full time phd length

• Graduate School

How Long Does it Take to Get a PhD?: A Go-Getter’s Guide to Graduation

Featured Expert: Dr. Charlene Hoi, PhD

How long does it take to get a PhD? On average, PhD programs are 4 or 5 years long. The time it takes to get a PhD is slightly longer in the US, between 4-6 years, because these programs tend to be more structured. If you want to know how to get a PhD in Canada or Europe, you can expect it to take 3-5 years. However, there are PhD programs that take longer, such as part-time programs, or are extremely short, like online accelerated PhD programs. Ultimately, how long it takes to get a PhD is up to you. In this article, we’ll look at the average PhD program lengths, the typical PhD timeline, and tips on how to get your PhD finished faster.

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Article Contents 13 min read

How long does it take to get a phd.

On average, it takes 4-5 years to complete a Doctor of Philosophy (PhD) program. In the US, most PhD programs are between 4-6 years, while in Canada they are typically shorter, around 3-4 years.

Some students take longer than 6 years to complete their PhD, but in general the longest time it takes to get a PhD is capped at 8 years. If you’re enrolling in a part-time PhD program, for instance, your timeline will probably be extended to 6-8 years.

The shortest PhD programs out there are accelerated or sometimes online PhD programs. Some of these are only 1-2 years long, but there are comparatively fewer programs available, and they are only suitable for certain fields and careers which require less intensive research which defines most PhD programs.

One of the main reasons why it takes many years to get a PhD is because these programs are comprehensive and the requirements to graduate are extensive. Most have a set number of credit hours you need to complete, examinations to write, plus you’ll need to write your PhD thesis or dissertation, unless you pursue a PhD without dissertation .

There are certainly ways to shorten the PhD application timeline and time to graduate, which includes enrolling in a shorter program if possible, increasing your course load or the number of research hours you can dedicate per week, but generally a PhD will still take some time.

Even if you want to do a PhD without a master’s degree first, such as by applying to a direct entry PhD program, the program is still usually 4-5 years long.

We’ll take a look at the typical PhD timeline and how long it takes to get a PhD normally. After, we’ll cover some tips on how to get your PhD done faster or how you can avoid dragging things out.

In North America, the typical PhD program is divided into two stages. The first stage is where you complete all the required coursework, comprehensive exams and other academic requirements, depending on the program. The second stage is when you submit a proposal for original, independent research, get it approved and start working on your thesis or dissertation. Your PhD culminates with your thesis defense. Once your thesis has been approved, you’ll be eligible to graduate.

This timeline is somewhat flexible, as you might complete the first stage in 1 or 2 years but take longer to complete your dissertation. For the purpose of this general PhD schedule, we’ll assume your PhD program is a typical length of 4-6 years.

Application Stage

We’ve included the application stage of getting your PhD here first because the grad school application timeline can take several months to put together your application package and hear back about acceptance to a program. Secondly, because the application stage involves some critical steps you’ll need to complete in order to get your PhD.

1. Research proposal

To apply to a PhD program, you’ll most likely be required to submit a research proposal and be prepared to answer any research proposal questions your advisor will have. This is your “proposal” of what research question you will explore during your studies at a program, or an outline of what research topic you want to pursue. If you’re not sure how to write a research proposal, check out these Oxford PhD proposal samples or a Cambridge PhD proposal sample.

2. Application materials

The admission requirements for a PhD can vary from program to program, but here are the general components of a PhD application:

• Required prerequisite coursework
• Official transcripts (and minimum GPA)
• Graduate school statement of purpose
• CV for graduate school or research resume
• PhD motivation letter

Some programs may also ask you to submit additional essays, such as a letter of intent, research interest statement or grad school career goals statement .

Many PhD programs also invite you to a grad school interview to get to know you better. Be ready for common graduate school interview questions such as “ tell me about yourself ” and “ why do you want to do a PhD ?”

PhD Years 1-3: Coursework Stage

1. orientation.

Your PhD program will usually begin with your orientation, where you’ll learn about the program’s individual structure, requirements and expectations. You’ll also either choose or be assigned an academic advisor and schedule an initial meeting with them. Your advisor will be a member of the university faculty who will act as your support while you complete your research and write your thesis.

2. Coursework

The first year or two of your PhD will involve completing required advanced coursework in your field. You’ll attend lectures and seminars and you may participate in research projects with department faculty or fellow graduate students or even lab work, depending on your field.

3. Electives

Along with required coursework, you’ll have the chance to take elective courses that interest you or relate to your field. It’s important to choose electives that will enrich your program. Choose ones that really interest you, that might help inform your PhD research or that will help you fulfill your credit requirements.

4. Extracurriculars

PhD programs sometimes have extracurricular activities or additional requirements outside the classroom. This can include internships or a practicum you need to complete for credit, or you might be interested in attending academic conferences or relevant events to socialize and network you’re your colleagues in the field.

5. Comprehensive exams

The coursework stage of your PhD program will end with comprehensive exams , sometimes called qualifying or preliminary exams. These are your “final exams” to make sure that you completed the necessary PhD coursework and that you’re ready and qualified to take on your own independent research in the next phase.

1. Thesis proposal

You may recall that you submitted a research proposal as part of your PhD application, and this step of the process is similar. Your thesis proposal is just like your research proposal, but it’s a more refined and developed version. Throughout your coursework, your research question might have changed or you might have changed course a little bit. If you’re still thinking about your PhD topic , take the time to solidify it before you reach the thesis proposal stage.

Your research proposal might have been a first draft, while your thesis proposal is your official announcement of: this is what I propose to research in this PhD program.

Depending on your field and the program, you thesis research might involve a great deal of lab work, or data collection or fieldwork. Whatever the case, your thesis proposal is a complete outline of what you intend to do for this independent research project and the steps you’ll take.

2. Thesis approval

Once your proposal is written, you’ll submit it for approval. Your academic advisor, PhD supervisor or the PhD committee overseeing your program will review it and either approve it or make suggestions for changes. Once it’s been polished and finalized, you’ll be given the go ahead to start conducting your research.

3. PhD research

Your research alone will probably take you several semesters to complete. On top of the fieldwork, lab work or data collection and analysis you’ll be completing, you’ll be using this time to write and review. Writing your thesis or dissertation takes a fair number of hours to outline, draft, edit and complete. It also means hitting the books to complete a literature review of your research topic so you have a complete background understanding of your chosen topic and how it will inform your research.

Your research and the preparation of your thesis is really the biggest part of this second stage, and is probably the longest part of your PhD altogether.

4. Extra requirements

When you’re not deep in your research, you’ll be completing other requirements of your PhD program or additional duties that enrich your education. Some programs require you to dedicate some hours to teaching, whether it be leading seminars for undergraduate students or acting as a teaching assistant for university faculty.

You’ll also be strongly encouraged to publish as a graduate student , so you may be involved in the research projects of faculty members or other grad students when you’re not working on your dissertation.

5. Thesis submission and preparation for thesis defense

When you’re finished writing your thesis and you’re ready to submit it, it’s critical to know how to prepare for thesis defense . Because not only do you have to complete this original, new body of research work, you have to get the approval of your PhD committee to put it out into the world.

Your thesis defense is essentially the final presentation of your PhD.

6. Thesis defense

Your thesis defense is an oral presentation of your research project, but it also involves submitting your written document to be reviewed. Essentially, you’ll present the entirety of your thesis to the PhD supervising committee, including your findings and conclusions. From there, the committee will ask thesis defense questions . Your answers will defend your methodology and results to the committee, basically proving the value and validity of your work. While this is an evaluation of sorts, it is also your opportunity to share your original ideas and invite further research into your topic.

After your defense, the PhD committee will either approve your thesis or send it back to you with edits or changes to be made before it can be formally approved.

Graduation and Postdoc

Once your thesis has been approved, congratulations! You’ll be eligible for graduation and be awarded your degree. Now that you’ve finished this marathon, you can choose to pursue further studies or start looking for a job after grad school .

With a PhD, you have many different options for positions in your field. You might want to know how to find a job in academia or how to get a tenure track position at a university if you’re interested in teaching others. PhD graduates who decide to transition from academia to industry or who would rather work outside the realm of academia can find industry jobs after PhD that suit their skills and experiences.

Either way, you’ll need to prepare for how to find a postdoc position, explore what the career options are for you, decide what your career goals are and start sending out applications. Remember to prep your postdoc resume and get read for postdoc interview questions , since the job hunt will begin soon after you finish your PhD!

Is it possible to get your PhD done faster? What are some ways you can speed up the process and avoid taking 8 years to complete your graduate studies? Luckily, there are many key ways you can make your journey through grad school easier and speed things up a little, from the type of PhD program you choose to the habits and skills you cultivate during your program.

#1 Enroll in an accelerated program

The first way to guarantee it will take less time to get your PhD is to, of course, enroll in a shorter PhD program. Direct entry PhD programs allow you to enroll once you’ve completed your bachelor’s degree in exceptional circumstances. Note that these are not the easiest PhD programs to get into , as your academic record needs to be excellent, and you’ll likely need prior research experience and you may even need to have publications already. However, a direct entry PhD program is around 4-5 years, but it allows you to skip the 1-2 years it would take to earn a master’s degree.

You can also choose to enroll in an online or accelerated PhD program that is designed to be much shorter than the traditional PhD. Once again, though, these programs are not available to students in every field, so you may need to research whether there are any options for you.

#2 Choose the right mentor

One of the first things you can do to ensure your PhD is smooth sailing is to choose the right mentor or academic advisor. Many programs allow you to choose your advisor, while some assign one to you. Whatever the case, it’s important to establish a strong working relationship and clear expectations early on.

One of the first things you’ll do as a PhD student is meet with your advisor. Take the time to discuss with them what your expectations for the program are, ask questions and ask them what their expectations are of you. Your advisor is there to help you and advise you, and they have resources and connections you can use to your advantage. But they are also working with a busy schedule and might be advising more than one PhD student, too. A mutually respectful relationship with open communication will ensure fewer interpersonal hurdles down the road.

#3 Earn credit hours faster

One way you can shave some time off your PhD is by earning your credit hours faster and getting to the research and thesis-writing stage faster. This might mean you take on a full-time course load or ask your advisor for ways to earn extra credit, such as participating in research projects. Some PhD programs will give you course credit for previous graduate level coursework you might have completed during your master’s degree, or for certifications and professional education you completed outside of school.

#4 Keep your thesis focused

When you get started on your research, it’s easy to feel overwhelmed with the amount of work you need to complete, with the writing of your thesis on top of it all. One way to keep your research hyper-focused and on point is to keep your thesis topic narrow. If your subject is too broad, you’ll be spending way too much time in your research. Give yourself clear objectives and scope, and don’t deviate from your PhD proposal if you don’t have to.

There may be a million questions you want to explore within your PhD topic, but there will be other opportunities to explore them. Keep your focus narrow so you don’t spend years and years asking and answering research questions!

One of the best things you can do to get your PhD done faster and adjust to the experience of graduate school is to change your thinking. Adopt a growth mindset so that you’re open to new learning, willing to listen to constructive feedback on your proposal or thesis and willing to grow your skills. A PhD is an advanced program, and you’ll already be very skilled, but it is also an opportunity to learn and grow. There will be challenges for you, so be ready to meet and overcome them instead of letting them draw you back or slow you down.

#5 Develop your professional skills fast

A PhD is an opportunity to grow your professional skillset as much as it is an opportunity for you to contribute meaningfully to your field. If you haven’t already been working on skills such as communication, presenting or lecturing and writing, now is the time to start.

Strong writing skills will help you get your thesis finished and edited faster, as you’ll be more familiar with the process and understand what makes a strong document. It’s also a useful skill to learn how to write effective funding proposals or grant proposals. You may need to do so to secure funding for your research, but it’s a highly valuable skill in the workforce, too.

Good presentation skills will help you during your thesis defense or if you’re asked to present during a conference. They will also help you build confidence in your voice and ideas and make you a better communicator when you’re networking or job searching.

#6 Keep to your schedule

This is maybe the most important skill if you want to finish your PhD faster: make a detailed schedule and hold yourself accountable to it. If you like, you can plan out your entire PhD week by week from Day 1. Write down what your course schedule is, when you’ll do research and how many hours, when you’ll write and how many hours, what extracurriculars or personal activities will take up your time and so on.

A detailed schedule gives you an overview of your PhD and a timeline of when you’ll finish. It will keep you organized and accountable, so you can avoid procrastinating or avoidable speed bumps that might slow you down. It also helps you compartmentalize the many items on your to-do list so you don’t stress out about how much you need to accomplish.

When creating your schedule, especially during the research stage when there is no formal class schedule for you to adhere to, focus on deliverables. Set a date when you will submit a section of your thesis to your advisor, or when you will complete your literature review. Setting goals and clear outcomes will keep you on track and focused.

#7 Take initiative and be independent

The last tip to help you get your PhD done faster is to take initiative. Remember that a PhD is a largely independent endeavor. You’ll have the support of a committee or advisor, but you can’t rely on them to do the work for you or put everything on hold if they aren’t available when you need them. Be flexible and adaptable so you can keep working and moving forward, even if your schedule gets interrupted or needs to change to suit your situation.

It's also important to take the initiative in your learning. Take advantage of opportunities for growth, networking, and gaining experience where you can. Get the most out of your PhD program and use your experiences to fuel your end goal of completing your thesis.

On average, it takes 4-5 years to get a PhD. There are a few factors that can influence the time it takes to complete your PhD, from program length and structure to what country you are earning your PhD in, to your own personal work ethic and schedule.

PhD programs in the US are on average 4-6 years. In Canada and the UK, they are usually 3-5 years long. Part-time PhD programs may take up to 7-8 years to complete. Direct-entry PhD programs and dual master’s and PhD programs are typically 5 years long. If you’re enrolling in an online, hybrid or accelerated PhD program, the timeline is usually 2-3 years, but there are some extremely short 1-year PhD programs offered online for specific disciplines.

Yes, you can finish your PhD before the “normal” timeline. For example, if you complete your coursework early, if you finish writing your thesis faster than average and get it approved, or if you otherwise complete all your PhD program requirements before the anticipated finish date. 

Yes, there are online PhDs available for certain fields and disciplines. These typically range from 2-3 years, although there are some traditional 4-year PhD programs offered online. There are also some “accelerated” online PhDs which last 12-18 months.

A PhD program is not necessarily shorter if you first complete a master’s degree, but having gone through a master’s program can better prepare you to finish your PhD faster. Some PhD programs accept credit hours from your master’s degree towards the coursework requirements for a PhD, and if you’ve previously written a master’s thesis or completed some research during your graduate studies, this will be an advantage. Since you’ll already be familiar with the process of writing a thesis and conducting your own research, you can avoid some stumbling blocks in your PhD program that might otherwise slow down your progress.

Yes, it is possible to get a PhD without first completing a master’s degree. There are direct entry PhD programs that allow students with a bachelor’s degree to enroll, so long as they meet the admission requirements and have exceptional academic records. Some online PhDs also waive the master’s degree requirement.

Yes, it is possible to complete a traditional PhD program in a shorter amount of time than anticipate. This usually means dedicating yourself to full-time study or taking on a larger course load and increased research hours. It takes significant work, but it can be done with the right schedule and commitment.

The fastest PhD programs are the short, 1-year accelerated programs. These programs have fewer credit hours to complete, and some have no dissertation requirement, only qualifying exams to finish. However, there are not many programs out there, and they are not available for every field of interest.

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• How Long Does a PhD Take?

How Long is a PhD?

Written by Kristine Bagdassarian

A full-time PhD in the UK usually takes between three and four years, while a part-time project typically lasts between five and six years.

The the length of a PhD depends on a range of factors, such as your funding arrangements, your country and institution of study, and the nature of your research topic. For example, if you’re doing a funded PhD you’re more likely to face completion deadlines than self-funded PhD students.

Increasingly, the type of programme you’re enrolled in can also affect the duration of your doctorate degree. Some projects or programmes now include additional training, teaching or projects that can extend your overall PhD registration period.

This page explains some of the factors that can affect how many years a PhD degree lasts.

On this page

How long does a full-time phd take in the uk.

Full-time study is the most common approach to PhD research, particularly for funded projects. You’ll normally spend at least three years of full-time PhD study on your topic, beginning with research and data collection before moving on to ‘writing up’ your work.

As with other levels of study, your PhD will be your main focus and you’ll be expected to dedicate a lot of your time on it. Some students do work part-time alongside their studies, but a full-time PhD itself can often be the equivalent of a full-time job.

Why three to four years?

Compared to other qualifications, a PhD takes a considerable amount of time.

When you are just starting, three to four years may seem like a long time to work on a single project, but the volume of work required to obtain a doctorate is substantial and many students find that the time goes by faster than anticipated.

By the end of this period, you’ll be expected to have completed any training required by your funding body and / or institution, gained research skills and conducted original research and, finally, submitted and defended your thesis. Some universities and projects may also expect (or even require) you to present your work at conferences or publish some of it during your doctorate.

In addition to this, it’s advisable to have engaged in extra-curricular activities and projects to boost your professional and academic skillset. Between three and four years is plenty of time to do this, but it’s nowhere near as long as it might seem.

For more information on what you can expect during your project, take a look at our introduction to PhD study .

PhD registration period and writing-up period

The stated length of your PhD normally refers to the ‘registration period’ you set with your university at the start. This is the time period you intend to complete your PhD in and it will normally determine the ‘deadline’ for submitting your final thesis.

In the UK, the PhD registration period for full-time students is normally between three and three and a half years . In some departments and institutions, there is an understanding that students might enter a ‘writing-up’ period towards the end of their PhD. This is usually an extension to your registration, during which you don’t carry out any more research and just work on finalising your thesis and editing it for submission – writing it up, basically.

Can you complete a PhD in fewer than three years?

It’s technically possible to complete some PhDs in two years, if you have a very clear idea of the questions you want your project to answer and you’ve already done a lot of preparatory reading. This is very uncommon, however, and something that you should discuss with your supervisor. Some universities won’t let you submit a thesis before a certain point.

How many hours should I work while doing my PhD?

If you’re doing a full-time PhD, it’s wise to treat it like you would a full-time job, working the equivalent of 35 hours a week. However, you should be prepared to work longer hours during particularly busy stages of your doctorate, such as the writing up period and when you’re preparing for your viva.

Can you extend the length of a PhD?

Yes, it’s usually possible to extend the length of a PhD. You’ll need to apply to your university for an extended thesis submission date and have a valid reason for doing so (for example, a delay caused by something out of your control, COVID-19, a medical emergency or a bereavement). You should bear in mind that an extension isn’t guaranteed – particularly if it’s been caused by poor planning on your part. If your PhD has funding attached, there will usually be stricter deadlines than if you’re self-funding.

How long is an integrated PhD programme?

It’s quite common in STEM subjects to do an integrated PhD that includes a Masters qualification, usually taken after an undergraduate degree and referred to as a 1+3 PhD. These kinds of PhD typically take four years to complete.

PhD length in different countries

If you have your eyes on doing research abroad, there are a few things you need to be aware of in terms of study length. The three to four year PhD model is typical for the UK and most of Europe, with some countries in Asia also adopting a similar system (specific information on PhD studies in various countries can be found in our study abroad section ).

In the USA, a PhD takes four to six years . There are several reasons for this. While in the UK, you tend to apply for a specific project, in the US, your application is aimed at a certain department and your actual proposal takes shape in the first couple of years of PhD study. The US model involves a two-phase programme, wherein the first phase is focused on coursework and training and the second phase (typically from the third year onward) is when the bulk of the research is done. At the end of the second year, a US student would be expected to have developed a research proposal to be defended in front of a research committee and to have passed a ‘qualifying exam’ in order to present their defence.

How long does a part-time PhD take?

Part-time PhDs normally take about twice the time of full-time PhDs (around five to six years in the UK ). You’ll do everything a full-time PhD student does across your doctorate, but your PhD work will be a less intensive part of your weekly routine.

This type of PhD is a good way to accommodate other employment and / or family commitments alongside your research.

In some cases, it may even be possible to start on a part-time PhD and switch to full-time study (or vice versa) if your situation changes.

How long does a distance learning PhD take?

Distance learning is an option if you’re unable to be physically present at your university. Most distance learning PhDs are also studied part-time and take around five to six years .

This option is increasing in availability, but can be trickier to manage in some fields that require regular lab work or access to specialist facilities. As a long-distance PhD student, you can expect to communicate with your supervisor via email, Skype or other electronic means as well as potentially attend the institution of your study for a couple of weeks each year.

The length of PhD funding

However you study your PhD, your funding situation can play a big role in determining how long your registration lasts – and / or how long you can afford to research for. Most scholarships and studentships have set lengths (which won’t necessarily cover writing up).

In some cases, funding can also add extra elements to a PhD, and potentially increase its overall length. Alternatively, limitations set by your department or research group funding could urge you to finish your thesis in the three-year period without additional extensions, while self-funded PhDs could greatly depend on your own resources.

Structured PhDs

In the UK, many PhD programmes funded by the Research Councils are offered as ‘structured’ or ‘new route’ PhDs. These incorporate additional training projects, professional internships and other elements.

Such elements may take place alongside your research, or specific time may be set aside for them. In some cases, students are only matched up with a supervisor at the end of the first year. These sorts of programmes are often offered within Centres for Doctoral Training (CDTs) or Doctoral Training Centres (DTCs) .

Registration period and funding period

Sometimes your registration period can also be tied to your PhD funding. Most studentships only last for a certain time (even if your doctorate ends up taking longer) and payments for a doctoral student loan will be based on the stated length of your project or programme.

Self-funded PhDs

Self-funding (unsurprisingly) is not restricted by funder deadlines and can be more flexible – particularly if you need to extend for writing up. However, self-funded PhDs require careful planning for tuition and living costs alongside any ‘hidden’ expenses, such as equipment and travel to events / conferences.

Although self-funding can ease the stress surrounding a strict final deadline, it is important to keep in mind that resources for support can place pressure on completion of the project. In addition, universities also still tend to set a maximum registration period.

The best way to find out how long a PhD is in your subject is to have a look around. Check our PhD database or, for more information on PhDs, explore the rest of our advice section !

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How Long Does It Take to Get a PhD?

If you aspire to rise to the top of your field, then you may have your sights set on a PhD.

Earning a doctoral degree can be a years-long process, but choosing an accelerated doctoral online program may help you complete your program more quickly.

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Whether you’re wanting to earn one of the highest paying doctoral degrees or you have a specific one in mind, this guide can help walk you through how long it takes to complete your PhD program.

For a traditional, campus-based PhD program, the average time to finish a PhD is 8 years. Fulfilling the program’s requirements will often demand a serious investment of your time.

Even still, some people are able to finish their programs in just 3 to 6 years. Multiple factors may influence the overall length of your program.

Required Credit Hours

Many PhD programs require you to earn 120 credit hours before entering the exam and dissertation phases.

Fortunately, there are PhD programs without such high credit-hour demands. For example, at some universities, you may earn a PhD with only 60 credit hours.

Full-Time vs. Part-Time Schedule

Enrolling in a doctoral program part-time may allow you to keep up with your regular job. You’ll have to decide whether you prefer the flexibility of part-time schooling or the faster schedule of full-time studies.

Final Project Requirements

Many PhD programs end with the completion of a dissertation. This assignment may take years to complete, so PhD students often end up in the all-but-dissertation (ABD) phase for quite some time.

University Scheduling

Some schools promote their ability to help you through the PhD process faster than normal. Accelerated class schedules with eight-week online courses may speed your studies along. Focused attention from dissertation advisors may help as well.

PhD Program Components

Before you enroll in a PhD program, it’s important to know some of the basic requirements:

Prerequisites

Most schools require you to already hold a master’s degree, but some offer bachelor’s-to-PhD programs.

Length to Completion

On average, it takes eight years to earn a PhD. Even still, completing doctoral coursework and a dissertation in three to four years is not unheard of.

Topic of Interest

PhD stands for Doctor of Philosophy, but that doesn’t mean you’ll be getting a philosophy degree. Your field of study will depend on your interests and the programs that your university offers. You may tailor your doctoral focus though your choice of a dissertation topic.

Steps to Completion

You’ll take advanced classes before sitting for comprehensive exams. After passing your exams, you’ll likely begin working on a dissertation. You must defend your dissertation before finishing your program.

Doctoral studies begin with a series of classes through which you may increase your knowledge of your field of study and learn about conducting research. These are advanced classes, so they should be more in-depth than the ones you took during your undergraduate and master’s programs.

The number of courses that you need to take can vary significantly. It’s not uncommon for PhD programs to require 120 credit hours of coursework. That amounts to about 40 classes.

At other schools, the requirements are lower. Your university’s program may involve just 60 credit hours or, possibly, even fewer. A less intense course load may significantly slash your time to completion.

Your university may require you to maintain a GPA above a minimum threshold. An unsatisfactory GPA may keep you from moving on to the next step of the PhD process.

Comprehensive Examinations

Universities often require students to demonstrate their readiness for a doctoral project before advancing to the next stage of their studies. Readiness is proven through comprehensive exams , which may also be known as:

• Preliminary examinations
• Major field examinations
• General examinations

Often, comprehensive exams take the form of written or oral tests. In other situations, faculty may assess students’ readiness on the basis of a portfolio evaluation or a written paper.

Dissertation and Defense

A dissertation, also known as a graduate thesis, is a body of work that presents original research in your field. This manuscript focuses on a unique idea and includes evidence to support your thesis. During your doctoral studies, there are classes designed to help prepare you for your dissertation work.

The dissertation process may take several years. Once your manuscript is complete, you must defend it to the doctoral program faculty. After your defense, you may need to do further work on your manuscript, or the committee may decide that your dissertation is complete.

Not all programs require a dissertation. Instead, there may be an alternative doctoral project. Although both dissertations and capstone projects are rigorous, projects can sometimes be completed within a shorter time frame.

Average Time to Complete PhD by Field of Study

Students in some disciplines usually take a lot more time to finish their doctoral work than students in other fields.

If you’re studying in the following scientific fields, you may be more likely to earn your on-campus degree in seven years or less:

• Physics — average of five years
• Psychology — average of five to seven years

On the other hand, if your field of study relates more to the humanities, your on-campus degree program may take longer:

• History — average of eight years
• English — average of eight years
• Education — average of 13 years

These are the traditional figures. There are ways to finish faster.

Why Does It Take So Long to Finish a Traditional PhD?

Some schools require doctoral students to take around 40 classes, which, in a traditional on-campus setting, may take years. After completing the coursework, you must write your dissertation and defend it. The dissertation process alone might take multiple years.

Doctoral programs online may help shorten the PhD process to three or four years. Fewer credit hours may be required, and the classes may be delivered in an accelerated format.

Schools with an emphasis on quick doctoral programs may also offer dissertation advisors to efficiently guide students through that phase. Alternatively, some universities allow students to complete capstone projects that don’t take as long as dissertations.

Getting a PhD Online vs. Campus

Online education has changed students’ options for earning a PhD. These days, aspiring students may choose whether to attend classes on a college campus or online.

Traditional programs may require you to relocate to the university’s campus and attend school full-time. On average, it takes just over eight years to complete those programs. The benefits of choosing an online school instead may include:

Faster Progress

Accelerated eight-week courses may allow you to finish your course load sooner. You may complete your entire program in just three or four years.

Multiple Start Dates

Online programs often let you join throughout the year, so you don’t have to put your studies on hold until the fall semester.

Flexibility

Not being required to move to campus or come to class at set times may allow you to work your studies around your schedule.

Equal Status

Online programs are just as rigorous as on-campus ones. As long as your university is accredited, your degree will be just as valuable as one from a traditional university setting.

Cost-Savings

Finishing your doctoral studies faster may mean that you pay less tuition.

How to Finish Your PhD in Less Time

Although you can’t earn a doctoral degree overnight, you shouldn’t have to spend the majority of your working years striving toward PhD-completion. The following tips for accelerating the PhD process may help you finish your studies more quickly than the average doctoral student.

1. Use What You Already Know

Every school requires a minimum number of credit hours that you must earn in the pursuit of your degree. To help you meet this threshold, some schools will allow you to transfer in credits from other doctoral programs. Universities may also give you credit for your professional experience. Reducing your class load may save you both time and money.

2. Look for Short Classes

Accelerated course schedules are one of the best ways to speed through the degree process. Every eight weeks, you’ll begin a new set of classes. Over the course of a year, there may be five different sessions during which you can take classes.

3. Work on Your Dissertation Throughout the Program

Traditionally, dissertation work begins once the classroom portion of your studies is over. Quick doctoral programs may allow you to begin the dissertation process while you’re still taking other classes. This approach, known as an embedded dissertation, may reduce the likelihood that you’ll drop out before finishing your final project. It might also speed up your doctoral timeline.

4. Ask for Help

A lack of support can lead some doctoral students to drop out. On the other hand, having a good support system can help you push through and finish your program more quickly. Build a team of family, friends, and academic mentors who can encourage you, guide you, and lend practical help when you’re feeling overwhelmed by school.

Why Get a PhD?

You may need to earn a doctoral degree to achieve your career goals . For example, if you want to become a clinical psychologist, this level of study is essential. Many scientific and research positions require doctoral studies. University faculty typically need to hold terminal degrees as well.

Even if a doctorate is not a requirement for your desired line of work, it may help you achieve greater success. You might be granted higher levels of responsibility, and you may earn more money. In some fields, those who hold PhDs make around 20% more than those with master’s degrees, according to the Bureau of Labor Statistics .

Do You Have to Have a Master’s Degree to Get a PhD?

Many schools consider a master’s degree an essential prerequisite for PhD admission. If you don’t already have a master’s degree, a bachelor’s-to-doctorate program may allow you to earn a master’s and a PhD for less time and money than it would take to pursue them separately.

How Long Does It Take to Get a PhD After a Master’s?

You may be able to complete your doctoral program in three to four years if you opt for an accelerated online program. On average, traditional on-campus PhD programs take around eight years to complete.

How Hard Is It to Finish a PhD?

Doctoral studies are challenging. That shouldn’t come as a surprise; if doctorates were easy to acquire, nearly every college graduate would end up with a PhD behind his or her name.

Approximately 50% of students who begin a PhD program don’t end up finishing. Many quit within two years of starting. Another large portion gives up upon reaching the dissertation phase.

Although all PhD programs are challenging, the flexible nature of online programs may help you find success. Choosing a doctoral track that doesn’t require a dissertation may help as well.

What Is the Easiest PhD to Get?

All PhD programs are demanding, but you might have an easier time if you select a program that aligns with your interests and your career goals. The flexibility of online study may help your doctoral program seem less burdensome. In addition, capstone projects are sometimes easier than writing dissertations.

If earning a doctoral degree in a short time frame is important to you, then consider the many potential benefits that online programs have to offer. Within just a few years, you may be able to place the letters “PhD” at the end of your name.

• How Long Does A PhD Take?
• Doing a PhD

Sometimes, just knowing how long a PhD takes can be enough to sway your decision on whether a research degree is for you. So with that in mind, exactly how long does a PhD take?

In the UK, a full-time PhD takes 3 to 4 years to finish whilst a part-time PhD takes twice as long at 6 to 7 years. Alongside these average durations, there are time limits on how long you can be enrolled on to a PhD programme. To discover these limits, the factors which most influence doctoral degree durations and how the UK durations compare to international PhDs, continue reading on.

How Long Does It Take to Get a Full-time PhD?

In the UK, a full-time PhD will typically take you 3 to 4 years. You will usually spend the first three years on the technical aspects of your doctorate. This includes undertaking independent research, designing your research methodology and collecting and analysing data. You will then spend an additional academic year on writing up your PhD thesis and sitting your viva.

How Long Does It Take to Get a Part-time PhD?

In the UK, a part-time PhD will typically take you 6 to 7 years; twice as long as doing a full-time PhD. The reason for this is that as a part-time PhD student, you would dedicate around 20 hours per week to your PhD as opposed to the typical 40 hours full-time students would put into their subject.

How Long Does a Distance Learning PhD Take?

Similarly, distance learning PhD’s take an average of 6 to 7 years to complete. This is because the vast majority of students who undertake a distance learning PhD do so because they can’t relocate closer to the university. Although these commitments will differ, they often mean the student isn’t able to dedicate 40 hours per week to their studies.

Students in STEM disciplines will often take longer to finish a distance learning doctorate degree than those in non-STEM disciplines. This because the progress of a STEM PhD student will be limited by how often they can access a laboratory for experiment work.

How Does Funding Impact a PhD’s Duration?

In reality, the actual time it will take you to complete your PhD degree will depend on your funding situation.

If you’re receiving  funding , it will usually only cover you for 3.5 years if you’re studying full-time or for 7 years at half the stipend if you’re studying part-time. Although this could vary slightly, most PhD funding providers, e.g. Engineering and Physical Sciences Research Council (EPSRC), follow this timescale as indicated on their ‘ length of PhD studentships’ page. Because of this, most students who obtain scholarships try to complete their PhD within the timeframe of their funding so they don’t incur additional fees which they need to cover themselves.

It’s also worth noting that some funded PhD positions have additional conditions attached to them as part of their eligibility requirements. For example, they may require teaching undergraduate students, hosting laboratory sessions or attend presentations and conferences. This will be especially true if you’re on a Graduate Teaching Assistantship (GTA). Although these shouldn’t add considerable time to the length of a PhD programme, they have the potential to do so if they aren’t managed properly.

As self-funded students cover their own annual tuition fees and other associated costs, how long they’ll spend to complete their PhD project will largely depend on their own personal financial situation. Because of this, most self-funded PhD students find it best to complete their PhD study in the shortest time-frame they can manage.

Are There Deadlines?

Yes – unfortunately, all good things must come to an end! Within the UK, the deadline for your PhD is defined as the last date which you must submit your final thesis by. This date is set by your university’s overall regulations and varies depending on the arrangements of your PhD, e.g. whether it’s full or part time. In the vast majority of cases, the adopted deadlines are four years for full-time PhDs and seven years for part-time PhDs from the date you were officially registered onto your programme, as shown below from the University of Leicester’s registration guidance page .

This time-frame may vary from university to university. For example, the University of Sheffield adopts an additional year for part-time PhDs as shown below.

Can I Complete It Faster?

Although it’s possible to complete a full-time PhD in under 3 years, it’s a significant feat that’s rarely heard of. When these feats occur, they’re usually where the doctoral student already has extensive knowledge and experience in their field before undertaking their PhD.

Whilst it’s possible to complete a part-time PhD in under 6 years, it largely depends on your commitments outside your studies. For example, if you have a part-time career alongside your PhD, it’s unlikely that you’ll be able to commit the additional hours required to complete your doctorate a year faster.

However, if instead of a steady part-time job you take on occasional work as a freelancer, you’ll be able to set aside many more hours towards your doctoral degree.

Will Having only A Bachelor’s Degree or Being an International Student Limit My Rate of Progression?

Not at all. While there are benefits to having a Master’s degree such as an additional year of learning and greater research experience due to your fourth-year dissertation project, this doesn’t mean not having one would limit you. A PhD is very different to both Bachelor and Master degrees due to being heavily research-based, therefore, both types of students will have just as much to learn on their way to completing their doctorate.

Similarly, whether you’re an international student will bear no influence on the duration of your PhD.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

How Does This Compare to the Duration of EU and US PhDs?

PhD hosted by universities within the EU, such as those in France, Norway and Spain, have the same programme structure as those within the UK. As a result, there are no noticeable differences in the time to complete a doctorate between UK and EU institutions.

However, this is not the case in the US. Compared to PhDs conducted within the UK or EU, PhDs conducted within the US take considerably longer to obtain. According to a  2017 study conducted by the National Science Foundation, a US government agency which supports research and higher education, the average time to get a PhD within the US is 5.8 years. Besides this, the average completion time can further increase depending on the disciplines. For example, they found doctorates within the humanities and arts to take an average of 7.1 years to achieve.

The primary reason for this difference is the way PhD degrees are structured within the United States. As mentioned previously, PhDs conducted within UK and EU universities are essentially broken into two sections – one covering the analytical aspects and the other covering the writing up aspects. However, within the US, doctorate programmes comprise additional sections. PhD students are first required to undertake 2 to 3 years of courses, which cover a broad range of topics related to their schools’ discipline. This is then followed by coursework and several examinations, which only once passed can the PhD candidate then start working on their research project and dissertation.

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Frequently asked questions

How long does it take to get a phd.

This varies by country. In the United States, PhDs usually take between 5–7 years: 2 years of coursework followed by 3–5 years of independent research work to produce a dissertation.

In the rest of the world, students normally have a master’s degree before beginning the PhD, so they proceed directly to the research stage and complete a PhD in 3–5 years.

Frequently asked questions: Graduate school

In the US, most graduate school applications require you to include:

• Transcripts from previous educational institutions
• Standardized test scores (such as the GRE or MCAT)
• A graduate resume
• 2–3 letters of recommendation
• A statement of purpose

Some programs may ask you to write a personal statement in addition to, or instead of, a statement of purpose. You may also be asked to an interview .

Always carefully read the application instructions for the specific program you’re applying to.

Most medical school programs interview candidates, as do many (though not all) leading law and business schools.

In research programs, it depends—PhDs in business usually do, while those in economics normally do not, for example.

Some schools interview everyone, while others only interview their top candidates. Look at the websites of the schools you’re applying to for more information on whether they conduct interviews.

In addition to thinking about your answers for the most commonly asked grad school interview questions , you should reach out to former and current students to ask their advice on preparing and what sort of questions will be asked.

Look back through your resume and come up with anecdotes that you could use for common questions, particularly those that ask about obstacles that you overcame. If you’re applying for a research program, ensure that you can talk about the previous research experience you’ve had.

You should also read as much research in your field as possible. Research the faculty at the schools you’re applying to and read some of their papers. Come up with a few questions that you could ask them.

Graduate schools often ask questions about why you are interested in this particular program and what you will contribute.

Try to stay away from cliche answers like “this is a good program” or “I got good grades in undergrad” and focus instead on the unique strengths of the program or what you will bring to the table. Understand what the program is looking for and come up with anecdotes that demonstrate why you are a good fit for them.

Different types of programs may also focus on different questions:

• Research programs will often ask what topics you’d like to research and who you would like to work with, as well as specific questions about your research background.
• Medical schools are interested in your personal motivation, qualities such as integrity and empathy, and how you’d respond to common ethical dilemmas.
• Business schools will focus on your past work experience and future career prospects, and may be particularly interested in any experience you have managing or working with others.

Some students apply to graduate school straight from undergrad, but it’s also common to go back to school later in life. The ideal time to do so depends on various financial, personal, and career considerations . Graduate school is a big commitment, so you should apply at a time when you can devote your full attention to it.

Your career path may also determine when you should apply. In some career fields, you can easily progress without a graduate degree, while in others—such as medicine, business, and law—it’s virtually impossible to move up the career ladder without a specific graduate degree.

Most graduate school applications for American graduate programs are due in December or January for a September start.

Some types of programs, especially law school, are rolling applications, meaning that the earlier you apply, the earlier you’ll hear back. In this case, you should aim to apply as early as possible to maximize your chances.

Medical school follows a completely separate timeline with much earlier deadlines. If you’re applying for medical school, you should speak to advisors at your university for more information.

A good starting point to aim for is about 18 months before you would start the program, or 6–9 months before the applications are due.

In the first few months of the process, research programs and study for any standardized exams you might need.

You can then begin writing your personal statements and statements of purpose , as well as contacting people to write your letters of recommendation . Ensure that you give recommenders plenty of time to complete their letters (ideally around 2–4 months).

In the US, the graduate school application process is similar whether you’re applying for a master’s or a PhD . Both require letters of recommendation , a statement of purpose or personal statement , a resume or CV , and transcripts. Programs in the US and Canada usually also require a certain type of standardized test—often the GRE.

Outside the US, PhD programs usually also require applicants to write a research proposal , because students are expected to begin dissertation research in the first year of their PhD.

A master’s degree usually has a higher upfront cost, but it also allows you to start earning a higher salary more quickly. The exact cost depends on the country and the school: private universities usually cost more than public ones, and European degrees usually cost less than North American ones. There are limited possibilities for financial aid.

PhDs often waive tuition fees and offer a living stipend in exchange for a teaching or research assistantship. However, they take many years to complete, during which time you earn very little.

This depends on the country. In the United States, you can generally go directly to a PhD  with only a bachelor’s degree, as a master’s program is included as part of the doctoral program.

Elsewhere, you generally need to graduate from a research-intensive master’s degree before continuing to the PhD.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

It’s best to ask in person if possible, so first reach out and request a meeting to discuss your graduate school plans.

Let the potential recommender know which programs you’re applying to, and ask if they feel they can provide a strong letter of recommendation . A lukewarm recommendation can be the kiss of death for an application, so make sure your letter writers are enthusiastic about recommending you and your work!

Always remember to remain polite. Your recommenders are doing you a favor by taking the time to write a letter in support of your graduate school goals.

This depends on the program that you are applying for. Generally, for professional programs like business and policy school, you should ask managers who can speak to your future leadership potential and ability to succeed in your chosen career path.

However, in other graduate programs, you should mostly ask your former professors or research supervisors to write your recommendation letters , unless you have worked in a job that corresponds closely with your chosen field (e.g., as a full-time research assistant).

Choose people who know your work well and can speak to your ability to succeed in the program that you are applying to.

Remember, it is far more important to choose someone who knows you well than someone well-known. You may have taken classes with more prominent professors, but if they haven’t worked closely with you, they probably can’t write you a strong letter.

The sections in your graduate school resume depend on two things: your experience, and the focus of the program you’re applying to.

Always start with your education. If you have more than one degree, list the most recent one first.

The title and order of the other sections depend on what you want to emphasize. You might include things like:

• Professional experience
• Voluntary and extracurricular activities
• Publications
• Awards and honors
• Skills and certifications

The resume should aim for a balance between two things: giving a snapshot of what you’ve done with your life so far, and showing that you’re a good candidate for graduate study.

A resume is typically shorter than a CV, giving only the most relevant professional and educational highlights.

An academic CV should give full details of your education and career, including lists of publications and presentations, certifications, memberships, grants, and research projects. Because it is more comprehensive, it’s acceptable for an academic CV to be many pages long.

Note that, outside of the US, resume and CV are often used interchangeably.

No, don’t include your high school courses and grades. The education section should only detail your college education.

If you want to discuss aspects of high school in your graduate school application, you can include this in your personal statement .

A resume for a graduate school application is typically no more than 1–2 pages long.

Note, however, that if you are asked to submit a CV (curriculum vitae), you should give comprehensive details of all your academic experience. An academic CV can be much longer than a normal resume.

Always carefully check the instructions and adhere to any length requirements for each application.

If you’re applying to multiple graduate school programs, you should tailor your personal statement to each application.

Some applications provide a prompt or question. In this case, you might have to write a new personal statement from scratch: the most important task is to respond to what you have been asked.

If there’s no prompt or guidelines, you can re-use the same idea for your personal statement – but change the details wherever relevant, making sure to emphasize why you’re applying to this specific program.

If the application also includes other essays, such as a statement of purpose , you might have to revise your personal statement to avoid repeating the same information.

The typical length of a personal statement for graduate school applications is between 500 and 1,000 words.

Different programs have different requirements, so always check if there’s a minimum or maximum length and stick to the guidelines. If there is no recommended word count, aim for no more than 1-2 pages.

A statement of purpose is usually more formal, focusing on your academic or professional goals. It shouldn’t include anything that isn’t directly relevant to the application.

A personal statement can often be more creative. It might tell a story that isn’t directly related to the application, but that shows something about your personality, values, and motivations.

However, both types of document have the same overall goal: to demonstrate your potential as a graduate student and s how why you’re a great match for the program.

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How Do You Get a PhD? A Guide to the PhD Timeline

Everyone who considers a doctoral degree knows a PhD is a big commitment. 

Not only will it require all your mental energy, focus, and persistence, but it will also require a significant investment of your time. Your particular area of research, your institution’s policies and procedures, and the standard expectations within your field affect how long it takes to earn a PhD. The average PhD length is five or six years, while some students may take eight or nine years.

Regardless of how long a PhD program takes,  there are some common stages of a PhD that all doctoral students share. These significant and essential milestones shape the timeline for earning your doctorate . Read on as we take you through each step and explore the typical steps to a doctorate degree.

How Long Do PhD Programs Take?

The number of credit hours that you need to complete your doctoral coursework might depend on several factors: do you already have a master’s degree? Will you earn one en route to the doctorate? Or do you even need one? 

Different disciplines and research interests have their own PhD process, but even within your field of study, institutions may have diverse pathways for obtaining that terminal degree. For most, coursework will take anywhere from two to three years to complete.

During this time, students can serve as graduate research or teaching assistants or could even lead their own courses as instructors. In many degree programs, students develop their potential dissertation topics through their coursework and define their research plans in the next few years.

Steps to Getting a PhD: PhD Qualifying Exam and Comprehensive Exam

Many programs set up academic checkpoints to help keep students on track during their PhD journeys. The timing varies by program, but one of the most common – and possibly most stressful – forms of benchmarking is the PhD comprehensive exam or qualifying exam. Often administered around the end of the student’s coursework, these exams are your chance to demonstrate what you learned in your classes.

A faculty committee from your department oversees testing. Usually comprised of at least three members, your professors ask questions or assign writing prompts based on your experience in the program thus far. The format is generally a combination of written and oral exams designed to test your expertise in your discipline’s methodologies and significant content areas.

To better prepare yourself, research the number and kind of qualifying benchmarks the program will require in the university catalog before you begin your program. This will allow you and your advisor to effectively plan out the first few years of your degree and give you an idea of how you’ll be evaluated throughout your program.

Doctoral Dissertation Prospectus and Defense

You may be required to complete and defend a dissertation prospectus before officially becoming a PhD candidate. A prospectus is a document outlining your dissertation plan, which includes an explanation of your research topic, a potential outline of your dissertation, the methodologies you intend to employ, the significance of your research question, and a bibliography including sources that form the foundation of your research.

Your prospectus allows your dissertation advisor to understand the scope of your project. It should be thorough enough that they can provide useful feedback to help shape your research plan. After some revisions, an approved prospectus is the green light to move into the next stage of your PhD.

Advancement to Doctoral Candidacy

If you have heard the term ABD – “All But Dissertation” – then that means you are in the home stretch of your doctoral program!

Well, sort of…only your dissertation remains!

Doctoral Dissertation Research and Writing

While you’ve made it through the coursework and qualifying exams, the dissertation is the culminating component of the doctoral degree. At this point, your approved research plan is ready to be set into motion. Depending on your discipline, this could be the stage where you travel extensively to conduct fieldwork, explore archives, or visit labs to collaborate on projects that relate to your dissertation work. For many students, the research phase can take a couple of years, but some may be able to complete it in one.

Writing your dissertation can be one of the most challenging parts of the whole PhD process. Not only are you condensing years of research into a single cohesive document, but you are also formulating graphs, charts, and other textual references to help clarify your argument. Often, formatting can be a major challenge for many students. 

In this stage, it’s most helpful to seek out resources to help you with the writing process. Many universities have dissertation writing workshops where you can learn best practices, as well as support groups where students meet regularly and help keep each other accountable. Most universities also offer competitive dissertation completion grants, supporting students with additional funding so they focus more of their time and effort on completing this undertaking.

Dissertation Defense

Everyone gets nervous about this major rite of passage. It can be difficult to take criticism over something you have poured your heart and soul into for years. Remember, though, that a good advisor will not let you defend if you’re not ready, and you literally wrote the book on your topic!

The dissertation defense is not intended to tear your work apart but rather is your opportunity to prove your expertise to your dissertation committee. Many defenses are open to observers, so you should attend a few in advance of your own, especially within your department, to get a sense of what it’s like. 

First, you’ll present the main points of your thesis. Then the committee will ask questions so they can clearly understand your arguments. Finally, they’ll send you out of the room while they deliberate and decide if you pass or not. If all goes well, you’ll be addressed as “Doctor” the next time you walk into the room!

Get Started on Your PhD Journey Today

No matter what your particular timeline looks like as you work toward your doctorate, know that the faculty and other students within your program are frequently a huge source of support — which means you won't do this alone! Additionally, every school has resources to assist PhD students, from libraries to writing centers to dedicated student support services. 

If you are excited about beginning your PhD journey, we invite you to request more information or reach out to one of our admissions professionals today. Best of luck as you begin this transformational experience!

learn more about

what it takes to apply to and succeed in a PhD program. Explore our resource — A Guide to Choosing, Applying for, and Thriving in a PhD Program!

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How Long Does It Take to Earn a PhD?

Cece Gilmore is a Content Writer at Scholarships360. Cece earned her undergraduate degree in Journalism and Mass Communications from Arizona State University. While at ASU, she was the education editor as well as a published staff reporter at Downtown Devil. Cece was also the co-host of her own radio show on Blaze Radio ASU.

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Cari Schultz is an Educational Review Board Advisor at Scholarships360, where she reviews content featured on the site. For over 20 years, Cari has worked in college admissions (Baldwin Wallace University, The Ohio State University, University of Kentucky) and as a college counselor (Columbus School for Girls).

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How long is a PhD program? That might be one of the first questions you ask yourself If you are thinking of earning a PhD. You have probably heard a range of years, and that is because how long it takes to earn a PhD depends on a number of factors. Keep reading to learn more!! 

What is a PhD? 

PhD stands for a “Doctorate of Philosophy.” This is an academic degree that qualifies the degree holder to teach their chosen subject at university level or to work in a specialized position in their chosen field. In general, the PhD is the highest level of degree a student can achieve. 

Also see: Top fully funded PhD programs

Why get a PhD? 

A PhD is a serious commitment with a serious return on investment. Here is a list of professional and personal benefits for earning a PhD. 

How long does it take to earn a PhD? 

Earning a PhD usually takes between four and seven years to complete, depending on the type of PhD as well as the schools requirements, the students educational background, and personal progress. Students who take full-time classes can typically finish in four years. A typical PhD program requires anywhere from 60 to 120 semester credit hours . 

Why earning a PhD takes years to earn

Assistantship obligations.

Teaching and research assistantships can be very beneficial for the experience they provide and the potential funding, but they can also be time consuming obligations for PhD students. Therefore, assistantships may affect the amount of time it takes to complete a PhD program. 

Comprehensive examinations

Universities often require students to demonstrate their readiness in a PhD program through comprehensive exams. These comprehensive exams may be known as: 

• Preliminary examinations
• Major field examinations
• Comprehensive exams or “Comps”
• General examinations

Dissertation

A dissertation is an in-depth research document that serves as the culmination of a doctoral program. It is an important document that demonstrates a student’s original research and contribution to their field of study. 

The dissertation involves conducting extensive research, reviewing previous literature, analyzing data, and presenting your findings in a structured manner. Once the dissertation is completed, it is typically defended orally in front of a committee of faculty members who assess the quality and validity of the research. 

Average PhD timeline

The specific of a PhD timeline carried by college and university. However, the following is a good overview of the average PhD program. 

• Year 1: Take advanced courses
• Year 2: Take advanced courses and begin preparing for exams
• Year 3: Study, take and defend your comprehensive exams and begin researching your dissertation proposal
• Year 4: Begin working on your dissertation
• Year 5: Finish and defend your dissertation 

Average PhD completion by focus

According to data from the National Center for Science and Engineering Statistics the average time in years from graduate school entry to doctorate it took students to receive their degree in 2020 in certain fields is listed below. 

• Life sciences = 6.9 years
• Physical sciences and earth sciences = 6.3 years
• Mathematics and computer sciences = 7.0 years
• Psychology and social sciences = 7.9 years
• Engineering = 6.8 years
• Education = 12.0 years
• Humanities and arts = 9.6 years
• Other non-S&E fields = 9.3 years

Related : Top 10 PhD in Education programs

How to finish your PhD is less time

Look for accelerated classes.

Accelerated courses are an easy way to reduce the amount of time it takes to finish a PhD. Therefore, look into if your program offers any shorter courses. 

Work on your dissertation throughout the program

Working on your dissertation little by little throughout the program will allow you to speed up your doctoral timeline. In addition, it may reduce the likelihood that you’ll drop out before finishing your final project.

Maintain regular communication with your advisor

Establish regular communication with your advisor or supervisor. Regular meetings can help you receive guidance, address any issues, and ensure you are heading in the right direction.

Seek feedback early and often

Share your work and progress with your advisor, peers, or other trusted individuals often. Then, you should incorporate suggestions and revisions as you go along. This will help you refine your work and avoid major revisions later.  

Maintain a healthy school-life balance

While it is important to be dedicated to your PhD, it’s just as important to maintain a healthy work-life balance. Therefore, be sure to prioritize yourself! While finishing your PhD in less time is a great feat, it is important that you are not sacrificing your well-being while doing so.

Key Takeaways

• PhD stands for “doctorate of philosophy” and is generally the highest level of degree a student can earn
• There are many professional and personal benefits to earning a PhD which can lead to a serious return on investment
• A PhD program typically takes 4-7 years to complete. However, it can take longer or shorter depending on personal circumstances and field of study 
• With planning and guidance from advisors, students can sometimes complete PhDs in less time

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How long does a PhD take?

Study tips Published 1 Jul, 2021  ·  3-minute read

You already know a Doctor of Philosophy is a significant time investment, but just how long does it take to get a PhD?

Here, we look at the possibilities and average timeframes to help you prepare for the exciting journey ahead. We’ve checked in with our Higher Degree by Research team to get the official answers to how long a PhD takes to complete.

How long does a PhD take in Australia?

You should plan for your PhD to take at least 3 years and 3 months to complete when studying full time if you follow an ideal schedule. However, on average, we find people take 3 years and 9 months to complete a full-time PhD at UQ – and 4 years isn’t uncommon, either.

Remember : The world doesn’t pause while you’re doing your PhD. Life happens, which is why many people interrupt or postpone their PhD for a period before returning to the program later. No two candidates have the same journey – and that’s okay.

Keep in mind that these averages are only indicative of how long a PhD takes in Australia. While the timeframe may be similar in some countries, including most of Europe, you may find yourself studying for longer if you take on your PhD elsewhere. For example, 5-7 years (depending on discipline) is common for candidates completing their PhD in the US.

Can you complete a PhD in 2 years?

Occasionally, a candidate and their supervisory team might request special permission to complete a PhD earlier, and these are reviewed on a case-by-case basis. But the volume of work required to create substantial new knowledge in your field means it’s quite impractical to complete your PhD in only 2 years. After all, you’re striving to become the true expert of your chosen topic – this takes time and dedication without any shortcuts.

If you’re looking to undertake a similar program in just 2 years, consider the Master of Philosophy instead. It’s possible to articulate from an MPhil to a PhD – and sometimes completing an MPhil is the ideal way to extend your research skills before committing to a PhD.

How long is a PhD thesis?

Time isn’t the only logistical consideration you need to make when starting a higher degree by research. You may also be wondering how long your PhD dissertation will need to be (in Australia, this is more commonly called your thesis ).

A standard PhD thesis at UQ is up to 80,000 words .

The extensive research and writing required to complete a PhD further demonstrates why 3 years is the minimum timeframe for a PhD.

How can you stay motivated during your PhD program?

We know 3-4 years is a long time to dedicate to a single topic, and up to 80,000 words of academic writing isn’t a small undertaking. While the rewards of completing your PhD are well worth the time and effort , knowing this may not always be enough to keep you feeling inspired.

So, we asked some of our PhD alumni and candidates for their tips on staying motivated and avoiding burnout. Here’s what they had to say:

“I maintained motivation by setting micro goals . I broke up my days into 500-word challenges – I committed to writing a minimum of 500 words every day, no matter what. I also made sure to have regular breaks scheduled every year. This makes sure that I am well rested and have all my planned work completed before I go.”

– Angie Knaggs, who completed a PhD about popular culture representations of masculinity in crisis

“Try to write something every day. It doesn’t matter if it’s good or bad, a big chunk or just something small, on topic or irrelevant. Just get into the habit of writing every day . Also, do some exercise, stay in contact with friends and family, and maintain a life outside of your PhD – don’t let it be all-consuming.”

– Ren Perkins, who is completing a PhD about keeping Indigenous teachers in the profession

“I remember working a lot of nights and weekends on my thesis! But, overall, I found the experience a fulfilling one. I had a great primary supervisor who was very good at keeping their students motivated.”

– Brigid Lynch, who completed a PhD in population health

Are you ready to start your PhD journey? Learn more about the Doctor of Philosophy or apply today .

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How Long Does It Take To Get A PhD (Doctorate)?

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• by Charlotte King
• In General , PHD

As with many things in life, how long it takes you to get a PhD depends mostly on you. Because doctorate degrees are flexible, the duration of study can vary. But if you work hard and are disciplined, how long will it take you to get a PhD

How long is a full-time PhD?

In most cases, PhD research involves full-time study. You should expect to dedicate around 35 hours per week to your work. However, in busy periods, such as writing up your thesis , you may need to work for considerably longer. 

In the UK,  it usually takes three to four years of full-time study to gain a PhD. Time is spent carrying out research and collecting data towards a thesis. Your thesis can take a year to write and will offer an original contribution to your subject.Once you have completed your thesis you will usually have to undertake a PhD viva to present, explain and defend your research.

Most students begin a PhD after completing a relevant masters course. A masters degree will usually take around one year to complete if you are studying full time, or two to five years if you are studying part time. So from undergraduate to doctorate, you should expect it to take at least four years full time.

In Europe, the time it takes to gain a PhD can vary depending on the country and the subject of study. For example, in Germany, a PhD in a scientific subject might take two to three years full time, and a doctorate in the arts or humanities may take four to six years full time. In Norway, all PhDs usually take three years on a full-time basis. Most countries are similar to the UK, where you complete your PhD once you have done a relevant masters course.

In Norway , all PhDs usually take three years on a full-time basis – here is a great explanation from the  University of Oslo . It can take up to six years to complete a PhD on a part-time basis, but this way of studying is unusual. 

The USA has a different university set up to the UK and Europe as most doctorate degrees are gained by going to Graduate School straight after you have completed your undergraduate degree. This means that the time it takes to gain your masters-level qualification is built into the time it takes to get your PhD. It is common for it to take four to five years to gain a Doctorate from the time you start Graduate School, but it can take up to eight years of full-time study. It depends on the institution and the type of PhD you choose.  

Some institutions, like Franklin University, allow students to transfer credits and count professional work experience towards their doctorate degrees, so you could complete a PhD in as little as three years.

How long is a part-time PhD?

Studying for a PhD part time is a good way to accommodate other work or life commitments alongside your research. Typically, it takes twice as long as a full-time PhD and you will study for around 20 hours a week.

Not many PhD students undertake their doctorate on a part-time basis, but those who do will have between five and seven years to complete their PhD. 

Part-time PhDs are unusual in Europe. In Germany, you could expect a PhD to take four to eight years. France is similar to Germany, and it takes around three to four years for a full-time doctorate in the sciences, and four to five years for a doctorate degree in the arts and humanities. At the University of Oslo, it can take up to six years to complete a PhD on a part-time basis. 

Part-time and online PhDs are more common in the USA and these take anywhere from five to 10 years to complete.

How long is a distance learning PhD?

There are some doctorate degrees which are studied by distance learning. These online PhDs allow students to study at a location and time that suits their schedule. These tend to be part time only and usually take up to seven years to complete. 

Entry requirements for a PhD

In the UK the vast majority of PhD candidates will begin a PhD after completing a relevant masters course . A masters degree will usually take around one year to complete if you are studying full time, or two to five years if you are studying part time. Once you've gained this qualification you can move onto the doctorate after you have excelled at your PhD interview.

Different countries in Europe have different traditions and regulations surrounding doctorate degrees. Most countries are similar to the UK, where you complete your PhD once you have done a relevant masters course. 

Why does it take so long to complete a PhD? 

Due to the complexity of the study and the amount of original research required, PhDs typically take longer to complete than other undergraduate degrees. It can take a long time to create a thesis, since you must make an original and noteworthy contribution to your field.

What is the deadline for finishing a PhD?

The deadline for submitting your PhD will be set by your university. In the UK, the deadline is defined by the last date on which you can submit your thesis. For most PhDs, the deadline is four years for full-time students and seven years for part-time students. It may be possible to extend the deadline up to four years, but this is at the discretion of the university. 

Does funding impact the length of a PhD? 

Generally, PhD funding providers will cover you for a set amount of time during the course of your PhD. Most students will aim to finish their PhD within the timeframe set by their funding provider to avoid incurring additional fees. 

Self-funded students cover their own tuition fees and other related costs, therefore many self-funded students aim to complete their PhDs in the shortest time possible. 

Read more about postgraduate tuition fees on our fees and funding information page .  

Find your ideal PhD

Search for your ideal PhD or browse our collection of helpful PhD articles on Postgrad. 

Editor’s note: this blog post was originally published in April 2018, it now contains some updated information.

amber is one of many potential private accommodation options for international postgraduate students. Other private student accommodation options are available and Postgrad.com advises you to research all your options thoroughly before making such a commitment. Postgrad Solutions accepts no responsibility for your choice of student accommodation and does not endorse or support amber.

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Are You Ready For A PhD?

Postgrad Solutions Study Bursaries

Elisha June 25, 2019, 9:49 p.m.

I’m Wanting to be a child therapist so what degree would I need for this and how long would I be at uni for Thankyou

Charlotte King June 28, 2019, 1:59 p.m.

Hi Elisha, A bachelors degree in counselling, social work, or child psychology is often a good start for a child counselling career, and most child counsellors are usually required to earn graduate degrees as well. So that would be a minimum of 4 years study.

Amoo Monsuru Olukayode Nov. 24, 2021, 2:44 a.m.

I want to study abroad in any UK country

Charlotte King Dec. 6, 2021, 9:37 p.m.

We have a comprehensive section on postgraduate study in the UK to help you make your decision > https://www.postgrad.com/study-in-uk/ I hope it helps.

Juli Hanes March 9, 2023, 4:42 p.m.

You always provide great examples and real-world applications, thank you for your valuable contributions.

Charlotte King March 13, 2023, 5:08 p.m.

Thanks Juli!

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How Long Does It Take To Complete a Doctorate?

Have you ever wondered, “How many years does it take to earn a doctoral degree?” If you are considering a PhD, it is crucial to understand the time commitment involved. In this article, I will unpack the complexities of the PhD journey, offering a detailed breakdown of the various factors that influence the time it takes to receive this advanced degree.

The length of a PhD varies significantly between Europe and North America

The answer to the question, “How long does it take to get a doctorate?” depends on the location ! The length of a PhD varies significantly between Europe and North America, influenced by several factors such as funding conditions, distinct regulations in different countries and institutions of study, and research topics.

In Europe, a full-time PhD typically takes three to four years to complete, with part-time studies extending up to six years .

In Europe, the duration is shorter than in the US because most PhD programs require applicants to possess a Master’s degree. Thus, the focus is predominantly on the research project rather than coursework.

In sharp contrast, many PhD programs in the US and Canada accept applicants already with a Bachelor’s degree.  International students considering Ph.D. programs in the United States should be aware that this time frame could differ from the norm in their home countries, and factors such as visa restrictions and funding availability might further complicate the process.

The graduate program often includes a Master’s degree component, including additional coursework and examinations before the research phase. As a result,  PhD programs in the US typically span six years, with some humanities PhDs requiring seven years to complete.

The length of your program largely depends on the amount of time it takes to complete the necessary coursework, engage in original research, and write a dissertation.  Many PhD programs are designed to be completed in four to seven years , but some students  may take longer to complete  their studies. This timeframe applies to both professional doctorates and research doctorates, the two main types of Phd degrees.

How long does a doctorate take in an MD-PhD program?

An MD/PhD program allows students to earn both a Doctor of Medicine (MD) and a Doctor of Philosophy (PhD) degree. These programs are designed to train students to become physician-scientists, who are doctors who conduct research in the biomedical sciences.

In the US, the first four years are spent in medical school, and the last 3-4 years are spent in graduate school. Thus, MD/PhD programs typically take 7-8 years to complete.

In Europe, the first 3-4 years are spent in medical school, and the last 2-3 years are spent in graduate school. Thus, MD/PhD programs typically take 6-7 years to complete.

It is improtant to note that it is a double degree that needs much more work compared to the single degrees, thus, you must carefully reflect whether an MD-PhD degree is worth it .

Masters’s Degree vs Doctor of Philosophy

It’s worth noting that some students in the US may opt for master’s programs instead of jumping straight into a PhD after their undergraduate degree. In striking contrast to Europe, in the US you can choose whether you pursue either a Master’s or a PhD degree .

Master’s programs might provide a quicker route to advanced qualifications, especially professional degrees focusing more on professional experience and less on original research. The average time to complete a masters degree is generally less than for a PhD, but it can still be a significant commitment.

Comprehensive Exams and Capstone Projects

In the US, many Ph.D. programs, whether traditional or online education, require students to pass comprehensive exams. These exams assess a student’s understanding of their particular field of study and their readiness to begin dissertation research.

After the dissertation, some programs may require capstone projects, allowing students to showcase their research projects more practically. A  capstone project  is a multifaceted final assignment students undertake, typically in their last year of an academic program, including independent research on a selected topic typically reviewed by an evaluating panel.

Choosing the Right Ph.D. Programs for economicAL reasons!

Making the right choice of Ph.D. programs can significantly impact the length of time it takes to get a doctorate. Apart from tuition fees, potential Ph.D. candidates should also factor in living costs in the area of the chosen institution. If you are a high performer, always consider  free or fully funded PhD programs .

The question, “how long does it take to get a doctorate degree?” is particular important for economical reasons, because the length of the program may have a substantial financial impact if it takes either four or eight years to complete.

Different Types of Coursework in a Ph.D. Program

Content-wise, each program has specific requirements, and the coursework may differ depending on your chosen area of study, your institution, and your country. Some programs may focus primarily on your research and publications, while others are heavily loaded with coursework.

For instance, postgraduate students in social sciences or data sciences might realize that their coursework heavily emphasizes research methods with a strong emphasis on data analysis. This may extend your studies because you may need to learn more to complete the program.

The All-important Dissertation or Thesis

Before I start, let me quickly explain some terminological confusion about the terms “dissertation” and “thesis”. In the United States, the term “dissertation” typically refers to the work submitted as part of a doctoral degree (PhD), whereas “thesis” might refer to the research project done for a master’s degree. Sometimes, “thesis” can also be used for a shorter project as part of a bachelor’s degree.

In contrast, in many other parts of the world, such as the UK, Canada, and Australia, “thesis” is often used interchangeably with “dissertation” and can refer to the document required in both master’s and doctoral programs. The term “dissertation” is sometimes used specifically for doctoral work, but this can vary.

The dissertation (or thesis), an original contribution to a specific field of knowledge, is arguably the most time-consuming part of a professional degree program . How long does it take to get a phd thesis finished? No surprise, there is no clear answer. The time it takes to write your dissertation can vary significantly – some PhD students need several years, others are rather fast.

If you use your time wisely you may shorten the dissertation process significantly , you may already write (and publish!) with your supervisor one or two comprehensive reviews about your subject. These reviews are a great starting point for your dissertation. It is a better idea to start early to learn  to write your research papers faster .

What Influences How Long It Takes to Complete a PhD and get a doctorate degree?

To answer the question, “how long is a doctorate degree?”, several key factors that can affect the time to completion must be considered. These include the doctoral student’s pace, the complexity of their research project, their advisor’s availability, and funding.

For instance, many PhD students need to fulfill teaching or research assistantships to receive financial support. These commitments can extend the time it takes to earn a PhD. The specific requirements of your doctoral program also matter, with some demanding more coursework or extensive research than others.

Do All Doctoral Students Take the Same Time to Complete?

No, each doctoral student’s time to complete a doctoral program varies . Some might earn their terminal degree more quickly if they already have a master’s degree in a related field, thus reducing the coursework required to complete. Others might take longer if they are enrolled part-time while working a full-time job.

Does Earning a Doctorate Always Take So Long?

Although most doctoral programs take around four to seven years, completing a doctorate doesn’t always take so long. Some professional doctorate programs, designed to be more oriented towards career and professional practice, often require less time than research-oriented PhDs.  Moreover, doctoral studies in some European countries typically take only three to four years.

Why Does it Take so Long to Complete a Dissertation?

How long is a phd program? It depends on the coursework and on the time to finish your thesis (=dissertation). The dissertation phase can extend for multiple years because it involves a great deal of independent research and writing. Doctoral students must conduct original research and articulate their findings and analysis in a comprehensive document that contributes new knowledge to their field. This rigorous process takes considerable time, dedication, and intellectual effort.

Can You Complete a Doctorate Faster?

Yes, there are ways to earn your doctorate faster. Some universities offer accelerated programs, particularly online. These require the same high level of work but condense the timeline. One of the best ways to complete a program more quickly is by choosing a dissertation topic you already know by heart. It substantially reduces the time it takes to complete your research and writing.

Are Online Schools and Accelerated Ph.D. Programs an Option?

For those who are working full-time, online schools could offer a viable path toward a PhD. These online programs allow a more flexible schedule; some may even provide accelerated ways to earn an academic degree. However, it’s important to remember that quality and reputation of online courses vary widely.

What Factors Affect the Time to Complete a Doctorate?

How long does a PhD take? Difficult to say. The length of a PhD program can be influenced by many factors. These include the field of study, program structure, student’s personal circumstances, and level of preparation. Personal factors such as motivation, work ethic, and time management skills also play a crucial role in the time to completion.

What is the Role of Faculty Members and Advisors?

Your relationship with your dissertation advisor and other faculty members can significantly influence the length of time to complete your PhD. A supportive and accessible advisor can help streamline the data analysis process, guide you through the literature review, and provide useful feedback on your final project. Getting regular feedback is one of  the most important ways to write faster  and finish your papers and thesis quicker.

Balancing Professional and Doctorate Commitments

Balancing professional commitments with a doctorate degree can be challenging. Many PhD students are working professionals striving to upgrade their qualifications. Consequently, they often take much longer to complete their PhD, making it essential to balance professional duties and academic requirements.

Should You Do a Full-Time or Part-Time Ph.D.?

Pursuing an academic career can be  a challenging journey . Aspiring academics often need to decide between full-time and part-time Ph.D. programs. Full-time studies usually involve years of hard work, typically 3-4 years, but provide a focused environment. Conversely, part-time Ph.D. studies take much longer but allow more flexibility, catering to those with a professional career or family responsibilities.

Can You Pursue a Career in Academia and Become a Professor?

A successfully completed PhD is usually a necessary prerequisite for an academic career. There are  multiple requirements to qualify for academic positions.  After a PhD, a postdoctoral research period is typically required to prepare for the next step of your scientific career.  Choosing the best postdoc position  is essential. 

After the  postdoc period that lasts between 2 and 6 years , you may enter a tenure track program and/or become an  assistant or associate professor , depending on your qualifications and career goals. The  success rate  for becoming university professors is about 3% for all PhD students. However, there are many career options outside academia.

Frequently Asked Questions

Q: what is the shortest time to complete a phd.

A: While it varies by field and institution, some accelerated programs can be completed in three years or less, particularly if you already have a master’s degree in a related field.

Q: What part of a PhD takes the longest time?

A: In life sciences and similar fields, the experiments take most of the time, while in humanities, the writing of the thesis (= dissertation) is usually the most time-consuming phase.

Q: Is it possible to work full-time while pursuing a PhD?

A: Yes, but it is challenging and may extend the length of the program. How long does it take to get a phd while working full-time? Some PhD students opt for part-time phd studies to better balance their professional and academic commitments but it probably adds 1-2 years to finish.

Q: Do online PhD programs take less time?

A: Online doctorate programs offer more flexibility, which might allow some students to complete their studies faster. However, they require the same level of academic rigor and commitment as traditional programs.

Other perspectives

• https://academicpositions.com/career-advice/phd-in-europe-or-the-us
• https://www.findaphd.com/guides/length-of-a-phd
• https://www.franklin.edu/blog/what-is-a-doctorate-degree

Acknowledgments

I have used AI systems, including Grammarly and ChatGPT, to enhance the English and comprehensiveness of this article. This post may contain affiliate links, meaning I get a small commission if you decide to purchase through my link. Thus, you support smartsciencecareer at no cost to you!

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Sven Hendrix is a Professor of Neuroanatomy at Medical School Hamburg (MSH) in Germany. He leads a research group dedicated to the neuroimmunology of brain repair and the development of xenofree organoid models as alternatives to animal experiments. Additionally, he serves as the speaker for CENE, a center focused on academic career development across MSH, Medical School Berlin (MSB), and the Health and Medical University (HMU) in Potsdam and Erfurt, Germany.

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How the PhD Program Works

Program Overview

Completing your doctorate at Wharton requires 5 years of full-time study. The first 2 years in the program prepare you for admission to candidacy by taking courses, qualifying exams, and starting research projects. In the last few years, you are primarily conducting research full-time including writing and defending your doctoral dissertation.

Admission to candidacy.

You begin by taking courses required for your program of study. All programs requires a preliminary exam, which may be either oral or written.

Some programs may have further requirements, such as an additional exam or research paper. If you enter with a master’s degree or other transfer credit, you may satisfy the formal course requirements more quickly.

Beginning the Wharton PhD Curriculum How the first two years of the Wharton program helped students discover their interests, learn the tools of the profession, and fuel their passion for teaching.

The Doctoral Dissertation

Upon successful completion of coursework and passing a preliminary examination, you are admitted to candidacy for the dissertation phase of your studies.

Your doctoral dissertation should contain original research that meets standards for published scholarship in your field. You are expected to be an expert in the topic you choose to research.

You are admitted to candidacy for the dissertation phase of your studies upon successful completion of coursework and passing a preliminary examination, but you can start thinking about and working on research of relevance at any time.

The dissertation process culminates with a “defense,” in which you defend the proposal orally before your dissertation committee.

While working on your dissertation, you interact extensively with Wharton faculty. Together with interested faculty, you create your own research community that includes your dissertation advisor and dissertation committee.

Policies and Procedures

Get more detailed explanation of course requirements, academic standards, the Teacher Development Program, time limits, and dissertation procedures and requirements.

Sample Program Sequence

Years 1 & 2.

Coursework Examination Research Papers Research Activities Field-Specific Requirements

Directed Reading & Research Admission to Candidacy Formulation of Research Topic

Years 4 & 5

Continued Research Oral Examination Dissertation

Hear From Our Doctoral Community

Wharton is the "perfect" place to do research, uniting great minds, wharton’s stat bridge ma program takes flight, faculty expertise in housing economics attracted this phd student to wharton.

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How Long Does It Take to Get a Ph.D. Degree?

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Earning a Ph.D. from a U.S. grad school typically requires nearly six years, federal statistics show.

(CAIAIMAGE/TOM MERTON/GETTY IMAGES)

A Ph.D. is most appropriate for someone who is a “lifelong learner.” 

Students who have excelled within a specific academic discipline and who have a strong interest in that field may choose to pursue a Ph.D. degree. However, Ph.D. degree-holders urge prospective students to think carefully about whether they truly want or need a doctoral degree, since Ph.D. programs last for multiple years.

According to the Survey of Earned Doctorates, a census of recent research doctorate recipients who earned their degree from U.S. institutions, the median amount of time it took individuals who received their doctorates in 2017 to complete their program was 5.8 years. However, there are many types of programs that typically take longer than six years to complete, such as humanities and arts doctorates, where the median time for individuals to earn their degree was 7.1 years, according to the survey.

Some Ph.D. candidates begin doctoral programs after they have already obtained master’s degrees, which means the time spent in grad school is a combination of the time spent pursuing a master’s and the years invested in a doctorate. In order to receive a Ph.D. degree, a student must produce and successfully defend an original academic dissertation, which must be approved by a dissertation committtee. Writing and defending a dissertation is so difficult that many Ph.D. students drop out of their Ph.D. programs having done most of the work necessary for degree without completing the dissertation component. These Ph.D. program dropouts often use the phrase “ all but dissertation ” or the abbreviation “ABD” on their resumes.

According to a comprehensive study of  Ph.D. completion rates  published by The Council of Graduate Schools in 2008, only 56.6% of people who begin Ph.D. programs earn Ph.D. degrees.

Ian Curtis, a founding partner with H&C Education, an educational and admissions consulting firm, who is pursuing a Ph.D. degree in French at Yale University , says there are several steps involved in the process of obtaining a Ph.D. Students typically need to fulfill course requirements and pass comprehensive exams, Curtis warns. “Once these obligations have been completed, how long it takes you to write your dissertation depends on who you are, how you work, what field you’re in and what other responsibilities you have in life,” he wrote in an email. Though some Ph.D. students can write a dissertation in a single year, that is rare, and the dissertation writing process may last for several years, Curtis says.

[ READ: What Is a Doctorate or a Doctoral Degree?  ]

Curtis adds that the level of support a Ph.D. student receives from an academic advisor or faculty mentor can be a key factor in determining the length of time it takes to complete a Ph.D. program. “Before you decide to enroll at a specific program, you’ll want to meet your future advisor,” Curtis advises. “Also, reach out to his or her current and former students to get a sense of what he or she is like to work with.”

Curtis also notes that if there is a gap between the amount of time it takes to complete a Ph.D. and the amount of time a student’s funding lasts, this can slow down the Ph.D. completion process. “Keep in mind that if you run out of funding at some point during your doctorate, you will need to find paid work, and this will leave you even less time to focus on writing your dissertation,” he says. “If one of the programs you’re looking at has a record of significantly longer – or shorter – times to competition, this is good information to take into consideration.”

Pierre Huguet, the CEO and co-founder of H&C Education, says prospective Ph.D. students should be aware that a Ph.D. is designed to prepare a person for a career as a scholar. “Most of the jobs available to Ph.D. students upon graduation are academic in nature and directly related to their fields of study: professor, researcher, etc.,” Huguet wrote in an email. “The truth is that more specialization can mean fewer job opportunities. Before starting a Ph.D., students should be sure that they want to pursue a career in academia, or in research. If not, they should make time during the Ph.D. to show recruiters that they’ve traveled beyond their labs and libraries to gain some professional hands-on experience.”

Jack Appleman, a business writing instructor, published author and Ph.D. candidate focusing on organizational communication with the  University at Albany—SUNY , says Ph.D. programs require a level of commitment and focus that goes beyond what is necessary for a typical corporate job. A program with flexible course requirements that allow a student to customize his or her curriculum based on academic interests and personal obligations is ideal, he says.

[ READ: Ph.D. Programs Get a Lot More Practical.  ]

Joan Kee, a professor at the University of Michigan  with the university’s history of art department, says that the length of time required for a Ph.D. varies widely depending on what subject the Ph.D. focuses on. “Ph.D. program length is very discipline and even field-specific; for example, you can and are expected to finish a Ph.D, in economics in under five years, but that would be impossible in art history (or most of the humanities),” she wrote in an email.

Jean Marie Carey, who earned her Ph.D. degree in art history and German from the  University of Otago  in New Zealand, encourages prospective Ph.D. students to check whether their potential Ph.D. program has published a timeline of how long it takes a Ph.D. student to complete their program. She says it is also prudent to speak with Ph.D. graduates of the school and ask about their experience.

Bennett urges prospective Ph.D. students to visit the campuses of their target graduate programs since a Ph.D. program takes so much time that it is important to find a school that feels comfortable. She adds that aspiring Ph.D. students who prefer a collaborative learning environment should be wary of graduate programs that have a cut-throat and competitive atmosphere, since such students may not thrive in that type of setting.

[ READ: 4 Fields Where Doctorates Lead to Jobs.  ]

Alumni of Ph.D. programs note that the process of obtaining a Ph.D. is arduous, regardless of the type of Ph.D. program. “A Ph.D. is a long commitment of your time, energy and financial resources, so it’ll be easier on you if you are passionate about research,” says Grace Lee, who has a Ph.D. in neuroscience and is the founder and CEO of Mastery Insights, an education and career coaching company, and the host of the Career Revisionist podcast.

“A Ph.D. isn’t about rehashing years of knowledge that is already out there, but rather it is about your ability to generate new knowledge. Your intellectual masterpiece (which is your dissertation) takes a lot of time, intellectual creativity and innovation to put together, so you have to be truly passionate about that,” Lee says.

Erin Skelly, a graduate admissions counselor at the IvyWise admissions consulting firm, says when a Ph.D. students struggles to complete his or her Ph.D. degree, it may have more to do with the student’s academic interests or personal circumstances than his or her program.

“The time to complete a Ph.D. can depend on a number of variables, but the specific discipline or school would only account for a year or two’s difference,” she wrote in an email. “When a student takes significantly longer to complete a Ph.D. (degree), it’s usually related to the student’s coursework and research – they need to take additional coursework to complete their comprehensive exams; they change the focus of their program or dissertation, requiring extra coursework or research; or their research doesn’t yield the results they hoped for, and they need to generate a new theory and conduct more research.”

Skelly warns that the average completion time of a Ph.D. program may be misleading in some cases, if the average is skewed based on one or two outliers. She suggests that instead of focusing on the duration of a particular Ph.D. program, prospective students should investigate the program’s attritition and graduation rates.

“It is worthwhile to look at the program requirements and the school’s proposed timeline for completion, and meet current students to get their input on how realistic these expectations for completion are,” Skelly says. “That can give you an honest idea of how long it will really take to complete the program.”

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Application requirements for all doctoral programs (phd).

All of our doctoral programs are designed to develop outstanding educational researchers who have a deep understanding of the scientific, practical and policy issues they study. All require full-time study, and we promise five years of full-time financial support for every student we admit. Our doctoral programs are small, typically ranging from about 25 to 35 new students a year. The small size of our doctoral cohorts creates big educational advantages for students: the classes are almost always small, students receive individualized attention from their advisors, and they have many opportunities to develop close collegial relationships with fellow students.

It is extremely important to demonstrate in your statement of purpose that your interests converge closely with the current research of faculty who work in the program to which you are applying. Other doctoral applicants will certainly do this, and if you don't, you will forfeit an important competitive advantage to them. 

If you wish to contact faculty, please read our Which Degree Which Program article, by Professor Eamonn Callan, which outlines the appropriate process for contacting faculty with whom you share research interests. 

• Program website:  Degrees and Programs/PhD
• Length of Program:  5 years (average length)
• Tuition: fellowship/assistantship salary and tuition guaranteed for first five years of the program (autumn, winter and spring quarters) for all students, including international students. Funding includes two summers.

Application Requirements:

Application form.

Complete and submit Stanford's graduate online application .

Application Fee

The application fee is $125 , is non-refundable, and must be received by the application deadline.

Application Fee Waivers

Stanford offers three types of application fee waivers for which GSE applicants may apply and be considered:

• GRE Fee Reduction Certificate-Based Waiver
• Diversity Program Participation-Based Waiver
• School-Based Waiver

Please visit the Stanford Graduate Diversity website for instructions, deadlines, and the fee waiver application form.

Statement of Purpose

A Statement of Purpose is required. Your statement should be typed, single-spaced and should be between one to two pages . Describe succinctly your reasons for applying to the proposed program, your preparation for this field of study, and why our program is a good fit for you, your future career plans, and other aspects of your background as well as interests which may aid the admissions committee in evaluating your aptitude and motivation for graduate study. You may indicate potential faculty mentors as part of your study and research interests. Be sure to keep a copy for your records. What's a Good Statement of Purpose?

A resume or CV  is required of all applicants, depending on which document is most appropriate for your background. There is no page limit for resumes or CVs, though we typically see resumes of one page in length. Please upload your resume or CV in the online application.

Three (3) Letters of Recommendation

Applicants are required to submit three letters of recommendation . In the online application, you will be asked to identify your recommenders and their email addresses. Please notify your recommenders that they will receive an email prompt to submit their recommendation online. You can submit your request for letters of recommendation through the system without submitting the entire online application.  Stanford GSE only accepts online recommendations through the application system ; Stanford GSE cannot accept mailed, emailed or faxed recommendations.

Recommendations should be written by people who have supervised you in an academic, employment, or community service setting. We very strongly recommend that at least one of these letters be from a university professor familiar with your academic work. Your recommendations should directly address your suitability for admission to a graduate program at Stanford GSE.

It is the applicant's responsibility to ensure that all three letters of recommendation are submitted through the system by the application deadline , so please work closely with your recommenders to remind them of the deadline.

College and University Transcripts

Transcripts are required from every college and university you have attended for at least one academic year as a full-time student. When submitting your online application, transcripts should be uploaded to the application as a scanned copy or PDF ; this is sufficient for the application review process. Please refrain from sending a secured PDF/transcript with a digital signature as our system cannot upload these properly. The best way to ensure we receive an upload-able document is for you to print out the secured transcript, scan it, and upload the scanned copy (not to exceed 10MB) as a PDF. 

If you earned a degree at the institution from which you are submitting a transcript, please ensure that the degree conferral date and the degree conferred is clearly visible on the document. If you are currently enrolled in a degree program and will not have earned the respective degree by the time of submitting your GSE application, you should submit your most recent in-progress transcript from your institution.

Only if admitted will we contact you with instructions on sending two copies of your official transcripts to our office. We cannot accept mailed, emailed or faxed copies of your transcripts during the application process. Please note: the instructions for sending transcripts on the online application and on the general Stanford Graduate Admissions Office website differ from this Stanford GSE requirement.

Concerning course work completed in a study abroad program

If the coursework and grades are reflected on the transcript of your home institution, you do not need to submit original transcripts from the study abroad institution.

Concerning foreign institutions

If your institution provides a transcript in a language other than English, we require that you submit a translation of the transcript that is either provided by the institution or a certified translator. Translations must be literal and complete versions of the original records.

If your transcript does not include your degree conferral date and the degree conferred , please submit a scanned copy of your diploma, a conferral statement, or a conferral document in addition to your transcript . If you are currently enrolled in a degree program and will not have earned the respective degree by the time of submitting your GSE application, you should submit your most recent in-progress transcript from your institution.

Stanford University requires the Test of English as a Foreign Language (TOEFL) from all applicants whose native language is not English. The GSE requires a minimum TOEFL score of 250 for the computer-based test, 600 for the paper-based test or 100 for the internet-based test in order to be considered for admission. The Test of Written English (TWE) portion of the TOEFL is not required. Applicants who have completed a four-year bachelor's degree or a two-year master's program (or its equivalent) in the U.S. or at an institution where English is the main language of instruction are not required to take the TOEFL. For more information on TOEFL requirements, please refer to the Required Exams  page on the main Stanford Graduate Admissions website. You may register for the TOEFL test directly at the ETS website .

TOEFL Dates and Deadlines

PhD applicants who are required to take the TOEFL should plan to take the internet-based TOEFL test and have official TOEFL scores sent electronically to Stanford at institution code 4704 (department code does not matter) no later than November 1 . This will give your official TOEFL scores time to be sent from ETS and be received by our system in time for the December 1 deadline. PhD applicants to Knight-Hennessy Scholars should plan to take the internet-based TOEFL test no later than October 16 so your scores can be received by our system in time for the November 16 KHS GSE deadline. Please note that the TOEFL may be taken no earlier than 18 months prior to the application deadline.

Does Stanford accept tests other than TOEFL?

No. We accept only TOEFL scores; we do not accept IELTS or other test scores.

Contact Information

Admissions:  [email protected]  

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The Savvy Scientist

Experiences of a London PhD student and beyond

How Long Does It Take To Get A PhD?

If you’ve ever found yourself wondering, “How long does it take to get a PhD” you’re not alone. Before I started mine I thought I’d be working right up until the university’s four year deadline to submission. However it is often possible to submit a PhD faster, though you do have to consider the time for your viva and corrections.

In this post we’ll go through each of the different stages of a PhD. We’ll also look at how much time a PhD takes up in the wider context of your career as a whole.

At the end you can find a timeline showing how long I personally took to go through each stage on the journey to getting my own PhD!

How long does it take to get a PhD when studying full time?

In short, full-time PhD students in the UK will typically take 3-4 years to submit their PhD thesis. Then it’s a few more months before the viva (oral exam) takes place. PhDs in many other European countries and certain commonwealth countries such as Australia, take a similar length of time. For other countries such as the US it will typically be a year or two longer than this, which could be a positive or negative depending on why you’re doing a PhD !

If you’re considering applying for a PhD, here are some relevant posts for you which may be useful:

• How to apply for a PhD
• PhD FAQs – A Complete Beginner’s Guide to Doctoral Study
• How much work is a PhD?

Putting a PhD in career context

Still on the fence as to whether you really want to spend roughly four years of your life on a PhD?

Let’s put it in perspective.

If you come out of uni at age 22 and retire at age 68, you’ll have a career of approximately 46 years:

Let’s say after a few years of working you decide to do a PhD. We’ll assume in total it takes 4.5 years – about the maximum length of time a full-time PhD can be from start to end in the UK.

Now let’s slot in that PhD in orange:

This shows the average PhD-holder still has about a 40 year career ahead of them if they were to work until state pension age in the UK! So doing a PhD lowers your career by 4-4.5 years, or as a percentage: less than 10%!

In reality, retirement age is very likely to be pushed well into the 70s by that time, making the time spent on a PhD even less of an issue. Sidenote: while you’re young take the opportunity to build up financial freedom !

Is a PhD worth it? I’ve delved into this more here , but it will depend a bit on your own circumstances so I can’t definitively answer that for you. But it’s important to recognise that doing a PhD isn’t taking much time away from your career and could potentially add a lot to it!

Read on for details on why a PhD takes around four years to complete.

The structure of a PhD

There are four parts to getting a PhD:

• The main one: working on your project and doing the research!
• Writing up your work and submitting it as a thesis (or papers if your university allows it)
• The oral examination (viva)
• Making any corrections to the thesis requested by the examiners and submitting the final version to the university

Let’s quickly cover each one of these parts in a little more detail:

1. PhD project: Carrying out research

This section is the core of your PhD and the bit where you actually do some research. Some people may divide the PhD project into sections such as:

• Reading literature
• Deciding on a research project direction
• Trying out different experimental methods
• Main experiments & data collection

Every project (and person) is so different that it would be useless to give you a generic timeline with how long each section could take. Points 2 and 3 may even appear in different orders depending on your project. There is no convention! In addition, rarely will someone carry these tasks out in series with no overlap between them. Working on tasks in parallel helps to keep your days more varied and interesting too.

If you’ve already got a very well defined project you may whiz through the first three points. The same goes for if you’re taking over from a previous student who has already got your project going. For my project I was pretty much starting from scratch in a lot of regards. I also had a scholarship with a lot of freedom, so spent more time on these preliminary stages. It really varies a lot, so let’s just cover how long the research typically lasts in total:

PhD research duration

Two main factors will typically dictate how long is spent on research before writing up:

• Funding : The majority of PhD students in STEM are funded (post on how here , and how much here ) and no one wants to be supporting themselves once the money runs out. Therefore usually PhD students will aim to complete all research (and ideally writing up) by the time their funding ceases. Most PhD projects in the UK are funded for 3 – 3.5 years . The maximum is four years, for reasons you’ll see in a moment. Personally my scholarship was for 3 years and then I was separately employed for another five months by my supervisor.
• Submission deadline : You can imagine that the completion rate of PhDs isn’t great once funding ceases. You’re seeking employment to support yourself and suddenly the PhD isn’t a focus. More and more universities are now imposing strict deadlines for submission to boost the chances of students successfully completing the degree. This deadline to submit your thesis is often four years from your start date .

A student will typically work back from these deadlines, estimating how long is required for writing up and spend all of the remaining time doing research.

Approximate research duration: Overall, from induction through to finishing data analysis will typically take 2.5 – 3.5 years.

2. Writing up

As we covered above, there are two main factors which will usually control how much time is available for the project as a whole. It is up to the student to decide how late they leave it to finish conducting research and start writing up.

For some people writing up can take a significant number of months. This may be particularly true for non-native speakers.

My somewhat controversial suggestion is to leave it as late as possible to go into the full-time writing-up stage. This allows you to maximise the amount of time you’re able to access labs or any specialist resources which will disappear once you leave. It’s also very easy to procrastinate whilst writing, therefore by constraining the timeline you’re less likely to waste your time.

However not officially being in the ‘writing-up’ stage, doesn’t mean doing no writing at all in advance. In fact let’s answer a few common questions related to writing up:

Can you write up as you go along?

Yes! You can of course write whenever you fancy it, but additionally typically there will be a few assessment checkpoints during the research phase of your project. For the first of them, which occurs around 9 months after starting the project, you’ll usually have to produce a report. This often includes the rationale for the project, a literature review and your progress so far. At Imperial it was called the Early Stage Assessment (ESA) and others know it as the upgrade interview.

Even if you do no other writing up during your project, this report can still form a useful starting point for your thesis. My report was just under 20 pages long and the literature review component formed the foundations for the literature review in my PhD thesis.

There is often a second checkmark at 18-24 months (called the “Late stage assessment” or “LSR” at Imperial). This may again may include a formal report which could go some way towards your thesis. The alternative to writing a report for the LSR is showing a paper you’ve submitted to a journal: a handy reason to write papers, which we’ll come onto more in a second.

You can take it further and write up chapters of your work as you go if you want. The most obvious reason for doing so it to produce papers of each results chapter which we’ll now discuss.

What about papers?

I strongly recommend PhD students submit papers during their PhD. I only had one published by the time of my viva and that single paper was immensely valuable in providing evidence that I’d done novel research of a high enough standard. See my guide to writing your first paper here:

• Writing an academic journal paper

If nothing else, writing up your work as papers serves as a useful way to split your PhD work into sections which can then become chapters of a thesis.

Some universities may allow you to submit a string of papers instead of a thesis. I know that this is common in other parts of Europe.

By the time I submitted my thesis I had one results chapter accepted as a paper, another two papers roughly drafted and another chapter I hadn’t really worked on. At Imperial you do have to submit a thesis, but crucially the content can include submissions for papers. I had to do a bit of work converting papers into chapters but it was minimal, maybe a few days work.

Your mileage may vary: I know that some other universities don’t allow you to copy text (or figures) word for word from papers due to plagiarism, which of course suddenly creates a lot of extra work. Either way, writing up your research as papers during a PhD is strongly encouraged if you can!

Should you care about having a ‘nice looking’ thesis?

This is a question only you can answer. If you want a thesis formatted wonderfully in LaTex with stunning figures etc you’ll of course have to dedicate additional time to writing the thesis.

For me I didn’t (and don’t) care at all about having a nice looking thesis. I’d much rather invest energy in writing things people will actually read: papers.

Do remember that what you submit to the examiners is merely a draft and isn’t your last chance to make changes!

Approximate duration for writing up: Typically 2 – 6 months, but it doesn’t have to take this long!

3. Scheduling and passing the oral examination (viva)

When you’re coming to the end of your PhD you’ll discuss potential examiners with your supervisor and begin organising potential dates for your exam: known as a viva here in the UK. In the UK you’ll usually have a minimum of one external examiner (from another university) and one internal examiner (from your university).

The date will usually be a minimum of two months after you submit your thesis. You can potentially get away with a bit shorter, but universities don’t like doing it in case of any holdups. It’ll ultimately come down to finding a suitable time which works for your examiners.

I know of people who’ve had to wait a lot longer than a few months because of difficulties finding a time which works for all the examiners, especially if substantial travel is required. One of the perks of the current C-19 working from home arrangement is that examinations may be more easily scheduled.

The oral exam itself is only one day. I’m putting together a separate post to cover what the viva experience is like.

Approximate duration for scheduling and passing the exam: Typically three months.

4. Making any corrections to the thesis

The examination will in part focus on the quality of your written thesis. Some people pass the viva with no corrections. Therefore you could simply use the copy you sent to the examiners as your final copy of the thesis, requiring no further work.

However it is rare to pass with no corrections and instead it is likely that there will be “minor corrections” suggested to improve the thesis. These corrections may be to:

• Improve clarity
• Add some further necessary detail, including potential additional analysis
• Removing unsubstantiated claims
• Correcting typos and grammatical errors

It is also possible for “major corrections” to be requested, requiring much more substantial work – usually including further experiments.

In the case of minor corrections, sometimes the examiners will want to see the updated thesis, other times they’re happy to let your supervisor approve the changes.

Typically in the UK you are given a deadline to submit these corrections within three months of your viva . Of course it usually doesn’t actually take anywhere near three months of solid work to make the changes, but the examiners and university recognise that by then you’ll have ceased being a PhD student and likely have other commitments. Plus, not everyone wants to dive straight back in after the viva!

Approximate duration for making changes to your thesis: 0 – 3 months.

5. Awaiting confirmation of your PhD

Once you’ve submitted your final copy of the thesis you’ll have to wait for the registry team to formally confirm your PhD. At Imperial this is done once per month. And you’ll get an email something like this:

Duration: one month or less.

So how long does it take to get a PhD in total?

Now we’ve covered all the separate stages of a PhD, hopefully you have a better sense of how long it could take to get a PhD.

Wondering how long is a PhD in the UK? In the UK the average time from starting the PhD to submitting the thesis is approximately three and a half years. It’ll then take another 4-6 months until the viva has been completed, the final thesis copy submitted and for the university to award the PhD. This brings us to a total length of approximately 4 to 4.5 years for a PhD in the UK .

This assumes that study towards the PhD is full-time. Of course if you’re working part-time on the project the duration can increase considerably.

If the PhD is as part of a CDT/DTC programme the timeline may be slightly different, but won’t necessary be much longer. In a CDT you’ll usually spend a year studying for an MSc, followed by three years working towards the PhD, at which point you’ll submit the thesis. Therefore the total time for a PhD as part of a CDT with a MSc+PhD programme may still be just over four years, including the MSc.

My experience

I finished my PhD earlier this year and this is how long each of the PhD stages took me:

* I wanted to arrange a holiday for April ( which didn’t happen ) so knew when I wanted to have the viva and worked back from there. I could have submitted the thesis 7.5 months later and still have been within the four year deadline, but wasn’t interested in stringing it out! We arranged the viva back in January and submitting the thesis six weeks before the viva was about the minimum reasonable period. You may be required to submit the thesis before officially scheduling the viva.

** I’m a fast writer and didn’t massively care about the quality of the thesis but even so, couldn’t write a whole thesis in three weeks! Crucially I had most of the results chapters already written by this point. I spent about a week writing the literature review section, a week on the introduction and discussion chapters and a week putting it together. Once you have your results sections don’t spend ages faffing with the other sections (intro, lit review, discussion), they’ll swallow up as much time as you give them.

*** Had I been able to go away on my two month holiday I’d have left the thesis corrections for when I got back. But since I wasn’t able to go, I decided to crack on with them right away. Most people would tend to have more of a break before submitting the corrected version, but I knew that if I submitted quickly then I’d be in time for the PhD to be confirmed in April – just a few days later. There is also something funny about having a PhD confirmed on April Fools’ Day!

How long does it take to get a PhD outside of the UK?

PhD programmes vary in structure and length around the world. PhDs in mainland Europe and Australia are typically of similar length to the UK. Though if you’re looking to study for a PhD in the US you can often expect to be studying for an extra year or two.

In the US PhDs typically begin with formal courses and lab rotations , with PhD projects not being decided until midway through your second year. This is a similar parallel to undergraduate degrees being less specialised than in Europe. Therefore in the US PhDs typically take 4-6 years to complete.

More details for PhDs around the globe can be found on this handy set of pages FindAPhD has put together.

Hopefully you’re now able to answer how long it takes to get a PhD. If you have any other PhD-related questions you’d like answered please let me know and I’ll be happy to address them !

Footnotes for the lifetime graphic: * UK life expectancy for a current 20 year old is estimated to be around 87 years. * The figure was inspired by some of the amazing posts on Wait but Why . If you’ve not already checked out the website, please do!

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Use our scholarships search tool to look for available scholarships. Also explore our latest funded PhD vacancies .

A PhD (Doctor of Philosophy) is the most common type of doctoral degree and the highest level of academic qualification you can achieve. 

It normally takes between three and four years of full-time work to complete. It is also possible to undertake a PhD part time, over five to six years.

The main activity of a PhD is to carry out an original research project under the direction of one or more supervisors, to be written up as a thesis.

Different routes to achieving a PhD

There are a number of ways to achieving a PhD at Imperial:

• by undertaking a course of study based on your own research proposal
• by joining a research project that comes with funding attached (known as a studentship)
• by combining it with Master's study in an integrated route that typically lasts four years

Pursuing your own research idea

To search for PhD opportunities based on your own research proposal you first need to identify a research group within Imperial whose area of expertise best matches your idea.

Use the links below to search the different PhD opportunities within our academic departments, centres and institutes. This includes information about current studentships and often guidance on finding a supervisor.

Our interdisciplinary approach means our expertise often spans departmental boundaries – and so do our courses – so you may find opportunities in an unexpected area of the university.

Faculty of Engineering

• Aeronautics
• Bioengineering
• Chemical Engineering
• Civil and Environmental Engineering
• School of Design Engineering
• Earth Science and Engineering
• Electrical and Electronic Engineering
• Mechanical Engineering

Faculty of Medicine

• Department of Brain Sciences
• Department of Immunology and Inflammation
• Department of Infectious Disease
• Department of Metabolism, Digestion and Reproduction
• Department of Surgery and Cancer
• National Heart and Lung Institute
• School of Public Health

Faculty of Natural Sciences

• Life Sciences
• Mathematics
• Centre for Environmental Policy

Imperial College Business School

• Doctoral programme

Centre for Languages, Culture and Communication

• PhD in Arabic, German, Italian, Russian and Spanish Studies
• PhD in science communication studies

Global Challenge institutes

We have six Global Challenge institutes, which were created to address some of society's biggest challenges.

If you have an idea for a PhD that falls within the remit of one of our Global Challenge institutes please contact them directly to discuss before making a formal application.

• Data Science Institute
• Grantham Institute – Climate Change and the Environment
• Institute for Molecular Science and Engineering
• Institute for Security Science and Technology
• Institute of Global Health Innovation

Energy Futures Lab  does not offer PhD programmes, but does deliver the  MSc in Sustainable Energy Futures .

Joint Academy of Doctoral Studies | Imperial College London-Technical University of Munich

We have recently formed  a strategic partnership in education, research and innovation  with the Technical University of Munich, one of Germany’s most international and entrepreneurial universities, producing highly ranked research, like Imperial, in science, engineering and medicine.

As part of the partnership, Imperial and TUM have launched a 'Joint Academy of Doctoral Studies' with the aim of co-developing cross-disciplinary clusters of PhD students who will have access to world-leading academic supervisors and state-of-the art facilities at both institutions.

The first round of the programme will focus on the theme of 'Artificial Intelligence, Healthcare and Robotics'.

Find out more about the Joint Academy of Doctoral Studies and apply

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Pros & Cons: Full Time vs. Part Time PhD

Part-time vs. full-time phd: which one is right for you.

Returning to school can be a huge decision, especially if you’re a working adult. There are many factors to consider, including how you’ll find the time to do the required work. Because of this, many people may struggle to decide between a full-time and part-time PhD program.

The good news is that the only true difference between the two types of programs is the length of time it’ll take you to complete your work. The coursework and other components are typically the same.

This guide will help you weigh the pros and cons of committing to a full or part-time PhD program so that you can decide which option is best for your goals and lifestyle.

What’s the Difference Between a Part-Time and Full-Time PhD?

The only notable difference between a part-time and full-time PhD is the amount of time it takes you to complete your degree. You’ll still be responsible for completing the required research and coursework. 

That being said, the experience of a part-time PhD program may feel significantly different from that of a full-time student because:

• Full-time PhD candidates have more time to spend on their research and coursework
• Part-time candidates may have other commitments competing with schoolwork
• Financial assistance opportunities may vary depending on your program choice
• Research for a full-time student might be more immersive 

The best choice for you is going to be the option that allows you to balance your educational commitments with the rest of your life. To give you a better understanding of what these educational obligations might be, let’s take a deep dive into full and part-time PhD programs.

The Ins and Outs of Full-Time PhD Programs

A full-time PhD program is similar to a full-time job. It’s typically an immersive experience with two main goals:

• Grow a student’s knowledge about an important topic
• Provide training to improve skills through research and collaboration 

The path to these outcomes can be quite lengthy. Although your specific road might look a little different based on the institution and field of study you choose, the typical PhD program includes: 1

• Coursework – You’ll likely begin your program by taking graduate courses in your field to expand your knowledge base. Courses in research methods and scholarly writing will also be part of your curriculum. These are important preparation for the writing you’ll be expected to do as you progress through your program.
• Research – The time you spend outside of the classroom will mainly be used to research for your dissertation. The skills you acquire through your coursework will help you unearth sources, conduct experiments, or perform other research tasks.
• Meetings – You’ll also have regularly scheduled meetings with your PhD supervisor. The frequency and length of these meetings will depend on your institution and program. Here, you’ll discuss your progress, review your research, and get advice about your work.
• Teaching or fieldwork – Some PhD candidates are required to teach a certain number of classes during their time with an institution. Others must complete an internship, fieldwork, or another project. Your requirements will depend on the program you’re enrolled in and the institution you attend.
• Writing the dissertation – The pinnacle of your PhD program is, of course, the dissertation. This can take years to complete and is often the factor that extends the length of time it takes someone to finish their studies. It’s the compilation of all of your hard work, research, analysis, and writing.
• Defending your dissertation – Once you make that final edit to your dissertation, you’re almost finished. However, there’s one crucial step remaining: your dissertation defense. This is an oral exam where you present and answer questions about your research to a committee. The committee then decides if you have passed or if corrections are needed.

After the defense and committee approval, you’ll submit the final copy of your manuscript and be awarded your coveted degree. 

Required Coursework

Every PhD program is going to look a little different depending on your field of study and institution. A very general example of required coursework for a full-time student might look something like this:

• Year 1 – Two full semesters of coursework, including some specialized courses in your areas of study. More generalized research design and research methods courses may take up a significant portion of your classroom time.
• Year 2 – The second year will also contain two full semesters of classes. You’ll take more courses focused specifically on researching and developing a proposal. This will prepare you to begin working on your dissertation.
• Year 3 – Your course load will be smaller as your dissertation research and writing begins. If teaching, clinical work, or lab work is required in your program, you’ll work on these tasks while also working on your dissertation.
• Year 4 and beyond – You might have a few remaining courses to take, but your time after year three is primarily dedicated to your research and writing until your dissertation is complete.

Weekly Commitment

A full-time PhD program can be an intense endeavor. It requires approximately the same amount of time as a full-time job each week—about 35 to 40 hours. The way those hours are distributed depends on where you are in your program. For the first two years, the bulk of your time will likely be spent in the classroom.

After that, you’ll likely be researching, writing, and completing other required duties. 

Completion Timeframe

According to the National Science Foundation’s “Survey of Earned Doctorates”, there were 55,283 completed doctorate degrees in the United States in 2020. 2 The median length of time from beginning to completion was 5.8 years. At a minimum, most PhD programs take about 4 years, but even full-time students can take longer.

The time it takes you to complete your PhD as a full-time student is heavily dependent on how quickly and effectively you complete your dissertation. Factors that can delay completion include:

• You struggle with your research
• Writing takes longer than expected
• Your dissertation requires significant edits
• Life circumstances interfere with your studies

It’s important to remember that taking longer to finish your degree doesn’t diminish the accomplishment. Don’t get discouraged if you need to make revisions or if your research isn’t finished as quickly as you’d hoped.

A Full-Time PhD Program Might be Right for You If…

Students who successfully enroll in full-time PhD programs do so with the understanding that it’s a significant time commitment. Full-time programs might be best suited for students who:

• Don’t hold a full-time job
• Have the financial support needed
• Can commit as many as 40 hours per week to their school work
• Have significant schedule flexibility to accommodate classes, research, and other obligations

You might also begin as a full-time student and later make the switch to part-time if your circumstances change.

The Ins and Outs of Part-Time PhD Programs

Part-time PhD programs can offer students a little more flexibility. In fact, no two part-time PhD students are likely to have a program that looks the same. However, there are a few common traits among part-time PhD programs, such as:

• More flexibility in coursework
• Less of a financial burden all at once since costs are spread out over a longer period
• Less disruptive of your other life commitments
• More time to research

In a part-time program, you’ll likely have more time to attend to your other obligations. The trade-off is that you’ll be a student for far longer than you would if you attend school full-time. The work you must do is the same as if you attend full-time, it’s just spread out over more years.

Some key differences in the time commitment include:

• Classroom time  – You’ll take the same classes as a full-time student but instead of finishing most of the core work in the first year or two, it might take you three or four years.
• Weekly hours – If you’re a part-time student, you’ll likely spend half the hours working. This equates to about 15 to 20 hours per week that you’ll need to dedicate to school. Of course, this time might change depending on how your program and institution define part-time.
• Years to complete – The timeframe for part-time students to complete a PhD varies. The “Survey of Earned Doctorates” doesn’t differentiate between part and full-time students in its completion data. Anecdotally, a part-time PhD student might take anywhere from 5 to 10 years or more to complete their degree. 3

The biggest takeaway about part-time PhD programs is that they’re highly variable, especially when it comes to completion times.

A Part-Time PhD Program Might be Right for You If…

Many students can benefit from the flexibility offered by a part-time PhD program. You might be the perfect candidate if you:

• Have a family
• Need time for other obligations
• Prefer to work more slowly

Keep in mind that you might be able to start slowly and increase your workload as you go through your programs and life changes.

Find Your Perfect PhD Match

A PhD program can be a challenging and time-consuming commitment, whether you’re a full-time or part-time student. In fact, there isn’t a significant difference between the two, other than the time it takes to finish your degree. A part-time option can allow working adults or those with other life obligations to work toward a doctoral degree at a slower pace that’s more conducive to their needs.

If you’re considering a full or part-time PhD program, Alliant International University might be the right choice for you. Check out our offerings today to see if we’re a perfect match for your educational goals.

Sources: 

•  “The PhD Experience: A Review of the Factors Influencing Doctoral Students’ Completion, Achievement, and Well-Being.” International Journal of Doctoral Studies. 2018. http://ijds.org/Volume13/IJDSv13p361-388Sverdlik4134.pdf . Accessed January 27, 2022.
•  “Survey of Earned Doctorates.” National Science Foundation. November 30, 2021. https://ncses.nsf.gov/pubs/nsf22300/data-tables . Accessed January 27, 2022.
•  “How Long Does it Take to Get a PhD Degree?” U.S. News and World Report. August 12, 2019. https://www.usnews.com/education/best-graduate-schools/articles/2019-08… . Accessed January 27, 2022.

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How long does it take to get a PhD? Complete a PhD quickly

Deciding to do a PhD is a decision not to be taken lightly. In order to get a doctorate, you must, first of all, spend 3 to 4 years in undergraduate education so that you can apply for your doctoral degree.

After that, you’ll be expected to perform original research and contribute to a body of knowledge to gain your PhD. It will take many years to complete, and many people wonder how many years does it take to complete a doctoral degree?

Research shows that the average amount of time to complete a PhD across disciplines is 4.4 years. Depending on the country, a PhD will take anywhere between two and seven years to complete depending on whether there is a coursework component (US universities).

I spent three years at an Australian university to get my PhD.

The actual amount of time it will take you to complete your PhD will depend on factors such as luck, your productivity, your PhD supervisor relationship, and if you are doing your PhD full or part-time.

This article will go through everything you need to know about the length of the PhD and how you can complete it quicker.

How Long Does It Take to Get a PhD?

Getting a PhD can be a long and challenging process, but it is also highly rewarding.

On average, it takes an individual around 4-6 years to complete a PhD program.

Check out the table below which provides a range of the amount of time it takes on average for different countries.

However, this time frame is not set in stone and there are many factors that can affect how long it takes to get a PhD.

The biggest factor is the country in which you are going to do your PhD. If you are considering doing your PhD in the United States of America you can expect to spend up to 7 years. Because they have a significant coursework component before the research starts.

If you want to know how to complete your PhD in three years check out my YouTube video where I go through everything you need to know to stay on track for a completion within three years:

It takes many years to do a PhD because there are many factors outside of your control. Let’s take a look at why a PhD take so long to complete and what you can do to make sure that it is as short as possible.

Why does it take so long to complete a PhD?

In the United States of America a doctoral student is usually required to complete a number of courses and examinations, in addition to research and writing a dissertation, before reaching the dissertation phase.

However, even once the student has reached this stage, it may still take longer to complete their PhD program due to the time it takes for them to write a dissertation.

During this time, they must spend considerable amounts of time researching, planning and writing their dissertation, which can take months or even years depending on the complexity of the topic being studied.

Furthermore, there may also be additional delays in completing their PhD due to external factors such as funding or other commitments that might prevent them from dedicating more of their time and resources towards completing their PhD.

Getting used to research

Postgraduate research is not like anything students have done before.

Therefore, there is a settling in process that requires a PhD student to understand what research really is and start to work their way through the mountains of literature related to their primary research question.

Undergraduate does not prepare you very well for a research-based PhD. Therefore, it always takes at least six months for a new PhD student to work out how to work their way through previous studies and buildup skills to be able to start answering their own research question.

Failing a lot

There is a lot of failure in research.

In fact, if there wasn’t failure you wouldn’t be able to push the limits of knowledge.

A PhD take so long because a PhD student must fail more than they succeed and, therefore, slowly find out what direction to take their research in.

Being able to overcome failure as a PhD student is imperative for success.

If you want to know more about how difficult it is to get a PhD you can check out my other article:

• How difficult is it to get a PhD? The real doctorate struggles.
• How long does it take to get a PhD part time? Complete a PhD on your own time.
• Is a PhD worth it now in 2023? [the data]  

Writing up your thesis

Lastly, writing up a dissertation takes a very long time.

It involves analysing your results and reporting on your experiments in a clear and concise manner. It will go through many iterations and your supervisor will look over chapters again and again.

There must be this level of rigourous editing because it is your ticket to being admitted to the degree. You need to be able to commence other experts in the field that you know what you’re talking about and that your contributions are genuinely novel and worthy of submission to the degree.

I was able to write out my thesis in approximately three months and you can watch more about how to write a thesis quickly in my YouTube video, below.

What factors affect how long it takes to get a Ph.D.?

The length of time it takes to get a Ph.D. can vary drastically depending on several factors.

Most US universities require students to enroll in coursework and complete a dissertation, both of which can vary in length.

It usually takes students anywhere from three to seven years to complete the requirements for their degree, though this timeframe may be longer or shorter depending on the field of study and how much research is required.

Additionally, workloads and timelines can be different from student to student depending on their individual goals and objectives.

Ultimately, the amount of time it takes to get a Ph.D. will depend on the specific program and institution as well as the individual’s dedication to completing their degree requirements in a timely manner.

Field of study

Your field of study will also have a significant impact on how long it takes you to get your PhD.

Here is data from a study that looks at Australian university PhD completion published in 1994 .

You can see that the overall timescale for producing a PhD is 4.4 years but education, arts and humanities PhD is often take much longer.

It is my experience that PhD is in the sciences take on average 3 ½ years.

Luck plays a massively important role in determining the length of your PhD.

Everyone’s journey is different and, if you are unlucky, you may end up with a lot of setbacks. Continually working through the setbacks and making sure that you do not stop working for significant amounts of time will ensure that you finish in as quick a time as possible.

If you keep working creatively long enough and hard enough on a research question, you’ll be able to work through any short-term setbacks.

Being focused for multi-year projects is very tough.

Staying motivated and focused throughout your PhD will challenge even the most purpose driven students.

A PhD is a marathon and not a sprint and, therefore, working towards your goal little by little every day is the best way to maintain focus.

Supervisor urgency

Your supervisor will heavily dictate when you are able to submit. They will be responsible for making sure that your PhD thesis is up to the standard required by the field.

Making sure that your PhD supervisor is prompt with feedback and returning your dissertation drafts throughout your PhD journey will mean that you will avoid unnecessarily waiting for feedback and extending your candidature.

How can I complete my Ph.D. sooner?

Completing a Ph.D. can be a long and daunting process, but there are several ways to get it done faster.

Here is a YouTube video a talk about the fastest way to complete a PhD:

One of the best ways to expedite the process is to start getting your work published all your thesis written early on in your studies.

This will help you accrue experience and give you a competitive edge when applying for jobs or grants after your PhD.

Additionally, make sure you have an organized plan to complete your dissertation so that you don’t waste time due to procrastination or lack of planning.

If possible, try to find mentors who can offer guidance and advice throughout the process; having someone who has gone through the same steps before can be invaluable in helping you stay on track.

I had a mentor throughout my PhD and subsequent postdocs so that I would be able to have accountability and someone to help troubleshoot outside of my supervisory team.

Finally, break down your dissertation into achievable easy to achieve goals.

With careful planning and hard work, completing your Ph.D. sooner than expected is definitely within reach!

How long is a part-time PhD?

A part-time PhD is a doctorate that requires fewer hours per week and spread over a longer period of time.

I know of people who did their PhD part-time alongside their jobs.

It usually takes many part-time PhD students around 6 to 10 years to complete their PhD. This is longer than the typical three-year duration for full-time PhDs, but it allows students to keep their job and other commitments while working on their degree.

Many PhD students opt for the part-time program in order to balance work and study commitments.

With the right planning and dedication, it’s possible to complete a part-time PhD in around six years.

However, this may vary depending on the individual’s research project and rate of progress.

Wrapping up

This article has been through everything you need to know about how long it takes to get PhD.

It takes on average 4.4 years to earn a PhD although it depends on your doctoral program as to how long it will typically take a PhD student to graduate.

Writing your dissertation early and being focused on the end goal will help you finish within four to seven years. Part-time PhD’s may also take a little bit longer but the time to completion will depend on various factors outside of your control such as luck, your supervisors urgency, and how well the research topic and question was formulated.

Many earn their degree within five years which means they can then go on to achieve other career goals. In my case, I went into industry, returned to academia, and now runs several online businesses.

Despite not being strictly related to my current career, my PhD is invaluable.

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

Thank you for visiting Academia Insider.

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

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ORIGINAL RESEARCH article

Phd-supervisors experiences during and after the covid-19 pandemic: a case study.

• 1 Department of Education, University of Bergen, Bergen, Norway
• 2 Department of Educational Studies in Teacher Education, Faculty of Education, Inland Norway University of Applied Sciences, Hamar, Norway
• 3 Department of Psychosocial Science, University of Bergen, Bergen, Norway
• 4 Faculty of Arts and Physical Education, Volda University College, Volda, Norway

Introduction: The COVID-19 pandemic has significantly impacted the education sector, and this case study examined nearly three hundred PhD supervisors in Norway. The study was driven by the urgent need to better understand the professional, social, and existential conditions faced by doctoral supervisors during extended societal shutdowns. This explorative case study builds on a former study among PhD candidates and investigates the experiences of doctoral supervisors when remote work, digital teaching, and digital supervision suddenly replaced physical presence in the workplace, largely between March 12, 2020, and autumn 2022, due to the COVID-19 pandemic.

Methods: A mixed-methods research approach, incorporating formative dialog research and case study design, was employed to bridge the conceptual and contextual understanding of this phenomenon. The primary data sources were a survey ( N = 298, 53.7% women, 46.3% men, response rate 80.54%) and semi-structured interviews (with nine PhD supervisors). Supplementary data collection was based on formative dialog research. It included field dialog (four PhD supervision seminars), open survey responses ( n = 1,438), one focus group ( n = 5), an additional survey ( n = 85), and document analysis of PhD policy documents and doctoral supervision seminar evaluations ( n = 7). The survey data, interview data, focus group data, and supplementary data focus also retrospectively on the first year of the pandemic and were collected from August 2022 until October 2023.

Results: The findings from the explorative case study revealed that the PhD supervisors faced numerous challenges during the pandemic, both professionally and personally. For PhD supervisors who extensively worked from home over a long period, the situation created new conditions that affected their job performance. These altered conditions hindered their research capacity, their ability to follow up with their PhD candidates, and their capacity to fulfill other job responsibilities. Although the PhD supervisors received some support during the pandemic, it seems that the incremental measures provided were insufficient.

Discussion: The case study results indicate that it is more important than ever to understand the gap between the formulation, transformation, and realization arenas when distinguishing between incremental, semi-structural changes and fundamental changes in PhD regulations and guidelines brought on by societal crises. This highlights the need for better crisis preparedness at the doctoral level in the years to come.

1 Introduction

Effective doctoral supervision is crucial for guiding PhD candidates through the complexities of their research, ensuring academic rigor and the successful completion of their dissertations ( Bastalich, 2017 ; Wichmann-Hansen, 2021 ; Kálmán et al., 2022 ). The role of PhD supervisors during the pandemic and their impact on educational quality at various levels has been an under-researched area both nationally and internationally ( Börgeson et al., 2021 ; Krumsvik et al., 2022 ). Supervisors who have varying experiences and work under diverse conditions are key players in the transformation arena where central policies are applied at the institutional level. Their interaction with PhD-candidates, whether in-person or remotely, shapes partly the quality of PhD-programs and candidates’ learning experiences. The COVID-19 pandemic has influenced the education sector in numerous ways, and this case study examined nearly three hundred PhD-supervisors in Norway with a Mixed Method Research design and different methods and data. The impetus for the study was the urgent need for a better knowledge base to understand the professional, social, and existential conditions for doctoral supervisors when society is shut down for an extended period. This explorative case study builds on our former study among PhD-candidates ( Krumsvik et al., 2022 ) and investigates the experiences of doctoral supervisors when remote work, digital teaching, and digital supervision suddenly replaced physical presence in the workplace (to varying extents).

First, the introduction contextualizes the study; second, the methodology is described; third, the main part presents the results from the survey part of the study; fourth, the data from the interviews and Supplementary data are presented; fifth, the discussion and conclusion are presented.

International policy documents underline the importance of PhD-supervision [ European University Association (EUA), 2010 , 2015 ] and, in Norway, it is crucial to view PhD supervision considering the specific frame factors for the PhD’s and some general trends of changed frame factors in doctoral education over the last 10 years ( Krumsvik, 2016a , 2017 ). It is therefore important to examine such frame factors in light of PhD-supervisors’ experiences during the pandemic, but the current state of knowledge is still limited around this topic. However, “The United Kingdom Research Supervision Survey Report 2021″ found that among the 3,500 PhD supervisors in the United Kingdom, 65% felt that supervisory responsibilities have increased during the pandemic, 32% agreed that “concerns over supervision have kept me awake at night over the last 12 months” and 31% agreed that “supervising doctoral candidates makes me feel anxious over the last 12 months” ( UK Council for Graduate Education, 2021 ). With these abovementioned issues in mind, this doctoral supervision study builds on our previous research on doctoral-level education ( Krumsvik and Jones, 2016 ; Krumsvik and Røkenes, 2016 ; Krumsvik et al., 2016a , b , 2019 , 2021 ; Krumsvik et al., 2022 ) and aims to examine the experiences of PhD supervisors in Norway during the pandemic to answer the research questions below:

1. To what extent has the COVID-19 pandemic impeded the PhD supervisors’ frame factors on the micro-level, and how do they perceive this situation?

2. To what extent has the COVID-19 pandemic influenced PhD supervisors’ frame factors on the meso-level, and how do they perceive this situation?

3. How do the PhD-supervisors experience the more general aspects of their supervision role during and after the pandemic?

1.1 The Norwegian context

To contextualize the research questions to the Norwegian context, one must remember that doctoral candidates in Norway are not students per se but are employees (on a 3–4 years contract) and more regarded as colleagues than students, and in this sense, the roles are more equal than in traditional supervisory relationships at a lower level (supervisor-student). Both by having PhD fellows being considered highly competent adult employees with state employment contracts, where they receive regular salaries, and have regular offices, they are initially part of the work community found within academia with its routines, duties, and rights. Another contextual aspect is that Norwegian PhD-candidates defend their theses relatively late in their careers. The average age for a candidate’s defense is between 37 and 38 years and higher for many candidates within the humanities and social sciences. In comparison, the median age across OECD countries is 29 ( Sarrico, 2022 , p. 1304). Table 1 provides a generalized comparison of doctoral education across Nordic countries, the UK, and the US ( Andres et al., 2015 ; Burner et al., 2020 ). While such broad overviews might exaggerate differences, they provide a framework for understanding doctoral education on a spectrum. This spectrum ranges from countries with significant government influence, where PhD candidates are employed (e.g., Nordic countries), to countries with moderate government influence, where PhD candidates are not employed (e.g., the UK), and finally to countries with minimal government influence, where PhD candidates are also not employed (e.g., the US). Despite these variations, the global trend indicates that doctoral education is becoming increasingly dependent on external funding ( Bengtsen, 2023 , p. 45).

Table 1 . Overview of the Nordic PhD model in comparison to UK and US models.

In addition, women defend their theses on average 2 years later than men. Taking into account that the average age for first-time mothers in Norway is now 30.1 years, there is a lot that needs to happen within a few years, and this may sometimes affect the feasibility of their PhD-projects. This can, e.g., be related to the gender differences in Norway about parental leave days during the pandemic which is much higher for women than for men at the universities ( Krumsvik et al., 2022 ) 1 . Another contextual factor that distinguishes doctoral supervision from other supervision (at lower levels) is that over 90% of the doctoral theses in Norway are article-based theses ( Krumsvik, 2016b ; Mason and Merga, 2018 ; Solli and Nygaard, 2022 ), which implies 3–4 published articles and an extended summary or synopsis (a “kappe” in Norwegian, ranging between 50 and 90 pages). This means that the PhD-candidates receive “supervision” and feedback from approximately 8–10 referees in scientific journals on their articles, in addition to feedback from their PhD supervisors. Because of this, many PhD-supervisors are co-authoring their doctoral candidates’ publications. A final contextual aspect is the recent studies indicating a decrease in doctoral disputations nationwide in Norway over the past two years ( Steine and Sarpebakken, 2023 ) – probably as a consequence of the pandemic. In a survey, Ramberg and Wendt (2023 , p. 22) found that about 60 percent of PhD candidates and 50 percent of postdoctoral candidates ( N = 300) were delayed during the autumn of 2022. The study showed that illness or leave, often due to caregiving responsibilities during the pandemic, was the most common reason for delays among PhD candidates and postdoctoral candidates, particularly impacting women more than men. Following illness, reduced access to supervisors, empirical data, research facilities, and external partners were significant factors contributing to delays in their research activities. Nearly a third of delayed candidates reported reduced access to supervisors, and about a fifth faced issues with external partner access, highlighting the critical role of these resources in completing research projects. When it comes to the PhD-supervisors, more specifically, the supervision differs from other types of supervision in that a formal PhD agreement is signed with a binding supervisor contract that lasts for 3–4 years (the PhD period) and is signed by both the supervisor and the candidate. The supervisor also has an overarching responsibility to avoid delays and ensure that the PhD program can be completed within the standard time frame. Supervisors are primarily responsible for guiding doctoral candidates on the specific, content-related aspects of their projects. This includes helping candidates identify the knowledge frontier in their field, position their study within the research field, develop clear and consistent research questions, choose appropriate scientific and methodological approaches, and provide expert guidance in discussing results and addressing ethical issues related to the thesis. This obviously places relatively high competence requirements on the supervisors, both in terms of their academic and research skills, and in relation to the doctoral supervision itself, as poor or inadequate supervision at this level can expose the candidate to a certain “drop-out risk” in the project.

Maintaining education quality during the COVID-19 pandemic has been challenging due to the widespread shift to digital teaching, supervision, and remote work. Many university teachers were unaccustomed to the online, digital learning environment, working with PhD candidates remotely for extended periods. Some taught in hybrid settings, with some PhD candidates quarantined at home while others attended in-person classes. Additionally, others navigated ordinary learning contexts with COVID-19 precautions like masks and social distancing. This situation altered frame factors, adding complexity to the discussion of education quality.

Considering this, the case study seeks to understand if, and potentially how, external factors in pedagogical contexts over which institutions, academics, and teachers have no direct control play out. Lindensjö and Lundgren (2014) find that such external factors might have a significant impact on the outcomes of educational training, teaching, and supervision. Therefore, it is crucial to contextualize the pandemic experiences among PhD supervisors with respect to these factors, as they imply national and institutional frames for their PhD supervision. Though there exist several quantitative, survey-based studies on the impact of COVID-19 on PhD supervision (e.g., Pyhältö et al., 2023 ; Löfström et al., 2024 ), there is still a lack of in-depth qualitative understanding of the impact of COVID-19 on the supervisory relationship. The studies of Löfström et al. (2024) and Pyhältö et al. (2023) indicated that supervisors faced significant challenges in identifying when PhD candidates needed assistance and providing adequate support for their well-being during the shift to remote supervision. Supporting the progress and wellbeing of full-time candidates, who were more adversely affected by the pandemic than their part-time peers, became increasingly difficult. The increase in email communications could overwhelm supervisors, exceeding manageable levels and complicating their ability to offer timely and effective feedback. The lack of spontaneous, informal conversation, previously facilitated by in-person meetings, further hindered their ability to monitor and support the candidates effectively. These challenges were particularly pronounced for supervisors in scientific fields requiring lab work and practical training, which were severely disrupted by the pandemic, and supporting the progress and wellbeing of full-time candidates, who were more adversely affected by the pandemic than their part-time peers, became increasingly difficult. Furthermore, supervisors reported that their PhD candidates’ lack of a scholarly community and inadequate supervision were significant challenges. This reflects the supervisors’ view that the availability of a supportive research environment and adequate supervision are critical for candidates’ success ( Pyhältö et al., 2023 ). The study by Pyhältö et al. (2023) also found that supervisors generally estimated the impact on candidates’ progress and well-being to be more negative than the candidates themselves did, which may imply that supervisors have a broader perspective on the long-term consequences of disruptions like the COVID-19 pandemic. Research prior to the pandemic ( Pyhältö et al., 2012 ) has shown that apart from the importance of having clear and long-term financing, proper research facilities, and sufficient time to pursue a PhD, supervisors also stress the significance of PhD candidates’ motivation, self-regulation, efficacy, and engagement as essential personal regulators for success in the PhD process.

1.2 Theoretical framework

This case study is exploratory and intrinsic ( Stake, 1995 , 2006 ), utilizing an abductive approach to theory with frame factor theory as our theoretical framework ( Lundgren, 1999 ; Lindensjö and Lundgren, 2014 ). Frame factor theory suggests that society’s influence on education manifests through a target system, an administrative system, and a legal system. This theory, used in educational sciences and pedagogy, acts as a lens for planning and analysis, positing that external factors, beyond the control of institutions and educators, significantly affect educational outcomes. We will further explain the contextual application of frame factor theory in this case study below.

Previous research highlights a gap in (doctoral) education between the formalization and realization arenas in frame factor theory ( Lindensjö and Lundgren, 2014 ; Krumsvik et al., 2019 ). Linde (2012) introduces a transformation arena between these two, explaining the difficulty of implementing measures in complex organizations like universities. There is rarely a straightforward relationship between central decisions (formulation arena or macro-level) and their implementation (realization arena or micro-level). Policy documents require interpretation and application by faculty leaders, PhD program leaders, supervisors, and PhD candidates (transformation arena or meso-level) ( Linde, 2012 ).

Given this context, a main focus of this case study was to evaluate how Norwegian PhD supervisors managed changed frame factors and education quality during the pandemic. The Norwegian Agency for Quality Assurance in Education (NOKUT) defines education quality as “the quality of teaching classes, other learning facilities, and students’ learning outcomes in terms of knowledge, skills, and general competence” ( Skodvin, 2013 , p. 2). It is important to differentiate between educational quality, study quality, and teaching quality.

Education quality is a broad concept encompassing everything from the subject/study program level to the government’s education policy. In contrast, study quality is narrower, referring specifically to the educational institution ( Skodvin, 2013 , p. 3). Teaching quality goes further to the micro-level, focusing on course quality, teacher effectiveness, and PhD supervision. This study examined how PhD supervisors experienced COVID-19 restrictions at the micro- and meso-levels, considering two of the three levels. Figure 1 illustrates the analytical lenses in this mixed methods research (MMR) and formative dialog research case study:

Figure 1 . The analytical focus in the case study ( Krumsvik et al., 2019 ) is based on the frame factor theory ( Linde, 2012 ; Lindensjö and Lundgren, 2014 ).

2 Methodology

To understand and corroborate conditions faced by doctoral supervisors related to COVID-19 extended societal shutdowns, both in breadth and in depth, we employed a mixed-methods research design, combining quantitative data to show the strength of associations and qualitative data to explore their nature ( Johnson et al., 2007 ; Creswell and Plano Clark, 2017 ). We utilized a three-stage design, QUAL-QUANT-QUAL (qualitative-driven sequential design, Schoonenboom and Johnson, 2017 ), making it a qualitative-dominant mixed-methods study ( Johnson et al., 2007 , p. 124). Using mixed methods research allowed us to explore the complex research problem more comprehensively compared to using either quantitative or qualitative data alone. Though the approach is less common in case studies ( Tight, 2016 , p. 380), the mixed methods are increasingly used (e.g., Ertesvåg et al., 2021 ; Hall and Mansfield, 2023 ; Peters and Fàbregues, 2023 ). Advocates of such approaches consider mixed methods to “complement and extend one another and thus lead to better descriptions, clearer explanations and an enhanced understanding of phenomena, research aims and questions” ( Ertesvåg et al., 2021 , p. 655).

Specifically, an exploratory, sequential mixed-methods design was used to address the research questions ( Fetters et al., 2013 ; Creswell and Plano Clark, 2017 ). This design involves collecting and analyzing qualitative data first (QUAL), using those findings to guide the quantitative data collection and analysis in the second phase (QUANT), and then using the quantitative results to inform further qualitative data collection and analysis in the third phase (QUAL). This method integrates through building, where results from one phase inform the next.

We conducted a cumulative data collection and analysis process ( Creswell and Guetterman, 2021 ), basing survey questions on previously collected data from field dialogues, online observations, seminar evaluations, and document analysis. The questionnaire consisted of a general demographic questions (e.g., gender, educational background and what field(s) the supervisor supervised in), in addition to a range of multiple response items addressing four key themes: (1) important factors to complete a PhD, (2) supervisor challenges, (3) working from home experiences, and (4) perceived need for future competences as supervisors. Finally the questionnaire contained a range of statements measured on a Likert-scale from 1 to 5 where 3 was neutral (e.g., to what extent do you feel that your PhD-candidate(s) are on track with their doctoral project?). The qualitative interview guide ( Kvale and Brinkmann, 2015 ) was developed from the prior quantitative data (survey), and the focus group guide was based on earlier survey and qualitative interview data (see Figure 2 below). We integrated research questions, methods, interpretation, and reporting at various points, using narratives where qualitative and quantitative results are presented in different sections of the same article through the contiguous approach ( Fetters et al., 2013 ). This article primarily examines the coherence between qualitative and quantitative findings based on confirmation , expansion , or discordance ( Fetters et al., 2013 ). The approach used in the study is similar to Hall and Mansfield (2023) and the coherence is derived from joint displays using visual means.

Figure 2 . The research process. The yellow arrows show the main data sources, and the blue arrows show the Supplementary data in this article. In addition, we have conducted focus group interviews and an extra survey, which will be published in another article (since they mainly focus on academic writing with the large language models).

As a consequence of the mixed-methods design, this study combines two approaches in case study research. The first, proposed by Stake (1995 , 2006) and Merriam (2009) and Merriam and Tisdell (2016) , is situated in a social constructivist paradigm, and is attached to the qualitative part (connected to the second part of each research question). The second, based on Eisenhardt (1989) , Flyvbjerg (2011) , and Yin (2012) , approaches the case study from a post-positivist perspective ( Hyett et al., 2014 , p. 1) (connected to the first part of each research question). This intrinsic case study ( Stake, 1995 ) aims to focus on ecological validity:

“Ecological validity is the degree of correspondence between the research conditions and the phenomenon being studied as it occurs naturally or outside of the research setting” ( Gehrke, 2018 , p. 563). Informant selection was based on a purposeful method ( Maxwell, 2013 ), in which we recruited PhD supervisors from Norway.

Next, all interviews were analyzed using reflexive thematic analysis ( Braun and Clarke 2019 , 2021 ) where themes were constructed and presented in this paper (see section 4). In addition, we also conducted a sentiment analysis ( Dake and Gyimah, 2023 ) of the nine interviews (see Supplementary file ).

To answer the research question, we combined formative dialog research ( Baklien, 2004 ) and case study research ( Stake, 2006 ). Data collection consisted of fieldwork (see Supplementary file ), a survey N = 298, 53.7% women, 46.3% men, response rate 80.54%, nine semi-structured interviews (with PhD supervisors), and one focus group ( N = 5). Supplementary data consisted of an additional survey ( N = 85), PhD-policy document analysis ( N = 6), field dialogues (4 PhD supervision seminars), open survey data (1,438 responses), seminar observations ( N = 4), and reviews of relevant documents such as evaluations of doctoral supervisor seminars. We also used policy documents and regulations concerning PhD education in Norway as supplementary sources.

We focused on how PhD supervisors experienced changing frame factors, such as university lockdowns, remote work, digital teaching, digital supervision, doctoral progression, and others, with an emphasis on illuminating the micro-level (course and teaching level) from the PhD supervisors’ perspective. This focus is twofold: the program’s structure and quality directly affected the PhD- supervisors during the pandemic. The second is simply that they conducted several evaluations about matters related to the structure and quality compared with the others. However, PhD- candidates’ opinions are also important, and their views are also interwoven because some of them have been present during field dialogs and participated in the PhD-supervision seminars.

When focusing on how PhD-supervisors experience their supervision, PhD’s research progression, psychosocial aspects, their nearest superior, and the main focus are on illuminating the meso-level (institutional and program level).

2.1 Cumulative research process

In our case study, we brought the experiences and our study among PhD’s ( Krumsvik et al., 2022 ) from the period March 12, 2020, to November 30, 2021, into our design of this study. We executed an excessive cumulative data collection process (including a part during the pandemic) and analysis, especially from August 2022 – October 2023. The relatively long time period allowed the researchers to test their interpretations along the way and detect contrary evidence, e.g., reach saturation during the coding and analysis of the qualitative data ( Creswell and Guetterman, 2021 ).

3.1 Quantitative part (survey)

Above and below are the results of the quantitative part of the study, based on the survey data. This analysis is tentative and covers only the survey results. The interview data and Supplementary data will be presented later in the paper. Two hundred and forty respondents completed the survey ( N = 298, 80.54% response rate). The academic backgrounds of the supervisors were diverse, with the three largest groups coming from natural sciences, humanities, education and teacher training. The largest group of supervisors (41.75%) supervised PhD candidates in education and teacher training (see Table 2 ).

Table 2 . Distribution of supervisors by academic background and PhD supervision in various fields.

A narrow majority (58.08%) of the supervisors had submitted an article-based dissertation (see more in attachment 5 in the Supplementary file ), in the Supplementary file meaning that approximately four out of ten supervisors have not “hands on” experience with article-based thesis as their thesis in their own doctoral degree. A large majority (81.67%) had supervised PhD candidates before and after the pandemic, while 11.67% had only supervised during and after. 41.27% of the supervisors stated that the coronavirus pandemic (from March 12, 2020 - January 2022) had impeded their candidate(s) progress in their doctoral project. 21.12% agreed (to a large or very large extent) that the PhDs’ publication process of articles to scientific journals has been delayed because of the journal’s peer review process during the pandemic (i.e., journal processing times seemed to increase due to several factors including a lack of available peer reviewers because of heavy workloads, health issues, more teaching, etc.).

3.1.1 Challenges in supervision

Results in Table 3 indicate that the most commonly reported challenges faced by supervisors during the pandemic were balancing work and family life and working from home, each affecting more than a third of the supervisors. Psycho-social aspects, such as loneliness, also emerged as a notable challenge. The cancelation of conference participation and stays abroad were significant issues, reflecting the broader impact on professional development opportunities. Concerns about supervision quality were also prominent. Some supervisors reported no challenges, highlighting a degree of variability in experiences. Other challenges included delays in the peer review process for journals, difficulties with publishing, and issues related to research ethics, though these were less commonly reported.

Table 3 . Challenges faced by supervisors during the pandemic in terms of supervision.

3.1.2 Challenges in working from home

Results in Table 4 indicated that supervisors faced multiple challenges while working from home during the pandemic. The most common issue was having little contact with colleagues, which affected more than six in ten supervisors. Supervisors also frequently reported having little contact with their PhD candidates. Distractions from others at home were another prevalent challenge. Many supervisors experienced an increased workload due to digital teaching from home, and lacking office equipment, such as desks and office chairs, was also commonly reported. Psycho-social aspects, such as loneliness, were significant issues as well. The lack of space and increased home responsibilities, such as childcare, were notable challenges. A smaller number of supervisors reported having no challenges at all. Other less commonly reported issues included limited access to library services and poor internet access.

Table 4 . Challenges faced by supervisors during the pandemic working from home.

3.1.3 Factors PhD candidates need to complete their doctorate

We find that there is a high degree of consistency between what supervisors ( Table 5 ) and PhD candidates ( Table 6 ) consider to be the most important factors for completing the doctorate. In particular, it is persistence, resilience, and the ability to work independently are the most important factors, in addition to supervision and co-writing with supervisors.

Table 5 . Most important factors in completing a PhD as reported by PhD supervisors.

Table 6 . Most important factors in completing a PhD as reported by PhD Candidates.

Thus, there is considerable agreement between what the supervisors and the PhD candidates report, which may indicate that within the academic tradition, the doctoral journey is primarily seen as an individual endeavor (feat of strength) where the supervisor is the closest supporter.

3.1.4 Appreciation of supervision

The supervisors mostly agreed that both they and the PhD candidates value supervision. 89.91% responded they agree or strongly agree to this question for themselves, and 92.47% responded they agree or strongly agree on behalf of the PhD candidates. In comparison, 61.25% responded similarly to whether the department values supervision, while 24.17% were neutral, and 14.59% responded they disagree or strongly disagree. This may suggest that the supervisory relationship is primarily between the PhD candidate and the supervisor, with less firm ties to the institution.

When it comes to what extent the supervisors think that their institution has been accommodating regarding compensating the loss of progress due to the coronavirus pandemic for their own PhDs, 27.2% stated that this had been done to a small extent or very small extent and 29.39% stated that this had been done to a large extent or very large extent. 30.1% agreed (large extent and very large extent) that supervisory responsibilities have increased during the pandemic. 13.3% expressed (to a large or very large extent) that supervising doctoral candidates makes them feel anxious’ over the last 24 months” (pandemic), but the majority (64.3%) experienced this to a small and very small extent. 9.3% expressed (to a large and a very large extent) that concerns over doctoral supervision have kept them awake at night over the last 24 months (pandemic), but the majority (69.3%) experienced this to a small and very small extent. 56.1% of the supervisors have not discussed any challenges with the progress of their doctoral candidate(s) project due to the coronavirus pandemic with the department’s human resources manager/head.

When asked how many hours they have enshrined in their working plan per semester as the main supervisor per PhD candidate, supervisors state this varies from zero to above 80 h, but for the majority, it is between 20 and 40 h per semester (40.46%). 23.1% state they do not think that their PhD-candidate(s) are on track with their doctoral project, while 50.2% state that their PhD-candidate(s) are on track with their doctoral project. Some PhDs publish their articles in their thesis based on pre-collected data (e.g., as a part of bigger projects), while others publish their articles in their thesis based on data collections done by themselves. 58.77% of the supervisors think this affects the completion time for the last group of PhDs (large and very large extent). 53.4% of the supervisors have been co-authoring their doctoral candidates’ publications.

3.1.5 What competencies supervisors need

As seen from Table 7 , nearly half of the supervisors believed they needed more pedagogical and methodological competence related to supervision. Additionally, about one-third felt they lacked knowledge about formal aspects, such as guidelines, related to the PhD program. The supervisors reported that the guidelines for the doctoral program were somewhat clear, particularly those for article-based dissertations. This perceived clarity was positively correlated ( r = 0.23, p = 0.002) with the extent to which the institution offered “continuing professional development” (CPD), and 39.88% of the supervisors stated that their institution did not provide supervisors with CPD. Thus, while many supervisors recognized the need for enhanced pedagogical and methodological skills, as well as a better understanding of formal guidelines, the availability of CPD programs was associated with clearer doctoral program guidelines. This suggests that increasing access to professional development opportunities could improve supervisors’ competence and clarity regarding program requirements, ultimately benefiting the supervision process.

Table 7 . Competencies PhD supervisors believe they need to increase.

3.1.6 Female academics with children

About four out of ten supervisors (41.07%) agreed (to a large or very large extent) that female PhDs with children seem to have more home responsibilities than men (e.g., for childcare, household, homeschooling, own children in quarantines, etc.) during the pandemic. About three out of ten (27.77%) agreed (to a large or very large extent) that female PhDs’ (with own children) submission rates to scientific journals have been delayed as a consequence of COVID-19, considering that women seem to have more home responsibilities (e.g., for childcare, household, homeschooling, own children in quarantine, etc.) during the pandemic. About two out of ten (23.64%) agreed (to a large or very large extent) that female supervisors’ (with their own children) submission rates to scientific journals have been delayed as a consequence of COVID-19, considering that women seem to have more home responsibilities (e.g., for childcare, household, homeschooling, own children in quarantine, etc.) during the pandemic.

Cronbach’s alpha ( α = 0.87) indicated a high level of consistency among three statements concerning the increased home responsibilities faced by female researchers with children compared to their male counterparts during the pandemic. These statements highlighted that female researchers with children appeared to bear more responsibilities at home, such as childcare, household tasks, and homeschooling, and as a result, their submission rates to scientific journals had been adversely affected by COVID-19. The average response (mea n = 3.18, standard deviatio n = 0.88) indicated that the supervisors were generally neutral toward these statements. However, closer inspection revealed that female supervisors (mea n = 3.29, standard deviatio n = 0.92) agreed with these statements more than male supervisors (mea n = 3.03, standard deviatio n = 0.79), a difference that was statistically significant ( p = 0.017) but with a small effect size (Cohen’s d = 0.30). There was a positive correlation ( r = 0.23, p = 0.002) between whether the PhD candidate had considered quitting the PhD program and the three statements, which suggests that supervisors who reported that PhD candidates had considered quitting also agreed more with the statements. Conversely, a negative correlation ( r = −0.21, p = 0.002) was found between considering quitting the PhD program and the belief that the institution made sufficient efforts to compensate for the lack of progress during the pandemic, indicating that better institutional support might have reduced the likelihood of candidates considering quitting.

3.2 Qualitative part (interview data and other types of qualitative data)

We conducted a cumulative data collection process where the qualitative interview guide questions were built upon previously collected quantitative data (survey). Based on a snowballing sample ( Patton, 2015 ), we recruited nine doctoral supervisors from the humanities, social-, and educational sciences with diverse experience and approaches to supervising PhD candidates during the pandemic. Using semi-structured interviews ( Brinkmann, 2022 ), each supervisor was interviewed online using Zoom with interviews lasting from 30 to 60 min. All interviews were conducted in Norwegian and later transcribed verbatim. We followed Braun and Clarke’s, (2019 , 2021) approach to reflexive thematic analysis to analyse the interview data. The themes constructed from the analysis of the interview data focus issues, such as “The Impact of the Pandemic on Supervision,” “Home Office Experience,” Workload and Employer Support,” “PhD Candidate Preparation for Article-Based Theses,” “Competence in Supervising Article-Based Theses,” and “Guidelines and Structuring the PhD Process.”

3.2.1 Analyzing the interview with Kyle

Introduction: Kyle, aged 47, specializes in professional ethics. He completed his doctoral degree through a monographic thesis and is relatively new to supervising PhD candidates, currently guiding three, two of whom he is the main supervisor.

Impact of the Pandemic : Kyle wore two hats during the pandemic: as a PhD supervisor and as a leader of a doctoral program. He noted that the pandemic did not significantly impact his supervisees due to well-planned data collection that adapted to digital formats when necessary. His role as the program leader gave him broader insights into how other candidates fared, with some experiencing difficulties in recruiting interviewees and needing to adjust their research plans accordingly.

PhD Supervision During the Pandemic : Kyle’s supervision was largely unaffected by the pandemic as most of it was conducted digitally, catering to students located in different parts of the country. He emphasized the importance of maintaining frequent contact, especially when usual social and professional gatherings were suspended. The pivot to online platforms like Zoom and increased digital communication tools helped maintain the continuity and quality of supervision.

Home Office Experience : Working from home was generally positive for Kyle, who appreciated the reduced distractions and the ability to maintain productivity with a well-equipped home office. However, he missed informal interactions with colleagues, which were hard to replicate through digital means.

Workload and Employer Support : Kyle experienced a slight increase in workload as more effort was required to monitor and support students remotely. His interactions with his Head of Department/direct manager were supportive, helping him navigate the challenges of remote supervision.

PhD Candidate Preparation for Article-Based Theses : Kyle observed that many PhD candidates were unprepared for the intricacies of article writing, including the lengthy processes of submission and peer review. He attributed this to their educational background, which primarily focused on monographic work at the bachelor’s and master’s levels.

Competence in Supervising Article-Based Theses : Although Kyle has not written a synopsis (‘kappe’, i.e., a synthesis chapter for article-based theses) himself, he feels prepared due to his involvement in supervisor training programs that include synopsis writing. He believes in collaborative supervision where co-supervisors with more experience in specific areas can complement his guidance.

Guidelines and Structuring the PhD Process : Kyle praised the clarity of guidelines regarding the synopsis writing at his program, highlighting proactive efforts to discuss and understand these guidelines among candidates and supervisors. He supports the idea of starting the synopsis early in the PhD journey, allowing candidates to develop a clear perspective on how their articles will integrate into their larger thesis narrative.

Summary: Kyle’s approach to PhD supervision during the pandemic was proactive and adapted to the challenges of remote interactions. He emphasizes the importance of clear guidelines, structured support from the academic program, and the benefits of collaborative supervision. His perspective offers valuable insights into managing PhD supervision under crisis conditions and highlights areas for potential improvement in preparing candidates for the demands of article-based theses.

3.2.2 Analyzing the interview with Sally

Introduction: Sally, aged 46, is experienced in the field of educational sciences and professional research, having supervised 15 PhD candidates to completion. She conducted her doctoral research through an article-based thesis.

Impact of the Pandemic on PhD Candidates : Sally observed that the pandemic had a limited impact on most of her PhD candidates, except for 2–3 individuals who experienced delays, partially due to the pandemic. Disputations were delayed for some candidates who preferred physical attendance, affecting their completion timeline.

Adaptations in Supervision Methods: The pandemic made Sally diversify her supervision methods, including more frequent digital meetings with Zoom or Teams and asynchronous communications like email. She shifted from paper-based to digital comments on drafts, which enhanced the efficiency and immediacy of feedback. This change is something she intends to continue using beyond the pandemic.

Home Office Experience: Sally found working from home manageable and returned to the office as soon as feasible, particularly because she needed to balance work with family responsibilities. The transition to the home office did not significantly disrupt her supervision activities, though it introduced minor challenges like occasional distractions from family.

Increased Workload During the Pandemic: Sally reported a slight increase in her workload during the pandemic due to a need for more frequent communication to ensure the continuity and quality of supervision. This was compounded by the timing of her candidates being in critical phases of their thesis work.

Support from Employer: She felt that the focus of her institution’s support during the pandemic was more on ensuring that PhD candidates were well-supported rather than directly supporting the supervisors themselves.

Preparedness of PhD Candidates: Sally noted that while the PhD candidates were generally well-prepared academically, they often lacked specific training in writing article-based theses, a significant adjustment from writing monographic theses typical at the bachelor’s and master’s levels.

Competence in Supervising Article-Based Theses: Sally felt confident in her ability to supervise article-based theses despite recognizing the ongoing need to adapt and learn, particularly in managing the synthesis chapter or “kappen.”

Clarity of Guidelines for the Synopsis: She found the guidelines for writing the synopsis at her institution clear and involved in educational efforts to help candidates understand these guidelines better. However, she questioned whether standardization would improve understanding or unnecessarily restrict academic freedom.

Timing for Writing the Synopsis: Reflecting on her experience and current practices, Sally advocated for thinking about the synopsis early in the doctoral process but cautioned against producing extensive texts prematurely. She emphasized the importance of adapting the scope of the synopsis as the research evolves.

Use of Doctoral Committees’ Guidelines: Sally observed that adherence to guidelines varies depending on whether committee members are national or international, with international members often impressed by the candidate’s ability to publish in high-ranking journals.

Overall, Sally’s experiences and insights provide a nuanced view of PhD supervision during the pandemic, highlighting flexibility, adaptation, and the importance of maintaining high standards of communication and support. Her approach demonstrates a balance between structured guidance and allowing academic independence, aiming to foster resilience and adaptability among her PhD candidates.

3.2.3 Analyzing the interview with Gabbie

Introduction: Gabbie, aged 54, specializes in school and teacher education. She has supervised two PhD candidates to completion and is currently guiding four others. Her doctoral thesis was article-based.

Impact of the Pandemic on PhD Candidates : Gabbie observed varied impacts of the pandemic on her PhD candidates. While two of her students were minimally affected, one faced significant challenges in data collection due to difficulties in recruiting informants. This disparity seems to have been influenced by the candidates’ approaches or perhaps their personal rapport with potential informants.

Changes in Supervision Practices: The pandemic shifted Gabbie’s supervision to entirely online formats using Zoom, Teams, or phone apps. While she was accustomed to digital interaction, the lack of informal, face-to-face interactions led to a more formal and structured supervision style. The spontaneous “corridor conversations” that often enhance relational aspects of supervision were missing, which she felt detracted from the personal connection in the supervisor-supervisee relationship.

Home Office Experience: Gabbie had a positive experience working from home, finding it efficient and beneficial due to eliminating commute times and the conducive environment at home for focused work. Her family setup supported this arrangement well, allowing her to balance work and home life effectively during the pandemic.

Workload Changes During the Pandemic: Her workload in terms of PhD supervision remained roughly the same, though the nature of interactions changed. Instead of impromptu office drop-ins, there were more scheduled meetings, primarily online via Zoom or Teams, which required a different kind of preparation and possibly led to more structured discussions.

Support from Employer: Gabbie noted a lack of specific support for supervisors from her employer during the pandemic; the focus was more on ensuring that she, like other staff, was generally coping with the pandemic’s challenges. There was an emphasis on looking out for the PhD candidates’ well-being, translating into a directive for supervisors to maintain close contact and support.

Preparedness of PhD Candidates for Article-Based Theses: Similar to Kyle and Sally, Gabbie agreed with the survey findings that many candidates are not well-prepared for writing article-based theses. She attributes this to their academic background, which primarily focuses on monograph writing. She advocates for collaborative writing for the first article to help familiarize candidates with the process of scholarly writing and peer review.

Evaluation of Own Competence in Supervising Article-Based Theses: She feels confident in her supervisory skills but acknowledges that continuous learning and discussion with peers are essential for handling complex or unfamiliar issues that arise during supervision. Gabbie appreciates the collaborative nature of the supervisory teams at her institution, which helps in managing any gaps in her experience or knowledge.

Clarity of Guidelines for the Synopsis: Gabbie finds the guidelines for writing the synopsis to be somewhat unclear and open to interpretation, suggesting that more explicit guidelines could help, especially for those new to supervising or external committee members who evaluate the theses.

When to Start Writing the Synopsis : She recommends that PhD candidates consider the synopsis throughout their doctoral journey but compile it towards the end. Gabbie advises keeping a file of potential content for the synopsis from the start of the doctoral process, which can include discarded sections from articles or ideas that do not fit into the articles but are valuable for the overarching thesis narrative.

Overall, Gabbie’s experience reflects a pragmatic and flexible approach to PhD supervision. She adapts to the demands of the pandemic while trying to maintain the quality of academic mentorship. Her strategies for managing remote supervision and her positive attitude toward the enforced changes highlight a successful adaptation to the challenges posed by the pandemic.

3.2.4 Analyzing the interview with Henrik

Introduction: Henrik, aged 46, specializes in school and educational research. He has successfully guided three PhD candidates as a primary supervisor and is supervising four more. His doctoral thesis was a monograph.

Impact of the Pandemic on PhD Candidates: Henrik noted that the pandemic affected his PhD candidates differently based on the nature of their research. Those engaged in classroom interventions faced significant challenges due to pandemic-related restrictions, particularly in accessing schools and conducting fieldwork. Conversely, candidates focused on desk-based research, such as literature reviews, experienced fewer disruptions. One of his candidates, involved in empirical research, had to receive an eight-month extension due to difficulties in data collection, exacerbated by strikes in the secondary education sector.

Changes in Supervision Practices: The transition to online supervision did not significantly affect Henrik, as he was already accustomed to conducting supervision via video conferencing tools like Teams and Zoom. However, he missed the informal, face-to-face interactions that often enrich the supervisory relationship. He noted that the absence of casual corridor conversations led to a more formal and structured online interaction.

Home Office Experience: Henrik found the exclusive home office setup challenging and detrimental to his well-being. He prefers a balance between working at the office and from home. The lack of physical interaction with colleagues and the continuous remote work environment negatively impacted his mental health, requiring him to seek professional health support.

Workload Changes During the Pandemic: Henrik reported that his workload related to PhD supervision did not increase significantly during the pandemic. However, other responsibilities became more demanding, and the overall context of working from home without the usual workplace interactions made certain tasks more difficult.

Support from Employer: There was no specific support provided by his employer concerning his role as a PhD supervisor during the pandemic. Support efforts were more generalized and not tailored to the unique challenges faced by supervisors.

Concerns for PhD Candidates: Henrik was particularly concerned about the mental health of his candidates, noting that the isolation and disruption caused by the pandemic were significant stressors. He proactively discussed these issues with his candidates, acknowledging the challenges faced by those with families and those who were isolated without a support network.

Personal Health Concerns: The pandemic had a substantial impact on Henrik’s mental health, highlighting the importance of considering the well-being of supervisors along with their candidates during such crises.

Effect on Completion Times: Henrik observed that the pandemic inevitably led to delays in the completion times of his PhD candidates, with some requiring extensions. He noted a disparity in how extensions were granted, suggesting a need for more consistent criteria.

Preparation for Article-Based Theses: Henrik believes that most PhD candidates are not well-prepared to write article-based theses, as their previous academic training typically does not include writing journal articles. He spends significant time discussing the publication process with his candidates to demystify it and help them understand the expectations of journal editors and peer reviewers.

Overall Reflection: Henrik’s experience reflects the diverse impacts of the pandemic on different types of research activities and highlights the importance of flexibility and support in PhD supervision. His proactive approach to discussing mental health and the structural changes in supervision practices illustrate adaptive strategies that can be beneficial in navigating future disruptions in academic settings.

3.2.5 Analyzing the interview with Luna

Introduction: Luna, aged 55, specializes in English as an Additional Language didactics. She completed her doctoral degree with an article-based thesis and has supervised a total of 11 PhD candidates, two of whom have completed their dissertations under her primary supervision.

Impact of the Pandemic on PhD Candidates : Luna discussed the varying impacts of the pandemic on her supervisees. One candidate, who was already far along in her research when the pandemic hit, was less affected in terms of supervision but faced uncertainty and stress related to her digital dissertation defense using Zoom. For two new candidates who started during the pandemic, the experience was particularly challenging. They struggled with integrating into the academic community and adapting to remote work, significantly affecting their progress and emotional well-being.

Changes in Supervision Practices : The pandemic required Luna to adapt her supervision methods, emphasizing digital communication tools and frequent check-ins via Teams, Zoom, or phone apps. She noted that these changes allowed for maintaining close communication but shifted many supervision interactions to support coping with the emotional and logistical challenges posed by the pandemic.

Home Office Experience: Luna had a positive experience working from home, which was facilitated by having enough space and a family structure that supported a conducive work environment. She did not face significant challenges balancing work and family life, which helped maintain her productivity and well-being.

Workload Changes During the Pandemic: While her direct supervision workload remained stable, Luna’s role as a researcher education coordinator significantly increased her overall responsibilities. She was deeply involved in supporting a broader range of PhD candidates beyond her direct supervisees, which included mediating between candidates and their supervisors and helping navigate the challenges posed by the pandemic.

Support from Employer: Luna felt well-supported by her employer, particularly in terms of responsiveness to her needs and concerns as she navigated her roles during the pandemic. This support was crucial in managing the increased demands on her time and ensuring the well-being of the candidates for whom she was responsible.

Concerns for PhD Candidates: Luna expressed significant concern for the mental well-being of her candidates, noting that the pandemic exacerbated feelings of isolation and stress. She was particularly worried about those who could not integrate into the academic community or faced severe disruptions in their personal lives.

Personal Health Concerns: Despite managing her workload and maintaining her health, Luna acknowledged the intense pressures of her role during the pandemic, which were compounded by the high demands of her coordinator position.

Effect on Completion Times: Luna observed that the pandemic delayed completion times for many PhD candidates, with extensions being necessary but variably granted. She emphasized the importance of transparent and equitable handling of extension requests to ensure fairness.

Preparation for Article-Based Theses: Luna believes that PhD candidates are generally underprepared for writing article-based theses, attributing this to the educational focus on monographic rather than article-based work before the PhD level. She highlighted the importance of guidance in academic writing and understanding publication processes as essential components of PhD education.

Overall Reflection: Luna’s experience during the pandemic underscores the critical role of adaptability in supervision, the importance of mental health support for PhD candidates, and the need for clear communication and guidelines in managing extended impacts on doctoral education. Her proactive approach to addressing these challenges reflects a comprehensive and empathetic supervision style aimed at supporting candidates through unprecedented times.

3.2.6 Analyzing the interview with Lydia

Introduction: Lydia, aged 52, specializes in educational research, focusing on professional development, assessment, and teacher education. She completed her doctoral degree through a monographic thesis and has supervised three PhD candidates to completion, with six currently under her guidance.

Impact of the Pandemic on PhD Candidates: Lydia noted that the pandemic affected the progress of her PhD candidates, especially those with young children or those who started their projects around the onset of the pandemic. The challenges of remote work and caring for family members led to minor delays in their research timelines.

Changes in Supervision Practices: For candidates who had already started their projects, Lydia managed to continue effective supervision by meeting them on campus when possible. However, starting a supervisory relationship entirely online via Zoom or Teams with new candidates presented difficulties, particularly in building rapport and trust.

Home Office Experience: Lydia found working from home to be somewhat liberating and enjoyed the quiet environment, which contrasted with the often-hectic campus life. Her home setup, which included adult family members who managed their responsibilities independently, provided a conducive environment for work without significant distractions.

Workload Changes During the Pandemic: While the actual supervision tasks did not significantly increase in time, Lydia spent more effort on providing emotional support to her candidates. Discussions often veered from academic topics to personal well-being, reflecting the heightened anxieties and social isolation experienced by the candidates.

Support from Employer : Lydia expressed disappointment with her institution’s lack of direct support during the pandemic. The focus remained on expecting faculty to adapt and manage without specific interventions aimed at easing the transition to remote supervision or addressing the unique challenges posed by the pandemic.

Concerns for PhD Candidates: She was particularly concerned about the psychological well-being of her candidates, as many were navigating difficult life stages compounded by the pandemic. Lydia felt a strong responsibility to reassure them and help them maintain confidence in their ability to progress in their research.

Personal Health Concerns: Lydia did not report significant concerns about her own health, feeling relatively privileged and well-adapted to the circumstances. She maintained a positive outlook, supported by stable family dynamics and the ability to engage in outdoor activities, which helped preserve her mental well-being.

Effect on Completion Times: Acknowledging the inevitable delays caused by the pandemic, Lydia noted that extensions were likely necessary for most PhD candidates during this period. She appreciated that post-pandemic policies allowed for extensions to address disruptions, especially those related to family responsibilities.

Preparation for Article-Based Theses: Despite not having written a synopsis herself, Lydia observed that candidates often lack preparedness for writing article-based theses, a gap she attributes to the traditional focus on monographic work at earlier academic stages. She advocates for enhanced training and support for candidates transitioning to this format.

Overall Reflection: Lydia’s reflections reveal a nuanced understanding of the challenges faced by PhD candidates and supervisors during the pandemic. Her approach highlights the importance of flexibility, emotional support, and the need for institutions to provide clearer guidelines and more robust support systems to adapt to such unprecedented circumstances effectively. Her experience underscores the critical role of empathy and adaptability in academic leadership during crises.

3.2.7 Analyzing the interview with Michelle

Introduction: Michelle, 41, specializes in educational science, teacher education, and language didactics. She has previously supervised five PhD students to completion and is currently the main and co-supervisor for ten PhD candidates.

Impact of the Pandemic on PhD Candidates: Michelle reported varied impacts of the pandemic on her PhD candidates. Those who were in the final stages of their research before the pandemic began experienced minimal disruptions, benefiting from the shift to remote work which allowed them more focused time for writing. However, candidates in earlier stages of their projects or those with young children faced significant challenges due to reduced childcare hours and the need to juggle multiple responsibilities.

Changes in Supervision Practices: The pandemic greatly affected Michelle’s ability to provide regular supervision. With the demands of her own childcare responsibilities and the limitations of remote work, the frequency and quality of her interactions with her PhD candidates suffered. Supervision sessions were delayed, and Michelle had to adjust her practices, often conducting meetings via phone, online with Zoom or Teams, or in socially distanced outdoor settings.

Home Office Experience: Michelle found working from home to be extremely challenging, particularly due to the presence of young children and the constant interruptions that blurred the lines between work and home life. She experienced a persistent sense of being unable to adequately meet all her responsibilities as a supervisor and a parent.

Workload Changes During the Pandemic : Her workload related to PhD supervision became more demanding due to the difficulties in maintaining regular and effective communication. Michelle had to find creative ways to support her students, which often meant extended work hours and adapting to less conventional interaction methods.

Support from Employer: Michelle expressed significant disappointment with the lack of support from her employer during the pandemic. She felt that the institutions did not provide clear guidelines or additional support for managing the unique challenges brought on by the pandemic, leaving supervisors to manage as best they could under difficult circumstances.

Concerns for PhD Candidates: Michelle was particularly concerned about the psychological well-being of her candidates, noting that the isolation and disruptions affected different groups in varied ways. She observed that while parents were stressed and overextended, single young men often felt isolated and unproductive, which sometimes led to detrimental lifestyle changes.

Personal Health Concerns: Michelle mentioned that, like many in academia, she was accustomed to working excessively and did not have time to focus on her own health due to the demands of the pandemic situation.

Effect on Completion Times: Michelle anticipated that the pandemic would likely extend the completion times for many PhD candidates due to delays in data collection and the general disruption of academic schedules. She noted that while some extensions were granted, many were not, which added to the stress and uncertainty for the candidates.

Preparation for Article-Based Theses: Michelle believes that PhD candidates are generally not well-prepared to write article-based theses, which is often not addressed until during the PhD program itself. She emphasized the importance of structuring doctoral education to prepare better candidates for the realities of academic publishing and the peer review process.

Overall Reflection: Michelle’s experience during the pandemic highlights the complex challenges faced by PhD supervisors. Her insights underscore the need for better institutional support and clearer guidelines to navigate such unprecedented situations. Her commitment to adapting her supervisory practices despite personal and professional challenges demonstrates her dedication to her role and the success of her students.

3.2.8 Analyzing the interview with Ollie

Introduction: Ollie, aged 55, specializes in educational science and has completed his doctoral degree with a monograph. He has guided one PhD candidate to completion and is currently supervising three, with one about to defend their thesis.

Impact of the Pandemic on PhD Candidates: Ollie noted significant disruptions for his PhD candidates due to the pandemic. One candidate was fortunate to have completed major data collection just before lockdowns, which somewhat insulated their progress. However, others struggled as their research depended heavily on data collection in schools, which became nearly impossible due to access restrictions and subsequent strikes affecting the school system.

Changes in Supervision Practices: While the physical data collection was hindered, Ollie found digital supervision effective, especially for discussing and editing texts. He appreciated the direct focus on the text that digital platforms such as Teams or Zoom facilitated, contrasting with the sometimes-awkward setups of physical meetings. Nonetheless, the lack of access to schools for his candidates meant there was less content to supervise, which altered the dynamics of his guidance.

Home Office Experience: Ollie had a relatively positive experience working from home, appreciating the convenience and reduced commute time. He noted that being at home allowed for a more relaxed dress code and flexible work hours, although he acknowledged a potential for decreased social interaction and the blurring of work-life boundaries.

Workload Changes During the Pandemic: Ollie’s workload in terms of PhD supervision remained largely the same, but the nature of the supervision changed. He spent more time helping candidates pivot their projects to adapt to the new realities, which included more discussions and finding alternative approaches to research obstacles.

Support from Employer: Ollie felt that there was a lack of specific support for PhD supervisors from his employer during the pandemic. The focus seemed to be more on undergraduate and master’s students, with little attention paid to the challenges faced by PhD candidates and their supervisors.

Concerns for PhD Candidates: He was concerned about the delays and the psychological impact on his students, noting the challenges of maintaining motivation and morale under such uncertain and stressful conditions.

Personal Health Concerns: Ollie was proactive about maintaining his physical health during the pandemic, investing in ergonomic furniture to ensure comfort while working from home. He did not express concerns about his psychological health, suggesting a pragmatic approach to dealing with the pandemic’s challenges.

Effect on Completion Times: He anticipated that the pandemic would significantly delay his PhD candidates’ completion times, mainly due to disrupted data collection processes. Ollie stressed the importance of data quality and how difficulties in data collection could impact the overall quality of doctoral research and subsequent publication opportunities.

Overall Reflection: Ollie’s insights reflect a nuanced understanding of the diverse challenges posed by the pandemic to doctoral education. His adaptation to online supervision using videoconferencing platforms such as Zoom or Teams highlights the potential benefits of digital platforms for focused academic work, even as he recognizes the significant disruptions to traditional research pathways. His experience underscores the need for institutions to provide more robust support systems for doctoral candidates and supervisors, ensuring that doctoral training quality and integrity are maintained even in adverse circumstances.

3.2.9 Analyzing the interview with Tyler

Introduction: Tyler, aged 60, specializes in the philosophy of science, organization, and educational leadership. He completed his doctorate with a monograph and has guided two PhD candidates to completion, with four currently under his supervision.

Impact of the Pandemic on PhD Candidates: The pandemic significantly disrupted the plans of Tyler’s PhD candidates, particularly affecting those involved in international collaborations and empirical research. One candidate missed a crucial research stay in Italy, impacting their opportunity to engage with an international academic community. Another had to revise their empirical approach due to restricted access to schools, which was a common issue during the pandemic.

Changes in Supervision Practices: Tyler’s supervision was heavily affected by the pandemic, with all interactions moving to digital platforms, including Teams and Zoom. This shift resulted in less frequent and less personal guidance, which he felt was less effective than the planned intensive seminars abroad. Like Ollie, however, Tyler noted some benefits to digital supervision using videoconferencing platforms, such as the ability to engage with text during sessions directly.

Home Office Experience: Initially, Tyler took on additional teaching responsibilities to compensate for colleagues struggling with digital formats, which increased his workload. Over time, he found a rhythm of working from home and even appreciated the focused time that allowed him to complete a book. He alternated working from home and the office, leveraging the strengths of both environments to maintain productivity.

Workload Changes During the Pandemic: Tyler’s workload in terms of PhD supervision did not increase significantly. Digital Teams or Zoom meetings tended to be shorter and more focused, which somewhat compensated for the increased preparatory work required for effective digital instruction.

Support from Employer: Tyler expressed frustration with his institution’s management during the pandemic, particularly concerning doctoral courses and the increased bureaucratic oversight that he felt stifled academic freedom. He noted a lack of focus on the needs of PhD supervisors and candidates compared to other groups within the university.

Concerns for PhD Candidates: While not overly concerned about the mental and physical health of his candidates, Tyler was worried about the practical aspects of their research, especially those needing to conduct fieldwork, which was severely impacted by the pandemic restrictions.

Personal Health Concerns: Tyler did not express particular concerns about his health; however, he took proactive measures to ensure a comfortable working environment by investing in ergonomic office equipment.

Effect on Completion Times: Tyler anticipated that the pandemic would extend the completion times for his PhD candidates, especially due to disruptions in data collection and the broader impact on academic research activities.

Overall Reflection: Tyler’s experiences reflect the complex challenges faced by academic supervisors during the pandemic, balancing the shift to digital platforms with maintaining academic rigor and support for their candidates. His story highlights the need for institutions to provide better support and flexibility for supervisors and PhD candidates during crises, ensuring that academic standards and well-being are maintained. Tyler’s ability to adapt and find personal benefits during the pandemic, such as completing a book, also underscores the potential for finding opportunities in the face of challenges.

3.2.10 Comprehensive analysis of the Main findings across nine interviews of doctoral supervisors in Norway

3.2.10.1 overview.

This analysis integrates the findings from interviews with nine doctoral supervisors in Norway, structured by the interview guide (based on the main findings from the survey) and analyzed using Braun and Clarke’s (2021) approach to reflexive thematic analysis. The analysis focuses on how the COVID-19 pandemic affected the progression of PhD candidates and the corresponding changes in supervision practices.

Main Themes Identified:

1. Impact of the Pandemic on PhD Progression:

• Disruptions in Data Collection : Most supervisors reported significant disruptions in their candidates’ ability to collect data, especially those requiring access to external facilities like schools or international institutions. This was primarily due to lockdowns and restrictions imposed to curb the spread of the virus. As one supervisor noted: “One of my candidates had to delay their project significantly due to the inability to collect data as schools were not accessible.” (Ollie)

• Adaptations in Research Plans : Many candidates had to alter their research methodologies or adjust their empirical scopes to suit the new constraints, highlighting the flexibility required under crisis conditions. However, one of the supervisors mentioned that: “It affected them very differently. I had three candidates before the pandemic, and two of them were barely affected. However, the third struggled significantly with data collection due to difficulties in recruiting informants.” (Gabbie)

2. Changes in Supervision Practices:

• Shift to Digital Supervision : All supervisors transitioned to online platforms for conducting supervision, such as Zoom, Teams, or phone apps (e.g., Facebook Messenger, WhatsApp). While some found digital tools effective for sharing and reviewing written work, others felt the lack of physical presence reduced the quality of interaction and guidance they could provide. As one supervisor noted: “Digital supervision worked very well because it allowed sharing and discussing texts more effectively than in-person meetings. This actually enhanced the focus on the text during sessions” (Ollie).

• Increased Need for Emotional Support : Supervisors noted an increased need to support the psychological well-being of their candidates, as many struggled with isolation and stress due to the pandemic. As one supervisor noted: “I was particularly attentive to the mental health of my candidates, especially those without local family support. Regular check-ins were crucial during this period” (Gabbie).

3. Work Environment and Work-Life Balance:

• Home Office Challenges : Responses about working from home were mixed; some supervisors appreciated the flexibility and reduced commute times, while others struggled with distractions and the blending of personal and professional spaces. As one supervisor mentioned: “I actually enjoyed working from home as it provided a peaceful environment, but I missed the informal interactions with colleagues.” (Lydia)

• Institutional Support : There was a notable lack of targeted support for supervisors from their institutions. This often left supervisors and their candidates feeling overlooked in broader university responses to the pandemic. As one supervisor noted: “There was no specific support for me as a PhD supervisor during the pandemic. The general support was the same as for all staff members” (Lydia).

4. Professional Development and Academic Output:

• Delays in Academic Milestones : The pandemic delayed key academic milestones, including thesis submissions and defenses, primarily due to halted data collection and extended research timelines.

• Publication Challenges : The disruption also impacted candidates’ abilities to publish their research, a crucial component of their academic careers, due to delays and changes in their research projects.

Integration of Findings with Saldaña’s Coding Framework and Interview Guide:

• Using Saldaña’s coding method allowed for identifying recurring challenges and adaptations among the supervisors’ experiences. The thematic analysis revealed a consistent need for increased flexibility in research planning and supervision methods.

• The interview guide helped maintain a focus on how the pandemic specifically impacted various aspects of PhD supervision and candidate progression. It ensured that all relevant areas, such as changes in work routines, supervision adjustments, and overall impacts on PhD timelines, were systematically explored.

Comprehensive Assessment : The interviews collectively underscore the resilience and adaptability required by PhD candidates and their supervisors during the pandemic. They highlight several areas for improvement:

• Enhanced Institutional Support : Institutions clearly need to provide more structured support tailored to the needs of PhD candidates and supervisors during crises.

• Flexibility in Research and Supervision Plans : Adapting research plans and supervision methods to accommodate unexpected disruptions is crucial for maintaining the integrity and continuity of PhD education.

• Focus on Mental Health : The increased emotional and psychological support needed by candidates suggests that institutions should integrate mental health resources more fully into their doctoral training programs.

• Preparedness and Training : The experience has shown the importance of preparing PhD candidates for unexpected changes in their research environment, including training in digital tools and remote research methodologies.

In conclusion, the pandemic has not only disrupted traditional PhD education paths but also provided insights into how flexibility, digital preparedness, and institutional support can be enhanced to better prepare for future crises. These insights are vital for shaping resilient and adaptive academic environments that can withstand global challenges while supporting doctoral candidates’ academic and personal well-being.

From the analysis of the nine interviews, a few aspects stood out as particularly notable, offering deeper insights (expansion) into the unique challenges and responses within the context of PhD supervision during the pandemic:

1. Resilience and Innovation in Supervision:

• Some supervisors noted that despite the significant challenges, the shift to digital platforms allowed them to explore new forms of engagement with texts and supervision methods. For example, one supervisor highlighted the effectiveness of digital tools for collaborative work on documents, suggesting that these might even surpass traditional face-to-face interactions in certain aspects. This adaptation was a positive takeaway that some found surprising and worth integrating into their post-pandemic practices.

2. Diverse Impacts on Different Research Types:

• The differential impact of the pandemic on empirical versus theoretical research was striking. Supervisors of candidates who needed to conduct fieldwork, especially in schools or abroad, faced severe disruptions. As one supervisor noted: “We had to adjust research plans significantly, shifting to alternative data sources and methods where possible.” (Kyle). In contrast, those whose work was more theoretical or could be conducted remotely experienced fewer setbacks. This variance highlighted certain types of research vulnerability to external disruptions, which was a notable point of concern.

3. Underestimation of Emotional Challenges:

• Another well known, but still important aspect was the depth of emotional and psychological impacts on PhD candidates as noted by their supervisors. The extent to which these challenges affected the candidates’ productivity and well-being was significant and perhaps underappreciated by the institutions themselves. This underscores a critical area for future academic support systems to address more robustly.

4. Lack of Institutional Support:

• The widespread sentiment of insufficient institutional support was particularly striking. Several supervisors felt that there was a lack of targeted strategies to support PhD supervision during the pandemic. This lack of support was not just in terms of transitioning to online modes but also in addressing the specific needs of PhD candidates and their projects during such a disruptive period.

5. The Positive Impact of Forced Adaptation:

• Interestingly, some supervisors pointed out that the forced adaptation to new circumstances led to unexpected benefits, such as enhanced focus and productivity in certain cases, and even opportunities for personal and professional growth, such as writing a book or developing new teaching methods. These outcomes, while not universal, were surprising positives that emerged from a generally challenging time.

The sentiment analysis of the 9 interviews (see attachment 4 in the Supplementary file ) showed some individual variations, but that resilience and adaptability among doctoral supervisors during the pandemic were quite common. Supervisors recognized the challenges but overall maintained a positive and proactive stance, focusing on solutions and effective management of their supervisory roles. The objective nature of their responses indicates a practical approach to dealing with the pandemic’s impact, emphasizing the importance of communication, adaptation to remote supervision, and institutional support.

These insights not only highlight the varied experiences of PhD supervisors during the pandemic but also suggest areas for improvement in how institutions support doctoral education in times of crisis. The resilience and innovative approaches developed during this period could inform future policies and practices to better support PhD candidates and supervisors alike.

3.2.11 Integrated analysis: the main findings from the interviews and the open survey responses

To integrate and analyze the findings from the interviews (see attachment 1) and the 1,483 open survey responses (see attachment 2) from the survey among 293 doctoral supervisors, we can draw on several key themes and concerns that emerge consistently across these data sources. This approach will help us understand the broader implications of the insights gathered from different perspectives within the same study.

1. Adaptation to Digital Tools and Platforms:

• Interviews : The interviews highlighted how supervisors adapted to using digital tools for communication and supervision. This was generally seen as effective but lacking in certain qualitative aspects, particularly in building deeper relationships and managing more nuanced discussions.

• Open Survey Responses : The survey also reflected a reliance on digital tools, with many supervisors recognizing their utility in maintaining continuity. However, there was also an acknowledgment of the challenges in fully replicating face-to-face interactions.

2. Ethical and Practical Concerns with Digital Supervision:

• Interviews : Concerns were raised about the relational and ethical implications of the lack of physical presence and interaction, and the extensive use of digital tools in academic settings during the pandemic.

• Open Survey Responses : Similar concerns were noted, with supervisors emphasizing the importance of ensuring academic integrity and the genuine intellectual development of PhD candidates.

3. Impact of the Pandemic on Supervisory Practices:

• Interviews : The pandemic’s impact was a significant theme, affecting the logistical aspects of supervision and the mental well-being of both supervisors and their candidates.

• Open Survey Responses : Responses indicated varied impacts of the pandemic, with some supervisors noting increased stress and difficulty in maintaining research productivity and supervisory quality.

4. Institutional Support and Professional Development:

• Interviews : There was a noted lack of sufficient institutional support for adapting to new modes of supervision and research during the pandemic.

• Open Survey Responses : This theme was echoed in the survey responses, with mixed reports about the availability and effectiveness of continuing professional development (CPD) related to research supervision. Some respondents felt unsupported, particularly in navigating the challenges posed by remote supervision and digital tools.

5. Preparedness of PhD Candidates:

• Interviews : Discussions highlighted concerns about the varying levels of preparedness among PhD candidates, especially in writing the synopsis and adapting to new research methodologies that include digital tools and remote data collection.

• Open Survey Responses : Supervisors expressed a range of experiences regarding candidate preparedness. While some noted their candidates were well-equipped, others pointed out significant gaps, especially in writing the synopsis and article-based theses and handling the referee process, the timeline and complex research independently.

6. Valuation of Supervision:

• Interviews : Supervisors discussed feeling that their efforts were not adequately valued by institutions, with a need for greater recognition and support for their roles.

• Open Survey Responses : This sentiment was reinforced by survey data, where some supervisors felt that their contributions to doctoral training were undervalued by their institutions, particularly when compared to other academic duties.

7. Suggestions for Institutional Changes:

• Interviews : There were calls for institutions to adapt more proactively to the changing landscape of doctoral education, including better training for using digital tools and more robust support systems for both supervisors and candidates.

• Open Survey Responses : Supervisors suggested various improvements, such as more structured professional development opportunities, better guidelines for remote supervision, and enhanced support for mental health and well-being.

3.2.12 Summary

The integrated analysis across interviews and open survey responses suggests a complex landscape of doctoral supervision during and potentially beyond the pandemic era. Key themes highlight both challenges and potential areas for policy and practice enhancements:

• Digital Adaptation and Ethical Concerns : While digital tools have provided necessary solutions for continuity in supervision, they bring up ethical concerns that institutions need to address more thoroughly, particularly concerning academic integrity and the quality of student learning.

• Support and Development Needs : There is a clear need for institutions to offer more targeted support and development opportunities for supervisors, addressing both the technical aspects of digital supervision and the broader pedagogical skills required in a changing academic environment.

• Recognition and Valuation of Supervision : Supervisors feel that their work is not sufficiently valued, suggesting that institutions should reevaluate how they recognize and support supervisory roles within the academic career framework.

• Candidate Preparedness : There is variability in how prepared PhD candidates are for the demands of modern doctoral research, indicating the need for more robust preparatory programs and entry assessments.

• These insights call for a strategic reassessment of doctoral training programs, supervisory support mechanisms, and institutional policies to better align with the evolving needs of both supervisors and their candidates.

4 Limitations and future research

The present study provides in-depths insights into PhD supervision during the pandemic; however, the study also has several limitations apart from inherited limitations of self-reports and interview data. Firstly, the findings might be context-specific to the educational setting in Norway. The unique characteristics of the Norwegian educational system, cultural aspects, and institutional structures may not be entirely generalizable to other countries. However, the globalization of doctoral education, with increasing international collaborations, international publishing, and standardization of academic practices, might mitigate this issue to some extent, making the findings relevant beyond the Norwegian context. Secondly, the study lacks data on PhD supervisors’ experiences prior to the pandemic. This absence of baseline data means we cannot directly compare the pre-pandemic and pandemic periods. Nonetheless, the experiences reported in this study correspond well with prior research on academic supervision ( Pyhältö et al., 2012 , 2023 ; Löfström et al., 2024 ), indicating that the challenges and adaptations observed are not entirely unprecedented, even if intensified by the pandemic context.

Future research should aim to explore the long-lasting impacts of COVID-19 on doctoral education. It is necessary to investigate whether the changes observed in supervisory practices during the pandemic are fleeting or have led to a permanent shift in how supervision is approached. Specifically, studies should examine if new models of remote supervision, increased flexibility, and the use of digital tools will continue to be integrated into doctoral education post-pandemic, or if traditional methods will resume dominance. This is of special interest in cases where PhD supervisors and PhD candidates are located at different institutions. By addressing these questions, future research can contribute to a deeper understanding of the pandemic’s legacy on doctoral education.

5 Conclusion

In this article we examined the experiences of PhD supervisors in Norway during the pandemic to answer the research questions:

1. To what extent has the COVID-19 pandemic impeded the PhD supervisors’ frame factors on the micro- level, and how do they perceive this situation?

2. To what extent has the COVID-19 pandemic influenced PhD supervisors’ frame factors on the meso- level, and how do they perceive this situation?

We conducted a cumulative data collection process and analysis, where survey questions were based on previously collected field dialog data, online observation data, seminar evaluation data, and document analysis data. The qualitative interview guide questions were built upon previously collected quantitative data (survey), and the Supplementary data was based on previously collected quantitative data (survey) and qualitative interview data.

The coherence between qualitative and quantitative findings is mainly examined based on confirmation , expansion , or discordance in this article ( Fetters et al., 2013 ).

The findings from the explorative case study revealed that the PhD supervisors faced numerous challenges during the pandemic, both professionally and personally. They found digital supervision with their PhD fellows via platforms like Teams and Zoom to be convenient and efficient but occasionally lacking in quality. They also encountered difficulties in addressing the psychosocial aspects of their PhD candidates’ experiences and faced various research-related challenges with their PhD-candidates during the pandemic. For PhD supervisors who extensively worked from home over a long period, the situation created new conditions that affected their job performance. These altered conditions hindered their research capacity, their ability to follow up with their PhD candidates and their capacity to fulfill other job responsibilities. Although the PhD supervisors received support during the pandemic, it seems that the incremental measures provided were insufficient. The PhD regulations were established before the pandemic under normal conditions and for normal circumstances. However, it appears that no significant adjustments have been made to accommodate the extraordinary pandemic conditions, which have altered some aspects of their professional roles as academics and PhD supervisors. This was particularly critical for PhD supervisors with young children, especially female supervisors, who had to deal with lockdowns, social distancing, remote work, homeschooling, quarantine for themselves and their children, and COVID-19 illness, since the data showed that they seemed to have more home responsibilities than men during the pandemic. We also found that some supervisors thought that female PhDs’ (with own children) submission rates to scientific journals have been delayed as a consequence of COVID-19, considering that women seem to have more home responsibilities. In addition, the supervisors thought that female supervisors (with own children) submission rates to scientific journals have been delayed as a consequence of COVID-19, considering that female supervisors seem also to have more home responsibilities (e.g., for childcare, household etc.).

This slow-motion disaster lasted up to 20 months and can be perceived as an “external intervention” or a naturalistic experiment which was impossible to predict for universities and society. The case study results indicate that it is more important than ever to plan for the unforeseen in order to be better prepared for the next societal crisis. Therefore, it is important to be vigilant and understand the gap between the formulation, transformation, and realization arenas when it comes to the distinction between incremental, semi-structural changes and fundamental changes in PhD regulations and guidelines brought on by societal crises. Although some support from employers has been offered, the overall PhD guidelines, regulations, and supervision norms remained unchanged in the transformation arena (meso- level) during the pandemic. On a general level, this highlights the need for better crisis preparedness at the doctoral level in the years to come.

A common finding related to RQ1 and RQ2 and across the different data sources was that the COVID-19 pandemic has significantly impacted some of the PhD supervisors in different ways on both micro- and meso-levels, and some of them perceive this long-lasting pandemic challenging and difficult, while others have experienced this to a lesser degree. This reveals a confirmation across the quantitative and qualitative data in the study. Also, these findings mostly confirmed and expanded on the understanding of the impact of the pandemic on PhD candidates ( Krumsvik et al., 2022 ), with some minor discordance.

More specifically, the PhD supervisors in the study were somewhat satisfied with the educational quality regarding digital teaching but experienced various supervision, research-related and psycho-social challenges. Although some of the supervisors received support during the pandemic, it seems like the majority did not receive sufficient support and their workload increased significantly during the pandemic. This is due to the high complexity of frame factors that have changed the underlying premises for doctoral education during the pandemic, affecting both the PhD- supervision and the PhD candidates’ feasibility on several levels. The regulations for PhD scholarships and PhD regulations, implemented before the pandemic in 2018, were designed under normal educational and social conditions and may not fully address the challenges faced during the pandemic. Therefore, this study shows that to reduce this gap and strengthen the feasibility of the PhDs and the frame factors for PhD-supervision, the institutions must significantly enhance their preparedness to effectively manage demanding situations at both micro- and meso-levels, ensuring they are fully equipped to address future societal crises of a similar nature.

When it comes to RQ3 we find both confirmation, expansion, and discordance across the quantitative and qualitative data. We find confirmation across the quantitative and qualitative data when it comes to the variability in preparedness of PhD candidates for writing the article-based thesis. Article-based theses present unique challenges compared to traditional monograph-based dissertations, particularly in terms of integration and the breadth of skills required. One of the primary challenges with article-based theses is integrating articles that may cover slightly different aspects of a research topic into a coherent overall thesis. This integration is critical, it requires a high level of academic writing skills and ability to secure the coherence of the synopsis. Candidates often come into PhD programs with varying levels of experience in academic writing and publication. The survey and interviews, as well as Supplementary data , indicate that many candidates are not well-prepared for writing article-based theses, highlighting a need for more targeted training in academic writing and publishing early in the doctoral process. The need for robust supervisory support is acutely felt in guiding article-based theses, where candidates must navigate the complexities of publishing in peer-reviewed journals alongside synthesizing their research in the synopsis. This implies that PhD-candidates both are taking a doctoral degree in the Norwegian context and at the same time are publishing articles for the international research context, which can be challenging.

We find expansion when it comes to the need to have guidelines for the synopsis. Supervisors reported significant variation in the guidelines for the synopsis across institutions, both in the qualitative and quantitative part, which can lead to confusion and inconsistency in expectations for candidates and supervisors. Some respondents found these guidelines sufficient, while others find them unclear or obscure, complicating their task of effectively guiding PhD candidates. Clear, comprehensible guidelines are essential for ensuring that the synopsis effectively synthesizes the research in a manner that meets academic standards ( Wollenschläger et al., 2016 ).

And we find some discordance regarding variability in candidate preparedness where both strands of the data indicated a significant variability in how prepared PhD candidates are when they enroll in doctoral programs. Candidates’ preparedness often depends on their previous educational experiences, which can vary widely regarding exposure to research methods, academic writing, and critical thinking skills. The variability in preparedness suggests a need for more robust preparatory programs to equip all incoming doctoral candidates with the necessary skills and knowledge to succeed in their research endeavors. Implementing comprehensive entry assessments could help identify specific areas where candidates might need additional support, allowing programs to tailor preparatory courses or early doctoral training to address these gaps.

These findings collectively point to a need for doctoral programs to clarify guidelines, particularly for the synopsis in article-based theses, to enhance support for supervisory roles, and to develop preparatory programs that address the broad variability in candidate preparedness. This is also based on research on the need for rubrics ( Wollenschläger et al., 2016 ), which shows that transparency around requirements and guidelines is important for students learning. By tackling these issues, institutions can better prepare PhD candidates for the demands of modern doctoral research, ultimately leading to more consistent and successful outcomes in doctoral education. And despite that only 20 (8.3%) of the supervisors agreed or strongly agreed that they were supervising a PhD candidate who had considered quitting the PhD program during the pandemic, it is important to be vigilant around the (complex) reasons that causes this, since this is in many ways a drastic decision, first of all for the candidate themselves, but also for the supervisors, as well as for the society in general who has invested almost 5 million Norwegian kroner in each PhD-scholarship. Dropping out can partly be related to the observed findings that many PhD candidates were unprepared for the intricacies of article writing, including the lengthy processes of submission and peer review, attached to their educational background, which primarily focused on monographic work at the bachelor’s and master’s levels. This also implies that while PhD’s are perceived, assessed and evaluated as student/candidates when they are completing assignments in a doctoral program, there might be a quite new situation for them when they submit their articles to scientific journals with blind review, where they are evaluated as other researchers (and not only as students/candidates). Such findings (and similar findings) seem to go “under the radar” in doctoral programs in Norway and by taking into account such “tacit knowledge” we might be better prepared to bridge the formulation arena and realization arena within doctoral education in the years to come. This development also demands a vigilance within doctoral education of the importance of theory development within doctoral education since international research shows that doctoral supervision is under-theorized and lacks a solid knowledge base ( Halse and Malfroy, 2010 ; Halse, 2011 ) where also eclectic use of theories ( Dalland et al., 2023 ) can improve this area.

Author note

GPT-4o ( OpenAI, 2024 ) was employed in this article to translate interview findings to English after a general thematic analysis conducted in Norwegian and as one of several validity communities for the open survey responses. The GPT-4’s output was manually examined, edited, and reviewed by the authors. The sentiment analysis of the 9 interviews was done by the first author and by using the GPT-4o. Then it was carried out a validation of this sentiment analysis by SurveyMonkey ( SurveyMonkey, 2024 ), Claude ( Anthropic, 2024 ) and Gemini Advanced ( Google, 2024 ).

Data availability statement

The original contributions presented in the study are included in the article/ Supplementary material , further inquiries can be directed to the corresponding author.

Author contributions

RK: Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Resources, Software, Validation, Visualization, Writing – original draft, Writing – review & editing. FR: Conceptualization, Data curation, Formal analysis, Methodology, Validation, Writing – review & editing, Writing – original draft. ØSk: Conceptualization, Data curation, Investigation, Methodology, Writing – original draft, Writing – review & editing. LJ: Conceptualization, Data curation, Methodology, Validation, Writing – original draft, Writing – review & editing. SS: Data curation, Formal analysis, Methodology, Writing – original draft, Writing – review & editing. ØSa: Data curation, Validation, Writing – original draft, Writing – review & editing. KH: Methodology, Validation, Writing – original draft, Writing – review & editing.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Acknowledgments

We would like to thank all doctoral supervisors for their responses to the surveys and for participating in interviews and focus groups on this study.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Supplementary material

The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2024.1436521/full#supplementary-material

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Keywords: PhD-supervisors, experiences, COVID-19, supervision, PhD-fellows, frame factors

Citation: Krumsvik RJ, Røkenes FM, Skaar &O, Jones L, Solstad SH, Salhus & and Høydal KL (2024) PhD-supervisors experiences during and after the COVID-19 pandemic: a case study. Front. Educ . 9:1436521. doi: 10.3389/feduc.2024.1436521

Received: 22 May 2024; Accepted: 15 July 2024; Published: 09 August 2024.

Reviewed by:

Copyright © 2024 Krumsvik, Røkenes, Skaar, Jones, Solstad, Salhus and Høydal. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Rune J. Krumsvik, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Watch CBS News

The 2024 Olympic closing ceremony for the Paris Games was Sunday. Here's what to know about the event.

By Aliza Chasan

Updated on: August 11, 2024 / 7:49 PM EDT / CBS News

The 2024 Olympics took a bow on Sunday during the traditional closing ceremony in Paris. 

The Olympics officially opened in Paris on Friday, July 26, though some team events started on July 24. The last day of athletic competition was Aug. 11, which was the same day as the closing ceremony. The ceremony featuring a parade of flags and athletes  started at 2 p.m. ET in the Stade de France and lasted for about three hours, which is roughly how long the  closing ceremony in Tokyo  went on for.

What time was the 2024 Olympic closing ceremony?

The closing ceremony began at 9 p.m. CEST, or 3 p.m. ET, on Sunday, Aug. 11. 

Were there any other Olympic events on Aug. 11?

Several athletic competitions were scheduled for Sunday, ahead of the closing ceremony.

• Women's marathon  
• Women's basketball
• Cycling  
• Men's handball
• Women's modern pentathlon
• Women's volleyball
• Men's water polo
• Women's weightlifting  

What happens at Olympic closing ceremonies?

There was a closing ceremony at the 1896 Summer Olympics , the first modern Olympic Games, but it "bore only the slightest resemblance to today's ceremonies," according to the Olympics.

There are several elements considered key components of the Olympic closing ceremony. First the head of state of the host country enters along with the International Olympic Committee president. Then the national anthem of the host country is played or sung as the host nation's flag is raised. 

Other traditional elements include a parade of flags, a parade of athletes and the handover of the Olympic flag to a representative of the city hosting the Olympics in four years: in this case, Los Angeles.  

Some final medals are also given out during the closing ceremony. At the end, the Olympic flame is extinguished. 

The 2024 Olympics closing ceremony was called " Records ." Thomas Jolly, who was artistic director of the  at-times controversial opening ceremony , also directed the closing ceremony.

"At the Stade de France, where the greatest stars of athletics and rugby sevens will have competed, the moment will be solemn and emotional, but it will also be a time for celebration," Paris 2024 President Tony Estanguet said. "Finally, the pressure will be off, and everyone will be able to take full advantage of the absolutely exceptional show that is being planned under the direction of Thomas Jolly, with the help of all the teams working across the four Paris 2024 ceremonies. Innovative, surprising and brilliant, these ceremonies already promise to be very powerful, just like "Records", which has everything it takes to make a mark on the history of Closing Ceremonies."

Who performed at the Paris closing ceremony?

The closing ceremony featured performances from Billie Eilish, Snoop Dogg, Red Hot Chili Peppers and H.E.R.

Tom Cruise made a surprise appearance, jumping from the top of the stadium on a cable to as the "Mission Impossible" theme played. After taking the Olympic flag from Simone Biles, he drove out of the stadium on a motorcycle with the flag in tow.

The all-star lineup hit the stage as part of the handover to the 2028 Los Angeles Games. Each of the music artists was a California native. H.E.R. sang the U.S. national anthem live from the Stade de France, while Billie Eilish and the Red Hot Chili Peppers performed in Los Angeles.

"This is the biggest moment in LA28 history to date, as the Olympic flag passes from Paris to LA," said LA28 chairperson Casey Wasserman in a statement. "We are thrilled to feature the very best of LA with local artists and are grateful to Billie, H.E.R., the Chili Peppers and Snoop for their collaboration on what will be an incredible show to a global audience that will give fans a taste of what's to come in 2028."

Ahead of the ceremony, organizers had said the Stade de France would be transformed into a gigantic concert hall, featuring more than 100 performers, acrobats, dancers and circus artists.

"We want to celebrate, but consciously. This moment of celebration will also be an opportunity to reflect on the importance of the Olympic Games in our society," Jolly previously said. "So I've designed a show in which the Olympic Games disappear once again, and someone comes along and founds them. It's a very visual, very choreographic, very acrobatic show with an operatic dimension to give a great visual fresco and say goodbye to athletes from all over the world."

Who were the U.S. flag bearers at the 2024 closing ceremony?

Katie Ledecky , who's won more Olympic medals than any other American woman, and gold medalist Nick Mead , a rower, led Team USA as flag bearers at the 2024 closing ceremony.

Mead will be the first rower to lead Team USA as a flag bearer at the closing ceremony. After hearing the news, Mead said he had chills and quipped that he needed to get a haircut in a video posted to social media.

Ledecky got the news from teammate Bobby Finke. 

"He FaceTimed me to tell me the news, and I started crying," she said." And it's really just such an honor to represent this team with so many great performances this week from all sports." 

NBA superstar LeBron James and tennis star Coco Gauff were Team USA's flag bearers during the Paris opening ceremony . 

When are the Olympics happening again?

Those already eager for the next Olympics will need to wait two years, when the Winter Games will be held in Milan and Cortina d'Ampezzo, in Italy, from Feb. 6-22, 2026. The next Summer Olympics will be held in Los Angeles from July 14-30, 2028. 

Paralympic fans are in luck: They only need to wait until Aug. 28 for the games to kick off. The Paralympics will last from Aug. 28 through Sept. 8.

• Katie Ledecky

Aliza Chasan is a Digital Content Producer for "60 Minutes" and CBSNews.com. She has previously written for outlets including PIX11 News, The New York Daily News, Inside Edition and DNAinfo. Aliza covers trending news, often focusing on crime and politics.

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Vance Attacks Walz’s Military Record, Accusing Him of Avoiding a Tour in Iraq

Senator JD Vance of Ohio also claimed Gov. Tim Walz of Minnesota had exaggerated his service record. Mr. Walz said a decision to retire and run for Congress came months before any notice of deployment.

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By Michael C. Bender and Thomas Gibbons-Neff

• Aug. 7, 2024

Senator JD Vance of Ohio accused Gov. Tim Walz of Minnesota on Wednesday of quitting the Army National Guard two decades ago to avoid being deployed to Iraq and of exaggerating his service record to claim falsely that he had served in combat.

Both provocative charges amounted to some of the sharpest Republican attacks yet on the Minnesota governor, and appeared aimed at disrupting what has been a run of positive news coverage of the Democratic ticket since Vice President Kamala Harris replaced President Biden as the party’s nominee.

The accusations by Mr. Vance, who served a four-year active duty enlistment in the Marine Corps, about Mr. Walz, whose career in the national guard spanned 24 years, also served to pit the military records of the two major party’s vice-presidential candidates against each other.

Speaking at the police department in Shelby Township, Mich., on Wednesday morning, Mr. Vance said Mr. Walz had effectively deserted his fellow soldiers to avoid serving in Iraq because he retired from the National Guard in May 2005, several months before his artillery unit received orders to deploy there.

“You abandoned your unit right before they went to Iraq,” Mr. Vance said.

Mr. Vance based his accusations on a Facebook post from 2018, and a paid letter to the editor to The West Central Tribune that same year in which the writers, Thomas Behrends and Paul Herr, both retired command sergeant majors in the Minnesota National Guard, accused Mr. Walz of “conveniently retiring a year before his battalion was deployed to Iraq.”

The criticisms were first leveled by Mr. Behrends and Mr. Herr during Mr. Walz’s first campaign for governor.

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