is a phd student a researcher

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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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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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PhD Scholar vs. Research Scholar: What Should You Call Yourself?

It might be confusing as a research student to either call yourself a PhD Scholar or a Research scholar. Assuming that you are currently involved in research, you might be wondering whether to call yourself a PhD scholar or a research scholar.

In South Asian countries such as India, Bangladesh, Pakistan, Myanmar, Philippines, Nepal, Malaysia, etc. A PhD student is called as PhD scholar. Whereas in the USA, PhD students are called a Doctoral Student.

A student who is currently involved in research and is also pursuing a PhD is called a PhD scholar . A Research Scholar is someone who is currently involved in research but does not necessarily have to be a PhD student. However, a PhD student can also refer to themselves as a research scholar.

Referring to the above statement, there are several other differences that need to be known. PhD scholars and research scholars cannot be differentiated solely by comparing their education. Let’s delve into more details –

So, let’s look out for the difference between What is a research scholar? What is a PhD scholar? and What is the difference between a PhD Scholar & Research Scholar?

PhD Scholar – A PhD Scholar is someone who is pursuing a PhD degree at a university. PhD Scholar is involved in research in the field of study which will contribute to the knowledge.

Research Scholar – A Research Scholar is someone who is currently involved in single or multiple research activities at once. Research Scholar can be academic or non-academic in nature. 

PhD Research Scholar – PhD Research Scholars are admitted to the Ph.D. program and are involved in original research work. The candidate has been in research for some time and is experienced.

• 1.1 1. Educational Background
• 1.2 2. Period of Research
• 1.3 3. Involvement & Scope of Research
• 1.4 4. Funding Options
• 1.5 5. Resources & Guidance
• 1.6 6. Future Career Scope
• 2 My Thoughts

Difference Between PhD Scholar & Research Scholar

1. Educational Background

When it comes to educational background and current academic status, there is not a lot of difference that can be observed. PhD scholar is somebody who is going through research and is currently pursuing a PhD program.

Although today, a PhD is considered one of the highest degrees, there is also a Post Doc. program that can be pursued after the completion of your PhD. “Post Doc. is often called as post-doctoral degree”.

Research Scholars can be involved in various aspects of research but are not limited to academics. The researcher may be conducting studies in different areas such as academics, policy making, corporate, etc. But to call yourself a research scholar, it is not necessary to pursue a PhD.

Another main difference that can be observed is – A a research scholar could be currently pursuing some kind of a graduate or master’s degree and can be involved in research.

E.g. – I used to call myself a research scholar when I was pursuing a master’s degree and was assisting my professor with his research project. But in 2013, when I started pursuing PhD, I used to call myself PhD scholar.

2. Period of Research

PhD students can call themselves Ph.D. Scholar only while pursuing the doctoral degree. An average student could complete their PhD in 3 to 5 years. While a research scholar can be involved in a graduate or master’s degree, it could be a fairly lesser term than what PhD scholar has.

If a research scholar is working on a research project, it might be for a shorter duration, after which they would need to apply for a new research project. However, if a scholar is currently employed by a company and is fully dedicated to the research projects of that company, they can continue to be called a research scholar for a longer period.

A PhD scholar works on a singular thesis which goes on for years. At the same time, a research scholar could be working on several projects in a shorter amount of time.

3. Involvement & Scope of Research

PhD scholars are very specific towards the field of study. PhD also comes with various coursework, presentations, viva, exams, workshops, etc. This scholar is also involved in conducting original research by identifying research gaps which will contribute to new knowledge in the field of study.  But, as a PhD Scholar, you are only involved in a single research study.

At the very end of completing a PhD, the scholar has generated research papers and a thesis, after which the publications will be accessible to everyone upon completion.

Research scholars can be involved in one or more research activities. The output of these activities can be in the form of research papers, policy recommendations, analyses, etc. However, after the completion of the activity/project, they don’t need to make it public.

A research scholar is not necessarily bound to conduct research exclusively in the field they studied or completed their education.

4. Funding Options

PhD scholars’ research can receive funding, but not everyone necessarily receives it. Funding can be obtained by PhD scholars if there is a specific position opened by the university in their field of study. Only then do PhD scholars receive funding. However, most scholars do receive scholarships in one way or another.

Whereas, Research Scholars can collaborate with industry or corporations to apply for research projects/positions and funding could be achieved.

5. Resources & Guidance

PhD Scholar research gets formal guidance from the PhD guides and academicians. This way, the scholar is assisted with a clear path of – How to carry out their research.  Other resources, such as access to the library, university, and institution, are also available to PhD scholars.

But, Research scholars need to collaborate with other researchers to work on their projects. The research scholar does not get a fully attentive guide to conduct the research. Most of the time there is no coursework to do which results in lesser knowledge about the research methodologies.

6. Future Career Scope

PhD scholars end up with a doctoral degree after the successful completion of the program. After which they can call themselves a Dr.

Several career options are available and can be opted after the doctoral degree, such as –

• Assistant Professor or career in academics
• Research Assistant
• Professional Career in Research
• Writer/Author

A research scholar has a significant scope of working both individually and as a professional. However, they also have the opportunity to pursue a career in academia. For entering academia, the primary requirement would be to have a PhD

So here are career options for Research Scholars –

• Policy Maker
• Project Manager
• CSR Manager

My Thoughts

You can start your research journey very early on while pursuing your undergraduate or master’s degree, collaborating with faculty members to conduct research. This is the initial step towards being involved in research and considering yourself a research scholar.

A PhD is the next degree you can pursue, formally earning a doctoral research degree. Many research scholars proceed to pursue a PhD.

If there are any other questions not addressed in this article, please mention them in the comment section, and I will be sure to respond.

Dr. Dhananjay Pingale

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9 things you should consider before embarking on a PhD

June 23, 2021 | 15 min read

By Andy Greenspon

The ideal research program you envision is not what it appears to be

Editor's Note:  When Andy Greenspon wrote this article, he was a first-year student in Applied Physics at Harvard. Now he has completed his PhD. — Alison Bert, June 23, 2021

If you are planning to apply for a PhD program, you're probably getting advice from dozens of students, professors, administrators your parents and the Internet. Sometimes it's hard to know which advice to focus on and what will make the biggest difference in the long-run. So before you go back to daydreaming about the day you accept that Nobel Prize, here are nine things you should give serious thought to. One or more of these tips may save you from anguish and help you make better decisions as you embark on that path to a PhD.

1. Actively seek out information about PhD programs.

Depending on your undergraduate institution, there may be more or less support to guide you in selecting a PhD program – but there is generally much less than when you applied to college.

On the website of my physics department, I found a page written by one of my professors, which listed graduate school options in physics and engineering along with resources to consult. As far as I know, my career center did not send out much information about PhD programs. Only after applying to programs did I find out that my undergraduate website had a link providing general information applicable to most PhD programs. This is the kind of information that is available all over the Internet.

So don't wait for your career center or department to lay out a plan for you. Actively seek it out from your career center counselors, your professors, the Internet — and especially from alumni from your department who are in or graduated from your desired PhD program. First-hand experiences will almost always trump the knowledge you get second-hand.

2. A PhD program is not simply a continuation of your undergraduate program.

Many students don't internalize this idea until they have jumped head-first into a PhD program. The goal is not to complete an assigned set of courses as in an undergraduate program, but to develop significant and original research in your area of expertise. You will have required courses to take, especially if you do not have a master's degree yet, but these are designed merely to compliment your research and provide a broad and deep knowledge base to support you in your research endeavors.

At the end of your PhD program, you will be judged on your research, not on how well you did in your courses. Grades are not critical as long as you maintain the minimum GPA requirement, and you should not spend too much time on courses at the expense of research projects. Graduate courses tend to be designed to allow you to take away what you will find useful to your research more than to drill a rigid set of facts and techniques into your brain.

3. Take a break between your undergraduate education and a PhD program.

You are beginning your senior year of college, and your classmates are asking you if you are applying to graduate school. You think to yourself, "Well, I like studying this topic and the associated research, and I am going to need a PhD if I want to be a professor or do independent research, so I might as well get it done as soon as possible." But are you certain about the type of research you want to do? Do you know where you want to live for the next five years? Are you prepared to stay in an academic environment for nine years straight?

Many people burn out or end up trudging through their PhD program without a thought about what lies outside of or beyond it. A break of a year or two or even more may be necessary to gain perspective. If all you know is an academic environment, how can you compare it to anything else? Many people take a job for five or more years before going back to get their PhD. It is true though that the longer you stay out of school, the harder it is to go back to an academic environment with lower pay and a lack of set work hours. A one-year break will give you six months or so after graduation before PhD applications are due. A two-year gap might be ideal to provide time to identify your priorities in life and explore different areas of research without having school work or a thesis competing for your attention.

Getting research experience outside of a degree program can help focus your interests and give you a leg up on the competition when you finally decide to apply. It can also help you determine whether you will enjoy full-time research or if you might prefer an alternative career path that still incorporates science, for example, in policy, consulting or business — or a hybrid research job that combines scientific and non-scientific skills.

I will be forever grateful that I chose to do research in a non-academic environment for a year between my undergraduate and PhD programs. It gave me the chance to get a feel for doing nothing but research for a full year. Working at the Johns Hopkins University Applied Physics Laboratory in the Space Division, I was the manager of an optics lab, performing spectroscopic experiments on rocks and minerals placed in a vacuum chamber. While my boss determined the overall experimental design, I was able to make my own suggestions for experiments and use my own discretion in how to perform them. I presented this research at two national conferences as well — a first for me. I was also able to learn about other research being performed there, determine which projects excited me the most, and thus narrow down my criteria for a PhD program.

4. Your current area of study does not dictate what you have to study in graduate school.

You might be studying the function and regulation of membrane proteins or doing a computational analysis of the conductivity of different battery designs, but that doesn't mean your PhD project must revolve around similar projects. The transition between college or another research job to a PhD program is one of the main transitions in your life when it is perfectly acceptable to completely change research areas.

If you are doing computation, you may want to switch to lab-based work or vice versa. If you are working in biology but have always had an interest in photonics research, now is the time to try it out. You may find that you love the alternative research and devote your PhD to it, you might hate it and fall back on your previous area of study — or you may even discover a unique topic that incorporates both subjects.

One of the best aspects of the PhD program is that you can make the research your own. Remember, the answer to the question "Why are you doing this research?" should not be "Well, because it's what I've been working on for the past few years already."While my undergraduate research was in atomic physics, I easily transitioned into applied physics and materials science for my PhD program and was able to apply much of what I learned as an undergraduate to my current research. If you are moving from the sciences to a non-STEM field such as social sciences or humanities, this advice can still apply, though the transition is a bit more difficult and more of a permanent commitment.

5. Make sure the PhD program has a variety of research options, and learn about as many research groups as possible in your first year.

Even if you believe you are committed to one research area, you may find that five years of such work is not quite what you expected. As such, you should find a PhD program where the professors are not all working in the same narrowly focused research area. Make sure there are at least three professors working on an array of topics you could imagine yourself working on.

In many graduate programs, you are supposed to pick a research advisor before even starting. But such arrangements often do not work out, and you may be seeking a new advisor before you know it. That's why many programs give students one or two semesters to explore different research areas before choosing a permanent research advisor.

In your first year, you should explore the research of a diverse set of groups. After touring their labs, talking to the students, or sitting in on group meetings, you may find that this group is the right one for you.

In addition, consider the importance of who your research advisor will be. This will be the person you interact with regularly for five straight years and who will have a crucial influence on your research. Do you like their advising style? Does their personality mesh with yours? Can you get along? Of course, the research your advisor works on is critical, but if you have large disagreements at every meeting or do not get helpful advice on how to proceed with your research, you may not be able to succeed. At the very least, you must be able to handle your advisor's management of the lab and advising style if you are going to be productive in your work. The Harvard program I enrolled in has professors working on research spanning from nanophotonics to energy materials and biophysics, covering my wide range of interests. By spending time in labs and offices informally chatting with graduate students, I found an advisor whose personality and research interests meshed very well with me. Their genuine enthusiasm for this advisor and their excitement when talking about their research was the best input I could have received.

6. Location is more important than you think — but name recognition is not.

The first consideration in choosing a PhD program should be, "Is there research at this university that I am passionate about?" After all, you will have to study this topic in detail for four or more years. But when considering the location of a university, your first thought should not be, "I'm going to be in the lab all the time, so what does it matter if I'm by the beach, in a city, or in the middle of nowhere." Contrary to popular belief, you will have a life outside of the lab, and you will have to be able to live with it for four or more years. Unlike when you were an undergraduate, your social and extracurricular life will revolve less around the university community, so the environment of the surrounding area is important. Do you need a city atmosphere to be productive? Or is your ideal location surrounded by forests and mountains or by a beach? Is being close to your family important? Imagine what it will be like living in the area during the times you are not doing research; consider what activities will you do and how often will you want to visit family.

While many of the PhD programs that accepted me had research that truly excited me, the only place I could envision living for five or more years was Boston, as the city I grew up near and whose environment and culture I love, and to be close to my family.

While location is more important than you think, the reputation and prestige of the university is not. In graduate school, the reputation of the individual department you are joining — and sometimes even the specific research group you work in — are more important. There, you will develop research collaborations and professional connections that will be crucial during your program and beyond. When searching for a job after graduation, other scientists will look at your specific department, the people you have worked with and the research you have done.

At the Asgard Irish Pub in Cambridge, Massachusetts, Andy Greenspon talks with fellow graduate students from Harvard and MIT at an Ask for Evidence workshop organized by Sense About Science. He grew up near Boston and chose to go to graduate school there.

7. Those time management skills you developed in college? Develop them further.

After surviving college, you may think you have mastered the ability to squeeze in your coursework, extracurricular activities and even some sleep. In a PhD program, time management reaches a whole new level. You will not only have lectures to attend and homework to do. You will have to make time for your research, which will include spending extended periods of time in the lab, analyzing data, and scheduling time with other students to collaborate on research.

Also, you will most likely have to teach for a number of semesters, and you will want to attend any seminar that may be related to your research or that just peaks your interest. To top it all off, you will still want to do many of those extracurricular activities you did as an undergraduate. While in the abstract, it may seem simple enough to put this all into your calendar and stay organized, you will find quickly enough that the one hour you scheduled for a task might take two or three hours, putting you behind on everything else for the rest of the day or forcing you to cut other planned events. Be prepared for schedules to go awry, and be willing to sacrifice certain activities. For some, this might be sleep; for others, it might be an extracurricular activity or a few seminars they were hoping to attend. In short, don't panic when things don't go according to plan; anticipate possible delays and be ready to adapt.

8. Expect to learn research skills on the fly – or take advantage of the training your department or career center offers.

This may be the first time you will have to write fellowship or grant proposals, write scientific papers, attend conferences, present your research to others, or even peer-review scientific manuscripts. From my experience, very few college students or even PhD students receive formal training on how to perform any of these tasks. Usually people follow by example. But this is not always easy and can be quite aggravating sometimes. So seek out talks or interactive programs offered by your department or career center. The effort will be well worth it when you realize you've become quite adept at quickly and clearly explaining your research to others and at outlining scientific papers and grant proposals. Alternatively, ask a more experienced graduate student or your advisor for advice on these topics. In addition, be prepared for a learning curve when learning all the procedures and processes of the group you end up working in. There may be many new protocols to master, whether they involve synthesizing chemicals, growing bacterial cells, or aligning mirrors on an optical table. In addition, the group may use programming languages or data analysis software you are unfamiliar with. Don't get discouraged but plan to spend extra effort getting used to these procedures and systems. After working with them regularly, they will soon become second nature. When I first started my job at Johns Hopkins, I felt overwhelmed by all the intricacies of the experiment and definitely made a few mistakes, including breaking a number of optical elements. But by the end of my year there, I had written an updated protocol manual for the modifications I had made to the experimental procedures and was the "master" passing on my knowledge to the next person taking the job.

9. There are no real breaks.

In a stereotypical "9-to-5" job, when the workday is over or the weekend arrives, you can generally forget about your work. And a vacation provides an even longer respite. But in a PhD program, your schedule becomes "whenever you find time to get your work done." You might be in the lab during regular work hours or you might be working until 10 p.m. or later to finish an experiment. And the only time you might have available to analyze data might be at 1 a.m. Expect to work during part of the weekend, too. Graduate students do go on vacations but might still have to do some data analysis or a literature search while away.

As a PhD student, it might be hard to stop thinking about the next step in an experiment or that data sitting on your computer or that paper you were meaning to start. While I imagine some students can bifurcate their mind between graduate school life and everything else, that's quite hard for many of us to do. No matter what, my research lies somewhere in the back of my head. In short, your schedule is much more flexible as a PhD student, but as a result, you never truly take a break from your work.

While this may seem like a downer, remember that you should have passion for the research you work on (most of the time), so you should be excited to think up new experiments or different ways to consider that data you have collected. Even when I'm lying in bed about to fall asleep, I am sometimes ruminating about aspects of my experiment I could modify or what information I could do a literature search on to gain new insights. A PhD program is quite the commitment and rarely lives up to expectations – but it is well worth the time and effort you will spend for something that truly excites you.

Contributor

Andy greenspon.

Research Scholarships

What is the difference between PhD Scholar and research Scholar?

PhD Scholar and research scholar are two terms that are often used interchangeably but they refer to different academic positions. PhD is an abbreviation for Doctor of Philosophy, whereas a research scholar is an individual who conducts research, usually at the graduate or postgraduate level.

PhD scholars are students who are enrolled in a doctoral program and are working towards earning their degree. They are expected to complete coursework, pass exams, and conduct original research to contribute new knowledge to their respective fields. Typically, a PhD program takes 3-5 years to complete, and students are required to defend their dissertation to earn their degree.

On the other hand, research scholars are individuals who have already completed their studies and possess a higher degree, such as a master’s or a PhD. They are engaged in research projects that align with their interests and the needs of their organization or funding body, which could be within an academic institution or a research organization. Research scholars are not typically enrolled in a degree program and may be employed by the institution where they conduct their research or may be on a fellowship or grant.

While both positions involve conducting research, the primary difference between a PhD scholar and a research scholar is that the former is a student pursuing a degree whereas the latter is an experienced researcher who has completed their studies. PhD scholars are expected to contribute original research to their respective fields as part of their degree requirements, whereas research scholars may be working on research projects for a variety of reasons, such as advancing a field, informing policymaking, or addressing societal challenges.

In summary, while PhD scholars and research scholars are both involved in research, they differ in their academic standing and focus. PhD scholars are students working towards earning a degree and conducting original research as part of their program, whereas research scholars have usually completed their formal education and are engaged in research projects on a more independent basis.

A PhD scholar and a research scholar are both involved in the academic pursuit of research. However, there are some notable differences between the two.

A PhD scholar is an individual who is pursuing a doctoral degree, typically in a specific field of study. In order to obtain a PhD, the student must conduct original research, make a significant contribution to the field, and defend their thesis or dissertation before a panel of experts. The PhD program typically entails coursework, exams, and a research dissertation. Upon successful completion of the program, the individual is awarded the title of Doctor of Philosophy.

On the other hand, a research scholar is an individual who is engaged in research in a particular field, but is not necessarily pursuing a doctoral degree. This may refer to a person who is working as a postdoctoral researcher, a visiting scholar, or a research assistant. Research scholars may work on specific projects under the guidance of a lead researcher or a principal investigator. They may be involved in data analysis, literature reviews, experimental design, and other aspects of research.

While both PhD scholars and research scholars are engaged in research, the PhD program is typically more rigorous and takes a longer time to complete. Additionally, a PhD degree is often a prerequisite for certain academic and research positions. Research scholars, on the other hand, may be employed in various research roles without necessarily possessing a PhD degree.

In conclusion, the difference between a PhD scholar and a research scholar lies primarily in their level of academic attainment and the depth of their involvement in research. While a PhD scholar is focused on attaining a doctoral degree through rigorous coursework and original research, a research scholar may be involved in research in various capacities without necessarily pursuing a PhD degree.

PhD Scholar and Research Scholar are two terms that are often used interchangeably, but there are significant differences between the two. A PhD Scholar is a student pursuing a Doctorate in Philosophy degree, a high level of education typically attained after completing a Bachelor’s or Master’s degree program. In contrast, a Research Scholar is an individual who is conducting research for academic purposes, without necessarily being enrolled in a PhD program.

One of the primary differences between the two is the level of education and training that is required. PhD Scholars have to complete a rigorous and comprehensive course of study, including coursework and research, to attain a doctoral degree. This education and training equip them with the knowledge, skills, and expertise to independently carry out research and contribute original knowledge in their respective fields.

On the other hand, Research Scholars are typically individuals who have already completed their higher education degrees and may have already obtained their PhDs. Research Scholars have significant experience in their area of research, but they may not necessarily have received formal training in research methodology and techniques like PhD Scholars. They may also not have the same level of access to resources and facilities that are available to PhD Scholars, such as laboratories and specialized equipment.

Another difference between PhD Scholars and Research Scholars is the scope of their research. PhD Scholars are required to focus their research on a particular area within their field, but they are expected to delve deeply into that area and make a significant contribution to the existing knowledge base. Research Scholars, on the other hand, may have a broader scope of research, as they may be conducting research in a variety of areas within their field.

In summary, while both PhD Scholars and Research Scholars are involved in research, the former is a student pursuing a degree, typically with formal training in research techniques, while the latter refers to anyone who is engaged in research in an academic setting. While there is some overlap between the two, PhD Scholars are typically expected to make a more significant contribution to their field, both in terms of original research and the dissemination of knowledge.

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What's my title phd student vs doctoral researcher vs doctoral student....

So all my friends from Finland working on their first year of PhD have their title as "Doctoral Researcher", but my PI just said that usually someone in my position (1st yr PhD also) would just be called a "PhD Student". I prefer the title of Doctoral Researcher because I don't really feel like a student as I am already in my 30s, but of course I want to use the correct terminology on official works etc. With a google search, it feel like people are somewhat divided. Why is that? Why isn't there just set titles and not all this vagueness? And second, what title do I put on my presentation for Tuesday? 😅

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What is a research student?

I’ve red that some universities in Japan offer a non-degree program called research student. I want to know:

Why do students usually apply as a research student?

Do research students work on things that haven’t been done before? Or do they work on anything that interests them (of course) but that is not necessarily new?

How does a research student differ from a master student? What does a research student presents in his/her last year?

• graduate-school
• research-undergraduate
• terminology

• 10 Please provide the source from which you heard of the term "research student". –  Nobody Commented Jun 27, 2014 at 8:09
• 1 A research student is one who is learning how to research by doing research under the supervision of a more senior academic. Of course, if you're not simultaneously a bachelor, Master, or PhD student, then you're not going to get any formal qualification out of it. –  Moriarty Commented Jun 27, 2014 at 8:34
• @scaaahu, i've known about it from some Japanese universities websites... –  user3527764 Commented Jun 27, 2014 at 17:06
• 1 Comment as this is about a different meaning of the term "research student": I'm chemist in Germany. Our bachelor and master courses include internships in research groups before the theses projects are started. Those students are sometimes referred to as "research student"/Forschungsstudent (also "research intern"/Forschungspraktikant) in analogy to "bachelor student" (= students currently doing their their thesis project). –  cbeleites Commented Jan 6, 2015 at 12:12

2 Answers 2

I've only encountered the term "research student" in Japan (研究生), most (all ?) graduate schools in Japan offer it (see for example the Graduate School of Information Sciences of Tohoku University ). As I understand it

A student will apply as a research student if they wish to conduct research at the university under the supervision of a faculty member, but are not interested in taking classes or obtaining a degree. You could want to do this for example as a "gap year" between undergrad and Master's (or Master's and Ph.D.), this could be a way to get some research experience under your belt, and perhaps improve your application for Masters or Ph.D.

Anything goes, as long as it is agreed between the student and supervisor.

You are not required to present anything. Since there is no degree to be obtained, there are no requirements to be fulfilled.

is subjective.

• 2 " I've only encountered the term "research student" in Japan ", this is what I suspect and why I asked the OP to identify the source (see my comment above). –  Nobody Commented Jun 27, 2014 at 8:43
• You have mentioned that research student is not required to present anything , then on what basis he/she is going to be judged _ i mean if the research student did well or not? if he/she have agreed on a specific subject with his supervisor, then shouldn't he/she present what they have worked on during his/her stay in the university? –  user3527764 Commented Jun 27, 2014 at 18:47
• 2 Whether the student "did well or not" is very subjective, and depends on what his or her goals are. It would be pointless to require the student to do anything, because what if they just don't do it? The university can't really say "you don't get the degree", because you were not supposed to get one in the first place. –  fkraiem Commented Jun 27, 2014 at 18:58
• 1 That is also subjective. Different professors might have different standards (Shinichi Mochizuki requires anybody wanting to work with him to have studied all of Hartshorne's book first) and it probably also depends on your level. If you are applying right after undergrad, you will want at the very least to demonstrate that your subject of interest align with theirs (even better, to have a good term paper written about it). –  fkraiem Commented Jun 27, 2014 at 19:20
• 2 I've studied in Japan as a "research student". I had a scholarship to immediately start study Japan, but (living outside of Japan and all) hadn't yet sat the entrance exam for the masters program. I spent the research student year taking classes, researching for my masters, and preparing for the entrance exam. (The supervisor liked my masters research proposal and took me on as a research student with the understanding I would pass the entrance exam in a year and go on to complete the masters.) –  Robin Commented Jan 12, 2019 at 21:52

Usually, students who go through a research program, aim for a research project or a project the output of which may be a research report or a scientific publication. As far as this program is only offered in a few number of universities or research centers; I just want to add some comment to the questions you asked. In some universities, non-degree programs are offered as some students want to attend to the university not going through the official class-attending programs. I mean, in a non-degree program, the student may not have to attend all the courses offered in a degree leading program. The student has the opportunity to choose the courses he likes and the ones mostly near the field of research he likes to do. It may be noted that in a degree program, the student may have to pass a few number of courses which may be chosen by the group or department; but in a non-degree program, he has the opportunity to choose from a wide range of different courses which he likes more. I insist that that because these programs may not lead to a degree, each university may have its own regulations and the student may or may not have the opportunity to choose as many different courses as he wants. It is better to check the universities' websites. The answer the your question about why students apply for such programs varies. Some students prefer to enjoy the freedom of the program, choosing a number of courses and pass them,while they do some research activity in the research institute. Some researchers prefer to apply for this programs as they have passed some courses before and they are coming with a good research background; so they apply for a non-degree program just to expand their researches and do some publications at the end of the research period. Some other students are the ones who work in industry and do not have enough time to attend a complete degree leading program and have a research topic in mind; so they apply for such program and do research in the field of their desire. When we are talking about research , It means that we are looking for something new. When something is done before and the researchers looks for it; it is called research but the output may be a Review Paper not a Research Paper. A non-degree program may differ as a matter of time. The research period may be three months, six month, one year or more. But as the research non-degree program student does research under supervision of a professor at the university; the output should be something like a publish paper, conference paper or a research report or book. If the person applies for a non-degree program and does not have any publication at the end of the research period, why does he attend the university? The research student may take most of the research period , by talking to the other researchers and students at the university. Go to some courses and read as much as papers and reports as he can. Develop new ideas for his future projects and gain ideas to make his work better.

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What does an PHD Researcher do?

The primary job of a Ph.D. researcher is to plan and conduct experiments and analyzing their outcome. You will collect, organize, and analyze data and opinions to solve issues and predict trends. Other tasks you will perform include doing fieldwork to collect samples, writing reports, research papers, and reviews, and organizing materials testing. In addition, you need to liaise with research and production staff, develop ways to resolve problems, and supervise junior research staff.

• Responsibilities
• Skills And Traits
• Comparisions
• Types of PHD Researcher

Phd researcher responsibilities

As a phd researcher, one's responsibilities are multifaceted and integral to the larger role. They include developing new methods for analysis, writing and publishing scientific manuscripts, and mentoring students in research projects. According to Phillis Sheppard Ph.D. , E. Rhodes and Leona B. Carpenter Chair Professor of Religion, Psychology, and Culture and Womanist Thought at Vanderbilt University, "Graduate studies invite and require us to interrogate our own ideas and convictions too." This involves not only immersing oneself in a specific area of study but also exposing oneself to co-curricular learning opportunities and intellectual ideas.

Here are examples of responsibilities from real phd researcher resumes:

• Manage and mentore graduate and undergraduate students in their physical chemistry relate studies and research projects on spin dynamics simulations.
• Evaluate data employing GC/MS, gel electrophoresis, and UV/VIS spectroscopy.
• Perform testing using gel electrophoresis as well as mixed and pour the gels used in testing
• Optimize and redesign robotic components base on FEA for improve strength using ANSYS and SOLIDWORKS.
• Coauthor an NIH grant proposal on DNA mismatch repair and malaria drug resistance (5R21AI072723-02).
• Design a scent dispenser 3D model in SolidWorks and build a prototype by utilizing MasterCam and CNC machines.
• Conduct Monte Carlo analysis on a logistic regression model that combines group and individual data (used Stata).
• Create and perform detailed comparisons of model specifications using agriculture, land use and climate variables (used Stata).
• Present data in both poster and oral formats at multiple conferences, as well as gave several talks at the NIH.
• Create presentations using advance visualization techniques.
• Coordinate and implement database construction using SPSS.
• Develop custom analysis and visualization software and implement common pipelines.
• Involve in projects investigating aggregation and dissolution of engineer nanoparticles in aqueous environment.
• Devise and implement a novel experimental system enabling structure probing of RNA during synthesis.
• Utilize SPSS and AMOS structural equation modeling systems to interpret data and identify relationships.

Phd researcher skills and personality traits

We calculated that 9 % of PHD Researchers are proficient in Python , Chemistry , and Research Projects .

We break down the percentage of PHD Researchers that have these skills listed on their resume here:

Developed software package in Python for rigorous analysis of entropy of dynamical systems at various resolutions.

Managed and mentored graduate and undergraduate students in their physical chemistry related studies and research projects on spin dynamics simulations.

Mentored graduate students in research projects and provided guidance in experimental design.

Project management Data analysis Manuscript preparation/publication

Studied solar cells as a renewable energy source for a sustainable future for humanity.

Developed a C++ mixture-modeling program to classify transcription factor target genes using the expectation-maximization algorithm.

Common skills that an phd researcher uses to do their job include "python," "chemistry," and "research projects." You can find details on the most important phd researcher responsibilities below.

Communication skills. One of the key soft skills for an phd researcher to have is communication skills. You can see how this relates to what phd researchers do because "medical scientists must be able to explain their research in nontechnical ways." Additionally, an phd researcher resume shows how phd researchers use communication skills: "published five papers in peer-reviewed journals and presented seven communications in international conferences"

Observation skills. Another soft skill that's essential for fulfilling phd researcher duties is observation skills. The role rewards competence in this skill because "medical scientists conduct experiments that require monitoring samples and other health-related data." According to an phd researcher resume, here's how phd researchers can utilize observation skills in their job responsibilities: "performed graduate research consisting of carcass searches, population surveys, and visual observations funded by a grant. "

Most common phd researcher skills

The three companies that hire the most phd researchers are:

• Meta 72 phd researchers jobs
• LA State University Continuing 38 phd researchers jobs
• National Renewable Energy Laboratory 30 phd researchers jobs

Choose from 10+ customizable phd researcher resume templates

Compare different phd researchers

Phd researcher vs. fellow.

A fellow's responsibility will depend on the organization or industry where one belongs. However, most of the time, a fellow's duty will revolve around conducting research and analysis, presiding discussions and attending dialogues, handle lectures while complying with the guidelines or tasks set by supervisors, and assist in various projects and activities. Furthermore, a fellow must adhere to the institution or organization's policies and regulations at all times, meet all the requirements and outputs involved, and coordinate with every person in the workforce.

These skill sets are where the common ground ends though. The responsibilities of an phd researcher are more likely to require skills like "chemistry," "renewable energy," "c++," and "doe." On the other hand, a job as a fellow requires skills like "professional development," "veterans," "mathematics," and "math." As you can see, what employees do in each career varies considerably.

Phd researcher vs. Postdoctoral associate

A postdoctoral associate is responsible for researching to support scientific claims and theories by collecting evidence and information to answer scientific questions. Postdoctoral associates must have excellent communication skills , both oral and written, to interact with people and document investigation findings. They also utilize laboratory tools and equipment for scientific researches, conduct field investigations, and interview participants. A postdoctoral associate designs comprehensive research models to discuss results with the panel and the team efficiently and accurately.

Each career also uses different skills, according to real phd researcher resumes. While phd researcher responsibilities can utilize skills like "renewable energy," "doe," "scholar," and "molecular biology," postdoctoral associates use skills like "tip," "biomedical," "cell biology," and "independent research."

Phd researcher vs. Scientist

A scientist is responsible for researching and analyzing the nature and complexities of the physical world to identify discoveries that would improve people's lives and ignite scientific knowledge for society. Scientists' duties differ in their different areas of expertise, but all of them must have a broad comprehension of scientific disciplines and methods to support their experiments and investigations. They collect the sample for their research, record findings, create research proposals, and release publications. A scientist must know how to utilize laboratory equipment to support the study and drive results efficiently and accurately.

There are many key differences between these two careers, including some of the skills required to perform responsibilities within each role. For example, an phd researcher is likely to be skilled in "python," "renewable energy," "c++," and "scholar," while a typical scientist is skilled in "product development," "laboratory equipment," "gmp," and "analytical methods."

Phd researcher vs. Associate scientist

An Associate Scientist assists in various experiments and research, working under the direction of a lead scientist. Their specialties may include biological life sciences, geo-science, atmospheric physics, and computing.

Types of phd researcher

• Graduate Research Student
• Research Fellow
• Research Scientist

Updated June 25, 2024

Editorial Staff

The Zippia Research Team has spent countless hours reviewing resumes, job postings, and government data to determine what goes into getting a job in each phase of life. Professional writers and data scientists comprise the Zippia Research Team.

What Similar Roles Do

• What an Assistant Research Scientist Does
• What an Associate Scientist Does
• What a Doctoral Fellow Does
• What a Fellow Does
• What a Graduate Research Student Does
• What a Laboratory Researcher Does
• What a Postdoctoral Associate Does
• What a Postdoctoral Research Associate Does
• What a Postdoctoral Scholar Does
• What a Research And Development Scientist Does
• What a Research Fellow Does
• What a Research Internship Does
• What a Research Scientist Does
• What a Researcher Does
• What a Scientist Does

PHD Researcher Related Careers

• Assistant Research Scientist
• Associate Scientist
• Doctoral Fellow
• Doctoral Student
• Graduate Researcher
• Laboratory Researcher
• Postdoctoral Associate
• Postdoctoral Research Associate
• Postdoctoral Scholar
• Research And Development Scientist
• Research Internship

PHD Researcher Related Jobs

Resume for related jobs.

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Are we students? Candidate? Researcher?

What are we actually? Some of us don't go to classes, learning is done by everyone, not only students, we try to discover or invent something new, which a student doesn't do, some of us actually "teach" our supervisors once we reached a certain year, etc. So... where do we fall?

I certainly style myself as a postgraduate researcher in certain documents e.g. material for research subjects.

Quote From DocInsanity: I certainly style myself as a postgraduate researcher in certain documents e.g. material for research subjects. Why not student? : )

On the basis that the general public doesn't have a high opinion of mere students.

My uni calls us postgrad researchers. Makes the distinction between PhD candidates and taught PG Masters students I don't like being called a student because it gives people outside completely the wrong impression of what I do. Cue questions like 'When are you done for the summer?', 'How's your course?' etc. Grrr I kind of regard myself as a poorly paid research assistant. Seems more accurate.

I happily hide behind the identity of 'Assistant Lecturer'. At 29, I often get asked what I do. So I respond with that, and if people probe further, I let them know I lecture whilst completing a PhD. In our department, staff refer to us as 'colleagues' which is a nice touch; more generally as 'Research Students'. I too hate the tag of 'student' and people in the non-acadmic work, ie friends and some family, still ask me 'how's school?'. That will usually receive a comment under my breath followed by 'fine, but I hate Maths'.

Same as Hazyjane, "I kind of regard myself as a poorly paid research assistant".

======= Date Modified 01 Nov 2012 14:47:56 ======= My uni calls us postgraduate research students. Within my CV, letters, presentations etc, I usually state 'PhD candidate'. At the beginning of my PhD, a research officer (without a PhD) rudely commented that 'Well you're only a student' as justification for moving me out of my desk space within my office which she preferred whilst I was away conducting fieldwork (I knew nothing about it until I returned!). Despite the fact that the head of department wanted me to use that office! Same staff member made comments within team meetings that 'I was only a student' therefore X, Y, Z (basically implying that I was of lower status to everyone else in the department). I also overheard her comments to other members of staff that I was only a student therefore did not deserve to have my photo taken and placed on the staff notice board with other staff members. Yes, I am a PhD student, but I was NOT happy and didn't appreciate to be belittled like that! The bitch in me would relish the chance of jumping to a more senior grade 7 research associate post if awarded PhD (and gently make that known to this member of staff!). ;-) But, I've moved on from that and can't be bothered with such unnecessary office politics. So, in my experience, amongst some rather unpleasant staff, there were definite overt divisions made between a student (funded by scholarship) and members of paid university staff, so from that experience, I tend not to refer myself as a student (although I know I'm a student!) If that makes sense?!

I always referred to myself as a PhD or postgraduate student, and so did my university. Research assistant wouldn't be appropriate in my case, because I defined my own PhD topic and wasn't assisting anyone. Staff at my university make a visible distinction between undergraduate and postgraduate students and how they are treated, and also to a lesser extent between taught and research students. Research students in particular are treated on a similar par to staff, and are regarded as part of the wider research community.

======= Date Modified 03 Nov 2012 11:52:29 ======= How about simply "PhD Candidate" or better "Doctoral Researcher", avoiding the student label? You're not really a student anymore in that you're not attending scheduled lectures and the activities you are carrying out are fully in line with those of the employed researchers. You are effectively doing a job. Any classes attended aren't examined and are effectively on the job training. Ian (Mackem_Beefy)

It all depends on what student means. For me it means someone who is studying. And for me studying meant learning about something in a formal signed-up way. Not necessarily through taught classes or lectures, but in a formal degree or course that the student (or whatever) has signed up for. Hence my being perfectly happy with the term.

we're juz gamers. phd's a game. :)

======= Date Modified 02 Nov 2012 11:11:09 ======= Quote From pikirkool: we're juz gamers. phd's a game. :) Yup, and here it is as a playable (unplayable) boardgame. http://www.wearthesis.talktalk.net/phdgame.pdf (up);-)

How about "Minions"? ;-) No ok in all seriousness I refer to myself as a "Postgraduate Researcher" which probably doesn't actually make that much sense now I come to think of it... I don't like to call myself a student because people do tend to dislike you a lot more if you tell them you are such as alluded to by DocInsanity and think you are a tax dodging scrounger (!) My husband on the other hand delights in the fact that I am in fact classified as a student and I have a "magic card" that makes money disappear off of cinema tickets, museum entrances, restaurant bills etc.

My university refers to us as postgrad researchers/doctoral researchers. Personally I still tend to find myself referring to my position as a student. I think this is probably because I've gone straight through undergrad to masters then PhD without having a 'proper' job yet.

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New Ph.D. programs welcome students this fall

Rit now offers doctoral programs in cognitive science and physics.

Scott Hamilton

RIT is beginning two new doctoral programs in cognitive science and physics. Both programs offer diverse research opportunities, including soft matter physics research.

Sophia Caruana was seeking an interdisciplinary doctoral program where she could pursue her interests in data ethics, AI, and human-centered computing. Kaitlin Boedigheimer was interested in exploring possible research opportunities in soft-matter physics. 

Both of them found their niche within two of RIT’s newest Ph.D. programs: cognitive science and physics.

The cognitive science Ph.D. program is jointly delivered by faculty experts from six colleges within the university: College of Liberal Arts ; College of Science ; Golisano College of Computing and Information Sciences ; Kate Gleason College of Engineering ; College of Engineering Technology ; and National Technical Institute for the Deaf . The physics Ph.D . is offered by the College of Science .

An interdisciplinary approach to cognitive science

RIT’s cognitive science Ph.D. program provides an interdisciplinary study of the human mind that combines insights from psychology, computer science, linguistics, neuroscience, augmented reality, and philosophy. Students will gain the skills and abilities needed to analyze data, grasp complex concepts, and interpret and communicate concepts for a wider audience.

Matt Dye , professor and director of the cognitive science program and NTID’s Sensory, Perceptual, and Cognitive Ecology (SPACE) Center , explains that the joint offering between the six colleges is a unique asset for graduate students.

“Cognitive science itself is inherently interdisciplinary. It requires this kind of marriage of liberal arts, engineering, and technical thinking,” said Dye. “One of the advantages we have at RIT is that students can learn from experts from across six different colleges, so they can acquire a range of skills and abilities that they might not get at other universities.”

The multidisciplinary approach means students from all undergraduate backgrounds can apply for the program, provided it matches their academic and career interests. Four students were accepted into the program this year.

Sophia Caruana said she has a deep interest in interdisciplinary research and education, which made RIT’s cognitive science doctoral program a perfect fit for her. Here, she presents a previous research project, “How faculty and students at Nazareth University perceive and use chat bots.”

Caruana, from Rochester, N.Y., graduated this past May from Nazareth University with a bachelor’s degree in ethical data science and minors in psychology, philosophy, and math. When she made the decision to pursue her Ph.D., she wanted to find an interdisciplinary program that would work well with her current expertise.

In 2023, she met with Professor Cecilia Alm , who would become her Ph.D. faculty advisor at RIT, to learn more about Alm’s Computational Linguistics and Speech Processing (CLASP) lab . That meeting was the final push Caruana needed to apply to RIT.

“Professor Alm explained that my role in her lab as a cognitive science student would focus on using biologically-inspired systems to model human emotions with artificial intelligence. The questions surrounding that are really intriguing, and something I was already thinking about with my own research,” said Caruana. “I think the work in the CLASP lab is going to be monumental for ethical, human-centered AI, and I knew I wanted to be a part of it.”

Steadily growing opportunities in physics

Boedigheimer earned her bachelor’s degree in physics from University of Minnesota – Twin Cities and her master’s degree in physics from University of Minnesota – Duluth. But she realized there were more job opportunities in her field for Ph.D’s. Once she heard about RIT Professor Shima Parsa ’s soft matter research at a colloquium, her interest in RIT was piqued. After she visited the campus in March, she was convinced.

Kaitlin Boedigheimer believes she’ll have better job prospects with a Ph.D. in physics. She will be researching the filtration methods of nanoplastics to expand her interest in soft matter physics.

“The state-of-the-art technology here really impressed me,” said Boedigheimer.

She is one of seven students in the first class of physics Ph.D. students at RIT. The program offers a wide array of research areas including atomic/molecular/optical physics, multi-messenger astrophysics, photonics and the next quantum revolution, and physics for sustainable/renewable energy. Boedigheimer will be focusing on the filtration methods of nanoplastics, working closely with Parsa.

The new physics program had nearly 120 applicants in its first year. The recently announced National Science Foundation Research Traineeship Program (NRT) gives RIT the resources to grow the program by a few students each year in the future.

“Since the NRT is a highly prestigious fellowship, this allows us to actively recruit the very best and brightest graduate students into our new Ph.D. program,” said Seth Hubbard , program director and professor in the School of Physics and Astronomy.

These two new programs bring RIT’s total doctoral programs to 15. RIT’s other programs include astrophysical sciences and technology , biomedical and chemical engineering , business administration , color science , computing and information sciences electrical and computer engineering , imaging science , mechanical and industrial engineering , microsystems engineering , and sustainability .

RIT’s priority in building doctoral research programs is integral to the university’s future. These programs attract top-tier faculty who generate research funding and support teams of graduate student researchers. In turn, the faculty and research opportunities recruit Ph.D. students to the university.

More information is available on the cognitive science doctoral program website , or by emailing Matt Dye at [email protected] .

Go to the physics Ph.D. program website for more information.

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A Graduate Student’s Guide on How to Re-Enter University Life

• Academics  

Advice and tips on how to successfully return to school

Haven’t been in school for a bit? Feel out of practice, anxious and unsure of the road ahead?  It doesn’t matter where you’re at in life, Sacred Heart University will meet you there and create an environment where you can succeed.

Continuing your education can be exciting and daunting, but knowing that you don’t need to do everything alone is key. SHU has the resources to help you earn your advanced degree.  Whitney L. Kolwicz , SHU’s director of graduate admissions & recruitment, answers questions and provides a confidence boost for returning students.

How should students prepare to come back to class?

“Stick to a schedule,” Kolwicz said. “Depending on your program, you may have in-person courses, online synchronous courses, online asynchronous courses, labs, internships, practicums or a mix of them all.” Setting aside dedicated time or days to concentrate on coursework and assignments helps fit your program into your daily schedule.

Creating a schedule that is realistic for you can include breaking up your week’s assignments into manageable time periods. Do you work best on the weekend or in the evening after work? If you’re working full time, how you handle projects at work can translate into how you will approach time for your classes, studying and projects. Would you rather do your weekly readings electronically, using audiobooks, or have a physical copy? As you navigate your first courses, you will pick up habits that work and habits that need to be changed.

What should students bring to class?

Your faculty will go over expectations for your course in Blackboard. Making sure you understand those expectations is important, Kolwicz said. If you have any questions, your faculty will be happy to clarify or explain. It’s likely your classmates will have the same questions you do, Kolwicz added.

In class, on a syllabus or in Blackboard, faculty will provide their office hours, the times they are available in person, by phone or video call.

What if students are still having a hard time adjusting?

Feeling overwhelmed? Having trouble understanding a concept? Reach out to your instructor. “Not only are they here to teach, but they can provide guidance when you may become stuck, whether it is in a project, a concept or who to reach out to on campus with a question,” Kolwicz said.

Along with your faculty there are multiple support offices on campus eager to assist SHU students. The Center for Teaching & Learning offers tutoring, writing and academic support for all SHU students. The Factory offers technical support including Blackboard and classroom technology help. The University Library offers research and information support, in person and online. SHU’s counseling center and campus ministry also provides support to students.

How can SHU help incoming graduate students?

Use the extensive resources available to you as a graduate student. SHU’s Graduate Student Affairs Office hosts orientations where you will learn more about the ways to be connected through graduate student engagement and learn how to create and use SHU accounts and systems, Kolwicz said. Not on campus to use the library ? You can access their services online too.

Becoming familiar with Blackboard is important as you may not have used the platform before. There are areas on Blackboard designed to show you how to use programs. This includes how to register for courses, how to use Blackboard, using SHU accounts, career & professional development and more.

What kind of mindset should students approaching graduate school have?

“Graduate school is about collaboration,” Kolwicz said. Each student brings their own experiences that can contribute to the program. Your work experience or life experience might help other students who have not been through that before. Get to know your classmates and start building a network that will help you inside and outside of the classroom. When working on group projects, be the teammate you would like to work with, Kolwicz said.

Typically, each graduate program cohort is made up of a diverse group of students, some straight out of their undergraduate programs, some with a few years of work experience under their belts and others who are seasoned professionals with families and successful, established careers. This mix of students, opinions and backgrounds allows for amazing collaboration in the classroom. It adds to the learning that is already going on.

Want to learn more about SHU’s advanced degrees?

Visit SHU’s graduate admissions webpage to learn about our nearly 40 available graduate programs, and discover the right fit for you!

Have any questions? Email [email protected] to get enrolled in a SHU program today!

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• Current Students

Half-million-dollar grant will create peer review and science communication curriculum for grad students

• By Elise Proulx
• 3 min. read ▪ Published August 29
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The ability to critically evaluate scientific literature is crucial for graduate students as they start their careers in science.

However, a lack of systematic training can hamper students’ future ability to review the work of others in their field.

“Reviewing scientific literature and analyzing literature is a huge part of graduate student education,” says Sarah Klass , a postdoctoral fellow in the Keasling Lab at UC Berkeley and the Joint Bioenergy Institute and the lead recipient of a $499,992, two-year grant from the National Science Foundation (NSF). “But there’s no formal education” on how to do it, Klass continues.

To attempt to remedy this disconnection, Klass and her partners will use the NSF grant to fund a new curriculum that will immerse graduate students in the sciences in the “principles and practices of peer review and science communication with a heavy emphasis on building practical skills.” Peer review is the system in which multiple experts review scientific papers to ensure quality before publication.

The team will spend the first year developing a curriculum. The second year, UC Berkeley grad students will put it to the test. The grant team, which will also include UC Berkeley School of Public Health professor Stefano M. Bertozzi and a to-be-determined team of UC Berkeley graduate students, will collect data on impact and effectiveness.

The proposed curriculum builds upon the success that the journal Rapid Reviews\Infectious Diseases ( RR\ID ) has had in making rigorous peer review faster and more efficient, partially by training UC Berkeley undergraduate students. RR\ID is an open-access journal that prioritizes rapid and efficient peer review alongside offering student training and mentoring and supporting the democratization of academic publishing through partnerships with a dozen academic institutions in low- and middle-income countries that will be established over the next three years. Bertozzi is the journal’s editor-in-chief

“As part of UC Berkeley Undergraduate Research Apprentice Program, RR\ID editors have offered a workshop allowing undergraduates to participate in research projects with faculty members for academic credit, focusing on topics of special interest,” the grant application reads. “The aim is to familiarize undergraduate students with contemporary scientific and academic research, peer review processes, and publication standards, particularly concerning infectious diseases.”

The new curriculum project will pilot a curriculum for a training program that will initially involve STEM graduate students enrolled at UC Berkeley, specializing in a broad spectrum of fields related to infectious diseases, data science, public health, engineering, and basic biological and chemical sciences. “By providing graduate students with the necessary tools and insights to critically evaluate scientific literature and review preprints, our goal is to improve graduate student research/literature comprehension and engagement with their respective STEM fields,” the team said.

“We are trying to teach good peer review skills to graduate students so they can help enable the rapid dissemination of scientifically vetted literature that can have an immediate impact on people’s lives,” says Klass.

“Above all, the intellectual discourse that needs to happen around science is closed off and isolated,” says Hildy Fong Baker, executive director of the UC Berkeley Center for Global Public Health and managing director of the project. “We are creating an avenue for people to be part of an ecosystem at the beginning of their careers.”

The course materials created during the two-year grant period will eventually be available to all via open access to encourage other institutions to adopt and adapt the curriculum worldwide.

People of BPH found in this article include:

• Stefano Bertozzi Professor, Health Policy and Management

More in category “School News”:

Meet our new faculty: xiudi li, alum melissa stafford jones on her career developing meaningful policy approaches in public health, uc berkeley school of public health welcomes inaugural cohort of impact fellows, new alumni association co-presidents are ready to foster engagement and make an impact.

Aug. 29, 2024

Rice graduate students awarded nsf intern grants for real-world research opportunities.

Rice University graduate students Eric Wuesthoff and Esther Jimenez are the recipients of the National Science Foundation’s (NSF) INTERN awards, a program designed to support nonacademic research experiences and training.

INTERN complements the students’ Graduate Research Fellowships awarded by the NSF, providing supplemental funding to graduate students in science, technology, engineering, and mathematics (STEM) fields. The program offers experiential learning opportunities through research internships, helping students acquire professional skills essential for careers across various sectors of the U.S. economy.

By earning access to the INTERN program, Wuesthoff and Jimenez are breaking new ground at Rice. “Eric and Esther are the first graduate students with NSF research fellowships at Rice to win this internship,” said  Seiichi Matsuda , dean of graduate and postdoctoral studies and the E. Dell Butcher Professor of Chemistry.

Wuesthoff's conservation focus

Wuesthoff, a fourth-year Ph.D. candidate in ecology and evolutionary biology, will use his $45,252 award to work closely with the Houston Zoo, less than two miles from Rice, and partner organizations. His six-month internship will begin in early 2025, with four months spent at the zoo and two additional months in Madagascar during the summer. Wuesthoff will collaborate with conservation practitioners to advance interorganizational partnerships, engage the public in conservation efforts, and pilot community science projects in areas rich in primate biodiversity.

“It’s a wonderful opportunity to work quite literally in Rice’s backyard, just beyond the hedges,” Wuesthoff said.

His work will include synthesizing stakeholder information to develop an educational workshop for Houston Zoo staff and leadership, focusing on the current state of conservation in Madagascar. Wuesthoff will also contribute to the zoo’s educational outreach through blog posts and public presentations.

In Madagascar, Wuesthoff will work with the Groupe d’Etude et de Recherche sur les Primates de Madagascar, a conservation organization partnering with the Houston Zoo. His efforts will include piloting community biodiversity surveys in protected forests, supporting local employment, and fostering connections between communities and the unique ecosystems of the island republic in the Indian Ocean.

“I am grateful for this opportunity,” Wuesthoff said. “I’m excited to further the connections between Rice and Houston Zoo. It is a wonderful opportunity to link the two Houston institutions.”

Jimenez’s industry innovation

Jimenez, a fifth-year Ph.D. candidate in biochemistry and cell biology, has been awarded a three-month internship at Solugen, a Houston-based startup focused on decarbonizing the world by producing chemicals from renewable sources. Beginning next month, Jimenez will work with Solugen’s enzyme evolution team to develop an enzyme that will help manufacture a new low-carbon product using the company’s proprietary “chemienzymatic” process.

Jimenez’s work at Solugen will be supported by $13,227 from the NSF. This funding will allow her to gain hands-on experience at the cutting edge of sustainable chemical production, a field she says she is passionate about.

“I wanted to be part of a company making great strides in working toward a more sustainable environment,” Jimenez said.

In addition to her research, Jimenez will participate in mentorship sessions designed to provide insights into working as a researcher in a for-profit institution. These sessions will also focus on building leadership and teamwork skills.

Jimenez credits her time at Rice for helping her secure the internship. “Being at a renowned university like Rice helped increase my chances of getting this award,” she said. “I’m grateful for everyone who played a part in helping me get this internship.”

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Christopher A. Voigt, PhD

Pushing the scale of genetic engineering.

Application of synthetic biology to address humanity's greatest challenges in manufacturing, environment, health and agriculture.

Genetic engineering is undergoing a revolution, where next-generation technologies for DNA and host manipulation are enabling larger and more ambitious projects in biotechnology. Automated DNA synthesis has advanced to where it is routine to order sequences >100,000bp where every base is user-specified, the turnaround time is several weeks, and the cost is rapidly declining. Recently, this facilitated the synthesis of a complete 1 Mbp genome of a bacterium and its transfer into a new host, resulting in a living cell. However, while whole genomes can be constructed, the ability to design such systems is lagging. The focus of my lab is to develop new experimental and theoretical methods to push the scale of genetic engineering, with the ultimate objective of genome design. This will impact the engineering of biology for a broad range of applications, including agriculture, materials, chemicals, and medicine.

Areas I Research

Prof. Voigt obtained his Bachelor’s degree in Chemical Engineering at the University of Michigan, Ann Arbor and a PhD in Biochemistry and Biophysics at the California Institute of Technology. He continued his postdoctoral research in Bioengineering at the University of California, Berkeley. His academic career commenced as an Assistant and Associate Professor at the Department of Pharmaceutical Chemistry at the University of California-San Francisco. Chris Voigt joined the Department of Biological Engineering at MIT as Associate Professor in 2011.

PhD Student vs Graduate Student [Correct terminologies]

As you progress down the academic pathway it can become confusing to work out what the appropriate terminology is for your current level of education. Is it PhD student? Is it graduate student? Is the PhD student the same as a graduate? Well, this article will answer all your questions.

Graduate student is an umbrella term for someone with an undergraduate qualification (bachelors, diploma), they are often performing graduate research in a Masters or PhD program. All PhD students are graduate students but not all graduate students are PhD students.

To fully get our heads around each of these definitions, we need to understand exactly what each term really means.

This is where we can look at the actual definitions of PhD student vs graduate student.

Definition of PhD student

A PhD student is someone who is currently enrolled in a doctorate degree program and is in the early stages of their course.

Some institutions require students to undergo a coursework component of their graduate program and are called a PhD student .

After the completion of the coursework component, with the research component still to go, they can be called a PhD candidate .

Definition of Graduate student

A graduate student is a known for a student who continues their studies after completion of their undergraduate degree.

The Cambridge dictionary defines it as:

A student who is studying for a degree that is higher than the one received after four years of study at a college or university.

Who is considered a graduate student?

Graduate students can include:

• Masters students
• PhD students
• Professional Masters
• Graduate academic certificate programs
• undergraduate/graduate hybrid degree programs

Even if you have got an undergraduate degree, there are many more options for you to obtain many more qualifications and build on your education. In these instances, you will be known as a graduate student.

Is a PhD student a graduate student?

Yes, a PhD student is a graduate student.

They have spent up to 4 years in their undergraduate programs in order to qualify for admission into a PhD program.

PhD students are able to call themselves graduate students but many choose to refer to themselves as PhD students or candidates.

Is PhD the same as graduate?

A PhD is the highest education attainable as a graduate.

In order to obtain a PhD one must graduate from an undergraduate degree. From the moment of graduating in their undergraduate degree they are known as a graduate.

The order of becoming a PhD from a graduate is shown in the table below. It also includes what happens after you get a PhD.

Is a doctoral student the same as a PhD student?

Strictly speaking, a PhD student is someone who is pursuing a doctor of philosophy.

A PhD student is a type of doctoral student but not all doctoral students are PhD students. Anyone aiming to achieve the title of ‘Dr’ is a doctoral student.

There are many other different types of doctoral students including:

• Doctor of Arts (DA)
• Doctor of Business Administration (DBA)
• Doctor of Design (DDes)
• Doctor of Engineering or Engineering Science (DEng, DESc, DES)
• Doctor of Education (EdD)
• Doctor of Fine Arts (DFA.)
• Doctor of Juridical Science (JSD, SJD)
• Doctor of Musical Arts (DMA)
• Doctor of Music Education (DME)
• Doctor of Modern Languages (DML)
• Doctor of Nursing Science (DNSc)
• Doctor of Philosophy (PhD)
• Doctor of Public Health (DPH)
• Doctor of Sacred Theology (STD)
• Doctor of Science (DSc, ScD)
• Doctor of Theology (ThD)

There are also professional degrees that lead to the person being called Doctor. These professional degrees result in honorific doctor titles, including those found in the table below.

In my 15 years in academia, I would only really refer to someone as a PhD student. However, if someone was to introduce themselves as a doctoral student I would understand them to be a PhD student.

Wrapping up

In this article, we have learned the difference between PhD student vs graduate student.

In summary, a graduate student is an umbrella term that includes anyone that has done an undergraduate qualification and is continuing their education. It includes Masters students, PhD students and others.

All PhD students are graduate students but not all graduate students are PhD students.

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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UConn Today

August 28, 2024 | Combined Reports

With Record Success, UConn Research Looks to Make Profound Impact

UConn’s Research Enterprise celebrated a stellar year in 2024, eclipsing previous marks for expenditures and rising to meet global challenges.

A student works with some of the equipment in the Connecticut Center for Applied Separations Technology (CCAST) lab in the Innovation Partnership Building on June 25, 2024. (Sydney Herdle/UConn Photo)

UConn investigators won $367 million in awards in the 2024 fiscal year, an increase of $45 million over 2023 and a major step in the University’s strategic plan goal of surpassing the $500 million mark.

In addition, 2024 expenditures – a critical metric used to assess research productivity at colleges and universities nationwide – reached $342 million, setting a UConn record.

The increases in research awards and expenditures are tangible evidence of UConn’s depth and breadth of expertise, its strength in innovation, its excellence in research, and its commitment to our communities. In fact, UConn’s faculty members are dedicated to addressing some of the most daunting challenges of our lifetime and research funding makes their work possible.

“We are developing a deeper understanding of issues such as grid resiliency, responsible energy consumption and production, health across the lifespan, cybersecurity, human rights, sustainability, and much more,” says Pamir Alpay, Vice President for Research, Innovation, and Entrepreneurship. “And, we have the capacity to make a profound difference for generations to come.”

In a highly competitive funding landscape, UConn stands out for the quality of its faculty and the excellence of its research infrastructure, which benefited from significant investments by the State of Connecticut, including the new Science 1 research and educational facility. These assets have allowed UConn to build interdisciplinary collaborations and forge strong partnerships with businesses and industry, both of which are critical to sustaining research over the long term.

“Our research success is not coincidental,” Alpay says. “We have purposefully strategized our growth to leverage existing strengths in areas such as the environment, materials and manufacturing, education, human rights, and health and life sciences and to build our capabilities through investments in faculty, infrastructure, and core centers and institutes. The result is a more prominent national profile and the ability to recruit and retain outstanding faculty and students, who, in turn, help build UConn’s research enterprise.”

“Our research initiatives have elevated all aspects of the University, including undergraduate education, sustainability, community service, innovation and entrepreneurship, and quality of health care at our hospital and clinics across the state.” says UConn President Radenka Maric. “Through our research programs, UConn directly contributes to the environmental, economic, and social vitality of the state and to the well-being and quality of life of Connecticut’s citizens.”

In an example of research funding driving programs that address real-world problems, UConn recently secured a $10 million grant from the Environmental Protection Administration to become the New England region’s Environmental Justice–Thriving Communities Technical Assistance Center (EJ-TCTAC). One of 17 regional centers selected in partnership with the U.S. Department of Energy, EJ-TCTAC will build capacity in New England in underserved and rural/remote communities to address environmental and energy justice concerns, serving as a resource and technical assistance hub. The program will provide technical assistance services, education, outreach and community engagement on environmental quality and health, energy justice, climate adaptation, and civic justice.

UConn’s public mission is a key to its success. “As a public university, our mission is to advance knowledge in service of the public welfare,” says Alpay. ” Research teams across our campuses engage with individuals and communities to understand and address the challenges they face. Community connections shape our research programs and deliver answers where they’re needed. Our work in community resilience in response to climate change, our public policy efforts, and our engagement with industry in support of economic development are good examples.”

Among the most prominent of UConn’s efforts linking research, innovation, and public service is QuantumCT, a collaboration led by UConn and Yale in collaboration with state government, business, and community leaders that aims to make Connecticut an engine for economic development fueled by innovations in quantum technologies and to bring opportunity to communities. UConn and Yale received a National Science Foundation Regional Innovation Engine Development Award in 2023 to start building the QuantumCT innovation engine.

“Pioneering research is one of the main differentiators between great universities and good universities,” says Maric, a noted researcher in clean energy engineering. “The continued upward trajectory of UConn Research’s funding shows the respect that our faculty have around the world.”

The increase in awards comes at a time when the University’s research strength is being recognized in other ways, from early career faculty awards to senior faculty being elected members of prestigious societies. In addition, UConn and UConn Health consistently have multiple faculty members named to the annual Web of Science Highly Cited Researchers List, including five in 2023. The list recognizes researchers whose publications ranked in the top 1% by citations for their field and year of publication, demonstrating significant research influence among their peers.

Research is also key to the quality of education we are able to provide our students. Because UConn’s faculty are leaders in their fields, they prepare their students to meet the world’s emerging challenges. In part because of research excellence, UConn attracted the highest number of applications for admission to its freshman class in its history, including 148 valedictorians or salutatorians.

“And while I am glad to see the year-over-year success of UConn Research, we are not resting on our laurels,” says President Maric. “We have a goal of $500 million in research funding, and we intend to meet – and surpass – that goal.”

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College of Natural & Agricultural Sciences

CNAS Graduate Student, Ria Ghosh, Presents Research at Ecological Society of America Annual Meeting 2024

The Ecological Society of America (ESA) — the nation’s largest organization of professional ecologists— held their annual meeting on August 4-9, 2024 where thousands of ecological scientists, educators, students, and practitioners gathered from around the world to share new research findings and discuss solutions to today’s ecological and environmental challenges.

Dedicated to advancing the science and practice of ecology and supporting ecologists throughout their careers, the ESA also recognized students who are making contributions to the study of ecology. Among the students who presented and were awarded at the ESA conference was Ria Ghosh , a doctoral student with the Anderson Lab in the University of California, Riverside Department of Evolution, Ecology, and Organismal Biology.

Ghosh’s research presentation on "Assessing the Spatial and Temporal Variation of Size-Spectra Distribution in Benthic Macroinvertebrate Communities of the Urban Santa Ana River" offered insight into the productivity, trophic dynamics, energy flow, and population and community structure of benthic macroinvertebrate, supporting ecosystem conservation and management efforts.

Being a first time attendee, presenting at the ESA annual conference was made possible when Ghosh was honored with the ESA Student Section's Real Brown Travel Award which recognizes students with outstanding leadership, initiative, and contributions to ecology. This recognition not only supports participation in the conference but also encourages continued impact in ecology.

Ghosh also received the ESA Aquatic Ecology travel grant, which is awarded annually to only two students, in recognition to their emerging contributions as budding aquatic ecologists actively working in the field. In addition to supporting attendance at the ESA annual meeting, students awarded with the ESA Aquatic Ecology travel grant, must also be invited to present an oral or poster presentation at the conference.

To learn more about Ghosh’s work in the UCR Anderson Lab, visit www.kurteandersonecology.com . More About UC Riverside Biology Major

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