreases in November, with a further reduction to come when the income tax rate drops to 19% next April. Minimum wage and payment thresholds for income tax and NI are also likely to be increased in April, further closing the gap.

The work of campaign groups like PGRs Against Low Pay , whose activism put pressure on UKRI to revise stipend levels, is not over yet. While many other funders and universities in the UK match UKRI levels in their own awards, at the time of writing some have still not said whether they will match this increase .

In Ireland, postgraduate researchers have been protesting their low stipends. While the government has not responded directly, the 2023 budget announced an increase to the stipends of PhD students funded by Science Foundation Ireland and the Irish Research Council. However, the increase is just €500 – not even enough to increase stipends to the equivalent of minimum wage. Furthermore, the increase applies to less than half of PhD students in Ireland. 

Postgraduate researchers in Canada are also petitioning government for increased pay. But higher pay is just the first step to wider improvements needed in the support available to PhD students. Many campaign groups would like to see PhD students reclassified as employees of their institutions, which would automatically confer more employment rights. While some (notably the UK’s Russell Group of universities) object that this would alter the character of the PhD experience, it’s a system that predominates in countries including Germany, the Netherlands and Sweden – places often lauded for the support available to their PhD students.

The purpose of a PhD is to produce new knowledge, not simply to absorb it. The research produced by PhD students is used to attract grants and to raise the reputation of their institutions. Yes, PhD students are trainees, but that doesn’t mean they can’t be employees too – many jobs feature aspects of training or learning.

Arguably, rights such as minimum wage, parental leave and sick pay should be offered to PhD students anyway. But classing PhD students as employees isn’t just about giving them a set of legal entitlements and protections, it also signals that the research community values their work. Science has long benefited from the labour of PhD students – now it’s time for the rewards they receive to reflect that.

• Culture and people
• minimum wage
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Financial Policy Office

• Classification of Employee Fellow vs Nonemployee Fellow

This guidance is a working draft. Submit feedback to [email protected] by 5/31/23

Guidance summary - download complete guidance at left, purpose of guidance.

At Harvard, research scholars who are neither students nor faculty members are known by a variety of titles (fellow, postdoc, scholar, trainee, grantee, stipendee, awardee, etc.). Regardless of title, it is important that these individuals be correctly classified either as Harvard employees (receiving payments of employee compensation from Harvard) or nonemployees (receiving nonemployee fellowship payments from Harvard). A misclassification may result in adverse tax or other consequences to Harvard or the individual (who for the sake of consistency are referred to as “fellows” below).

The Harvard department is required to classify the fellow based on the objective, specific facts and circumstances of the fellow’s position and responsibilities. The classification does not depend on such subjective or arbitrary factors as the department’s or fellow’s classification preference, the fellow’s job title, or the label attached to the payment (stipend, grant, award, etc.).

Individuals paid on federal research awards are generally considered compensation for services (employee fellow). Nonemployee fellows are only allowed on specific grant types (e.g., training grants T31 or NSF Doctoral Dissertation Grants) or participant support costs. In rare cases, a sponsor agreement may require a particular classification ( for example, fellows supported by NIH National Research Service Awards (NRSA)) are required to be classified as nonemployee fellows per IRS 201705001 (117.05-00, 117.05-06). What a sponsor may call the appointment in the RFP or budget does not necessarily match what the individual should be classified as to meet labor and IRS requirements. See the Checklist for Classifying Employee Fellow vs. Nonemployee Fellow and additional materials to aid in classification.

This document provides guidance to departments in determining the appropriate classification under the facts-and-circumstances test. If there is uncertainty on the classification of an individual being paid on a sponsored award, contact your research administration office. For non-sponsored funding, contact [email protected] . Classifying an individual as an employee is the most conservative path.

Based on classification, visa type, and work location, additional restrictions may apply. See the Payroll Policy website .

Classification and Processes

Basic distinction, employee fellowship employee fellowship payments are made in exchange for services that are primarily for harvard’s benefit*. employee fellowship payments represent compensation (i.e., salary or wages) and generally include payments that:.

• Relate to activities that are subject to Harvard’s control or supervision, meaning a Harvard representative tells the individual where, when, and how to do the work, OR
• Subsidize studies or research primarily for the benefit of Harvard , OR
• Relates to research where the research topic is determined by Harvard or the sponsor, OR
• Represent payments for teaching. This classification includes payments for research services performed under most federal agency research grants.

*Relevant Factors for determining if Work would be primarily for Harvard or a sponsor’s benefit for work/services that is more than de minimis or insignificant and would include one or more of the following:

• services are for a grant that has a deliverable to the sponsor;
• individual is performing a function that directly enhances the program or activities of Harvard or the sponsor;
• individual is participating in an activity that generates income to Harvard or the sponsor;
• primary purpose of the work is for Harvard to obtain useful results from the individual’s research;
• Harvard or the PI determines the research activities.

Nonemployee Fellowship By contrast, the IRS defines nonemployee fellowship payments as payments made to support an individual in the pursuit of their professional development, scholarship or research . Nonemployee fellowship payments are not payments in exchange for services, but rather are payments to allow someone to carry out their own research or educational activities under supervision or mentorship of a faculty member. Nonemployee fellowship payments often fund living, travel, or research expenses. Generally , nonemployee fellowship payments meet ALL of the following conditions:

• The primary purpose is to aid the fellow’s pursuit of study or research.
• The payment is an award with few strings attached, i.e., no requirement on the fellow's part to perform substantial services or a specific set of tasks for the sponsor or the University [1] .
• The research topic is determined by the fellow, not assigned by the sponsor or Harvard (although faculty may advise recipients).

NOTE: Contact your GSS Consultant for individuals classified as fellows who will primarily located outside of the United States.

Relevant Factors

While reciting the legal standard is fairly simple, applying the standard as a practical matter may be more challenging. Many positions will not squarely fit one classification or the other. In that case, the department should consider the nature of the position and the fellow’s responsibilities, and determine which classification, is the closer fit.

In making this determination, department should be aware of certain factors that, where present, tend to suggest one classification or the other (although a given factor is not, by itself, necessarily determinant).

Other Information

Supplemental stipends or secondary employee appointments.

If a recipient has two discrete roles and duties and is receiving separate funding for each, it may be appropriate they be treated as two different appointments and classifications (e.g., one appointment as an employee fellow and another as nonemployee fellow).

Some sponsors may have restrictions around multiple stipends or appointments. Confirm with the fund terms and conditions before giving a secondary stipend or employee appointment. In order to determine whether stipend supplementation or a second salaried appointment is the best approach for support, sponsor requirements dictated by the stipend source as well as the secondary source of support (stipend supplementation or second salaried appointment) must be considered.

Supplemental Stipends

To supplement a stipend means to provide additional support in the form of additional stipend to an individual from a funding source (sponsored or institutional funds) other than the original source of the stipend (e.g., the fellowship or training grant). Such stipend supplementation often occurs when there is a gap between the stipend amount received from an external fellowship and the amount specified in Harvard’s appointment letter.

When a nonemployee fellowship recipient is allowed, based on the terms and condition of the award, to receive additional financial support, generally, the supplement should also be in the form of nonemployee fellow stipend payments rather than employee fellow salary.

Stipend supplementation should not be confused with using formal salary compensation.

Stipend supplements should not be charged to sponsored awards.

Secondary Appointments

Nonemployee fellows may receive additional pay in the form of employee salary in narrow circumstances. For example, when a nonemployee fellow works directly on a PI’s research grant, they may receive salary compensation for effort on the project. The research activity for which the salary is paid must be separate and distinct from the research activity from which the stipend is paid and must be allowable under both the terms and conditions of the nonemployee fellow’s existing fellowship arrangement and the research grant.

Employee fellows may hold multiple appointments as long as the combined appointments do not exceed a one FTE. Students have more restrictive FTE limits.

Corrections Due to Misclassification

A misclassification may result in adverse tax or other consequences to Harvard or the individual. Misclassifications must be corrected within a certain period of time and follow certain steps in order to comply with state and federal reporting and withholding requirements. Schools and Units should coordinate this process with their Finance Office or Payroll Office. Contact OSP for guidance around correcting misclassifications.

Tuition Remission on Sponsored Awards

Graduate tuition remission is considered compensation and associated with graduate student employees paid a salary. See the Sponsored Tuition Policy for specific restrictions.

Work Location and Visa Status

• After classifying as employee or nonemployee, departments and units must confirm that an individual’s visa status allows them to be paid using that classification. For example, recently graduated students with an Occupational Practical Training (OPT) extension, cannot be paid as a nonemployee fellow stipendee.
• Nonresident aliens may also have additional restrictions on their work location and should consult with Harvard International Office (HIO) to confirm eligibility to work remotely or in another Harvard registered state. See Remote Employment Guidance and Payroll Policy .

Processing Payments

Compensation/salary and wage payments are made through PeopleSoft for those working in Harvard Registered Payroll states. These payments are reported on a Form W-2 or Form 1042-S (if a foreign national and a tax treaty applies). Individuals seeking to work in a non-registered payroll state or outside of the United States must comply with the Payroll Policy .

• Nonemployee

Fellowship/stipend payments may be processed via PeopleSoft or by Accounts Payable. Check with your local academic or student affairs office for school-specific policies and processes.

• PeopleSoft Payments: generally recurring payments paid directly to the individual and processed via the Monthly Stipend Process (MST) using object code 6440 or Monthly External Payroll (MEP) using object codes 6450 or 6452. These payments are overseen and administered by the school’s financial aid office and considered U.S. sourced income.
• Accounts Payable Payment: Generally processed as one-time stipends/ fellowships/ awards/ grants. Be sure to use appropriate object code and note the period and location of the activity. Special rules apply for foreign individuals, see NRA Tax Compliance Location of Activity .

[1] A requirement that the fellow provide evidence of effort – such as through limited oral or written progress reports -is NOT considered substantial services or a specific set of tasks.

Policy Quickview

Working Draft Comment Period through 5/31/2023 submit feedback to [email protected]

Guidance: Classifying Employee Fellows vs Nonemployee Fellows  (pdf) Guidance: Classifying Employee Fellows vs Nonemployee Fellows (word)

Appendix A: Taxability of Payments Appendix B: Comment Terms and Definitions

Job Aids Checklist for Classifying Employee Fellow vs Nonemployee Fellow Flowchart for Classifying Employee Fellows vs Nonemployee Fellows (student and nonstudents) Sponsored Life Cycle Considerations for Salary vs Stipend Classification

Related Resources

Childcare NRSA Childcare Costs Guidance Processing Childcare Costs Matrix

Training Materials Slide Deck 04/17/23 Employee vs Nonemployee Classification Session Recording of 04/17/23 Employee Fellow vs Nonemployee Classification Session   Slide Deck 3/22/23 Fellowship, Prize, Award, Grant, Allowance Policy Session 3/22/23 Recording Fellowship, Prize, Grant Policy Review Session (SSO Required)

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Why PhD Students Should be Recognised as Employees

Being a PhD student is crap. The pay is low, the hours are long and the culture is stiflingly competitive. But there’s an additional catch – you aren’t even considered an employee. The University and Colleges Union (UCU) has recently started to campaign to recognise PhD candidates as staff members, but we need to appreciate why this is necessary.

Junior researchers perform a significant portion of research and teaching of the university. In return, they recieve no employment protection under UK law – no furlough, no right to paid maternity or sick leave and no right to join a trade union. Unlike any other job, universities charge a tuition fee ( typically £4,327 pa. ), paid either by your supporting funding body, or (if unfunded) from your own pocket. Both facts emphasise the lack of respect junior researchers are shown.

This lack of respect is further demonstrated by junior researcher pay. The PhD stipend is an untaxed income typically between £15,000-17000 pa., which can be higher depending on your funding body. On average PhD candidates work 47 hours a week , with no remuneration for any extra time spent doing research work. Depending on the council tax band you fall within, this salary falls well below the annual take home pay working the equivalent hours on minimum wage (£18,500).  Luckily, this is not precarious minimum wage work, as the stipend provides guaranteed income, regardless of the hours worked. Nevertheless, this income is insufficient for those in existing financial difficulty or those who support others as carers or parents.

The mental health figures for junior researchers are dire. A survey among Flemish PGRs found researchers were nearly 3 times more likely to suffer from one or more common symptoms of psychiatric disorders compared to other highly educated individuals. The UK picture is not much better – 37% of UK survey respondents had sought treatment for anxiety and depression linked to their research. Many cite a lack of proper work-life balance, high demands to produce work, and the competitive culture of academia as contributing factors. Solutions from the university usually come in the form of resilience or mindfulness training. I reserve a deep cynicism towards this approach – such solutions place the onus onto the individual while ignoring the real material problems the universities are empowered to mitigate.

Properly contextualising these results by comparing survey responses with other European countries emphasises how stark these problems have become. Double the number of PhD candidates in the UK take a second job to financially support themselves ( 10% vs. 4 % to make ends meet ). Only 34% are satisfied by the workplace benefits they receive compared to 67% for their European counterparts. Although some problems are systemic to academia, the UK is uniquely failing their most junior researchers.

So what protections do PhD candidates get with their student status? Consider maternity leave and sick pay – in the UK, employees are entitled to 26 weeks of maternity leave and can claim long term statutory payment should they fall ill over an extended period. However, for PhD students, there is no statutory right to either of these provisions. Leading research councils in the UK often provide paid maternity leave in line with UK employment law, but this is not universal. Entitlement to sick pay is again heavily dependent on the funding body. And any extension to funding does not necessarily imply an extension of candidature. Although the UK Research and Innovation funding body (UKRI) requires universities to provide candidature extension in line with the period of absence, for other funding providers, these decisions can be left to internal review by the universities themselves.

The pandemic has highlighted the diminished rights of students. Lockdown restrictions made field or lab research impossible. Those who could work remotely often forced to do so from a single room of their shared accommodation, expected to produce the same quantity and quality of research as before. Yet the UKRI only allocated £63 mn of the required £81 mn to fulfil the requested extensions, mainly for final year students. To non-final year candidates, funding is often a last resort. You are told to adapt – your final deadlines are the same, you’re not getting extra money. This short term thinking can only reduce research quality, increase time pressure, and mean more and more people fail to finish their PhDs. In contrast, employees throughout the UK were – by and large – covered by the furlough scheme , allowing them to take a leave of absence and remain on the payroll of their employer.

There is a common theme here. As students, many basic employment rights are subject to the mercy of the institution and funding bodies – no university is compelled by law to provide these basic necessities. Student status has allowed PhD researchers to fall through the cracks of government programs intended for employees over the pandemic, despite severe disruptions to their work.

The UCU’s campaign to categorize postgraduate researchers as staff, if successful, will mean PhD students would receive legal protection as employees, including the right to withdraw labour through a trade union. For research to be viewed as labour would represent a massive cultural shift within the university sector. Allowing union participation gives researchers more influence in university decision making, while supporting the campaigns of other employees.

None of this is unfeasible. Germany and Sweden recognise the majority of PhD researchers as employees, enjoying the associated legal protection and have a strong presence within university unions. Research can be wonderful – I, and many others , enjoy the creative freedom to tackle a problem at the frontier of their field. But this is being taken advantage of, and while the current system works to the advantage of universities, little will change. Academic research is work. Universities must recognise this by setting the rights of PhD researchers in stone.

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Should PhD students be classed as employees?

Two early-career researchers go head-to-head to argue for and against defining PhD candidates as fully-fledged university employees

Queen Mary University of London wants to change the status of its PhD students to that of employees. A current and a former PhD student argue for and against this change.

Against employee status

Tom Livermore, PhD Student at University College London, says:

While I recognise that there are advantages associated with employment, I believe that remaining a student provides significant benefits of its own and better reflects the training element of a doctorate.

The most common concern of my peers was what might happen to our pay. At present, our stipends are exempt from tax, making our reasonable, but not extravagant, earnings more comparable with other graduate salaries. Losing our student status would mean either an effective pay cut through taxation, or perhaps a compensatory increase in our funding. In this case training a PhD candidate would become more expensive; potentially meaning funding bodies would be able to support fewer PhDs , not a desirable outcome to my mind.

Both Queen Mary University of London and Eurodoc, an organisation representing European PhD students, argue that being an employee would better recognise the contribution that PhD students make to research. Perhaps I have been fortunate, but I don’t feel that my status as a student affects either the recognition or treatment that I receive. I do not feel that being a student discourages me from contributing to the scientific debate in my lab, my department or at conferences.

Aside from these more personal concerns, the loss of student status could also affect the ability of international PhD candidates to train at UK universities. Currently, PhD students are outside net migration figures and those not from the European Economic Area (EEA) are eligible for Tier 4 student visas. Becoming an employee could make it harder for non-EEA PhD scientists to come to the UK. British science benefits hugely from its international culture, it would be a shame if this was jeopardised.

Finally, I believe that a PhD is a scientific training that can be applied to any number of careers, including, but not limited to, academia. Rebranding PhD students as early-career researchers risks putting off those who don’t want to be academics and may want to apply their experience elsewhere, like in industry for example.

The benefits of remaining a student outweigh those associated with employment. If by becoming employees we risk reducing access to PhD training through fewer available places, visa restrictions or simply putting off those not destined for academia, then I fail to see the advantage.

For employee status

Jamie Gallagher, postdoc and public engagement officer at the University of Glasgow, says:

Doing a PhD looks and feels like employment, until something goes wrong. Imagine signing up to work 9–5 for four years on a fixed income but not having any legal rights to maternity/paternity leave, pensions or even sick leave. This happens routinely as this is the current situation for PhD students.

I spent four years working over 40 hours a week in a lab. I turned up every day, I wrote papers, I did experiments, I had duties and responsibilities – except I wasn’t “working” I was “studying”. That distinction is significant. I took home £1,150 a month, about the same as an administrative assistant, but I didn’t pay tax. In exchange for not paying tax on the few thousand earned above the tax free income allowance I handed over my employment rights.

During my PhD I tried to rent a flat and was told they didn’t accept students (despite being 24 with a four-year paid contract). When I tried to buy a flat I was told I didn’t have an income. Worse still, had I decided to have or adopt a baby I would have been left at the mercy of my university as to my entitlements. In the majority of cases the funders of PhD studentships recommend that PhD students are treated as employees in issues such as maternity/paternity leave, but “recommend” leaves wiggle room. “Recommend” is a get out of jail free card.

A few years ago during an event at the Royal Academy of Engineering, a woman who’d had a baby during her PhD asked the then minister for universities and science David Willetts about the protection afforded PhD students in this scenario. His answer was, in effect, that you can’t have your cake and eat it. He pointed out that as PhD students are given the generous dispensation of not paying any tax they cannot expect to get all the benefits associated with tax-paying jobs.

Some may worry that being given employment status would lead to there being fewer PhD positions available. This is based on the argument that the research councils would be forced to inflate each stipend to offset the tax deducted resulting in fewer being available. This argument has been used against almost every progressive step in employment rights. If this is a genuine concern, some of the tax income raised could be reinvested back in the research councils.

If a PhD student can write papers, present their data and work alongside academic staff, it is time to acknowledge their work as work.

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PhD researcher: employee or student?

PhD researchers all over the world fall into the gap between being formal students and full-time researchers/ professors. Depending on the system of academia followed by the country where you are pursuing your PhD, you can be regarded as a student or an employee. In the Netherlands, generally, PhD researchers are deemed as early-stage researchers and are usually regarded as employees rather than students. However, the story is not that simple. Here are the types of PhD programmes offered by most universities in the Netherlands:

1. Employed PhD

This is the most common form of PhD program in the Netherlands, where the applicant makes a contract with the hosting university for four years. This contract binds the applicant to all the employee and labour rights, duties and benefits. Here, the PhD researcher can be considered as a fixed term contractor with research as their main role followed by smaller roles and engagements. Generally, the daily supervisor and the promoter/ co-promoters are like a “boss” in a traditional corporate sense. View all PhD jobs in the Netherlands.

2. PhD scholarship or bursary award

This is the second most common form of PhD program, where the applicant does not have an employee contract with the university but is funded for a limited time duration by a scholarship provider. This provider can be an organisation, foundation or a science agency which has the power to fund the PhD applicant through a scholarship. Some examples might be NWO or EU or FAO who have regular scholarship programs in most European universities. Usually, the funds provider is not involved with the minutia of the work conducted by the PhD researcher. This role is fulfilled by the supervisors from the host university who are willing to work with the applicant. Most of the international PhDs who have funding from their home country in scholarship form will also fall under this category.

3. Externally funded PhD

This form of PhD program is generally a collaboration bond created by various interested organizations, industries or research institutes with the host university. In this form, the salary or the stipend of the applicant is paid from the provisions made by the contract between the interested partners. Depending on the type of contract, the applicant becomes an industrial PhD, sandwich PhD or an external PhD.

Industrial PhD researcher works for a collaboration of the host university with a commercial partner who funds their research. The PhD researcher can have additional duties along with research work. A sandwich PhD researcher generally works for a collaboration between two or more universities. Here the applicant spends a stipulated amount of time in each or some of the partner universities in the collaboration. A variation of sandwich PhD is when two different research groups in the same host university collaborate and create a PhD position. Self-funded PhDs are one of the rarer forms of PhD programs where the applicant does not receive any funding for their PhD work. They can either be self-funded or be funded by an external party which does not actively collaborate with the host university. In this PhD program, the PhD researcher usually works independently and is only connected to the host university by supervision. Also, the PhD researcher is generally not considered an employee and does not receive any employee benefits or rights.

4. External PhD

An external PhD researcher has a contract which is not covered by the industrial or a sandwich format. Their work and duties are specifically tailored to the collaboration. Depending on who are the partners in the collaboration, the PhD researcher may or may not be bound by Dutch labour agreements and hence may or may not be an actual employee.

There also exist a few special forms of arrangements to conduct external PhD programs. These can be as follows:

• Guest PhD This is a special form of PhD program where two or more Dutch universities or research agencies form a collaborative contract. Guest PhDs are bound by Dutch labour agreements and law. The applicant in this program is paid for by the non-host university but performs their duties in the host university. The applicant may be obligated to also do some work in the non-host university depending on the nature of the contract. As it happens, this is the case in my own PhD program. I am a contractual employee of Utrecht University, but I will defend my PhD thesis at Wageningen University and Research. In my case, I spend equal amounts of time per week in both the partner universities although technically, Wageningen University and Research is my host university. Hence, I am a “Guest” PhD in my host university.
• Research assistants This form of PhD program is not followed by all the Dutch universities. In this form, the applicant is employed by the host university for some other duties such as assistance in research lab or farm management or other technical services but during their contract, they are offered a chance to pursue their PhD by conducting their own research work. The distribution of duties varies on a case-by-case basis but generally, the research work is not more than 80% of the time. Here, the applicant is a full-time employee of the host university and has all the duties, rights and benefits granted to them based on Dutch labour agreements and laws.
• Visiting PhD In this form of PhD program, the PhD researcher is not affiliated with a Dutch university in any formal sense. The PhD researcher is pursuing a PhD in another university which may or may not be in the Netherlands and during the course of their work, they visit the Dutch university for expertise, limited supervision or a course or a workshop. The difference between guest and sandwich PhD versus visiting PhD is that the visiting researcher does not typically stay and work at the host university for longer than 6 months.

In all the forms of PhD programs that I mentioned above, the PhD researcher must conduct research work, follow some courses where there are knowledge gaps and perform other minor duties such as student supervision or coursework assistance. A typical PhD program, regardless of the form, in the Netherlands is for four years. During this time, the PhD researcher needs to abide by the rules of Code of Conduct for research laid down by UNL (Dutch universities’ umbrella organization).

So, there you have it! A PhD researcher can be an employee who is sometimes also a student in Dutch academia.

Why should you consider doing a PhD in the Netherlands?

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Report | Unions and Labor Standards

The state of graduate student employee unions : Momentum to organize among graduate student workers is growing despite opposition

Report • By Teresa Kroeger , Celine McNicholas , Marni von Wilpert , and Julia Wolfe • January 11, 2018

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Our nation’s oldest labor laws give employees the fundamental rights to organize and join a union. An increasing number of graduate student workers across the country are seeking to exercise these rights at the private universities where they work while they pursue their education.

During the 2011–2012 school year, 12.1 percent of all graduate students and 57.9 percent of non-education Ph.D. students worked as graduate student assistants, a category that includes research assistants and teaching assistants. 1 Over the last several decades, universities have increasingly shifted teaching duties away from tenured or tenure-track faculty and onto graduate students and adjunct or other non-tenure-track instructors. Likewise, graduate research assistants take on a large portion of the research work that earns these universities prestige and grant-based financial support (Lafer 2003). In the decade between Fall 2005 and Fall 2015, the number of graduate assistants employed by universities rose by 16.7 percent while tenured and tenure-track faculty increased by just 4.8 percent 2 —less than overall employment growth of 5.9 percent over this same period (BLS 2017a). 3

In this context, momentum is growing among graduate students to organize and join unions so that they can bargain collectively to negotiate for better wages and working conditions. In August 2016, a ruling by the National Labor Relations Board found that “student teaching assistants” and “student research assistants” are employees at private universities and therefore have the right to unionize under the National Labor Relations Act. Since that ruling, graduate teaching and research assistants at some of the nation’s most elite private institutions of higher learning—such as Columbia, Harvard, and Yale—have sought to be represented by a union.

The legal landscape: The Columbia decision

In 2016, the National Labor Relations Board (NLRB) ruled in Columbia University that “student teaching assistants” and “student research assistants” at private universities 4 are employees under the National Labor Relations Act (NLRA) and, therefore, have the right to form a union and bargain collectively. 5 Graduate student workers had been granted these rights before. In 2000, the NLRB found that student workers at private universities had the right to unionize. 6 But in 2004, the NLRB overturned that decision and stripped private university student workers of that right, determining these workers were not employees. 7 But in its 2016 Columbia University decision, the Board emphasized that the definition of “employee” under the NLRA is broad and, like other worker protection statutes, should be construed broadly to cover student assistants as statutory employees “when they perform work, at the direction of the university, for which they are compensated. 8

In reaching its 2016 decision, the NLRB noted that the policy of the NLRA is to “encourag[e] the practice and procedure of collective bargaining” and to protect workers’ rights to “full freedom of association, self-organization, and designation of representatives of their own choosing.” 9 Given the Act’s policy and the broad statutory definitions of both employee and employer, the Board found that student research and teaching assistants working for their universities should be denied their statutory right to form a union only if there were strong policy reasons to do so. 10 Columbia University’s administration argued that allowing student teaching and research assistants to bargain collectively as employees would improperly intrude into the educational process. The Board, however, was not persuaded by this argument, in part because student worker unions have thrived at public universities for decades—including at some of the most prestigious of those institutions, such as the University of California at Berkeley, the University of Michigan, and the University of Wisconsin.

Indeed, public universities have been home to graduate student worker unions for almost 50 years, ever since students organized the first graduate student employee union at the University of Wisconsin at Madison in 1969. As the Board noted in its Columbia decision, more than 64,000 graduate student employees are already unionized at 28 institutions of higher education in the public sector, including universities in California, Florida, Illinois, Iowa, Massachusetts, Michigan, Oregon, Pennsylvania, and Washington. 11

Despite the long history of student worker unions in public universities, Columbia University’s administration—along with Brown, Cornell, Harvard, Princeton, Stanford, and Yale Universities, the Massachusetts Institute of Technology, and the National Right to Work Legal Defense and Education Foundation, which all filed amicus briefs in support of Columbia’s position—argued that allowing student teaching and research assistants to join a union would harm the “educational process.” 12 But evidence provided by both graduate student workers and faculty at public universities proves those claims to be untrue. Union-represented graduate student employees at public universities have reported that they enjoy higher levels of personal and professional support than that reported by non-union-represented students, and unionized and nonunionized student employees report similar perceptions of academic freedom (Rogers, Eaton, and Voos 2014, 507). In a survey of faculty at public universities where graduate student workers have collective bargaining agreements, the vast majority of faculty responded that graduate student collective bargaining “does not inhibit [their] ability to advise [their] graduate students” (90.4 percent); “does not inhibit [their] ability to instruct [their] graduate students” (91.5 percent); “does not inhibit the mentor relationships between [them] and [their] graduate students (87.9 percent); and does not “inhibit the free exchange of ideas between [them] and [their] graduate students” (95.0 percent) (Hewitt 2000, 159, 161). Union-represented graduate student workers also reported receiving higher pay than non-union-represented graduate student workers. Paying student workers adequately can improve educational outcomes: student workers who receive adequate pay for their employment are less likely to take on additional outside employment to make ends meet—employment that could interfere with their ability to focus on completing their degrees (Rogers, Eaton, and Voos 2014, 507).

These findings, combined with the nearly 50-year history of public universities operating successfully with graduate student unions, should put to rest the idea that unionization could harm faculty–student relationships and academic freedom. Such concerns should not continue to serve as bases for the denial of collective bargaining rights to graduate teaching and research assistant employees. Similar arguments about how unionization would be harmful to certain industries have been used in other contexts to try to prevent workers from being allowed to organize; for example, the American Hospital Association and others attempted to carve out health care institutions from our nation’s labor laws by arguing, among other things, that labor unionization in the health care industry would be harmful to the patients, but Congress and the Supreme Court were not persuaded. 13

The changing academic economy

The last several decades have seen significant changes in labor conditions within academia. 14 Universities have increasingly relied on graduate teaching assistants and contingent faculty, with the growth in graduate assistant positions and non-tenure-track positions outpacing the increase in tenured and tenure-track positions between Fall 2005 and Fall 2015, as shown in Table 1 . As a result, tenured and tenure-track faculty now account for just over a quarter of the academic workforce, dropping from 29.5 percent to 26.8 percent over that decade. While this trend is largely driven by the increasing share of non-tenure-track faculty in the academic workforce (which grew from 49.6 percent to 52.1 percent), there has also been an increase in the share of graduate student assistants (from 20.9 percent to 21.1 percent). 15 See Table 2 .

Growth of non-tenure-track/GSE positions has outpaced growth of tenure positions : Number of academic employees, by faculty status, Fall 2005 and Fall 2015

Note: As a point of reference, total nonfarm employment growth between October 2005 and October 2015 was 5.9 percent (BLS 2017a).

Source: Authors’ analysis of National Center for Education Statistics (NCES) data, retrieved December 22, 2017, using the Integrated Postsecondary Education Data System (IPEDS)

Copy the code below to embed this chart on your website.

Non-tenure-track faculty and GSEs make up nearly three-quarters of the academic workforce : Shares of the academic workforce, by faculty status, Fall 2005 and Fall 2015

The simple explanation for this increasing reliance on graduate and non-tenure-track faculty is that they are far less costly to employ. As shown in Figure A , professors, associate professors, and assistant professors—who are generally in tenured or tenure-track positions—have average salaries well above those of instructors and lecturers, who are usually not eligible for tenure. Graduate teaching assistants have dramatically lower compensation than faculty, so they are much less costly for universities to employ.

Average salary of instructional staff, by academic rank, 2015–2016 school year

The data below can be saved or copied directly into Excel.

The data underlying the figure.

Note: Salary data by academic rank are in 2015–2016 school year dollars. Graduate teaching assistant salary data are in current (May 2016) dollars.

Sources:  NCES 2017b, Table 316.10 ; BLS 2017b, “ Occupational Employment and Wages, May 2016: 25-1191 Graduate Teaching Assistants ”

The effects of this changing academic economy are twofold—graduate students not only find themselves in challenging economic circumstances while they are in school, but their economic prospects once they have completed their degree are affected as well.

While in school, today’s graduate students take on more responsibility for university instruction and research than their predecessors did. It is clear that graduate teaching and research assistants play an integral role in the internal economy of a university by helping to produce research and provide quality education. And yet the pay they receive rarely rises to the level of a living wage.

And then, after graduation, as they enter their professional careers, they face diminishing opportunities in the academic market. The growth of the academic workforce as a whole is not keeping pace with the increasing supply of potential faculty members. Between the 2005–2006 and 2015–2016 school years, the number of doctoral degrees conferred increased by 29.3 percent, while the number of faculty positions (tenured, tenure-track, and non-tenure-track) increased by only 15.3 percent from Fall 2005 to Fall 2015. 16 Those graduates who do manage to find a faculty position are more likely to end up in a non-tenure-track position and therefore be paid less on average than their tenured/tenure-track counterparts.

Universities rely on graduate students to conduct research and instruct students, tasks that would otherwise fall to higher-paid faculty. While these experiences certainly have educational and professional value for graduate students, these students are nonetheless employees working for compensation under the direction of their academic employers. Therefore, graduate student workers should have the same rights as any other employee, including the right to organize in unions and bargain for higher wages and better working conditions.

Who are today’s graduate students?

The average graduate student is 32 years old and received their bachelor’s degree 5.5 years before entering graduate school. 17 Over one in 10 (12.1 percent) graduate students reported working as a graduate student assistant 18 during the 2011–2012 school year. 19 Ph.D. students, excluding those studying education, are even more likely than the typical graduate student to work as a graduate student assistant; nearly six in 10 (57.9 percent) reported receiving graduate assistantships during the 2011–2012 school year. 20 The average non-education Ph.D. student is 31 years old and has been out of undergraduate education for 4.8 years. 21

Individuals who are working while enrolled in graduate school deserve livable wages that allow them to support themselves and their families. An average graduate student teaching assistant (TA) today is paid $35,810 (BLS 2017b). 22 Graduate student employee salaries fail to keep up with the rising cost of living in many parts of the country. The average salary for graduate TAs in the New York City metropolitan area is $42,290 (BLS 2017b). According to EPI’s Family Budget Calculator, it takes $44,100 for one person to attain a modest, yet adequate, standard of living in the New York metro area. If the worker has a partner and a child, he or she will need $82,900—nearly double the average TA pay—just to get by. 23

Moreover, graduate student workers’ efforts to unionize are occurring in a time when they are taking on increasing amounts of student debt as the cost of education rises. As shown in Figure B , the share of full-time, full-year graduate students who have taken on debt to fund their education (both undergraduate and graduate) has been steadily increasing. And among the 73.3 percent of graduate students enrolled during the 2011–2012 school year who were carrying education debt, the average amount borrowed so far was equivalent to $77,700 in 2014–2015 school year dollars—that’s one-third more than graduate students in 2000 reported having borrowed ($58,610 in 2014–2015 school year dollars). 24 The amount borrowed is likely to be even higher by the time these students graduate. These numbers exclude PLUS loans taken out by parents of undergraduates; however, they do include PLUS loans taken out by graduate students on their own behalf. 25 Graduate students often rely on PLUS loans to cover out-of-pocket costs such as food, rent, and other necessary living expenses while pursuing a graduate education (FSA 2017). Although these additional loans can ease graduate students’ financial burdens while they are in school, they ultimately result in even more debt to be paid off later.

Full-time graduate student borrowing for undergraduate and graduate education, select school years, 2014–2015 dollars

Percent who borrowed.

Average amount borrowed

Note: The year shown represents the school year ending in that year. Dollars are adjusted for inflation to 2014–2015 school year dollars using the CPI. Borrowing does not include Parent Loans for Undergraduate Students (PLUS) taken out by the parents of undergraduates or loans from families and friends. Borrowing does include PLUS loans taken out by graduate students on their own behalf.

Source:  Authors’ analysis of data from NCES 2017b, Table 332.10

High education debt can lead to defaulting on loans, lower net worth, and reduced lifelong earnings (Brown et al. 2015, Fry 2014, Minicozzi 2004). Increasing student debt makes obtaining fair pay and benefits for graduate teaching responsibilities even more critical to these workers, as the higher pay associated with unionization could help students reduce the debt they must take on for living expenses while in graduate school (Schenk Jr. 2012, 20). Furthermore, students take on debt based on the expectation that a graduate education will improve their career opportunities and future earnings; however, as previously noted, students may find it increasingly difficult to secure a well-paying, tenured or tenure-track position in the academic job market.

Collective bargaining can improve graduate students’ pay and benefits

Collective bargaining through a union would give graduate students power over their employment. Workers in unions are paid more than their nonunionized peers on average, and the boost is even greater for workers of color (Bivens et al. 2017). Better wages would mean graduate students could support themselves and provide for their families without relying as heavily on student loans to finance their costs of living. Collective bargaining would also help graduate students gain workplace protections and control over their working lives.

According to the Coalition of Graduate Employee Unions, there are currently 33 recognized graduate student unions and many more that are in the process of seeking recognition from their university employers. 26 At NYU, for example, the graduate teaching and research employees union negotiated a collective bargaining agreement with the university in 2015 that requires at least a 2.25 percent increase in total compensation each year; many employees covered by the contract will also have 90 percent of their health insurance cost paid and will receive subsidies to help with the cost of child care. 27

Unfortunately, not many studies have been conducted on the economic outcomes of unionizing for graduate students; however, there is encouraging evidence that unionization may increase graduate student employee pay. A 2010 study found that union contracts increase stipends for teaching assistants, although it did not find a statistically significant effect for research assistants (Schenk Jr. 2012). A separate survey found that unionized graduate student employees reported higher stipends and had higher perceptions of pay fairness and adequacy than their nonunionized counterparts (Rogers, Eaton, and Voos 2014). This data is consistent with the benefits that unions in general provide to the average worker: On average, a worker covered by a union contract earns 13.2 percent more in wages and is much more likely to have health and retirement benefits than a peer with similar education, occupation, and experience in a nonunionized workplace in the same sector (Bivens et al. 2017).

Some university administrations have fought union organizing efforts

The obstacles that graduate employees at many of our nation’s most elite universities face parallel the challenges that workers across the country face in their unionizing efforts and highlight the gaps in our federal labor law for private employers that need to be fixed (Bivens et al. 2017).

University of Chicago. Graduate student employees filed a petition for a union election on May 8, 2017. The University administration fought their petition before the National Labor Relations Board, arguing that the graduate student workers are not employees and should not be permitted to join a union. After the Board allowed the University a hearing and then denied their claims, the University continued to fight their graduate student workers in court. In September 2017, the University filed a motion trying to stop the election, arguing that the Trump administration would likely come to its aid by reversing the Columbia decision that allowed graduate student workers to unionize. 28 After months of delay, the union election finally occurred in October 2017 with graduate student employees voting overwhelmingly in favor of the union (1,103 for, 479 against). 29

Columbia University. After the NLRB restored graduate student employees’ rights to unionize, the student workers at Columbia voted overwhelmingly in favor of unionization in December 2016 (Harris 2016). Arguing for their right to unionize, they have cited “precarious funding, late paychecks, unmanageable rent increases, inadequate medical coverage for ourselves and our families, job and wage insecurity, a lack of transparency in administrative policies, and a lack of professionalism that stems from our labor not being recognized as work.” 30 However, Columbia’s administration challenged the results of the December 2016 election and has refused to bargain with the union. In December 2017, the NLRB issued a decision upholding the results of the election. 31 It remains to be seen whether Columbia will now agree to bargain with the union, continue to delay bargaining, or appeal the NLRB’s decision in the courts.

Yale University. In August 2016, Yale graduate student employees filed petitions to hold a union election (Douglas-Gabriel 2016). 32 Arguing for their right to unionize, they have cited the need for “funding security, mental health care, affordable child care, equitable pay and parity for marginalized communities in academia” (Douglas-Gabriel 2017). The university fought their petition at the NLRB, delaying the election for months. The union election finally occurred in February 2017, with graduate student employees voting in favor of the union in eight out of nine academic departments that held elections. Yale has since refused to bargain with the union, instead continuing to contest the NLRB’s decision, and some graduate student workers have engaged in a hunger strike in response (Noguchi 2017).

Harvard University. In July 2017, the NLRB’s regional director invalidated an election in which the union lost and faulted Harvard for an incomplete voter list (Engelmayer 2017). Harvard’s graduate student employees are seeking to unionize because, “with a greater say in the conditions of our teaching and research, we will ensure our ability to work at the highest level and contribute to a more robust and democratic Harvard community”; they further explain that “collective bargaining can mitigate many of the precarious features of graduate employment and enable [graduate student employees] to focus more on quality teaching and research.” 33 On July 7, 2017, the NLRB’s regional director in Massachusetts ordered a new election among the graduate student employees at Harvard, requiring Harvard to supply a more accurate list of eligible voters this time around. Instead of holding the new election and allowing all eligible graduate student employees to vote, Harvard’s administration appealed the decision for the second election before the full NLRB. In December 2017, the NLRB denied Harvard’s appeal. 34 It remains to be seen whether Harvard will continue to delay a rerun election with an accurate voter list, or whether it will chose to support a fair and free union election this time around.

Graduate students who work for private universities should have the same rights as other U.S. employees under our nation’s labor law, including the right to bargain for better pay and working conditions. The 2016 Columbia decision, and the recent increase in organizing efforts among these students (despite opposition from their school administrations), are positive signs that the benefits of union membership may eventually be experienced more broadly among graduate student workers throughout the United States.

1. NCES 2017a, Table 3.2.

2. Authors’ analysis of National Center for Education Statistics (NCES) data, retrieved December 22, 2017, using the Integrated Postsecondary Education Data System (IPEDS) .

3. Employment growth represents percent change in total nonfarm employment from October 2005 to October 2015.

4. Since the NLRA applies only to employers in the private sector, the Columbia decision applied only to student workers at private universities. Workers at public universities are covered by applicable state and local labor laws.

5. Columbia Univ. , 364 NLRB No. 90, Slip. Op. at *1 (Aug. 23, 2016).

6. New York University , 332 NLRB 1205 (2000).

7. Brown University , 342 NLRB 483 (2004).

8. Columbia Univ. , 364 NLRB No. 90, Slip. Op. at *1 (Aug. 23, 2016).

9. Columbia Univ. , 364 NLRB No. 90, Slip. Op. at *2 (citing 29 U.S.C. § 151) (Aug. 23, 2016).

10. Columbia Univ. , 364 NLRB No. 90, Slip. Op. at *2 (Aug. 23, 2016).

11. Columbia Univ. , 364 NLRB No. 90, Slip. Op. at *8–9 (Aug. 23, 2016).

12. Columbia Univ. , 364 NLRB No. 90, Slip. Op. at *1 n.3 & 9 (Aug. 23, 2016). As the Board explained, “Columbia, its supporting amici, and our dissenting colleague defend the Brown University decision, echoing the claim that permitting collective bargaining by student assistants will harm the educational process. These arguments are dubious on their own terms. Our skepticism is based on the historic flexibility of collective bargaining as a practice and its viability at public universities where graduate student assistants are represented by labor unions and among faculty members at private universities.”

13. Am. Hosp. Ass’n v. N.L.R.B. , 499 U.S. 606, 615 (1991).

14. See Lafer 2003 for a thoughtful discussion of the role of graduate student workers and union organizing in the context of the changing academic economy.

15. Authors’ analysis of National Center for Education Statistics (NCES) data, retrieved December 22, 2017, using the Integrated Postsecondary Education Data System (IPEDS) .

16. NCES 2017b, Table 324.20 ; authors’ analysis of National Center for Education Statistics (NCES) data, retrieved December 22, 2017, using the Integrated Postsecondary Education Data System (IPEDS) . For a thorough discussion of current trends in the academic labor force, see AAUP 2017. For a detailed examination of the experiences of graduates working in postdoctoral positions, see NAS, NAE, and IOM 2014.

17. NCES 2017a, Table 1.4 .

18. Graduate student assistantships include research assistantships, teaching assistantships, and any other types of graduate assistantship.

19. NCES 2017a, Table 3.2.

20. NCES 2017a, Table 3.2.

21. NCES 2017a, Table 1.4 .

22. Dollars are adjusted for inflation to 2016 dollars using the CPI-U-RS.

23. EPI’s Family Budget Calculator (EPI 2015) measures the income a family needs in order to attain a modest yet adequate standard of living. The estimates are adjusted for inflation to 2016 dollars using the CPI-U-RS.

24. NCES 2017b, Table 332.10 .

25. Only graduate or professional students can take out PLUS loans on their own behalf. PLUS loans are also available to parents of dependent undergraduate students to help pay for their child’s educational expenses, but the parent borrower is legally responsible for paying off the loan; the responsibility for loan repayment cannot be transferred to the student.

26. Website of the Coalition of Graduate Student Unions, United States webpage , accessed December 21, 2017, at www.thecgeu.org/wiki/United_States .

27. See Collective Bargaining Agreement between New York University and International Union, UAW, AFL-CIO, and Local 2110, UAW (2015). The graduate employees at NYU were able to negotiate this contract—even though at the time the NLRB did not recognize student workers at private universities as employees under the NLRA because they had originally unionized in 2000, when the NLRB first found that student workers at private universities had the right to unionize—because of a case arising at NYU. New York University , 332 NLRB 1205 (2000).

28. National Labor Relations Board case number 13-RC-198325 , University of Chicago (Employer) and Graduate Students United (Petitioner), accessed December 21, 2017, at www.nlrb.gov/case/13-RC-198325 . See “ Motion to Stay an Election ,” filed by the Employer, September 25, 2017, which states: “The current Board has a different majority than when Columbia was decided, and Chicago submits that it is probable that the newly constituted Board will reverse Columbia .”

29. National Labor Relations Board case number 13-RC-198325 , University of Chicago (Employer) and Graduate Students United (Petitioner), accessed December 21, 2017, at www.nlrb.gov/case/13-RC-198325 .

30. Website of GWC-UAW Local 2110: The Union for Research and Teaching Assistants at Columbia University, accessed December 21, 2017, at www.columbiagradunion.org .

31. National Labor Relations Board case number 02-RC-143012 , The Trustees of Columbia University in the City of New York and Graduate Workers of Columbia GWU, UAW, Petitioner, accessed January 4, 2018, at www.nlrb.gov/case/02-RC-143012 . See “Objections to an Election,” filed by the Employer, December 16, 2016, and “Board Decision,” issued by the NLRB, December 16, 2017.

32. National Labor Relations Board case number 01-RC-183050 , Yale University (Employer) and UNITE HERE Local 33 (Petitioner), accessed January 4, 2018, at www.nlrb.gov/case/02-RC-183050 .

33. Website of Harvard Graduate Students Union – United Auto Workers (HGSU-UAW), accessed December 21, 2017, at www.harvardgradunion.org .

34. National Labor Relations Board case number 01-RC-186442 , Harvard Graduate Student Union – UAW (Petitioner) and President and Fellows of Harvard College (Employer), accessed December 21, 2017, at www.nlrb.gov/case/01-RC-186442 . See also Crimson Editorial Board 2017.

American Association of University Professors (AAUP). 2017. Visualizing Change: The Annual Report on the Economic Status of the Profession, 2016–17 . Academe vol. 103, no. 2 (March–April).

Bivens, Josh, et al. 2017. How Today’s Unions Help Working People . Economic Policy Institute, August 24.

Brown, Meta, Andrew Haughwout, Donghoon Lee, Joelle Scally, and Wilbert van der Klaauw. 2015. “ Looking at Student Loan Defaults through a Larger Window .”  Liberty Street Economics  (blog of the Federal Reserve Bank of New York), February 19.

Bureau of Labor Statistics (BLS). 2017a. Current Employment Statistics [public data series]. Accessed January 3, 2018.

Bureau of Labor Statistics (BLS). 2017b. “ Occupational Employment and Wages, May 2016: 25-1191 Graduate Teaching Assistants .” Occupational Employment Statistics . U.S. Department of Labor. Last modified March 31, 2017. Accessed December 1, 2017.

Collective Bargaining Agreement between New York University and International Union, UAW, AFL-CIO, and Local 2110, UAW . 2015. Downloaded January 9, 2018, at https://makingabetternyu/readit .

Crimson Editorial Board. 2017. “ If Not Labor Rights, a Right to Vote .” Harvard Crimson , November 6.

Douglas-Gabriel, Danielle. 2016. “ Yale Graduate Students Look to Unionize after Labor Board Ruling .” Washington Post , August 30.

Douglas-Gabriel, Danielle. 2017. “ Yale Graduate Students Vote to Form a Union .” Washington Post , February 24.

Economic Policy Institute (EPI). 2015. Family Budget Calculator . Accessed December 1, 2017, at epi.org/resources/budget .

Engelmayer, Caroline S. 2017. “ NLRB Official Rules to Invalidate Unionization Election .” Harvard Crimson , July 25.

Federal Student Aid (FSA). 2017. “ PLUS Loans .” Accessed December 1, 2017, at https://studentaid.ed.gov/sa/types/loans/plus .

Fry, Richard. 2014.  Young Adults, Student Debt and Economic Well-Being . Pew Research Center: Social & Demographic Trends program.

Harris, Elizabeth A. 2016. “ Columbia Graduate Students Vote Overwhelmingly to Unionize .” New York Times , December 9.

Hewitt, Gordon J. 2000. “ Graduate Student Employee Collective Bargaining and the Educational Relationship between Faculty and Graduate Students .” Journal of Collective Negotiations vol. 29, no. 2, 153–166.

Lafer, Gordon. 2003. “ Graduate Student Unions: Organizing in a Changed Academic Economy .” Works and Days 41/42 vol. 21, nos. 1&2.

Minicozzi, Alexandra. 2004. “The Short Term Effect of Educational Debt on Job Decisions.”  Economics of Education Review  vol. 24, 417–430.

National Academy of Sciences (NAS), National Academy of Engineering (NAE), and Institute of Medicine (IOM). 2014. The Postdoctoral Experience Revisited . Washington, D.C.: National Academies Press.

National Center for Education Statistics (NCES). 2017a. College and Career Tables Library [data from the 2011–12 National Postsecondary Student Aid Study (NPSAS) ]. U.S. Department of Education. Accessed December 13, 2017.

National Center for Education Statistics (NCES). 2017b. Digest of Education Statistics . U.S. Department of Education. Accessed December 22, 2017.

National Center for Education Statistics (NCES). 2017c. Integrated Postsecondary Education Data System (IPEDS) custom table. Accessed December 22, 2017.

Noguchi, Yuki. 2017. “ At Yale, Protests Mark a Fight to Recognize Union for Grad Students .” NPR’s All Things Considered , June 16.

Pew Research Center. 2015. Mixed Views of Impact of Long-Term Decline in Union Membership: Public Says Workers in Many Sectors Should Be Able to Unionize . April 27.

Rogers, Sean, Adrienne E. Eaton, and Paula B. Voos. 2014. “ Effects of Unionization on Graduate Student Employees: Faculty-Student Relations, Academic Freedom, and Pay .” ILR Review vol. 66, no. 2, 487–510.

Schenk Jr., Tom. 2012. “ The Effects of Graduate-Student Unionization on Stipends .” Iowa State University Working Paper.

See related work on Collective bargaining and right to organize | Unions and Labor Standards

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• Johns Hopkins University Human Resources
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PhD Benefits Overview

The following benefits are available to PhDs at Johns Hopkins University.

PhDs are auto-enrolled into individual medical coverage. The plan is administered by Wellfleet and utilizes the Cigna PPO network of providers. Prescription coverage is included in the medical plan. For more information about the plan, please visit: Wellfleet Medical Plan – JHU Human Resources

To enroll dependents into medical coverage, please visit: https://students.care26.com/login

PhDs are auto-enrolled into individual level dental coverage. The plan is offered in partnership with Delta Dental and utilizes the Delta Dental PPO + Primer network of providers. For more information about the dental plan, please visit: Delta Dental Plan – JHU Human Resources

To enroll dependents into dental coverage, please visit: https://students.care26.com/login

PhDs are auto-enrolled into individual level vision coverage through EyeMed on the Insight Network. For more information about the vision plan, please visit: EyeMed Vision Plan – JHU Human Resources

For employees who are eligible for University-paid student health plan coverage, the University will pay the cost of the Student Health Benefit Program premium (medical, dental, and vision) for eligible dependent children and partners/spouses who do not have another source of coverage and are unable to work in the United States because of their immigration status (F2, J2, or M2).

PhDs at the University are required to re-enroll their dependents each semester (Fall/Spring) or each Term (Term 1, Term 2, Term 3, and Term 4) for BSPH.

Effective 8/15/2024 , PhDs are eligible to be reimbursed for their dependent premiums if they enrolled a child or spouse/domestic partner that is not eligible to work in the US and does not have other insurance coverage. To complete the application for reimbursement, please follow this link.

PhDs submitting for reimbursement must do so within 90 days of payment and will need to upload a copy of their receipt for the student benefits office to review here .

As a PhD student, you can participate in a voluntary benefits program to purchase a discounted legal services plan. You can enroll during annual enrollment (7/1 – 9/15 each year).

The MetLife Legal Plan gives you access to a nationwide network of more than 12,000 attorneys, to help you and your dependents with vital legal matters such as estate planning, financial, and support with reproductive issues. You can receive a consultation over the phone or in person.

Click here to open the MetLife Legal Plan Enrollment Guide , and visit phd.jhuvoluntarybenefits.com to enroll.

As a PhD student, you can participate in a voluntary benefits program to purchase Pet Insurance. You can enroll in the program at any time.

Nationwide pet insurance helps you cover veterinary expenses so you can provide your pets with the best care possible without worrying about the cost.

For more information and to enroll into pet insurance, please visit: phd.jhuvoluntarybenefits.com

As a PhD student, you can participate in a voluntary benefits program to purchase Identity Protection. You can enroll in the program at any time.

With Allstate Identity Protection Pro Plus, you’ll get access to: identity and credit monitoring, dark web monitoring, social medical reputation monitoring, financial threshold monitoring, digital wallet storage and monitoring, data breach notification, and more.

For more information and to enroll, please visit: phd.jhuvoluntarybenefits.com

PhD students are eligible to be reimbursed for bus passes purchased through the MTA All Access College Program or through the U-Pass program. PhDs can be reimbursed for 2 passes at one time. Each pass is valid for 31 days. Reimbursement for passes will be processed through concur and must be submitted within 90 days of payment.

PhDs must opt-in to have their information shared with the MTA / U-Pass for discounted bus passes. To Opt-In, PhDs must complete this form.

To submit your receipt to Concur, please visit Concur Solutions . Prior to submitting a reimbursement in Concur, you must gather the required information to complete the reimbursement request, including the cost object number from your department or program. Your department or program is required to provide guidance on using Concur.

PhDs in full-time resident status will receive child subsidies of $4,500 per child per fiscal year for eligible children under the age of six (6) or $3,000 per child aged six (6) to eighteen (18), with a maximum of $12,000 per family per year.

Must be eligible dependents under the Student Health Benefits Plan (SHBP).

PhDs with adult dependents as defined by Section 152 of the Internal Revenue Code will qualify for this benefit at a rate of $3,000 per dependent per fiscal year.

Under Section 152 of the Internal Revenue Code and IRS guidance, a tax dependent is defined as either a “qualifying child” or a “qualifying relative”.  Detailed definitions and requirements for each are found in IRS Publication 501 . To be deemed a “qualifying relative,” four requirements must be met: (i) the individual cannot be a “qualifying child”; (ii) the individual must be a member of your household or meet certain relationship tests; (iii) the individual must meet the gross income test (for 2024, the individual cannot earn more than $4,700 in gross income); and (iv) you must meet the support test. If at any time during the calendar year the individual was your spouse, then they cannot be your qualifying relative.

The subsidies will be paid in installments over the course of the fiscal year.

To apply for the PhD Dependent Subsidy, please complete the online application.

At the end of the application, you will be required to upload copies of your dependent verification documents (child’s birth certificate or passport that shows their date of birth, copy of J-2 visa with dependents name and date of birth, or copy of marriage certificate with spouse’s name and date of birth). Please upload dependent verification documents here .

Student Health & Well-Being (SHWB) Primary Care consists of three clinic locations (Homewood, East Baltimore, and Washington DC) that provide a variety of medical services for the evaluation and treatment of an illness or injury, preventive health care and health education to the Johns Hopkins University student and trainee population. For more information or to schedule an appointment, please visit: Primary Care (jhu.edu)

Mental Health Services supports the diverse community of Johns Hopkins University students and trainees through the provision of accessible, high-quality and compassionate mental healthcare resources. We are committed to diversity, equity, inclusion, and justice and prioritize these values in our approach to clinical care as well as every aspect of the work we do. For more information or to schedule an appointment, please visit: Mental Health Services (jhu.edu)

Employees in full-time resident status who become parents (including through birth, adoption, foster care placement, court order, or surrogacy) are eligible for up to eight (8) weeks of parental leave from their work activities following the birth or adoption/placement event if any. Employees in full-time resident status who give birth are eligible for an additional four (4) weeks of parental leave following the birth of their child. Parental leave will be paid in accordance with the employee’s appointment at the time of the leave, but will not extend any appointment or require the University to provide an appointment that an employee would not otherwise receive.

For academic accommodations for a new child please see the policy: New Child Accommodations for Full Time Graduate Students and Postdoctoral Trainees (jhu.edu)

The following benefits are administered by JHU Benefits & WorkLife.

Locate Search Child Care by the Maryland Family Network   (eligible at any time)

Child Care Voucher Program (eligible as of the date of appointment, application required annually)

Child Care Scholarships to JHU Partner Centers (eligible as of the date of appointment, application required annually)

Backup Care by Care@Work   (eligible as of the date of appointment)

Please contact 410-516-2000, [email protected] or [email protected] if you have questions about these programs.

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PhD Candidate vs Student: What’s the Difference?

Many people use the terms “PhD student” and “PhD candidate” interchangeably. However, these terms actually mean something quite different, including a different status level at universities.

We’re here to define the differences between a PhD candidate vs student, as well as other essential information, before you continue your educational journey.

Table of Contents

What I s a PhD student?

A doctoral student is anyone who is enrolled in a doctorate degree, also referred to as a Doctor of Philosophy (PhD) program. PhD students are typically required to complete a certain number of course credits and sit qualifying exams. Next, they can move on to conduct research and present it in the form of a dissertation.

A PhD is centered around self-directed research and possibly teaching/running tutorials, but they typically also involve a substantial amount of coursework and require attending classes, either online or in person.

Unlike candidates, PhD students are in the process of completing the required coursework for the degree. They haven’t passed the relevant qualifying exams yet.

What Is a PhD Candidate?

A PhD candidate has completed the required coursework and passed the qualifying exams for their doctorate program. They are currently working on their dissertation.

Most PhD students need to go through an application process  and show they meet certain requirements such as a relevant master’s degree . To become a PhD candidate, doctoral students need to pass an internal application process, typically involving a set of exams.

This stage involves significant research usually in innovative areas and incorporating this into a dissertation (this stage is sometimes referred to as “all but dissertation” [ABD]), as they’ve completed all other aspects of the program and satisfied these requirements. To complete their doctoral journey, a PhD candidate must defend their dissertation. Once they’ve successfully done this, they will be awarded their degree and move from PhD candidate to doctor of their chosen field.

PhD Candidate vs Student: 6 Key Differences

There are a number of key differences between a PhD student vs PhD candidate, from their status to the structure and nature of study.

Note: Some universities have recently started adopting hybrid approaches (where there is no clear difference between PhD students and PhD candidates). These programs don’t involve any qualifying exams and students typically begin the dissertation as part of their coursework. Most schools, however, continue with the traditional distinction between a PhD candidate and PhD student.

1. Program Stage

A PhD student could be at any stage of the doctoral program . Coursework still needs to be completed and qualifying exams must be passed. Students may be in the initial stage of the program or about to complete the coursework (before beginning their research).

On the other hand, a PhD candidate has completed all coursework and has at least started their research. They may have completed their dissertation and are preparing to defend it.

2. Research Progress

A PhD student may not have selected their research topic or settled on a particular research question. A candidate’s research is in progress and they should already have a clear research question.

3. Relationship with Advisors

A PhD student may not yet have an advisor. A candidate has an established working relationship with their advisor and works closely with them to complete their research and dissertation.

4. Level of Support

Although they work closely with an advisor, a PhD candidate is generally expected to work more independently than a student enrolled in a doctoral student. Once candidates reach this stage of their doctorate, they typically won’t receive as much direction or supervision.

5. Flexibility and Structure

Understandably, PhD candidates have more freedom and flexibility in their work. Most candidates choose their area of research, as well as the methods used to conduct their work. As part of their coursework, PhD students usually have to work within a set structure (e.g., completing core subjects, meeting deadlines).

Being a PhD candidate comes with a certain degree of status. If they’ve demonstrated a degree of expertise through completing qualifying exams, candidates can put the letters PhD(c) after their name.

Tips for PhD Candidates

A PhD is an advanced degree designed to demonstrate expertise in a given field, as well as high-level skills and abilities in various areas (including research and writing). As such, earning a doctorate can be a challenging process.

The following tips for doctoral candidates will help you put your best foot forward and set yourself up for success.

Stay Organized

Because PhD candidates have to balance many competing priorities, organization is essential. Using organizational tools such as calendars,  note-taking apps , and project management software can help you keep track of deadlines and meet your targets.

Focus on Your Research

PhD candidates likely have busy schedules with plenty of demands (such as teaching commitments and crafting a dissertation). As it’s the backbone of any doctoral program, be sure to prioritize this part of your work and monitor progress to stay on track.

Actively Seek Out Feedback

Because PhD candidates often work independently, there’s a risk of feeling isolated. Ask your advisors, mentors, and fellow candidates for feedback and advice. This will help ensure that you’re considering all aspects of your research question and multiple solutions, rather than focusing too intensely on a single area.

Take Advantage of Networking Opportunities

Networking is one of the biggest benefits for PhD candidates, so take full advantage of these events. Use this time to build a strong network of professors, advisors, fellow candidates, and other professionals you meet at conferences and events.

Take Care of Yourself

A PhD program can be taxing, and it’s easy for your mental and physical health to take a backseat. Make sure you exercise, eat well, and get enough sleep . Remember: Resting and recharging is crucial for working on your dissertation.

How Long Is a Typical PhD Candidacy?

Most PhD students require 1-2 years to complete their coursework and pass their qualifying exams. However, the length of a PhD candidacy is much more open. In most cases, programs take between two and five years, depending on:

• the complexity of the field of research
• the candidate’s other commitments, such as teaching load
• other abilities, such as a candidate’s level of organization.

Once a PhD candidate has completed their dissertation, they have to defend it successfully before a panel of faculty members before they can earn their doctorate degree. This process of defending a PhD dissertation can take several months.

Some universities specify a maximum length for PhD candidacy duration. For example, Carnegie Mellon University limits this to six years .

Benefits of Being a PhD Candidate

Being a PhD candidate can be rewarding for several reasons:

1. Research Opportunities

You’ll be exposed to vast research opportunities in your field. You may contribute to valuable discoveries while developing advanced knowledge and skills.

2. Networking

Through your PhD candidacy, you’ll also be in a great position to build gain a stronger network of fellow professionals.

3. Critical Thinking

A PhD candidacy can help you develop high intellectual independence and critical thinking skills.

4. Career Opportunitie s

A PhD is an advanced degree that allows you to build a rewarding career in the academic, government, and private sectors. PhD-holders can also expect to earn more than other graduates and are most likely to find a job.

5. Salaries

According to Northeastern University , professionals with a doctorate degree earn an average annual salary of $99,290 on average (and much more for the highest-paid PhDs ) and have a 1.5% unemployment rate. For master’s degree holders, the average annual salary is $81,867 average annual salary and a 2.6% unemployment rate.

6. Personal Fulfillment

Being a PhD candidate can help you pursue your passions. This advanced qualification will allow you to become a specialist in your chosen field, allowing you to hone in on the exact subject thatl fulfills you the most.

Qualifying Exams to Become a PhD Candidate

While requirements vary by program, to become a PhD candidate, most students will need to pass a set of exams. These will test students’ knowledge in the field, measure their research skills, and ensure they’re ready to start their dissertation research.

Traditionally, qualifying exams for PhD candidates involved a written test and an oral exam. These will cover a range of topics related to your field of study, with the oral component designed to demonstrate your level of understanding.

Some universities have recently started to issue doctoral students with a set of questions and have them submit the answers within a set timeframe (usually around two weeks). Other schools ask prospective doctoral candidates to submit a dissertation proposal instead of an exam.

Frequently Asked Questions

Can a phd candidate be called a doctor.

In most cases, a doctoral candidate cannot be called a doctor until after they successfully defend their dissertation and receive their doctorate.

Can I Put ‘PhD Candidate’ after My Name?

Once you’ve passed qualifying exams and embarked on dissertation research, you’re technically entitled to put “PhD candidate” or “PhD (c)” after your name. However, this is uncommon and not always recommended. It is generally more acceptable to mention that you are pursuing a doctorate (along with the field of research and university) or that you expect to complete your PhD in a certain year (on your CV and online profiles).

How Long Can You Be a PhD Candidate?

There isn’t a set length of time that a person can be a PhD candidate. The length of candidacy depends on a range of factors, including the subject of research and program requirements. Most PhD candidates complete this phase in around 3-5 years (where some university programs have set limits).

Do PhD Students Take Classes?

Yes, most PhD students must take classes and complete coursework as part of the first 1-2 years of their doctorate program. Once they’ve completed this coursework and passed qualifying exams, they move on to work on their research dissertation. At this stage, they’ll be considered a PhD candidate.

Key Takeaways

Now that you know the differences between PhD candidates vs. students, you’ve got a deeper understanding of how to obtain a doctorate. However you slice it, both will help you build your knowledge and skills to become an expert in your field.

However the program is structured, a PhD is a highly valuable degree that allows you to become a high-level professional and build a successful career.

If you know a PhD candidate who’s celebrating their accomplishments soon? Take a look at this guide to the best PhD graduation gifts .

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Lisa Marlin

Lisa is a full-time writer specializing in career advice, further education, and personal development. She works from all over the world, and when not writing you'll find her hiking, practicing yoga, or enjoying a glass of Malbec.

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Academic Students Employees (ASEs)

• Types of Academic Student Employment

Academic Student Employee Titles and Duties

Teaching assistant.

A teaching assistant (TA) assists in the instruction of an upper or lower division course at the University under the supervision of a faculty member. The TA primarily assists the faculty member in charge of the course by conducting discussion or laboratory sections that supplement faculty lectures and by grading assignments and examinations.

A TA may also assist with the development of assignments or exams, hold office hours and proctor examinations. In the case of basic language, reading and composition, some other skills-building courses, and a few other courses, a teaching assistant may lead the class meetings, but as with all other TAs, the general instructional content of the course, as well as the official assignment of student grades and decisions on grade appeals, are the responsibility of the faculty member in charge of the course. In no instance shall a teaching assistant be assigned responsibility for the entire instruction of a course.  Learn more information for International graduate students employed as Teaching Assistants .

Associate (in lieu of TA) - Step 1

An Associate (in lieu of TA) may serve as a "senior TA" for a department/programs' TA training activities, as a TA consultant or Language Screener for the English Language Program for International Instructors , or under an Academic Instructional Improvement grant. Use of this title for any other program requires prior approval by the Dean of GEPA. Appointment to this title requires evidence of extraordinary merit in teaching and scholarship and prior relevant teaching experience.

Associate (teaching a course) - Step 9

An Associate (teaching a course) may conduct the entire instruction of a lower division course or upper division course with approval granted by the Dean of GEPA. The Associate is assigned a faculty mentor to provide guidance and training as needed. Use of this title requires prior approval by the Dean of GEPA. Appointment to this title requires evidence of extraordinary merit in teaching and scholarship and prior relevant teaching experience (generally quantified by the student teaching evaluations and/or CAPEs meeting a minimum 75% threshold), advanced training in the subject matter and support of the department chair. For Ph.D. students, the candidacy exam must have been passed and the student must be in the final stages of dissertation writing or must have equivalent other accomplishments (publications, extensive experience as performer-teacher, etc.). MFA students should have submitted their application to candidacy (and will likely be in the second to last or last quarter). The appointment is also dependent upon positive academic and administrative review and approval by the student's department/group Chair, the Divisional Dean and the Dean of GEPA.

A Reader assists a course instructor by grading homework, papers, or exams and may also hold office hours to answer students' questions about such assignments.

A Tutor provides tutoring to individual (one-on-one) or small groups (three or more) of undergraduate or graduate students who require additional help to understand a course or topical material. In some instances tutoring may focus on improved use of the English language. Salary rates are listed here

Graduate Student - ASE Minimum Qualifications

Note: Any employment outside of the student's academic (home) department must have prior approval from the home department.

For academic year employment at 25-50% time, a student must be registered full-time (12 units or more). A student enrolled in less than 12 units, with departmental approval, is eligible for a maximum of 25% time employment.

A graduate student must be in good academic standing, i.e.,

• Meet departmental standards including a satisfactory annual spring academic progress evaluation;
• Maintain a GPA of 3.0 in upper-division and graduate course work;

Must not have more than a total of eight units of F and/or U grades overall.

A graduate student must be within the departmental time limits:

Ph.D./D.M.A. Degree Aim : Each department has established Pre-candidacy and Support Time Limits. A doctoral student must advance to candidacy by the Pre-candidacy Time Limit (PCTL) and also be within the Support Time Limit (SUTL) to remain eligible for campus employment or to receive other University funds. In addition, no one may be employed as a teaching assistant and/or associate (teaching a course) for more than 18 quarters.

M.A./M.S. Degree Aim : Eligible for up to 7 quarters of employment or other University funding.

M.F.A/M.P.I.A. Degree Aim : Eligible for up to 10 quarters of employment or other University funding.

International graduate students who are nonnative speakers of English must be  certified  as having requisite language skills  before  they can serve as teaching assistants ( UC San Diego Graduate Division policy  in compliance with Assembly Concurrent Resolution No. 41).

Exception to Minimum Qualification

An exception to the minimum qualifications listed above may be granted at the discretion of the University.

Undergraduate Student - ASE Titles, Duties, and Minimum Qualifications

Minimum qualifications are a 3.0 grade-point average and have taken and received at least a "B" grade in the course or equivalent in which s/he is serving.

A Tutor provides tutoring to individual (one-on-one) or small groups (three or more) of undergraduate students who require additional help to understand a course or topical material. In some instances tutoring may focus on improved use of the English language.

Minimum qualification is a 3.0 grade-point average.

Undergraduate Tutor (serving as a Teaching/Instructional Apprentice):

A tutor (serving as a teaching/instructional apprentice) serves as an assistant in an undergraduate course under the supervision of a faculty member. The faculty instructor is responsible for the course content and for maintaining the overall quality of instruction, including supervision of the undergraduate instructional apprentice. The purpose of the apprenticeship is to learn the methodology of teaching through actual practice in a regularly scheduled course.

Minimum Qualifications: 3.0 grade-point average and upper division standing.

A student may not assist in a course in which s/he is enrolled nor may a student be a teaching/instructional apprentice in more than one course in a quarter.

For further details on Undergraduate Instructional Apprentice (UGIA) please visit the Academic Senate website.

Exception to Minimum Qualifications

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What is the Difference Between a PhD Candidate and a PhD Student?

Pursuing a doctoral degree is a significant academic achievement that requires years of dedicated study, research, and intellectual rigour. Within the realm of doctoral studies, the terms ‘PhD candidate’ and ‘PhD student’ are commonly used, often interchangeably. However, a closer examination reveals that there are nuanced differences between these two designations. Understanding these distinctions is crucial for both prospective doctoral students and those seeking to comprehend the various stages of the doctoral journey.

In this article, we delve into the disparity between a PhD candidate and a PhD student, shedding light on the roles, responsibilities, and progression associated with each stage. We explore the specific criteria that differentiate a student from a candidate and the various milestones marking the transition. Additionally, we delve into the responsibilities and expectations that accompany each designation, illuminating the unique experiences and commitments faced by PhD candidates and students.

Furthermore, we acknowledge the variability in terminology across international boundaries, academic institutions, and disciplinary fields, providing insights into how different contexts might influence the usage of these terms. By the end, readers will have a comprehensive understanding of the contrasting aspects between a PhD candidate and a PhD student, facilitating informed conversations and a deeper appreciation for the intricate nature of doctoral education.

Introduction

Who is a phd student, when phd student attains status of phd candidate, variation in terminology.

Pursuing a PhD (Doctor of Philosophy) degree involves conducting original research in a specific field of study, making a significant contribution to knowledge, and demonstrating a high level of expertise. It is the highest academic qualification one can attain and is highly valued in academia, research institutions, and certain industries. A PhD signifies a deep understanding of a subject area, advanced analytical and critical thinking skills, and the ability to conduct independent research.

While the terms “PhD candidate” and “PhD student” are often used interchangeably, there are subtle differences between the two.

A PhD student typically refers to an individual who has been admitted to a doctoral program, actively engaging in coursework and other program requirements. They are in the early stages of their doctoral journey and are working towards completing the necessary academic components of their degree. On the other hand, a PhD candidate is typically someone who has progressed beyond the coursework stage and has advanced to the research phase of their program. They have usually completed comprehensive exams, passed a research proposal defense, and are actively engaged in independent research for their dissertation or thesis.

The purpose of this article is to provide a comprehensive understanding of the distinction between a PhD candidate and a PhD student. By exploring the criteria, milestones, and responsibilities associated with each designation, this article aims to clarify the unique experiences and progression of doctoral students. It also seeks to address the varying terminology used across different contexts and disciplines, enabling readers to grasp the intricacies of the doctoral journey and fostering informed discussions around this topic.

Through this article, readers will gain a comprehensive understanding of the journey from being a PhD student to becoming a PhD candidate and the distinct roles and responsibilities associated with each stage.

A PhD student is an individual who has been admitted to a doctoral program and is actively engaged in pursuing their doctoral studies. They are at the initial stages of their doctoral journey, seeking to expand their knowledge, skills, and expertise in a specific field of study. PhD students play a vital role in academic research communities as they contribute to the generation of new knowledge and the advancement of their discipline.

PhD students are required to complete a set of coursework specific to their field of study. These courses are designed to provide a foundation in the discipline, enhance research skills, and broaden the student’s understanding of relevant theories and methodologies. Coursework may include seminars, advanced classes, and specialized topics. The specific coursework requirements can vary between programs and disciplines.

Example: Imagine a student named Alex who has just been accepted into a doctoral program in psychology. At this stage, Alex is considered a PhD student as they begin taking relevant coursework, attending seminars, and collaborating with faculty members. They are laying the foundation for their research and acquiring the necessary knowledge in their field.

Who is a PhD Candidate?

Advancement from being a PhD student to a PhD candidate typically involves meeting specific requirements set by the doctoral program. These requirements may vary depending on the institution and field of study but often include successful completion of coursework, exams, and other program-specific milestones.

One of the primary requirements for transitioning to a PhD candidate is the successful completion of coursework and exams. PhD students are expected to complete a designated set of courses, which provide a broad understanding of their field and research methodologies. They are also required to pass comprehensive exams, which assess their comprehensive knowledge and understanding of their research area.

As part of the transition to becoming a PhD candidate, students typically prepare and defend a research proposal. The research proposal outlines the scope, objectives, methodology, and significance of the intended research. The proposal defense may involve presenting the proposal to a committee of faculty members, who evaluate its feasibility, rigour, and contribution to the field. Additionally, PhD students often have to pass comprehensive exams, which test their knowledge of their research area and related disciplines.

If you are not familiar with writing PhD proposal and making PhD proposal presentation, then visit my articles on “ How to Write PhD Proposal Presentation to the University ” and ” How to Make a PhD Proposal Presentation to the University Panel” . These articles will guide you through the process of preparation and presentation of PhD proposal to the University panel.

Upon successful completion of the requirements, PhD students are often granted candidacy status. Advancement to candidacy signifies that the student has demonstrated the necessary knowledge, skills, and potential to conduct independent research and contribute to their field. This status allows students to focus more exclusively on their research and dissertation work.

Once students become PhD candidates, there is a shift towards an increased emphasis on independent research. They are expected to dedicate a significant portion of their time and effort to conducting original research, collecting data, analyzing results, and making novel contributions to their field. The focus is primarily on their dissertation or thesis work, which serves as the culmination of their doctoral studies.

Example: Let’s consider a PhD student named Alex in the field of computer science. After completing their coursework and passing comprehensive exams, Alex develops a research proposal outlining their intention to investigate the applications of machine learning in cybersecurity. They present the proposal to a committee of faculty members, who assess the feasibility and potential impact of the research.

Alex successfully defends their research proposal and is granted candidacy status, transitioning from a PhD student to a PhD candidate. With candidacy status, Alex’s focus shifts towards conducting independent research. They spend considerable time collecting and analyzing cybersecurity datasets, developing and refining machine learning algorithms, and testing their effectiveness in detecting and preventing cyber threats.

As a PhD candidate, Alex works closely with their advisor, regularly discussing research progress, seeking guidance, and receiving feedback. They collaborate with other researchers in the field, attend conferences to present their findings and contribute to the scholarly community through publications. The focus is now on producing an original and significant contribution to the field of computer science through their dissertation.

The transition to PhD candidacy marks a critical stage in the doctoral journey, as it signifies the ability to independently drive research and make scholarly contributions. PhD candidates like Alex are immersed in the world of research, expanding knowledge, and pushing the boundaries of their field.

Terminology related to PhD candidates and PhD students can vary internationally and among different academic institutions. In some countries, the terms “PhD candidate” and “PhD student” may be used interchangeably, while in others, there may be specific distinctions. For example, in the United States, “PhD student” is commonly used, while in the United Kingdom, “PhD candidate” is more frequently employed. Additionally, different universities or institutions may have their own terminology preferences, which can create further variation.

Terminology can also vary based on the disciplinary field of study. Different academic disciplines have their own conventions and terminology for referring to individuals pursuing a doctoral degree. For instance, in the sciences, one might encounter terms like “graduate researcher” or “doctoral candidate.” In the humanities and social sciences, the terms “PhD candidate” and “PhD student” are often used. This variation reflects the specific linguistic and cultural norms within different academic domains.

In Canada, for instance, doctoral students are commonly referred to as “PhD candidates,” regardless of their stage in the program. In Australia, “PhD candidate” is the preferred term for those who have completed the required coursework and have advanced to the research phase. In contrast, in the United States, “PhD student” is frequently used to refer to individuals at all stages of their doctoral studies.

Disciplinary variations can also be observed. In engineering, individuals pursuing a doctoral degree are often referred to as “PhD students” or “doctoral students.” In contrast, in the field of education, the term “PhD candidate” is commonly used to denote those who have advanced to the research and dissertation stage.

It is important to note that these examples represent general trends, and there can still be variation within specific institutions and programs. The usage of terminology can evolve over time and may be influenced by regional or institutional preferences.

The distinction between a PhD candidate and a PhD student holds significant importance in the realm of doctoral education.

While these terms are often used interchangeably, they represent different stages and responsibilities within the doctoral journey. A PhD student is in the initial stages of their program, actively engaging in coursework, research, and academic requirements.

On the other hand, a PhD candidate has advanced beyond coursework, passed comprehensive exams, and is focused primarily on independent research and the completion of their dissertation.

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Is it a good idea to treat postgraduate researchers as staff?

As a union steps up the fight in the uk, wide variation in the treatment of phd candidates continues around the world.

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Are postgraduate researchers “doctoral students” or “doctoral candidates”? The difference might seem trivial, but it does matter, insisted Giulia Malaguarnera, president of the European Council of Doctoral Candidates and Junior Researchers (Eurodoc).

“Doctoral candidates are, for us, all researchers enrolled in a PhD – naming them ‘students’ is a serious problem,” said Dr Malaguarnera, who believes this categorisation is unhelpful because it downplays the enormous range of professional tasks undertaken during a doctorate.

“Considering the PhD as a study programme makes it seem that the PhD holders have no working experience, which is crazy after the amount of hours that they spend working,” she said. The recognition of PhD candidates as professional “employees” – a key objective of Eurodoc, which has been achieved in many European states – will “reduce researchers’ precarity and improve their employability in and out of academia”, insisted Dr Malaguarnera.

This long-standing debate has also been revived this month in the UK with the launch of the University and College Union’s “postgraduate researchers as staff” manifesto , calling for PGRs to be given terms and conditions “comparable” to those of employees and for an end to any requirement to deliver unpaid teaching as part of a scholarship, bursary or stipend.

The campaign’s objectives might seem uncontroversial – the European Commission stated that PGRs should be treated as “professionals” as far back as 2005 – but the early days of the pandemic, which saw PGRs quickly lose paid teaching duties amid budget cuts, has highlighted the need for reform, said the union.

Even before Covid, serious problems of precarity-related stress were evident, Alex Kirby-Reynolds, a postgraduate researcher in the University of Sheffield ’s department of sociological studies, told Times Higher Education .

“I think funders and universities recognise that there is a lot of dissatisfaction with the current system, with mental health problems being endemic, and are keen to explore ways in which this might be addressed,” said Mr Kirby-Reynolds, who hoped to see the campaign spark a “conversation within the UK higher education sector between PGRs and key stakeholders around how we can move towards a system where the former have greater security”.

The growing number of self-funded PhD students – only 22,000 of the UK’s 110,000 doctoral candidates are funded by research councils – who often rely, to varying levels, on teaching to maintain their studies, was a big reason why reform is needed, he added.

“Much of our campaign is geared towards improving the situation for self-funded PGRs, where we see it as exploitative that they are required to pay fees in order to conduct qualitatively similar work as lecturers, early career researchers and other PGRs,” said Mr Kirby-Reynolds. Observing that “many feel forced to undertake unpaid work in order to be competitive in the job market”, he added that he hoped the change in status would “offer some protections there through formalisation and proper workload allocation models that more senior staff have”.

The campaign, he explained, was keen to explore the Danish , Swedish , Norwegian and Dutch models, where PhD candidates are formally recognised as staff and, in some cases, paid salaries not dissimilar to those with PhDs: in the Netherlands , for instance, “employee PhD candidates” are paid €30,990 (£26,620) in their first year, rising to €38,982, more than double the £15,609 minimum stipend awarded by UK research councils, while also receiving holiday allocations worth 8 per cent of salary. In Norway , doctoral candidates receive a wage equivalent to €45,304 for a stipulated 37.5-hour working week.

But some UK doctoral supervisors are worried that treating doctoral candidates as staff might encourage them to take on more paid teaching when they should be focused on their studies.

“The problem is PhD students get hooked on teaching – it should not be their main source of income, but it often is,” explained Ismene Gizelis (below), professor of government at the University of Essex , which in 2016 was the first UK university to introduce staff status for PGRs. Those PGRs who accept more paid duties outside their studies risk rendering themselves uncompetitive in the academic job market that they ultimately wish to join, she continued.

“When we advertised a job here last year, we had 100 applicants, many of whom were doctoral graduates from the US, who had four or five publications in top journals – if you’re also teaching a lot, it’s difficult to compete with these people,” said Professor Gizelis, who is director of the South East Network for Social Sciences, a doctoral training partnership involving 10 universities that is funded by the Economic and Social Research Council.

Reducing the number of self-funded PhD candidates in UK universities while also increasing funding to support PGRs would be a better way to reduce precarity, insisted Professor Gizelis, who said Britain’s PGRs lacked not only the security of the more expensive Dutch-Scandinavian model of PhD employees but also the benefits of the US system, where relatively fewer numbers of PhDs students study for longer, usually five to six years full-time, which leads to a better research experience and employment outcomes.

“The UK has the worst of these two worlds – if you want to address precarity and inequalities, I cannot see how you do this unless you reduce the number of self-funded PhDs entering a job market where demand is clearly less than supply,” she said.

Essex’s decision to treat PGRs as staff may have been lauded, but the pandemic showed how this policy could backfire as teaching assistants had, in some cases, found it difficult to pay living costs or PhD fees after losing teaching hours , said Professor Gizelis. “It was quite revealing – graduate teaching assistants were in a very difficult situation when their fixed-term contracts were not renewed,” she said.

For Mr Kirby-Reynolds, this and similar situations across the country demonstrated why PGRs “deserve to have the rights and entitlements to security that other workers have”, which may alleviate precarity.

Changing the status of PGRs to staff might, however, create different problems for early career researchers, said Jenny Iao-Jorgensen, chair of the National Swedish Doctoral Candidate Association and a second-year doctoral student at Lund University .

“It’s very important to get this universal recognition, but it can lead to less positive side-effects,” said Ms Iao-Jorgensen.

In Sweden, the association was keen to stop the creation of “shadow doctoral candidates”, whereby universities employed cheaper “project assistants” or technicians on fixed-term contracts to do work typically performed by PhD candidates in their research groups.

Her advocacy group is part of Sweden’s main academic union, the Swedish Association of University Teachers and Researchers, where PGRs are given particular prominence, and she was glad to see the UK’s union taking a similar interest in this group. “Our union recognises that we are a special group who are especially vulnerable to being exploited but also contribute a lot to academic life,” she said.

While the pay and conditions of UK PGRs might not measure up to their European counterparts, many British universities might justifiably point out that many of the UCU’s demands are already in place at their institution. For instance, the University of Surrey ’s code of practice states that “postgraduate researchers who support teaching are considered a part of the support teaching team” and because “teaching support duties are optional…postgraduate researchers cannot, therefore, be required to undertake teaching support duties as a part of a scholarship agreement”.

Kate Gleeson, dean of Surrey’s doctoral college, said it was important for the university to “value [PGRs’] contribution to teaching and to our research culture” and to “signal [this] value placed on their contribution by paying for time spent demonstrating, marking and in preparation”.

She was, however, hesitant about viewing PGRs in exactly the same terms as faculty. “Even if we regard PGRs as colleagues who make important contributions to our research culture, we also feel that we hold an important duty of care that is more akin to the duty to a student,” said Dr Gleeson. This “reflects their unique position as researchers at the beginning of their career”, she explained.

“You only get one opportunity to begin as a researcher, and it is vital that we protect that experience,” said Dr Gleeson.

The road to recognition of PhDs as staff is likely to be a long one in the UK, as it has been in the US, where many top universities have fought hard against the idea because it would also mean greater union recognition for graduate teaching assistants.

“Universities resist because of both fringe benefit costs, which are covered by the state in Europe, and wages, but also because [it would strengthen] the voice of the employees who seek to improve their conditions,” said labour scholar William Gould, an emeritus law professor at Stanford University .

Even in Europe, the fight is far from won, says Eurodoc’s Dr Malaguarnera, who claimed that “only the Netherlands has good employment conditions considering the doctoral candidates as professional”.

In Sweden, where employee recognition was granted in 2017 , the campaign lasted decades, said Ms Iao-Jorgensen. “It does not happen overnight, and our union campaigned for this since the 1960s – it will be a long struggle but it will be worth it.”

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The conundrums of a PhD: student or employee?

Do you live to work or work to live? Hopefully the latter, although having a job you enjoy makes working that little bit better. Though an upsetting reality, money is what drives our day-to-day life: will you buy a coffee at Horsebox or are you saving those pennies? Will you opt for the craft ale or stick to Carling? And for most people the way to earn money is simple: you work.

However, there is a section of the population that live in a grey area within the job sector, one that has been contested time and time again – those trying to get a PhD. Are they students or employees?

The answer may appear simple; many will refer to themselves and others as PhD students after all. But then again, many will also say things like: ‘I am at work’ or ‘my colleagues’, both of which are not sentences you expect students to use when referring to their studies or peers. PhD students are trainees, novices in a niche area of research that get a stipend to compensate them for the work they do and allow them to pay their living costs.

We get paid, but don’t have to pay tax, carry out research but are not a member of staff, and sometimes even teach other year groups what we know. It sounds a bit like we are an employee without the benefits of actually being employed.

Even though the UKRI increased its minimum PhD stipend from £16,062 to £17,668 just before the start of this academic year, it is still below what you would earn as a graduate entering the job market. Currently, the UKRI minimum stipend is below what you would earn working full time in an Oxford living wage job. The Oxford living wage is currently set at £10.50 an hour. If PhD students calculated how many hours a week they worked and worked out how much money they could be earning in another job, the result might be extremely upsetting.

The disparities do not only concern pay. Employees also have a set holiday allowance, with companies choosing how much to reward their workers with each year. Oxford students have vacations that last for weeks at a time. PhD students have neither. Technically, some PhD students have a set holiday allowance but whether they take them or not is mainly up to their group and departments.

The role of a PhD student is more than just churning out data and numbers. It is about acquiring new knowledge and information, bringing in money and collaboration, and in general representing and enhancing the reputation of their institution. They may not be full employees, but they aren’t really full students either. They are trainees, like people on a grad scheme at a major company, getting to grips with what could become their career. This should be reflected in the rights and protections offered to them.

As unfortunate as it is, you hear horror stories of PhD students working 14-hour days, seven days a week to meet demands. To me that sounds like living to work, rather than working to live. You should be able love your research and be devoted to it without it consuming your life. Because the reality is that we aren’t being paid enough for us to let it.

Image Credit: Stanley Morales via Pexels.

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Rethinking Professional Development for Grad Students

Laura Kuizin describes how to create opportunities that go beyond the classroom and prepare students for the dynamic workforce they’ll soon enter.

By  Laura Kuizin

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As director of the master of applied professional studies (M.A.P.S.) at the University of North Carolina at Chapel Hill , I’ve seen firsthand how transformative a well-designed professional development program can be for graduate students. My 15 years in higher education have driven home a simple truth: Preparing graduate students for success goes well beyond academic performance. It demands a personalized and integrated approach—one that arms students with the skills, insights and networks necessary for them to excel in a variety of career paths.

When I began my career in higher education, the focus was almost entirely on preparing students for academic careers. But times have changed. Today, an increasing number of graduate students are exploring diverse career paths, both within and outside academia. This shift requires us to rethink our approach to professional development.

I remember a conversation with a talented mathematics student who had just been accepted into a Ph.D. program. She was excited but also anxious about how her skills might transfer to a nonacademic career if that became her path. She wasn’t alone in her concerns; many students I met with echoed similar sentiments across the College of Sciences and Mathematics. It became clear that our professional development offerings needed to adapt to these evolving needs.

In this piece, I’d like to share some of the strategies we’ve found most effective in creating professional development opportunities that extend beyond the classroom and help prepare students for the dynamic workforce they’re about to enter.

Unlocking potential. The starting point for any impactful professional development program is understanding where each student stands. We need to help them identify their strengths, areas for growth and the skills they may not even realize they have. In the M.A.P.S. program, students complete a variety of skills, values and strengths assessments during their first semester. These comprehensive skills assessments have been invaluable in tailoring individualized development plans.

I was surprised to discover how many students are unaware of or undervalue their existing skills. For example, one student athlete with a background in retail didn’t recognize the value of her teamwork and customer service experience in other fields. Uncovering these hidden strengths not only boosted her confidence but also provided a clear direction for her professional growth.

Moving from classroom to career. Exploring diverse career paths is essential for grad students, and it’s important not to stop at the obvious choices. Creativity in career exploration can lead to surprising and rewarding outcomes. Alumni panels, informational interviews and job shadowing are just a few ways to broaden students’ perspectives.

One of our recent M.A.P.S. graduates, for example, teamed up with another M.A.P.S. alum to launch an LLC offering basketball training camps for youth in underserved communities around the world. I spoke with him last week as they were preparing to offer a three-day camp to over 150 youth in Hong Kong. They combined their academic knowledge with their passion for sports and community service, demonstrating that a fulfilling career can be crafted by thinking outside the box.

Learning by doing. There’s no substitute for hands-on experience when it comes to applying classroom knowledge in the real world. Internships, consulting projects, volunteering and community engagement initiatives allow students to apply their skills in real-world settings. These experiences not only build practical skills but often open doors to unexpected career paths. Through short-term projects, in particular, students can engage with various industries, often leading them to opportunities they hadn’t initially considered.

Building bridges. Effective mentorship is crucial for any professional development program. By connecting students with both academic and industry professionals, we provide them with the guidance and networks that are crucial for their career advancement.

The most successful mentorships I’ve witnessed are those where both mentor and mentee bring distinct perspectives to the table. For example, one of our M.A.P.S. students with a nursing background partnered with a dean from the school of nursing and a Ph.D. candidate in computer science. Their collaboration resulted in an innovative program aimed at addressing the nurse-educator shortage—an excellent example of how interdisciplinary mentorship and collaboration can lead to groundbreaking solutions.

Communicating with confidence. The ability to effectively communicate is vital in any career, and we emphasize its importance through workshops and courses on both academic and nonacademic writing, presentation skills and digital communication. Practical, interactive sessions such as mock interviews and elevator-pitch competitions help students build the confidence they need to excel in professional settings.

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Leading the way. Leadership and teamwork are essential skills for future success. We offer a variety of opportunities for students to develop such abilities through group projects, student-led initiatives and leadership roles within graduate student organizations.

At the university where I previously worked, we developed a STEM ambassador program to which students applied and interviewed for leadership roles. This program, which was eventually led entirely by students, became a powerful tool for developing leadership, event management and teamwork skills.

Making ethical and responsible decisions. Incorporating ethics and professional responsibility into our professional development programs is essential. These elements ensure that students are prepared to navigate the many complex situations they will encounter and thorny decisions they will have to make throughout their careers.

Keeping pace with technology. In today’s digital world, tech savviness is nonnegotiable, so we should offer graduate students training in relevant technology and digital tools. That could include artificial intelligence workshops, data analysis software and project management tools. In the M.A.P.S. program, introducing data visualization tools has led to significant improvements in the creativity and quality of students’ assignments and capstone projects.

Sparking innovation. Encouraging students to explore entrepreneurship and intrapreneurship is another key component of professional development. Provide resources and training for students interested in entrepreneurship or intrapreneurship. This can include workshops on business plan development, start-up funding and innovation processes. Exposure to programs such as Innovate Carolina can spark creativity and lead to successful start-up ventures for our graduates.

Balancing life and work. Graduate students are juggling numerous demands, and helping them manage these effectively is crucial. Incorporating wellness and work-life balance into our professional development offerings helps students develop sustainable career practices. We’ve seen the benefits of mindfulness and stress management workshops, which equip students with skills that will serve them well beyond graduation.

Tips for Continuous Improvement and Success

Creating an impactful professional development program is an ongoing effort. Here are a few strategies that have worked well for us:

• Collaborate across departments. Partner with career services, alumni relations and various academic departments to build a comprehensive program.
• Leverage alumni networks. Engage alumni to provide insights, mentorship and job opportunities for current students.
• Stay current with industry trends. Regularly update your program to reflect the latest industry needs and trends.
• Gather and act on feedback. Continuously seek feedback from students, alumni and employers to refine and improve your offerings.
• Make it inclusive. Ensure that your program addresses the diverse needs of your student population, including international students and those from underrepresented groups.

Creating successful professional development programs for graduate students is both a challenge and an opportunity. It requires an ongoing commitment to integrated education, a willingness to innovate and a deep understanding of the diverse paths our students may take.

To ensure that our professional development efforts are most effective and to continue to improve them, we’ve established clear metrics for success. Key indicators include postgraduation employment rates, job satisfaction, student participation and feedback from employers.

One of my proudest moments was receiving an email from a former student who credited her professional development experiences with giving her the skills and confidence to successfully pivot her career from academia to industry. Such stories are a testament to the long-term benefits of our work.

In fact, as the M.A.P.S. program continues to evolve, I’m continually inspired by the creativity, resilience and success of our students and alumni. By providing students with robust professional development opportunities, we’re not just preparing them for their first job after graduation—we’re equipping them with the skills, mindset and networks to thrive throughout their careers.

I encourage all graduate program professionals to view professional development not as an add-on but as an integral part of graduate education. The investment we make in these programs and experiences pays off not only in the success of our students but also in the positive impact they will have in their chosen fields and society at large.

What innovative approaches to professional development have you implemented in your programs? How are you preparing your graduate students for the ever-changing workforce? Let’s keep this important conversation going and work together to create truly impactful professional development opportunities for our graduate students.

Laura Kuizin is director of the master of applied professional studies in the Graduate School at the University of North Carolina at Chapel Hill. She is a member of the Graduate Career Consortium, an organization providing an international voice for graduate-level career and professional development leaders.

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Global Health Economics Lead

Senior Central Market Access Manager

The 7 Secrets of Highly Successful PhD Students

Pursuing a PhD or any research degree is hard work. However, there are ways to make it slightly less hard. Here are the seven secrets we’ve learned from working with thousands of research students all over the world, specifically tailored for those in Health Economics.  

1. The Care And Maintenance Of Your Supervisor

Your role is to actively ensure you receive the necessary supervision. Given the busy nature of supervisors, especially in the dynamic field of Health Economics, it’s essential to secure their attention for advice, feedback, or when you’re encountering challenges. Organizing regular meetings to discuss your progress, hurdles, and future actions can foster a productive supervisory relationship.  

2. Write And Show As You Go

Begin documenting your research findings from the start. This approach is crucial in Health Economics, where data and analyses evolve. Writing not only about your experiments and readings but also about the economic models and statistical analyses as they develop will form a robust base for your thesis. Early and regular feedback on these writings is vital to refine your work and thought process.  

3. Be Realistic – It’s Not A Nobel Prize

Many PhD candidates in Health Economics start with high expectations of making ground breaking discoveries. It’s important to remember that the PhD journey is about developing research skills and contributing to the field, rather than perfection. Completing a well-conducted study is more valuable than striving for an unattainable ideal.  

4. Say No To Distractions

The vast array of distractions can include extensive literature reviews, engaging in too many extracurricular activities, or getting lost in data analysis without a clear focus. Prioritizing your thesis and managing your time effectively is crucial in Health Economics, where the research can be particularly data-intensive and time-consuming.  

5. It’s A Job

The flexibility of PhD research can lead to procrastination, especially in fields as broad and deep as Health Economics. Treating your research as a formal job with set hours, planned milestones, and accountability can help maintain progress and reduce the risk of delays.  

6. Get Help

You don’t have to navigate your PhD journey alone. In Health Economics, where the research might involve complex statistical analyses or economic models, seeking help with editing, statistical consulting, or even administrative tasks can be crucial for your success.  

7. You Can Do It. A PhD Is 10% Intelligence and 90% Persistence

While intelligence is a factor, persistence and resilience are far more critical, especially in Health Economics. Challenges are inevitable, but your ability to persevere through difficulties can make the difference in completing your PhD journey.

Source: Kearns, H., & Gardiner, M. (2017). The seven secrets of highly successful research students. Thinkwell.

View the LinkedIn post here .

See health economics jobs for PhDs here .

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Are PhD Students and PhD Researchers the same thing?

Similarly to how a Postdoc researcher is a researcher, I think that a PhD student should be considered a researcher. Especially when:

• A salary is obtained for the research that is done as part of the PhD studies. Per definition, I would say that students pay, they are not paid.
• A research master has been studied before and there are no lessons, classes, exams, etc. So in fact the person is not a student, but "at least" an "apprentice".

I know that naming things in one way or another may not make a big difference for those in academia that read the CV, but it may evoke different ideas for those out of academia that read it.

As far as I know, they are absolutely equivalent, even if one is more used than the other (mistakenly, IMHO). Nevertheless, I would like to get confirmation, if possible from an authoritative source (like a dictionary for titles), and at the same time I think that the question may be useful for many people.

• terminology

• 11 A "PhD researcher" might easily be confused with a "researcher who has a PhD". PhD students are researchers in training, and hence of course do perform research. –  Gerhard Commented Jun 19, 2016 at 21:43
• 4 I think the main issue is that people who are working towards their PhD are considered "students" in many places, but not all. For example, I obtained my PhD in The Netherlands, where most PhD "students" are employees and a master is a prerequisite. Others and I have used the term "PhD candidate" to distinguish from the "student", but this term also has other connotations in English, see academia.stackexchange.com/questions/10972/… –  Jaap Eldering Commented Jun 20, 2016 at 1:05
• 5 I agree with @Gerhard, and I'd go a bit further. To me, "Ph.D. researcher" unambiguously means a researcher who already has a Ph.D. –  Andreas Blass Commented Jun 20, 2016 at 2:12
• 5 There is no correct answer. Language varies wildly across disciplines, countries, and institutions. For extra confusion, let's throw in "PhD candidate"! –  JeffE Commented Jun 20, 2016 at 2:26
• 4 @Trylks: i unfortunately do not think so. "Doctoral researcher" might be a bit more ambiguous (in a good way from your perspective), but comparing it to "postdoctoral researcher" has the same problem as distinguishing between graduate and postgraduate students: there is no difference. Many languages have a separate word for phd students, like "Doktorand" in German, which reflects what you want to say. English unfortunately does not. The closest I can think of is "PhD candidate". I have also seen people advertise Predoctoral posts, which might also work, but sounds quite odd to my ears. –  Gerhard Commented Jun 22, 2016 at 19:48

6 Answers 6

I don't see the point in your distinctions in either bullet. Some students get a salary, some do not. Neither of these is determinative of whether a student is a researcher. Not every PhD student did a Master's degree before the began their PhD studies. I certainly did not.

Why do you care if PhD students (who I agree do "research") are "researchers" or not? Of course they are researchers because I think that anyone who does research is a researcher (paid, student, or otherwise). Are you looking to validate your ego, to overcome an officious rule that says that only "researchers" may do some thing or other, or are you looking for something else? Except in a few places, titles matter little. If titles matter where you are, then find the law or bureaucratic codes that define "researcher" and follow them. If you don't like the answer you find, you can either live with that, find a workaround, or fight (presumably through a legislative body if that place has one) for change. You haven't given us enough detail about why you care for us to helpfully answer your question.

• 1 @MikeyMike, I've seen similar things, but they almost always make the distinction that the applicant must be within X years after receiving their PhD. They're often very clear about their requirements. Being just a "researcher" is not a requirement I've ever seen. The word may be thrown around a bit cavalierly in the RFP, but the Requirements section lays out the details clearly in every case I've ever come across. –  Bill Barth Commented Jun 20, 2016 at 11:52
• 1 @Trylks, that's a pretty vague response to my question. Are you being rejected for a position or pay level because you're not a "researcher" in someone or some bureaucracy's eyes? I think PhD students are researchers and should be paid. I was regarded so and was paid, though not very well, but tuition was free and I got healthcare benefits. If you're trying to fudge or puff up your CV by adding the word "researcher" to it somewhere, that might not be OK. Some people might not even read far enough to notice. My student title was "Graduate Research Assistant" and everyone knew what that meant. –  Bill Barth Commented Jun 22, 2016 at 20:05
• 3 @BillBarth Well, I personally finished the PhD and moved out of academia, where HR people may care or not care about the word "researcher" (which I think would be the appropriate term), but in general they despise the word "student". However, I think that the whole topic may be relevant and important for people that are not me (or you for the matter). As such, I have not tried to be vague, but to be general, for the general interest of the community. –  Trylks Commented Jun 22, 2016 at 20:24
• 1 @Trylks, I haven't seen this to be a problem. Not all places use HR people to do the screening, and many hiring managers are aware of what a graduate student researcher was doing when they are looking to hire a PhD. They know that being a student researcher was part of the role, and they know this because they have hired PhDs before. –  Bill Barth Commented Jun 22, 2016 at 20:28
• 3 @Trylks, technically impossible, yes, but likely close enough. Maybe you can edit your question to add the stuff about strikes so that it's not so vague. Things are basically fine in the US right now. There's no apparent need to point out to everyone who reads your CV here that students and research assistants are researchers, too. People seem to get it. I hire PhDs who are mostly off the academic track, and I don't need to ask "Did you do research during your time as a PhD student?" –  Bill Barth Commented Jun 22, 2016 at 22:54

"PhD Researcher" implies that this person has a PhD. Also a post-doctoral researcher is something more specific. It usually refers to a person taking a short term 1-3 years individual Post-Doc after his/her PhD. Also, if you are a Researcher it should imply that you have a PhD since a PhD candidate/student is learning how to be a researcher and therefore not a qualified researcher yet. Also, a "PhD Researcher", "Researcher" or "Researcher PhD" could be more experienced than a Post-doctoral Researcher and it usually implies a more permanent position.

Personally I think it is important to stick to the title to avoid confusion. Personally I would like to see "PhD candidate" instead of "PhD student" since it sounds better. PhD candidates should be paid in my opinion as they do research for the university. But payment is independent of the title. Avoiding using wrong name is also advisable. If I was an interviewer and I had found out that I was cheated on thinking that you have a PhD, then I would not appoint you. I will loose trust on the rest of your skills on your CV. Keep your CV as truthful as possible.

The generally accepted job title of a researcher who already has a PhD is a post-doctoral researcher. Unless you want to argue that doctoral and post-doctoral mean the same thing then a doctoral researcher is a researcher who is seeking a PhD. This makes sense considering that we do not say doctoral student for students that already have obtained their doctorates. The purpose of avoiding saying "PhD Student" as your job title on your CV is because a common prejudice against people with PhD's seeking to work in the private sector is that all they know about is life as a student. This is obviously not the case if you work at a research institute where some of the researchers may not even have a phd and get to claim there time there as work experience. In German and French this is not an issue because the meaning of the words "doktorant" and "doctorand" are commonly known. In English, "doctorand" is actually the word you are looking for ( https://www.merriam-webster.com/dictionary/doctorand ), but it is not as widely known which makes it less suitable for a resumé/CV. When I did my PhD there was a person from human resources responsible for all the doctorands in the French speaking part of Switzerland who explained all of this using survey data and examples. My suggestion is to use "Doctoral Researcher" because "PhD Researcher" could potentially be confused with "PhD-level researcher".

• 4 Downvoted. People are not dictionaries, and human language is not logical. Idioms also vary significantly across different countries, institution types, and research communities. –  JeffE Commented Nov 8, 2017 at 23:34
• 6 "The generally accepted job title of a researcher who already has a PhD is a post-doctoral researcher." This is just not true. Postdoctoral researcher means something much more specific. "This makes sense considering that we do not say doctoral student for students that already have obtained their doctorates." In modern anglophone academic parlance, once you get your doctorate in X you are no longer any kind of student of X. Also, "doctorand" and "PhD student" are synonymous. If someone wants to stigmatize PhD students, then they will regardless of what they are called . –  Pete L. Clark Commented Nov 9, 2017 at 0:11
• @JeffE Idioms are expressions whose meanings are not deducible from their individual words and doesn't have anything to do with job titles. Also, language does have logical structure, it is called grammar. I think what you are trying to get at is that expressions evolve based on repeated usage, regardless whether it is correct or not (e.g. main courses are called entrées in the US). –  Alex Commented Nov 9, 2017 at 0:58
• @PeteL.Clark This was based on a seminar that was available to all PhD students in Switzerland to help them plan their careers. They specifically advised us to avoid the term "student" for these reasons. Take from it what you want. I didn't make it up. It is possible that postdoc has a different connotation in certain countries such as the US. I only have experience with the Swiss and French systems where a postdoc is just a category of professional researcher who has already obtained their PhD and is not a part of the permanent staff (like a senior scientist). Maybe you could explain what you –  Alex Commented Nov 9, 2017 at 1:06

PhD students and PhD researchers are not the same thing.

A "PhD researcher" is a researcher who has a PhD, while a PhD student is working on a project in order to obtain a PhD (i.e. does not have the degree yet).

I agree with you, that the term "PhD student" in English is rather unfortunate - in reality, it is much closer to an apprenticeship, as you are training to perform research. And you do this by performing research under guidance.

Other languages have separate words for people doing a PhD, e.g. "Doktorand" in German, which give less of an impression of "studentship". In English, this is (AFAIK) not possible, and the closest I can think of is "PhD candidate".

If you just would like to avoid the term "student" on a CV because you believe that it could be misinterpreted by people outside academia, I would instead refer to something along the lines of e.g.

"PhD project (in SUBJECT)" "PhD research project"

This still covers what you have done, but avoids giving the job title you feel is ambiguous.

Making up new "job titles", especially if they can be misinterpreted, is not a good idea, as unilateral "bug fixing" of a language does not work: communication requires both parties to buy into the premise. In the best case, you will create confusion, in the worst case you will be guilty of fraud.

• The closest translation of "Doktorand" seems to be "doctoral student". The latter is also a preferable term to "PhD student" because the German doctoral degree is not actually called "PhD". –  lighthouse keeper Commented Jun 23, 2016 at 8:40
• 1 @lighthousekeeper: for all intents and purposes the translation of German (science) doctorates is "PhD", so making a distinction between "doctoral students" and "PhD students" is mainly academic (pun intended :) ). Neither of the terms helps the OP. –  Gerhard Commented Jun 23, 2016 at 8:46
• About unilateral "bug fixing", I completely agree, that is why I am asking and I consider this very important. What would be the name for a person that has finished a master and is doing research (just like a PhD student would be) but is not pursuing a PhD? Predoctoral researcher? Could PhD Students be semantically equivalent to predoctoral researchers? –  Trylks Commented Jun 23, 2016 at 21:09
• 3 What would be the name for a person that has finished a master and is doing research — "Researcher". –  JeffE Commented Nov 8, 2017 at 23:35
• @Gerhard: The German term that helps your argument is Wissenschaftliche Mitarbeiter : "knowledge employee." –  aeismail Commented Nov 9, 2017 at 0:03

Perhaps the difference is in what Masters and PhD entail in different countries. I've spoken to several people in the US who have very different course content in comparison to what we have here in the UK. In the UK, Masters level research is of higher quality and rigor than a Masters in the US (the same can be said about Bachelors in the US and the UK). By the time we finish our Masters here in the UK, we are quite familiar with how to do research. We are no longer students of research. From this perspective, I believe those who are doing PhD are researchers, not merely students. Someone who is already granted a PhD is a post-doctoral researcher, not a doctoral researcher.

• 1 I don't think this applies anywhere near as universally as you claim here: if what you say is true, I think this is going to depend heavily on the institution and the discipline. (And by Masters in US are you thinking MSc, MPhil, .. ? ) –  Yemon Choi Commented Nov 24, 2018 at 4:16
• This definitely isn't generally true –  Flyto Commented Oct 2, 2019 at 16:53

Six years late, but I would say they are the same.

An undergraduate researcher implies an undergraduate student who does research.

Similarly, a Ph.D. researcher implies a Ph.D. student who does research.

In my opinion, Researcher , in general, without the degree as prefix, is someone who does research as a job.

• 1 "a Ph.D. researcher implies a Ph.D. student who does research" - does it, though? Could be someone with a PhD doing research. A PhD student is not a PhD, so why use PhD as an adjective? Perhaps (PhD Student) Researcher is implied, but perhaps not. –  Bryan Krause ♦ Commented Jun 21, 2022 at 22:56
• As a Ph.D. student, you may do extensive research and prove it in a number of ways, like soloing papers and having an h-index in the double digits. Still, when you hand your CV to some people in the industry they will look down on you and think that "you have no real experience". What I have learned in these 6 years is that those people are idiots, and you are better off ignoring them and working with someone else, if you can. By discarding your CV, they are making you a favor. –  Trylks Commented Jun 24, 2022 at 9:12

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