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•       Resources       Publish or Perish: Graduate Students' Guide to Publishing

Publish or Perish: Graduate Students' Guide to Publishing

In addition to endless piles of reading, demanding expectations in the classroom, student teaching responsibilities, and the always-looming awareness that they need to research, write, and edit a high-quality dissertation before graduating, today’s Ph.D. students also commonly feel stress about another topic: publishing. As more prospective employers expect degree seekers to get their names in academic journals and conferences while still in school, many learners feel overwhelmed by the prospects of making the grade. The following guide answers some of their most pressing questions, provides guidance on the ins and outs of publishing while still in school, and offers expert advice from a professor who knows better than most what it takes to publish rather than perish.

Understanding Publishing in Graduate School

Getting published as a grad student can feel overwhelming at first, because there’s so much to learn about the process and expectations surrounding it. With a bit of research, however, students can familiarize themselves with the specific language surrounding publishing and make in-roads towards getting their first paper published.

What Does it Mean to Get Published?

Within the context of graduate school, publishing refers to getting essays, papers, and research findings published in one of the academic journals or related forms seen as a leader in the field. As jobs in academia continue to become more competitive, it isn’t enough for learners to simply do well in their coursework. The degree seeker who hopes to land an important post-doctoral fellowship or find a teaching position at a college or university must make themselves stand out in other ways.

When Should a Ph.D. Candidate Get Published?

Getting a paper published takes a lot of time and effort, and those students who wait until the final year or two of a doctoral program may fail to actually have any published materials by the time they graduate. According to the University of Nebraska-Lincoln’s Graduate Connections program , getting a paper published – especially if it’s your first – can take up to three years. In addition to the fact that most journals publish quarterly, the panel review process typically takes a significant amount of time and those submitting for the first or second time usually need to make a large number of edits and complete rewrites in order to reach a publishable standard.

How to Get Published

In order to get published, students submit their work to the journal or conference of their choosing. They frequently also provide a cover letter outlining their research interests. Most journals put out generic calls for submissions once or twice a year, while some may ask for papers addressing specific topics that have a much shorter turnaround time. Grad students may find it intimidating to go up against more seasoned academics, but another option revolves around partnering with their dissertation supervisor or another professor with whom they work closely with to co-author a paper. This not only helps ensure the validity of their findings, but alerts the academic world know that this other, more recognized faculty member believes in the research the student is doing.

Who Should Get Published?

Learners most anxious to get published are those who see their future careers in teaching and research. Because the world of academia is relatively small when divided into individual subjects, it’s important for students who want to break into these ambitious arenas to make a name for themselves early on and create a curriculum vitae that captures the attention of hiring committees.

Where Should Students Get Published?

When deciding which publications to pursue, students should consider the research aims of each and their likelihood of getting published. Newer journals tend to take more submissions as they are still working on building up their roster of contributors. While less venerated than other publications, getting printed in these can help build up name recognition and make it easier to break into the top-tier publications over time.

In terms of where work is published, the majority of students look to academic journals when sending out cover letters and examples of their work. But other options exist as well. Presenting papers at conferences is a popular avenue, as are chapters in books. The following sections takes a more in-depth look at how and where to publish.

Realities & Challenges of Getting Published

Getting published, especially while still in grad school, takes tenacity, focus, and a thick skin. Those who continue working on their craft, presenting at conferences, collaborating with others, and not taking no for an answer, however, frequently find success. Some of the challenges students may encounter include:

Lack of time

It’s no secret that doctoral students have busy schedules that seldom allow for outside – or sometimes, even related – interests to take up much of their days. Because publishing is not a degree requirement, carving out the time needed to research, write, and edit the type of paper required for publishing can feel impossible. With this in mind, student should look for ways to multitask. If presenting at a conference, think about how that paper could be transformed into a journal article.

Lack of confidence

Studies have shown that mental stress and illness frequently increase in grad school as students feel intense pressure to stand out from their peers. These feelings are often intensified when considering publishing, as learners are going up against academics and researchers who have been working in the field far longer than them. It’s important to remember that each of those renowned individuals had to start somewhere.

Lack of funding

Completing the research needed for a competitive paper doesn’t only take time – it requires money. Whether traveling to archives or printing all the necessary documentation, funding for outside research can be scarce while in school. Some programs provide competitive grants for research travel to help offset these costs.

Intense competition

As discussed earlier, competition for publishing is fierce. Academic journals and conferences only have space for so many authors and trying to get noticed can feel like a losing battle. In addition to seeking out newer publications and co-authoring with more notable figures, consider taking part in symposiums at the school you attend to get your foot in the door. While research on the average number of rejections is lacking, don’t feel discouraged if it takes a long time to be chosen for publication.

Finding the right publisher

While getting your name in print within an academic journal you greatly admire is the ultimate goal, it may take some years for it to come to fruition. One of the biggest mistakes students make is applying to ill-suited publications. Look for journals with editorial board members whose names you recognize. If a professor knows one of them, don’t be afraid to ask if they can help get your paper in front of them.

Adequately addressing feedback

Getting a paper published often requires intense editing and even completely restructuring and rewriting what you conceived in the initial abstract. If an academic journal shows interest in your essay but suggests rewrites, pay close attention to their requests and try to work with an advisor to ensure you meet all the stated requirements.

What do Graduate Students Publish?

Academic journals may receive the lion’s share of discussion in the publishing world, but graduate students can actually choose from numerous outlets and paths for getting their work to a larger audience. Students should review the options listed below and think about which format might showcase their work best.

Tips for Publishing

Despite the great amount of work required to publish, students who meet the challenges and persevere stand to position themselves favorably for future job opportunities. The following section addresses some of the most common questions about the process and alleviates general fears about how publishing (or not) reflects upon them.

How many papers should a Ph.D. student try to publish before graduating?

According to scholar-practitioner Dr. Deniece Dortch, no single answer exists. “There is no hard and fast rule as to the number of publications students should have prior to graduation,” she notes. “The reality is students in STEM disciplines and those who use quantitative methods are more likely to have publications prior to graduation because they often work in research teams and labs. This is not to say that qualitative scholars or those in other disciplines aren’t, but it’s a much more standardized practice in STEM for students to graduate with two or three publications. Personally, I had one sole-authored publication accepted prior to graduation, one first-authored piece, and one second-authored piece.”

How many journal articles is it possible to publish during a PhD?

“The answer varies and is determined by factors such as length of program, research team access, and faculty relationships,” says Dr. Dortch. “I’ve seen folks finish with as many as 10 publications, although this is extreme and doesn’t happen often.” She continues, “Imagine you are in a four-year program and you get your idea to write an article in year two. You submit that article in year three after getting approval, collecting data, analyzing it, and then writing your paper. Year three you submit that paper; it may be accepted in year four after months of revisions at the request of the editor. You finally have one published paper as you graduate.”

Are there PhD students who have no journal publications? Should they be worried about that?

“It depends on the type of employment the student is seeking upon graduation,” says Dr. Dortch, “Students applying to or wanting to work in institutions and organizations with the highest levels of research productivity who have no publications may want to consider post-doctoral positions so they have the time and space to work on increasing their publication record after graduation.” She continues, “Postdocs are a very common practice in many disciplines and are used as a way to gain additional training and expertise in research and teaching.”

Is it absolutely essential to have publications to apply for a PhD program?

In a word, no. Individuals working toward doctoral degrees have many reasons for doing so, not all of which require them to publish. Admissions panels also recognize that students focus their efforts on many different goals (e.g. jobs, internships, presenting at symposiums) throughout bachelor’s and master’s programs. As long as learners can demonstrate an ongoing commitment to scholarship, publishing is not an absolute requirement.

Does publish or perish begin before starting a PhD program?

It’s true that many students begin worrying about publishing before starting a Ph.D. program, but the reality is that they have ample time during and after completing a doctorate to make their mark on the world of scholarship. According to a recent article by Inside Higher Ed , some individuals in the academy now wonder if too much emphasis is being placed on grad students publishing. Learners unsure about this should speak to a trusted advisor or mentor to figure out when to focus on getting published.

What is the difference between a published article and a Ph.D. thesis?

While a Ph.D. thesis is required for satisfactory completion of a degree, a published article is not. A Ph.D. also takes a much longer form than a published article, averaging approximately 90,000 words. Academic journal entries, conversely, are usually between 4,000 and 7,000 words.

Should I first write my Ph.D. thesis or publish journal articles?

Though publishing at the doctoral level is increasingly seen as a requirement in the job market, it is not part of degree requirements. With this in mind, students should prioritize the research and writing of their thesis above all else. If they have the time and mental clarity needed to publish journal articles, this can be a secondary focus.

From the Expert

Dr. Deniece Dortch is a scholar-practitioner known for her commitment to diversity, social justice and activism. Dr. Dortch holds a Ph.D. in Educational Leadership & Policy Analysis from the University of Wisconsin-Madison, an Ed.M. in Higher & Postsecondary Education from Columbia University, an M.A. in Intercultural Service, Diversity Leadership & Management from the School for International Training and a B.A. in Spanish from Eastern Michigan University. Hailed a graduate school expert by NPR, she has published numerous articles on the experiences of historically underrepresented undergraduate and graduate students. She is the creator of the African American Doctoral Scholars Initiative at the University of Utah and currently a Visiting Assistant Professor of Higher Education at The George Washington University .

Publishing as a student can feel intimidating. Why is this process important for learners to go through?

Long gone are the days of getting a good job by just having a solid dissertation or an award-winning thesis. Publishing your work while in school demonstrates a commitment to answering and understanding our world’s most complex problems. Further, institutions want to know that you have the capacity to publish. Now, publishing doesn’t mean you have to be first author or that you must publish sole-authored pieces only. Collaboration is also sufficient and often encouraged. The publishing process is intimidating for folks because it involves critique and, most often, rejection.

Receiving and giving critical feedback is part of the learning process and students should not shy away from it because it will only serve them well in the end as they learn to cope with disappointment and reward. But more importantly, there is no point spending months and years conducting research if you are just going to keep your findings to yourself. What you learn is meant to be shared.

What are some common mistakes these learners make when preparing their first papers?

Common mistakes that individuals make include not adhering to the guidelines outlined in the submission process. Examples of this can include ignoring formatting requirements (e.g. APA, MLA, etc.), going over the stated word count, inadequately proofreading, and not submitting a cover letter. This is probably the most important one.

What specific advice do you have for them in terms of finding the right outlet, preparing their work, and submitting to journals?

Students should have multiple individuals read over their work before submission. Writing is a process and even after it is submitted, it will need to be revised many more times before you will read it in print. It is part of the process. To find a good outlet for your work, pay attention to where other scholars are submitting their work. If you’re subject is aligned with theirs, you have a shot. Make a list of at least three outlets that fit your article. Also look out for special calls. A special call for submissions usually goes a lot faster than the regular submission process, so if you’re a student who is about to go on the job market, submit to those first. Also, the more competitive the academic, the longer the process, so keep that in mind. If you are rejected, just re-submit to the the next journal on your list.

In addition to publishing in journals, how else might a student go about getting recognition in their field while still in school?

Apply for all fellowships, grants, and awards that are specific to you and what you do. People in the academy love an award winner and they especially love people whose work has been recognized and/or funded by outside groups. A great way to increase a student’s visibility is to publish outside academic journals and publish in other media outlets. Also attend conferences in your field. Try to get on the program as a presenter or facilitator so that people in your field will start to know who you are and your research interests.

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I've left my PhD behind, but I'm being put under pressure to publish

My supervisor is trying to convince me to revisit my doctorate even though I have no interest in academia. Is that fair?

I finished my PhD two years ago, have a full-time job outside academia, and have even moved to a new country – but my PhD supervisor is still contacting me and pressurising me to publish my results. I fulfilled the requirements for my PhD and have moved on to new interests and new challenges. Despite the many ways my life has changed since I graduated, I am left wondering when my doctorate will really end.

Pressure on PhD graduates to publish their results once they have finished can put challenging demands on their time, when they might no longer be tied to their research or the institution in the way they were while enrolled in the PhD programme.

Graduates may be studying different topics, working outside academia, or job-hunting. They could also be juggling multiple personal and family responsibilities that they placed on hold during the PhD. When you are actively enrolled on a PhD programme, you have to take account of institutional and research council guidelines and expectations. The responsibilities of a post-PhD student are much less clear.

Post-PhD pressure

My own PhD supervisor has tried a number of methods over the past two years to convince me to revisit my doctorate and write papers for publication. At first I was optimistic, due to their assurances that writing papers could be completed quickly, based on the weighty document I had already produced. I began drafting two papers for publication in my spare time, and worked on them for a few months. Early on, I received input from my supervisor and I used the feedback to revise the work and send a new version to them.

However, my emails about it began to receive no response – term time had begun. I wasn’t particularly interested in pursuing the papers personally or professionally, so I was happy to let the communication slide. I had already spent many months using all my lunch breaks, evenings and weekends to complete my thesis and I didn’t relish a return to that lifestyle.

Six months later, I received a long email detailing the unsalvageable damage I would do to my career unless I produced publications from my PhD. The email was pure manipulation and easily grounds for a formal complaint to the institution. My supervisor instructed me to complete a full draft of a paper within two weeks.

I explained that didn’t want to be manipulated into further work, but there was no response. Then, a year later, my supervisor contacted me asking for an update on the papers. Having nothing further to say, I’ve now stopped replying to these requests. All I really want is for the doctorate to be over.

While I’m aware that a number of funding councils anticipate publication of a student’s work, and there is rightly a growing consensus that publicly funded research should be available to all, I don’t think that the expectations of the funding councils are always appropriately interpreted by PhD supervisors. Graduates have a range of opportunities ahead of them, and an academic career is not always the sole, or even the most desirable, outcome of the time invested in earning the doctorate.

Guidelines required

Supervisors probably face increasing pressure to present the tangible outcomes of their supervision, especially given Ref targets – but if publications are seen as a critical part of the PhD, then should they not be contained within the time period that it takes one to earn it? When new students set off to earn an undergraduate degree, there isn’t an expectation that years later they might be contacted to write up work they did during their studies. Why should it be any more acceptable for PhD students to be contacted after their doctorate for this purpose?

Arguably, PhD graduates who have embarked on a post-doctorate track might be more inclined to produce publications . But in these cases, the graduates themselves are likely to be proactive. The problem arises when a graduate is no longer involved in the same work, and has to all intents and purposes fulfilled their obligation to obtain the award.

For those who are ready to move on after they have achieved their doctorate, clearer guidance might be needed from funding councils and institutions about expectations following the completion of a PhD.

Guidance could set out as to whether students have an obligation to their supervisors, the institution or their funding body to publish their research following completion of the doctorate. Institutions might also offer supervisors advice on how to approach previous PhD students about publishing their work.

Reaching a consensus between the competing priorities of graduates, supervisors, the Ref, funding councils and the QAA might not be a simple task, but we need to be clear: when does the PhD actually end?

Join the higher education network for more comment, analysis and job opportunities, direct to your inbox. Follow us on Twitter @gdnhighered . And if you have an idea for a story, please read our guidelines and email your pitch to us at [email protected]

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Postdoctoral Job Offers: How First-Author Publications Help Shape Research Careers

What does being the first author (or lead author) actually mean? In most cases, especially in academic publishing , the author listed first on a published article is the one who has done the research and has written and edited the paper. He or she is also most likely the contact person for the targeted journal’s editors after their review. Co-authors have usually contributed in a lesser capacity; however, this is not always the case for all disciplines. For example, in the field of mathematics , authors are listed alphabetically because “in most areas of mathematics, joint good-quality research is a sharing of ideas and skills that cannot be attributed to the individuals separately.” Some academic journals require a “statement of contribution” to indicate how much each author contributed to the research and writing.

So what does all this mean to the recent PhD recipient who is looking for a postdoctoral career position?

Publishing Can Be Difficult

According to the American Psychological Association, the rejection rate for their various journals in 2013 was between 70 and 90 percent. At Elsevier , one of the world’s largest academic publishers, “between 30 percent to 50 percent of articles don’t even make it to the peer review process.” This is especially discouraging to the PhD student who is near completion of his or her academic studies.

In addition to struggling with the reality of rejection rates, students often face struggles with advisors who are not willing to help. In a 2005 blog written in Science , a PhD candidate wrote about the difficulties he was having with his advisor, who had taken on new responsibilities and appeared to be less interested in helping him achieve his goals, especially those to get his research published. In response to this issue , Dr. Luis Echegoyen, a chemistry professor at the University of Texas, stated that advisors should help students in any way possible to get their research published. If anyone faces that kind of situation, it is reasonable for you to either submit the manuscript without the help of your advisor or present your case to his or her superiors.

Related: Does your dream job seem more like a dream? Check out this post to jump-start your career now!

Remember that your future might depend on this collaboration, whether publishing or other support and this should be taken seriously.

So Is Publishing Important?

Some believe that your publication record will be your greatest asset when applying for postdoctoral positions because it is a testament to your ability to effectively and correctly create and carry out a study. Some disciplines even require that a specific number of first-author papers be published before you apply for a position. For example, according to Dr. Robert Ross, a panelist at the seminar entitled “Life after the PhD: Finding the Right Postdoctoral Position,” in psychology, prospective universities look for applicants who have published at least 10 papers, although it is not a requirement that the applicant is listed as the first author. According to an article in Neurowire , the Scientifica blog site, you should “publish as much of your PhD work as possible and offer to help on other projects during your PhD to get your name on the paper and gain valuable experience.”

In the science disciplines, in particular, your recognition as a major contributor to a study is a good way to catch the attention of prestigious labs to which you are applying. Some use this information upfront, especially the first author designation, to “weed out applicants, looking for at least one first-author paper to signify that a junior scientist can complete a project from start to finish”; however, this is not always the case, so if you have not published, don’t be discouraged—there are also other characteristics that employers look for in a candidate.

In Lieu of Publishing, What Can You Do?

So, is publishing important? Absolutely! Is it necessary to land a job after receiving your PhD? No! When applying for a postdoctoral position, whether a postdoc research job or postdoc academic career, there are several dos and don’ts. In a 2010 article written by Kendall Powell, a freelance writer, and published in Nature entitled “A foot in the door,” a “postdoctoral application should present a person’s best scientific self on paper.” Information on all your important research and a personalized cover letter will help ensure that you are granted a review and possibly an interview.

Another huge advantage is previous funding. Be sure to mention that you have had funding for your research. According to Phil Baran, an organic chemist at the Scripps Research Institute, “If a postdoc has their own fellowship, they can write their application to me in crayon and I’ll take them.” If you have not been funded for your research, be sure to mention to which postdoctoral fellowships or funding sources you intend to apply.

Keep in mind the following points to consider when searching for your first postdoctoral position or career job:

• Start searching early; don’t wait until you receive your PhD.
• Network with senior scientists and attend seminars, lectures, and conferences in your field.
• Read several research papers by those at your prospective place of employment.
• Know your goals and strengths and narrow your postdoc application to those positions/openings that meet them, including personnel.
• Be prepared by knowing all you can about the position and/or lab.
• Avoid negative remarks about your past or your experiences.
• Research other employment opportunities besides a career in academia, such as private postdoctoral researcher jobs or other fields that could use your analytical skills.

In your application, highlight what you hope to accomplish in the right postdoctoral position for which you are applying. State your accomplishments in the field but avoid specific details. Personalize your letters to the prospective reviewer or interviewer and, by all means, state how your experience sets you apart from other applicants for postdoctoral jobs.

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How to Get Research Published as a PhD Student

The old adage in academia is “publish or perish,” and this saying has some truth. Publishing research during your academic career is an important part of advancing your field. If you’re considering or in the process of getting a doctorate , getting your research published can be overwhelming, but it is crucial for gaining recognition in your field. 

This article will provide valuable insights and tips on successfully getting your research paper published, from selecting the right academic journal to crafting a compelling manuscript.

Understanding graduate student publications

Publishing during your PhD is integral to your academic experience. Depending on your chosen discipline, the expectation may vary — some disciplines expect multiple publications in peer-reviewed journals before graduation. In contrast, your dissertation might be your first published work in others. 

An essential step is understanding your field’s publishing culture. For fast-paced fields like biomedical sciences, it’s common to publish multiple papers throughout the program. But for other disciplines like humanities , the focus might be more on producing a comprehensive dissertation, which often forms the basis for a book or other publication. 

Evaluating these expectations early on helps you formulate a realistic and effective publishing strategy.

It has to be original.

Originality is crucial in publishing an academic paper, as it determines the impact of your research on the field and builds credibility. An original contribution provides fresh perspectives that invigorate intellectual discussions, promote further research and initiate groundbreaking discoveries. 

In the competitive landscape of academia, original work offers a considerable advantage by distinguishing your manuscript from countless others, increasing the likelihood of acceptance and recognition. Moreover, pursuing innovative and ground-breaking work attracts funding and career growth opportunities, as institutions prioritize research demonstrating the potential for significant contributions and future development in your field. 

When discussing originality in research, it’s important to note that original work doesn’t have to revolutionize your field or create something new. Originality in academia could, and most often does, mean contributing new perspectives, interpretations or insights into existing knowledge. 

It should speak to your target audience.

Understanding how to choose a journal is crucial, as it helps you connect with your ideal audience. When deciding where to submit your work, consider the journal’s scope and its readership demographics. By familiarizing yourself with the journals that resonate most with your research, you’ll learn the type and quality of the work they champion. 

You don't have to do it alone. 

Remember that PhD publications don’t happen in a vacuum. Your advisor, colleagues, and other faculty in the department can be invaluable resources as you work to find an interesting topic or viewpoint, submit drafts for review, and move towards the final finished product. Asking for advice and guidance, particularly from those who have been publishing recently, is a great way to ensure that you will reach your audience with what you are trying to do.

Get started on your research contribution! 

Publishing research is part of the challenging and exciting adventure of graduate school. Whether you're interested in history or statistics, psychology or physics, at some point, the rest of the academic community will want to hear about what you are working on. When you publish research, you are contributing to the great dialogue between scholars and thinkers stretching back for centuries.

If you are interested in learning more about what it takes to earn your PhD, we invite you to explore the many resources we have available at SMU: browse our resource library , Moody School of Graduate and Advanced Studies , or subscribe to our blog . We are excited to help you as you consider your next step in your graduate school journey! 

For a comprehensive overview of the PhD process — from consideration to application to graduation — explore our guide, Choosing, Applying for, and Thriving in a PhD Program.

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• CAREER FEATURE
• 15 August 2023

How to make the leap into industry after a PhD

• Spoorthy Raman 0

Spoorthy Raman is a freelance science and environment journalist in St. John’s, Canada.

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Melanie Zeppel stepped off the academic path to become a data scientist in industry. Credit: Stephen Jackson

Plant physiologist Melanie Zeppel had heard that hard work, a good publication list and securing highly competitive postdoctoral research fellowships would guarantee a successful career in academia. Despite having it all, a faculty position eluded her for 12 years after her PhD.

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A PhD by publication or how I got my doctorate and kept my sanity

Associate, Children's Policy Centre, Australian National University, Australian National University

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Mhairi Cowden does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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Doing a PhD is a difficult business. Long hours, personal stress, institutional pressure to complete on time – and all this for what?

Increasingly a PhD alone does not guarantee an academic career. We are expected to publish, teach and contribute to professional development. Oh and did I mention you have to publish, publish, publish?

However there is a way to publish and do a PhD - hopefully without perishing.

I recently completed my PhD by publication, which for me was a way of getting a doctorate while keeping my sanity.

What is a PhD by publication?

A PhD by Publication is just what it sounds like, instead of producing one large monograph, you produce a series of articles to be published in peer reviewed journals or as book chapters.

The normal format is four to five research papers bookended by a substantial introductory chapter and a concluding chapter. The thesis must still read as a cohesive whole and therefore despite the articles being stand alone pieces, they must also relate to each other.

The aim is that when they are read together they become more than just the sum of their parts.

It is a relatively new concept within the social sciences and humanities but has been around for a while in the hard sciences here in Australia. It is much more common in European Universities where it is often the standard approach for doctoral studies.

The advantages

There are many advantages to doing a PhD this way. One of the more self-evident ones is that it allows you to publish and finish a PhD – academically hitting two birds with one stone.

There are many pressures of doing a PhD that are taken away from publishing. PhD by publication focused my writing on achieving output and helped to avoid the trap of always pushing the publications to the side.

A PhD by publication also helps you to develop practical skills. Through my own process, I learnt how to write to journal editors, deal with rejection and pitch articles – all skills that are important for professional academic life.

This method also divides the PhD up into more manageable chunks – sometimes the hardest thing about a PhD is the enormity of the task it presents. But dividing it up into five discrete papers allowed me to see a way ahead making the PhD seem more achievable.

Last but not least, you can get both expert feedback and it can provide that “tick” factor. PhD students were usually high achieving undergraduate students used to receiving recognition and reward for their work. Entering the land of doctoral studies, you don’t get the pay off from your work until the end of many years and lack of recognition can be deeply un-motivating.

But each time something is published is a chance to celebrate and take a deep breath before moving on to the next portion.

The expert feedback you get during this process is also very helpful even it’s not always pleasant (see below). By the time your PhD goes to examiners it has already gone through a rigorous peer review process.

In times of PhD panic, it was comforting to think that my work can’t be that bad if someone had already agreed to publish it.

The disadvantages

Of course, though, there are some disadvantages to electing to do a PhD in this way.

Chief among them is the pressure to start publishing immediately. Publishing is hardly a quick process; it can sometimes take up to two years from submission to a journal long periods of fieldwork may not be compatible.

Therefore candidates taking this route need to start straight away. Aim to have your first paper finished within the first 6 months.

It’s also worth recognising that this is not a format for the faint hearted. Rejections from journals can be brutal. You need to be prepared to take this on the chin and send it out again.

That said, this is a skill you need to develop for academia. Being exposed to it early helped me develop a thick skin and be humble about my work.

With the benefit of feedback, there’s also the downside of extra work. You may often need to rewrite work for journal editors.

After all, editors have their own agenda and interests and in some respect you are writing for them and not for you. However this taught me to stand my ground with editors and defend things I wished to keep as well as framing things for different audiences.

Another thing to be wary of when considering a PhD by publication is that you need to understand that it’s not a professional Doctorate. A Professional Doctorate recognises contribution to a profession and usually doesn’t include the same level of original contribution or indeed a thesis.

PhD by publication is still examined to the same standards as a traditional PhD. However countering this assumption that it is not a “real” PhD is sometimes hard.

Finally, because you’re likely to be treading new ground in your institution, there’s not always a clear path before you.

I did my PhD in a department which was still sorting out its policy towards this format. As a consequence I needed the strong support of your supervisor and head of department to make this work (which I was lucky enough to have). You shouldn’t expect a clear set of instructions here; guidelines and policies seem to vary between departments, disciplines and universities.

The up shot

The biggest advantage is that I have come out of my doctoral studies not only with a PhD but with a healthy publication record. This I hope will assist me when taking the next step in my career.

For me, PhD with publication provided a framework, a way forward from which I could see the path to submission. It provided me with a way to get my doctorate without worrying about the process. It allowed me the opportunity to contribute to debates while developing my ideas.

If academia is to expect Australian candidates to now finish their PhD and publish, then it should promote and encourage alternative formats such as this. It can only be good for both PhD candidates and the profession at large.

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Comparison of scientometric achievements at PhD and scientific output ten years later for 4,790 academic researchers

Gyöngyi munkácsy.

1 Department of Bioinformatics and 2nd Dept. of Pediatrics, Semmelweis University, Budapest, Hungary

2 TTK Lendület Cancer Biomarker Research Group, Institute of Enzymology, Budapest, Hungary

Péter Herman

Balázs győrffy, associated data.

All relevant data are within the paper and its Supporting Information files.

Introduction

PhD is the highest awarded degree offered by universities in different disciplines. Owners of a PhD can teach at universities, start independent research and receive a higher salary while further building a scientific career. We examined whether the publication output before the PhD degree has a correlation with subsequent research activities.

We downloaded publication and citation data from the Hungarian Scientific Bibliography for Hungarian researchers who obtained PhD between the ages of 24 and 45. The researchers were grouped into eleven scientific sections. We examined the number of Q1 publications published in the previous 5 years, the H-index, the total number of citations for the last complete year, and the biological age of the researcher. Each parameter was computed for the year at which the PhD was obtained and ten years later. Pre-PhD publications (and citations for these) were excluded when assessing post-PhD track records. Spearman rank correlation and Kruskal-Wallis test were computed.

We analyzed all together 4,790 researchers. We obtained a positive correlation between the number of Q1 publications before and after PhD (corr. coeff. = 0.21–0.54, p<0.01 in all sections), between the H-index before and after PhD (corr. coeff. = 0.32–0.56, p<0.01 in all sections), and between the citations received before and after PhD (corr. coeff. = 0.34–0.51, p<0.01 in all sections). All three metrics measured ten years after the PhD were negatively correlated with the age of the researcher at the time of obtaining the PhD (number of publications corr. coeff. = -0.09–0.22, p<0.05; H-index corr. coeff. = -0.09–0.29, p<0.08; number of citations corr. coeff. = -0.14–0.30, p<0.01). Among all disciplines, Philosophy and History and Engineering sciences show the strongest correlation between pre- and post-PhD output. When running multiple regression analysis for all three metrics as dependent variables and the number of articles, the H-index, the number of citations in the year of the PhD, the calendar year of PhD, and the gender of the researcher as independent variables, the number of articles and the H-index in the year of PhD reached the strongest positive correlations while gender had a negative correlation.

Conclusions

We independently evaluated pre- and post-PhD publication performance. In connection with age, the discipline-specific reference values of scientometric parameters at the time of obtaining the PhD can help to select candidates for postdoctoral grants and positions.

Doctor Philosophiae (PhD) is the highest globally recognized academic qualification available in any field of research. A PhD degree can only be awarded by a university once the applicant has completed a wide-ranging and novel research project. The holder of a PhD degree can teach at universities, start independent scientific research, and also receives a higher salary as better paid positions are reserved to those with a PhD degree. For example, in Hungary only the two most basic academic (assistant lecturer) and scientific (assistant research fellow) positions can be filled by those without a PhD degree. Notably, the effect of education on wages was also sizeable in an Italian study [ 1 ], and over-education even had a negative impact [ 2 ]. The number of PhD graduates grows rapidly in all continents of the world–in some countries like China by 5% a year [ 3 ].

Commonly, the PhD student is assisted by a supervisor and the training requires 3–6 years of full-time investment. As cornerstones, completing the studying requirements, passing the doctoral examination, and the successful defense of the PhD dissertation is needed to obtain the degree. The so-called doctoral dissertation proves that the researcher can independently solve a scientific task, with which it broadens our knowledge with new, previously undiscovered results in the field [ 4 ]. The significance of the work made by PhD fellows is supported by the fact that about one third of research publications comes from a doctoral student in universities [ 5 ].

The exact conditions for obtaining the degree vary from country to country. In the UK, a PhD is awarded as part of a three-year course including specific and general subjects. Students’ dissertations are reviewed by external reviewers and an oral defense is delivered to show the candidates’ proficiency. In Australia, training with a scholarship lasts for 3–4 years [ 6 ] and publications accepted before the application can also form the basis of the doctoral thesis in certain disciplines [ 7 ]. Oral presentation for defending the dissertation is not mandatory. The United States has the longest PhD program with 4–11 years for graduates depending on subject areas. In Germany, most doctoral candidates work as employees in universities and training decisions are left to supervisors and doctoral students [ 8 ]. In Hungary, a two-year study period ending with a final exam is extended by a three-year research period, and the defense of the doctoral dissertation finishes the training.

A number of indicators are available to measure the quality and quantity of scientific output. Available bibliometric indicators include among others the total number of publications, the cumulative impact factor of all publications, the total number of citations, the number of articles with at least one citation, the number of highly cited articles, the average number of citations per article, the number of citations per year, and the H-index [ 9 – 11 ]. Derived bibliometric indicators have also been developed to measure researcher productivity [ 12 ]. There are no international standards for the publication requirements for obtaining a PhD [ 13 ]. The minimal requirements are mostly determined by the program, the lead tutors, and by the university. In Australia, 2–5 first or co-authored articles are required to get PhD degree [ 7 ]. There is no regulation in the United States and in Canada, although publication is strongly recommended before obtaining a PhD [ 13 ]. Peer-reviewed publication is not required in Germany. In Hungary, a discipline-specific number of publications with or without an impact factor threshold are needed to apply for a degree [ 14 ].

The scientific outcome of a doctoral training is determined by several factors in addition to the personal abilities of the doctoral student: the doctoral program, relevance, novelty, working environment, access to other experts, feasibility, and supervision [ 15 ]. The theoretical conditions of a good doctoral dissertation are also established [ 16 ]. Generally, a PhD is said to be strong in case the number of publications of the candidate is high, the total impact factor of these articles is high, and the doctoral student fulfills the training conditions in a shorter time.

To what extent does PhD training influence postdoctoral publication performance? Here, we aimed to correlate independently calculated pre- and post- PhD scientific output for a large cohort of Hungarian researchers spanning all scientific disciplines. In addition to different publication metrics we also aimed to include the age of the doctoral student to determine which features have the highest influence on a researcher’s subsequent career.

Database construction

Publication and citation data were downloaded from the Hungarian Scientific Bibliography ( www.mtmt.hu ). MTMT includes self-reported data, which is then validated at the time when one submits his or her PhD thesis. In this, we included doctors of the Hungarian Academy of Sciences (HAS), members of HAS, recipients of the Momentum grant (an ERC-grant like national scheme), researchers who have submitted Hungarian Scientific Research Fund (OTKA) applications since 2006, and researchers with university affiliation who have obtained a PhD. Unique MTMT identification numbers were used to distinguish researchers with the same name. The age of researchers as well as the age at obtaining the PhD degree was obtained from the doktori.hu public database.

Scientific sections

HAS classifies researchers into eleven scientific sections, which are as follows: I. Language and Literature, II. Philosophy and History, III. Mathematics, IV. Agriculture, V. Medicine, VI. Engineering, VII. Chemistry, VIII. Biology, IX. Economics and Law, X. Earth sciences, and XI. Physics. Researchers can select the most relevant section based on their area of research. For researchers without a selected scientific section the designation was made based on the topics of the last five publications.

Indicators of scientific output

We computed three indicators to measure scientific performance, the selection of these was based on our previous study [ 11 ] and availability (e.g. we had to exclude journal impact factors as these are not available for all publications). These include the number of scientific publications , the H-index , and the number of citations for all previous publications in the given calendar year.

The number of all scientific publications is based on the total number of articles published in Q1-ranked journals in the last five years as a first, last, or corresponding author. By excluding Q2, Q3, and Q4-rated articles we guaranteed that only high-quality publications are included in the database. This number reflects the contemporary scientific activity of the researcher. Q-ranking was based on the Scimago Journal Rank database ( https://www.scimagojr.com/ ).

The H-index of a researcher is n if he/she has published n articles, each of which has been cited at least n times while there are no other articles with more than n citations. The number of citations includes both dependent and independent citations. This value is an indicator of an individual’s performance over his/her entire academic career and is a measure independent of the impact of journals. We have computed two different H-index values: the H-index at PhD includes all publications up to the year of the PhD award. The H-index ten years after PhD includes only publications published after the PhD award . The aim of this differentiation was to exclude the direct effects of publications before the PhD on subsequent H-index values ( Fig 1 ).

The total number of independent citations to all previously accepted scientific articles in a given calendar year. Independent means that there is no overlap in the author list of the cited and the citing documents. This value is an indicator of the impact of the researcher’s former scientific activity in the present. By excluding dependent citations, it can be guaranteed that this parameter will give an objective evaluation of the researcher impact. In the same way as for the H-index, to exclude the effect of pre-PhD papers, the independent citation count was derived by using only citation received for papers published after the year of the PhD.

Statistical analysis

The age of the researcher and all three parameters achieved in the year of the PhD (the number of articles published in the previous 5 years, H-index and number of independent citations) were compared with those values obtained ten years after the PhD. Continuous variables were compared by calculating Spearman correlation coefficients. Differences between sections were calculated using Kruskall-Wallis test. The p-value cutoff was set at p = 0.05.

The initial database contained 7,118 researchers. Those researchers were deleted where the year of obtaining the PhD was unknown, who obtained the PhD over the age of 45 or under the age of 24. We also excluded those who obtained their degree within 10 years because we could not perform the analysis with these data. Degrees obtained over the age of 45 were excluded as these more likely refer to a former candidate degree and not to a PhD degree. Values under the age of 24 were most likely date errors in the database. The final database contains 4,790 researchers. The screening process is summarized in Fig 2 .

The 4,790 researchers were arranged to one of eleven scientific sections of HAS, in particular, 342 researchers to Language and Literature, 457 researchers to Philosophy and History, 238 to Mathematics, 429 to Agriculture, 702 to Medicine, 360 to Engineering, 467 to Chemistry, 719 to Biology, 489 to Economics and Law, 242 to Earth sciences, and 345 to Physics. The average age of all researchers was 59.8 years, with a median of 58 years.

Features of researchers in the year of obtaining their PhD per section

The average age of researchers at the year of obtaining the PhD degree was 33.8 years. There was a significant difference between scientific sections in this parameter (Kruskall-Wallis p value<1E-16). Youngest mean age at obtaining the PhD was shown in Mathematics, Physics and Biology sections (31.4, 31.7 and 32.8 years, respectively). Researchers in Language and Literature, Medicine, Economics and Law sections had the oldest average age (35.3, 35.1 and 35.1 years, respectively) (see Fig 3A and all the values in S1 Table ).

Average age at obtaining the PhD degree (A), number of publications in the previous five years (B), H-index (C), and yearly independent citations (D) at the year of obtaining the PhD in each scientific section. Mean and 95% CI are shown. See detailed data in S1 Table .

There was a significant difference between sections in the average number of peer reviewed publications in the five years preceding the PhD (Kruskall-Wallis p value<1E-16) ( Fig 3B and all the values in S1 Table ). The average number of publications varied between 0.01 and 1.0. Researchers in Language and Literature, Economics and Law, and Philosophy and History sections had the lowest average values (0.01, 0.05 and 0.1, respectively). The highest average number of publications was found in Physics, Medicine and in Biology sections (1.00, 0.80 and 0.78, respectively). The average number of publications when including all researchers was 0.48.

Mean H-index at the year of obtaining the PhD degree in each section is presented in Fig 3C . Average values varied between 0.87 and 3.72. Researchers in Language and Literature, Economics and Law, Philosophy and History sections had the lowest average H-index values (0.87, 0.96 and 1.20 respectively). Highest average H-indices were found for researchers in Physics, Medicine and in Biology sections (3.72, 3.32 and 3.31, respectively). Average H-index at the year of obtaining the degree was 2.23 for all researchers.

Finally, the number of independent citations in the year of PhD varied between 0.83 and 13.22, and differed significantly between sections (Kruskall-Wallis p value<1E-16) ( Fig 3D and all the values in S1 Table ). Lowest average yearly citations were found for researchers in Language and Literature, Economics and Law and Engineering sections (0.83, 1.37 and 1.74, respectively). Researchers in Physics, Biology and Medicine sections showed the highest values for the average number of yearly citations (13.22, 11.86 and 11.56, respectively).

Total number of articles between 5–10 years after obtaining the PhD

Correlation between the number of articles accepted before obtaining the PhD and the number of articles accepted between 5–10 years after the PhD was the strongest in Mathematics, Philosophy and History, and Engineering sections (Spearman corr. coeff. = 0.54, 0.48, and 0.44, respectively, p<0.01). Weakest correlation was found in Language and Literature, Medicine, and Economics and Law sections (corr. coeff. = 0.21, 0.23, and 0.26, respectively, p<0.01). Positive correlation was found between all three scientific parameters in the year of PhD and this parameter, in each section. Table 1 shows Spearman correlation coefficients between the number of manuscripts 5–10 years after the PhD and the scientific parameters at the year of obtaining the PhD per section.

Correlation between the number of publications ten years after obtaining the PhD and scientometric parameters and age in the year of the PhD.

H-index at ten years after obtaining the PhD

Positive correlation was found between the H-index at the year of obtaining PhD and at ten years later in all sections. H-index of researchers in Philosophy and History, Engineering, and Mathematics—Agriculture sections in a tie showed the strongest correlation (Spearman corr. coeff. = 0.56, 0.52, 0.51, and 0.51, respectively, p<0.01). Weakest correlation was found in Biology, Medicine and Physics sections (corr. coeff. = 0.32, 0.39 and 0.40, respectively, p<0.01). We found positive correlation between the number of accepted manuscripts prior to PhD and value of H-index at 10 years after PhD– except in Language and Literature section (corr. coeff. = 0.05, p = 0.18). The number of independent citations in the year of PhD and value of H-index ten years after PhD had strong positive correlation in all sections. Table 2 shows Spearman correlation coefficients of the H-index values ten years after PhD and the other scientific parameters at the year of obtaining the PhD per section.

Correlation between H-index ten years after obtaining the PhD degree and scientometric parameters and age in the year of the PhD.

The number of independent citations in the tenth year after obtaining the PhD

Positive correlation was found between the yearly number of independent citations in the year of obtaining the PhD degree and ten years later in all sections. Researchers in Philosophy and History, Mathematics and Engineering sections showed the strongest correlation (Spearman corr. coeff. = 0.51, 0.49, and 0.47, respectively, p<0.01). Lowest correlation was found in Biology, Physics, and Language and Literature sections (corr. coeff. = 0.34, 0.36, and 0.38, respectively, p<0.01). We found positive correlation in all sections except of Language and Literature between the number of publication prior to PhD and the yearly number of independent citations ten years after PhD . Also, positive correlation was found between the H-index at the year of PhD and the number of independent citations in the tenth year after PhD in all sections. Table 3 shows Spearman correlation coefficients for the number of independent citations in the tenth year after PhD and the other scientific parameters at the year of obtaining the PhD per section.

Correlation between the number of citations in the tenth year after obtaining the PhD and scientometric parameters and age in the year of the PhD

The age of researchers at the year of obtaining the PhD and later scientific output

We found negative correlation between the age of researchers at the time of PhD and the number of publications at 5–10 years after PhD in all sections ( Table 1 ). Researchers in Biology, Earth sciences and Engineering sections showed the strongest correlations (Spearman corr. coeff. = -0.23, -0.22, and -0.21, respectively, p<0.01). Weakest correlation was found in Economics and Law (corr. coeff. = -0.09, p = 0.02), Agriculture (corr. coeff. = -0.10, p = 0.02), Physics (corr. coeff. = -0.13, p = 0.01), and Philosophy and History sections (corr. coeff. = -0.13, p<0.01). We found negative correlation between the researcher’s age at the time of obtaining the PhD and H-index ten years after the PhD in all sections–the significance was only marginal in Mathematics ( Table 2 ). Negative correlation was found between the age of researcher at the time of obtaining the PhD and the number of independent citations in the tenth year after PhD in all sections ( Table 3 ).

Gender specific differences

We were able to determine the gender for all researchers and compared the number of publications, the H-index, and the yearly independent citation count values reached by male (n = 3,689) and female (n = 1,101) researchers. At the time of obtaining the PhD, female students had higher mean publication count (Mann-Whitney p = 1E-07). There were no significant differences in the mean citation count and in the H-index values. Similarly, there were no significant differences between male and female researchers ten years after PhD in the three investigated scientometric parameters.

Multiple regression

In a separate analysis we performed multiple regression by simultaneously including the number of articles, the H-index, the number of citations in the year of the PhD, as well as age, the calendar year of PhD, and the gender of the researcher for all included scientists. Dependent variables were the number of articles, the H-index, and the number of citations ten years after obtaining the PhD. In this analysis, citation in the year of PhD had no significant correlation with the number of articles (p = 0.15) and the H-index (p = 0.63). Female gender was associated with lower H-index (p<1E-50), citation count (p = 1.1E-06), and number of articles (p = 1.2E-13) ten years after PhD. The most significant positive correlations for all three dependent variables were observed for the number of articles (p = 4.4E-32 for number of articles ten years after PhD, p = 2.4E-48 for the H-index ten years after PhD, and p = 9.4E-42 for the citation count ten years after PhD) and for H-index in the year of PhD (p = 9.2E-32 for number of articles ten years after PhD, p = 1E-50 for the H-index ten years after PhD, and p = 2.6E-13 for the citation count ten years after PhD). Age and the year of PhD had minimal effects with small correlation coefficients in most settings. The detailed results for each setting including the equation values are provided in S2 Table .

Publishing during PhD training has an impact on later careers, reputation, and collaborations [ 17 ]. Here, we partially reproduced the results of Horta and Santos, but by accounting for different scientific disciplines and assessing the effects for each disciplinary area. Thus, our results not only build on and validate the previous results [ 17 ] but also significantly extend the knowledge in this field.

Early career publications are seen as a requirement to enter an academic career [ 18 ]. Along with the excellent educational and professional activity, writing strong articles is an essential condition for promotion in a scientific career [ 19 ]. However, the question remains whether scientific publication output during the PhD adequately reflects future academic performance independently of the research environment [ 6 ]? Although Horta and Santos partially responded to this question, here we performed a more in-depth analysis including different scientific disciplines. We scrutinized Hungarian researchers whether the scientific performance before the PhD influences postdoctoral scientific output. We examined three bibliometric parameters in the year of obtaining the PhD and ten years later: the number of first, last- or corresponding authored manuscripts accepted in Q1-ranked journals, the H-index, and the total number of independent citations received by the researcher in the given year. In almost all settings each of the metrics measured at the time of obtaining the PhD was positively correlated with the values measured 10 years after the PhD award. These observations are in line with our previous study analyzing publication performance of Momentum grant holders before and after grant award [ 9 ] and reinforces the validity of the Matthew effect in this setting as well.

When looking on different scientific field-specific variances, we observed the weakest correlations in Medicine, Biology, and Physics sections for all three parameters compared to other sections. Most probably, the daily routine work of physicians in patient treatment often discourages publication activity [ 20 ]. On the other hand, bibliometric indicators achieved at the year of obtaining PhD are outstanding in Medicine, as confirmed by previous other studies as well [ 21 ]. Of all scientific sections, Mathematics, Engineering, and Philosophy and History had the highest correlations between pre- and post-PhD scientific output for all three investigated indicators. These observations can be partly explained by the fact that the highest salaries for PhD holders are available in engineering, business and science fields in the United States and in Hungary which can increase compliance and engagement during PhD studies.

We obtained a strong negative correlation between age at obtaining a PhD and subsequent scientific output in all disciplines. Younger age at PhD results in significantly better postdoctoral publications with higher impact. Our results are little bit astonishing, as we have evaluated pre-PhD and postdoctoral publications completely independently. Thus, the scientometric parameters ten years after PhD only reflect the H-index, citation, and publication count of publications printed after finishing the PhD studies. Because of this separation, those who obtain a PhD at a younger age had no advantage in terms of additional years to collect citations to increase their H-index over those who acquired their PhD later.

Publication metrics are not the only indicators of the performance of an individual, but also of an institution [ 22 ], and can be used to pave the way for access to external funding sources. Therefore, a main goal of universities worldwide is to maximize research output. Different tactics can be executed to intensify publication activity: writing courses, writing support groups, and writing coaches can significantly increase the number of publications of the research participants according to a study summarizing 17 studies [ 23 ]. Reviews also help to grasp available methods for scientific writing [ 24 ]. Other options include the continuous mentoring even after the competition of the PhD [ 25 ]. Overall, the requirement to publish is a constant high pressure for employees working in academic institutions [ 26 ].

Here, we did not examine personal factors such as periods of motherhood, in which case publication activity may be paused for years. The reason for this is the lack of available data regarding maternity leaves for PhD students. Although executed in a different country, a study involving 8,544 researchers from the United States found no effect of personal circumstances including marriage, number of children, and care for aging parents on publication productivity [ 27 ]. More important factors seemed to be academic rank, salary, commitment to research, and desire for recognition, which we could not examine due to the lack of available data. The availability of funding resources can also influence publication efficiency. Reputation and experience of the supervisor [ 6 ] or of the group leader [ 28 ] also impacts the productivity of a researcher. The country-specificity of these effects should be evaluated in a future study.

We have to note a few limitations of our study. In the analysis we did not have any explanatory variable for the PhD training itself. In other words, one does not know how the PhD was trained by the supervisors, if there was co-supervision or not, if one was included in a large or small research group, if one had access to resources to do research, etc. Second, one may publish during the PhD even if the training was not focused on publication. Sometimes it all depends on the earlier training of the students, and the ability of the students. In addition, we included only Hungarian researchers. The reason for this is the utilization of the MTMT database, which only comprises data for Hungarian researchers. A main advantage of MTMT is the differentiation between dependent and independent citations. Other repositories (like Google Scholar or Scopus) either do not have this information or there is no open access. Finally, we included only Q1 articles as our focus was on research excellence and not on research quantity. One might note that lower ranked publications might still have value as scientific results. We have to note however that the majority of all publications of the investigated researchers were published in a Q1 ranked journal.

In the future, a similar study with additional data can bring more light into this field. For example, the association between time to degree, available funding, and accomplished publications during the PhD may be relevant in order to understand how funding can influence the ability to publish or not during the PhD. Conversely, funding during the PhD can affect the research performance later on.

In summary, a major novelty of our analysis is the independent analysis of pre-PhD and post-PhD scientometric parameters. Therefore, in our analysis pre-PhD publications do not directly influence the number of post-PhD citation counts and H-index. Our results are most relevant to early stage pre-PhD researchers and emphasize the importance of building a publication track record. We show that a PhD obtained at a younger age is an outstanding advantage in the later scientific career prognosticating not only more abundant publications but also higher impact of these as measured by citation counts. Post-PhD research output shows a strong correlation to the number of publications and their impact during PhD studies in all scientific disciplines. Our results emphasize the need for pre-doctoral training programs having an emphasis on regular publications. The listed scientific discipline-specific values of scientometric parameters at the time of obtaining the PhD can help to select the most suitable applicants for postdoctoral grants and positions.

Supporting information

Mean, standard deviation, and 95% CI for the age, number of publications in the previous five years, H-index, and yearly independent citations in each scientific section at the year of obtaining the PhD (A), and ten years after obtaining the PhD (B).

Acknowledgments

The authors acknowledge the support of ELIXIR Hungary ( www.elixir-hungary.org ).

Funding Statement

The research was financed by the 2018-2.1.17-TET-KR-00001 and 2018-1.3.1-VKE-2018-00032 grants and by the Higher Education Institutional Excellence Programme (2020-4.1.1.-TKP2020) of the Ministry for Innovation and Technology in Hungary, within the framework of the Bionic thematic program of the Semmelweis University.

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• PhD by Publication – Explained
• Types of Doctorates

Introduction

Obtaining a PhD by publication is relatively uncommon in higher education. It can, however, be especially useful for established researchers who have published work but don’t yet have a PhD. This article gives information on exactly what a PhD by publication is, how it works and what the advantages and disadvantages are. Read on to learn more.

What is a PhD by Publication?

A PhD by publication is a doctoral degree awarded to a person who has several peer-reviewed publications that have been put together as separate ‘chapters’, contributing to a unified research theme within a specific field.

This format typically consists of a significant introductory chapter, up to 10,000 words, similar to a traditional thesis, followed by around five published research papers and a final chapter to bring things to a conclusion. Although these papers will be separate bodies of work, it’s important that they’re connected along one research theme.

This route to PhD can be attractive to researchers that have published a lot in their academic career but have not followed the traditional PhD path. It helps them gain recognition for their contributions to their research field and recognition that the work they have done has been of a doctoral level without having to write a separate PhD thesis.

A PhD by publication is awarded following a  viva (also known as an oral examination) with examiners, similar to the process of a traditional PhD.

What are the Advantages?

A clear advantage of a PhD by publication is that you’re submitting a portfolio of work that has already gone through extensive peer review. This means that by the time you come to defend your work at a viva, it’s much easier. For example, the questions your examiners may ask you could be very similar to the questions you were asked by your reviewers during your paper publication phase and so you will already have prepared suitable responses to these.

Another advantage of this route is that it’s a much quicker way of obtaining a PhD degree; traditional PhD programmes take between three and four years from registration to completion whereas you can get a PhD by publication within one year of registration with the University, assuming that you enrol on this degree having already published all the papers that you will include in your portfolio of work. The shorter duration means that you often will only have to pay for one year of University fees, meaning that this approach is cheaper than a traditional method. It’s often possible that you can work any part-time job alongside preparing your publication portfolio for viva examination submission.

What are the Disadvantages?

Not all research fields or questions are suitable for a PhD by publication. In some cases, it may be necessary to design, set up and run a new PhD project in the field, recording the generation of further data. Additionally, it may be difficult to expand upon your previous publications and explore different research ideas as you put together your portfolio of papers. As this approach is a relatively uncommon way to get a PhD, some institutions may be unfamiliar or not set up to facilitate a PhD by publication. While the final viva examination will be the same as that in a traditional PhD, there is always the risk that some examiners may not see this publication route as being a ‘real’ PhD.

You’re also likely to miss out on some other aspects of PhD life by going down the publication route, including opportunities to teach or supervise undergraduate students and the experience of working within a research lab alongside other PhD students.

How Long Does a PhD by Publication Take?

You should expect a PhD by publication to take six months to one year to obtain from your point of registration with a UK University. This is on the basis that you have already published work for all the material that you would plan to include within your PhD portfolio, or that it is currently going through the review process. This approach is shorter than pursuing a traditional PhD, which typically takes between three and four years as a full-time student.

What is the Application Process?

You apply using the standard process required by the university to enrol, in the same way as the traditional route of a PhD. In addition, however, you will be asked to submit a portfolio of your prior publication track record and a supporting statement outlining the work of these existing publications, detailing how they tell a coherent story with the relevant subject area you’re applying to. You won’t need to submit a formal PhD research proposal as most, if not all, of the research should already have been completed.

Do you have Supervision?

Yes, in the same way that a traditional PhD student will have a primary supervisor to oversee your project. The role of the supervisor will be to help you establish a clear narrative for the theme you’re putting together of your publications, offering critical appraisal where necessary.

He or she will advise you on how to structure the introductory and concluding bodies of work that are required before you submit your portfolio for external examination and viva. Remember that the supervisor is there to advise and not tell you how to structure your dissertation; this is the same for any research student doing a standard PhD.

With this researcher-supervisor relationship, your options may be open in terms of whether you need to be based at the University in person or if you choose to work remotely as a distance learning student, communicating with your supervisor over email or video calls.

How does Assessment Work?

The body of work that you submit will be read and assessed by two examiners that are experts within your subject area of research. This will be followed by the viva examination with the two examiners, in line with the conventional PhD approach. To be awarded this research degree you will need to demonstrate that your work has made an original contribution to furthering the subject knowledge within your field.

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

How Much Does It Cost?

As a PhD by publication usually takes about a year to complete, most universities typically charge a fee equivalent to one year of PhD study. The exact amount will vary depending on the University, but usually, the tuition fee will be around  £4,500  for one year for UK and EU students, and considerably more if you are an international student. It’s challenging to secure funding for these types of PhD degrees and you will find that you’re unlikely to be eligible for financial support from research councils or other routes of funding.

What Kind of Publications Can I use in my Portfolio?

Universities will have specific guidance about factors such as how many publications you can include in your portfolio and there may be some restrictions on when they should have been published. Typically, you will include 5 publications in your submission to your PhD examiners, but this can in some circumstances be as low as 3 or 4 or as high as 10 separate papers. Most often these will be in the form of  journal articles accepted by peer reviewed journals but can also include published book chapters, scientific or technical reports that have been published or other forms of publication that have gone through a level of peer review.

A PhD by publication is a good way for you to graduate with a doctorate if you enter this research programme having already published several academic papers on a single research theme. You need to demonstrate that you have made a significant contribution to your field through previous research. At this stage it is likely to be the cheapest and fastest route to gaining a PhD. However, applicants should be mindful when they apply that it may be challenging to secure funding for this.

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Phd by publication.

Many universities have recently introduced the ‘PhD by Publication’ method of obtaining a PhD, instead of the more conventional thesis. The availability of this option will vary from place to place, some won’t offer it at all, whilst others may only offer it to staff who have yet to achieve a PhD.

So just how is a PhD by publication awarded? Well, it varies from country to country – for instance, Scandinavian students will more commonly obtain a PhD this way, so let’s look specifically at getting a PhD by publication in the UK.

PhD by Publication in the UK

This method of gaining a PhD is relatively new, (even though getting published is important) and hence, the requirements may vary from place to place. Generally, though, instead of submitting a thesis written specifically during three/four years study with the university, you are instead required to submit a number of published papers.

In general, this method of gaining a PhD is not offered as an alternative to the standard way – it is not aimed at those starting on an academic career. It is usually offered to academics already in their career who have not yet completed a PhD. This is usually confirmed by the fact that many universities require you either to be staff, or to have graduated at least seven years ago to be eligible.

So just what sort of publications can be considered?

#2 Book Chapters Chapters written for anthologies or collections of essays are suited to being used in your portfolio. However, they are often not sufficient to stand alone, so you would need other works too.

#3 Research Papers Research papers that have been published in journals or other peer-reviewed sources.

#4 Technical Reports More for the science side of things – published peer reviewed technical reports are eligible.

#5 Other Published Media Other published media can be included – things such as scholarly editions of books, or architectural plans – but this will be on a case-by-case basis.

Often, with shorter works, it is necessary to submit multiple pieces – often five to seven – to complete an entire portfolio. However, in some cases, less may be acceptable. Each of the works featured in the portfolio must be linked in some manner, and they must be consistent in theme. Unrelated works will not be allowed to count towards a PhD by publication.

In addition to the portfolio of published work, the candidate is expected to have a supporting statement. This statement must critically discuss the works featured in the portfolio – discussing how they fit together, discussing their methodologies and explaining why they chose these methods, and how they feel it worked. In addition, they must point out their original contribution to scholarship – this is one of the most vital parts of getting a PhD, regardless of method.

You may be asking yourself what role the university would play other than examining the portfolio. In this case, a supervisor will assist with the portfolio, assessing whether the works submitted are cohesive, consistent and most importantly, of a high enough standard to be entered. They will also help with the supporting statement – making sure all vital information is included.

After this stage, there will be an oral examination. This will be similar to a viva , and should be prepared for as such. You will have to be prepared to defend any points made in the supporting statement. Depending on how long ago works were published (there is a time limit on when they are eligible) you may want to re-read them and ensure you are familiar both with your own work and the source material it draws on. In one sense, this may be more difficult than getting a PhD in the conventional manner as the work is not as recent, but it may also be easier in that it has already been peer reviewed and you will be aware of many possible questions and arguments.

Getting a PhD in this manner is not without difficulty, no matter how good the publications - while the submission of the portfolio and the oral examination may seem alright, the problem arises with finding a suitable place to apply. Due to the restrictions – some universities only opening to staff or alumni – you will be limited in options, and from those options, it may be more difficult than normal to find a supervisor. That said, for those who have been in academia for a while without a PhD, it may be well worth your time – take a look at our blog on the pros and cons of a PhD .

Related articles

PhD Funding In The UK

Doing A PhD: Why It’s Important To Publish

The Alphabet Of PhD Study

Common PhD Myths

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Teen walks at graduation after completing doctoral degree at 17

Dorothy Jean Tillman II was 10 when she entered college as a freshman.

A teenager from Chicago walked in her graduation ceremony this month after earning her doctoral degree at 17.

Dorothy Jean Tillman II told " Good Morning America " that she was homeschooled in her early years before entering college at age 10.

In 2020, she said she earned a Master of Science degree, and then, one year later, at age 15, was accepted into the Doctorate of Behavioral Health Management program at Arizona State University.

In December 2023, at 17, Tillman successfully defended her dissertation to earn her doctoral degree in integrated behavioral health from ASU's College of Health Solutions.

On May 6, she walked at ASU's spring commencement ceremony.

Tillman told "GMA" she has always held education in such high regard in part due to her family's background.

"People in my life like my grandmother, who was part of the Civil Rights movement, she of course harped on the importance of education and consistently learning something always," Tillman said. "But the way I always held education so high on my own, aside from being raised that way, was finding different things to be educated about."

She continued, "I feel like that urge to learn something new just never didn't exist for me."

Teen who battled leukemia and homelessness as a child graduates college at 18

Dr. Lesley Manson, a clinical associate professor at ASU, told "GMA" that Tillman is the youngest person in school history to earn a doctoral degree in integrated behavioral health.

Manson said she oversaw Tillman's dissertation for the doctoral program offered through ASU Online.

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During her studies, Tillman wrote a journal article of her dissertation and completed an internship at a university student health center, according to Manson.

"She really led change and worked on different forms of management to really reduce healthcare stigma and improve that student population there to be able to enter and accept student health services," she said of Tillman. "It was wonderful to see her and help her navigate some of those personal and professional interactions and grow through those experiences."

Manson described Tillman as an "inquisitive" and "innovative" student, and emphasized just how rare it is to accomplish what she has so far.

"It's a wonderful celebration ... but this is still something so rare and unique," she said. "She has innovative ideas and motivation, which is wonderful, and truly, I think what is inspiring is that she embodies that meaning of being a true leader."

Manson said she hopes Tillman continues to inspire people with her love of learning, saying, "That curiosity is always there, and I think all learners come with that, but it's great to be able to see it in someone so young as well."

Her inspiration and how she gives back to community

Tillman said her own journey wouldn't be possible without the support of her mom, who she said is one of her biggest motivators.

"Seeing my mother consistently work so hard to continuously uphold our family's legacy, and be that person that everyone was able to go to, if they needed anything ... always seeing [her] like [a] 'wonder woman' definitely made me want to grow up [into] an accomplished person," she said.

An advocate for education, Tillman is also the founder and CEO of a leadership institute that emphasizes the arts and STEM.

"I feel like adding art and putting a focus on it throughout science, technology, engineering and math makes the kids excited to learn all those things," she said. "And it opens them up to all of the possibilities and all the knowledge provided in that area of just STEM."

'Super dad' graduates with master's while working 3 jobs

As for her plans after graduation, Tillman said she is "just like any other teenager, still figuring out what my specific dreams and goals are."

"I'm really just grateful that the world is my oyster, and that I've done so much so young," she said. "And I have time to kind of think that through."

Tillman added that she hopes young people will take away from her story that it's OK to continually figure out what you want to do in life.

"Always remember that everyone has points in their life where they feel like they're figuring it out," she said. "And so figuring things out, not knowing what you want isn't a bad thing. But making the choice not to sit down and try to figure it out is."

Editor's note: This story has been updated with additional quotes from Tillman since its original publish date of May 13, 2024.

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Congratulations to phd student ella gonzalez on upcoming publication.

The Department of the History of Art at Johns Hopkins proudly congratulates Ella Gonzalez, a graduate student in the program, on her forthcoming publication (co-edited with Cynthia Coburn and Ellen Caldwell), titled   Gender Violence, Art, and the Viewer: An Intervention . The book is set to be released by Penn State University Press and is currently available for pre-order.

“We extend our warmest congratulations to Ella Gonzalez on this remarkable achievement,” said Mitch Merback, chair of History of Art at Johns Hopkins. “Her dedication to critical scholarship and her contributions to this important field of study are truly commendable. We are proud to have her as a member of our academic community.”

Ella Gonzalez is currently pursuing her graduate studies in the History of Art program at Johns Hopkins University. Her research interests include Art and archaeology of Ancient Greece and the Mediterranean world.

For more information about Ella Gonzalez and her forthcoming publication, please visit Penn State University Press .

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• Can kinesiotaping optimise the results of an exercise-based treatment for rotator cuff-related shoulder pain? (PhD Academy Award)
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• http://orcid.org/0000-0002-7127-6560 Fábio Carlos Lucas de Oliveira 1 , 2
• 1 École de kinésiologie et de loisir , Université de Moncton , Moncton , NB , Canada
• 2 Research Unit in Sport and Physical Activity (CIDAF) , University of Coimbra Faculty of Sport Sciences and Physical Education , Coimbra , Portugal
• Correspondence to Dr Fábio Carlos Lucas de Oliveira, Université de Moncton, Moncton, NB, Canada; fclud{at}ulaval.ca

https://doi.org/10.1136/bjsports-2023-108062

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• Rotator cuff
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What did I do?

My PhD project aimed to determine whether kinesiotaping provided additional benefits for treating individuals with rotator cuff-related shoulder pain (RCRSP). To achieve this goal, I investigated (1) the alterations in the rotator cuff (RC) muscle activation, (2) the immediate effects of kinesiotaping on the acromiohumeral distance (AHD) and shoulder proprioception and (3) the effects of kinesiotaping on the symptoms, functional limitations and underlying deficits associated with RCRSP.

Why did I do it?

The application of kinesiotaping has been a popular approach in clinics. However, few studies have investigated its immediate, short-term or isolated effects among individuals with RCRSP. 4 Current evidence has been insufficient to conclude the effectiveness of kinesiotaping in improving pain and function in this population. 5 Therefore, there was a need for high-quality evidence to better guide clinicians on whether to use kinesiotaping for the rehabilitation of individuals with RCRSP.

How did I do it?

First, I conducted a systematic review 6 to synthesise the evidence concerning the electromyographic activation of RC muscles in individuals with RCRSP. This study guided which RC and scapulothoracic muscles should be targeted for treatment and how these muscles should be rehabilitated. Based on this work, I designed a 6-week exercise-based rehabilitation programme as the cornerstone of my PhD project.

To assess underlying deficits, I conducted a cross-sectional study 7 that investigated whether kinesiotaping provides an immediate increase in the AHD (assessed using an ultrasound scanner) and whether the active joint repositioning sense (assessed using inertial measurements unit wireless sensors) was changed in individuals with RCRSP.

Lastly, I conducted a randomised controlled trial 4 (RCT) to identify whether adding kinesiotaping to the treatments would provide a faster and impactful difference to the healing of individuals with RCRSP. Fifty-two (52) individuals with RCRSP were recruited. Participants had at least one positive sign in each category of the following clinical tests 8 : (a) painful arc of movement (flexion and abduction); (b) Neer or Hawkins-Kennedy impingement test and (c) pain during resisted external rotation, abduction or empty can test.

Primary outcome (functional limitations) was assessed using the Disabilities of the Arm (DASH) questionnaire at baseline, week 3, week 6, week 12 and 6 months. Secondary outcomes were evaluated at commencement (baseline) and following the treatment (week 6), which included: pain intensity assessed using the Brief Pain Intensity (BPI), symptoms assessed using the Western Ontario Rotator Cuff (WORC) index, pain-free and full range of motion (ROM) (shoulder flexion and abduction) assessed using a universal goniometer, and AHD at rest and 60° of shoulder abduction assessed using an ultrasound scanner.

All participants were evaluated at baseline and randomly divided into experimental or control groups. Both groups received a 6-week rehabilitation programme composed of 10 physiotherapy sessions. Kinesiotaping was added to the treatment of individuals allocated in the experimental group ( figure 1 ). Halfway through treatment (week 3), self-report outcomes (DASH, BPI and WORC) were re-evaluated to assess functional limitations and symptoms. At the end of treatment (week 6), all outcomes were re-evaluated as performed at baseline. Participants received four exercises tailored to individual needs to be performed at home throughout the treatment and during follow-up periods. Self-report outcomes were also re-evaluated 12 weeks and 6 months after the first physiotherapy session to identify continued changes.

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Kinesiotaping technique for rotator cuff-related shoulder pain and underlying deficits. First strip ((1) Y-shape surrounding deltoid muscles), second strip ((2) I-shape in functional correction for multiaxial shoulder instability over the glenohumeral joint, supraspinatus, trapezius and middle deltoid muscles) and third strip ((3) I-shape in mechanical correction for glenohumeral joint).

What did I find?

The systematic review 6 revealed strong evidence that the infraspinatus and supraspinatus muscle activities were not altered during isometric contractions. Moderate evidence indicated that alterations in the RC muscle activities are best observed during dynamic tasks.

The cross-sectional study showed that kinesiotaping induced an increase (p<0.001) in AHD at 60° abduction in individuals with RCRSP, whereas no immediate effect was observed with the proprioception.

The RCT 4 demonstrated that functional limitations, symptoms, ROM and AHD improved in both groups, although adding kinesiotaping did not lead to superior outcomes compared with the exercise-based treatment alone in the mid-term and long term for individuals with RCRSP.

What is the most important clinical impact/practical application?

This PhD project revealed that kinesiotaping is not an essential element for rehabilitating individuals with RCRSP. Individuals who used kinesiotaping did not present with faster or more impactful results than those who did not, evidencing that kinesiotaping did not provide additional benefits for treating individuals with RCRSP in the mid-term and long term. Subsequently, clinicians and healthcare professionals should not expect supplementary gains from kinesiotaping when added to a rehabilitation programme based on sensorimotor exercises for individuals with RCRSP.

Ethics statements

Patient consent for publication.

Consent obtained directly from patient(s).

Ethics approval

This study involves human participants and protocol was registered at ClinicalTrials.gov ( NCT02881021 ) on 25 August 2016. Ethics approval was obtained from the Ethics Committee of Quebec Rehabilitation Institute (IRDPQ #2016-496) of the Centre Integrated University of Health and Social Services (CIUSSS-CN). Participants gave informed consent to participate in the study before taking part.

• Maenhout AG ,
• Vanderstukken F , et al
• Hébert LJ , et al
• van der Heijden GJ
• de Oliveira FCL ,
• Pairot de Fontenay B ,
• Bouyer LJ , et al
• Saracoglu I ,
• Bouyer LJ ,
• Ager AL , et al
• Michener LA ,
• Walsworth MK ,
• Doukas WC , et al

X @fabiophysio

Contributors FCLO contributed to conception, design and preparation of the procedures. He also conducted the recruitment of participants, data collection, the rehabilitation programme, analyses and data interpretation, and writing.

Funding This work was supported by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). FCLO received a doctoral scholarship from the Brazilian Government through the Science without Borders programme in association with the CAPES Foundation.

Competing interests None declared.

Provenance and peer review Not commissioned; externally peer reviewed.

Author note This doctoral project was conducted at the Centre interdisciplinaire de recherche en réadaptation et intégration sociale (Cirris), Université Laval, Québec City, Canada.

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