postdoc vs thesis

• Postdocs: The Definitive Guide
• After a PhD

As soon as you step outside the world of academia, the number of people who know what a postdoctorate is, what they involve and how to secure one quickly plummets. Given that a postdoctorate can be a popular option, especially for Science and Technology-related PhD graduates, it’s essential to address this current gap in knowledge.

What Is a Postdoc?

A postdoc is only one of many paths you can take after having completed your PhD. A postdoc (also referred to as a postdoc or postdoctoral) can be best thought as a temporary position designed to refine your research and teaching skills while undertaking practical research work. Because of this, most regard a postdoc position as a temporary stepping stone for developing a career in a more permanent position.

There’s a common misconception that a postdoctorate is an advanced doctoral degree that is undertaken after having completed a PhD. This misconception arises from individuals associating the word “post” in “postdoctorate” with the word “after”. While you will learn a lot during your time in a postdoc position, it is nothing like a degree. There are no fees, coursework, exams or vivas to deliver (thankfully!). A postdoc is, in fact, a job, and as someone in a postdoc position, you will be considered an ‘employee’. And just like any other job, the position will come with its own salary, responsibilities, training and employers.

Most postdocs are awarded by universities or research institutes as temporary contracts. However, they can also be undertaken in private companies, non-profit charities or government bodies.

What Is The Purpose Of A Postdoc?

As mentioned above, the primary purpose of a postdoc is to help bridge the gap between your current skills and your current level of experience. Due to this, postdoctoral positions are popular amongst those who have recently obtained their PhD. This is especially true for individuals who which to pursue a career in academia or research but don’t yet have adequate experience in teaching or publishing.

For the ‘learning’ nature of this role, postdocs provide an excellent option for those to continue their self-development while pursuing research in a field they’re interested in.

What Does a Postdoc Do?

A postdoc works under the supervision of an experienced researcher known as a postdoctoral advisor. What you will do on a day-to-day basis will, therefore, depend on what they require support on at any given time.

While your responsibilities will depend on your postdoctoral advisor, you can expect the following duties as part of your role:

• Contribute to the supervision of PhD students who are undertaking research projects in a closely related field.
• Supporting the research team in managerial tasks related to planning, organisation and administration.
• Undertake research, including but not limited to: qualitative data collection, data analysis and data and lab management.
• Contribute to the production, review and dissemination of academic and non-academic writing, including publications.

Your responsibilities will also depend on who your postdoc position is with. Positions offered by universities will often place a high emphasis on the academic aspects of the role. This involves aspects such as working more independently, developing your supervisory and teaching capabilities, and improving your communication skills through participation in seminars and conferences. In doing so, they’re helping you to become an individual capable of both conducting research and transferring knowledge – in other words, a university lecturer!

The opposite is true for postdoc positions held in industry, such as a private organisation or government body. As you can expect, these roles will place almost all of its emphasis on conducting research and advancing projects forward, with little focus on anything that falls outside of this.

How Long Should I Be A Postdoc For?

There is no set rule for how long you should remain in a postdoc position. Regardless of this, most individuals stay within a postdoc position for between 2 to 4 years. During this period, it’s not uncommon to move between one or two postdoc positions, with one position being abroad for a more rounded experience.

The time you may choose to spend in a given postdoctoral position will depend on several factors. The most influential of these will be:

• The size of the research project’s scope,
• The support needs of the principal investigator/postdoc advisor,
• The amount of funding available.

Although you could undertake a postdoctorate for a year or less, most will advise against this. This is simply because you will likely not have enough time to gain valuable experience associated with producing publications, writing research grant proposals and speaking at conferences. Although it may be possible to complete these within a single year, most researchers will opt for a minimum of two years for a single position. This will provide them with ample opportunity to contribute a significant amount to a project, publish a handful of papers and attend several conferences. On top of this, it will allow you to develop a deeper relationship with the students you help teach or supervise. This will prove invaluable experience should you plan on becoming a university lecturer .

How Are Postdoc Positions Funded?

Postdocs are usually funded in one of three ways:

• The postdoc secures the funding themselves . This can be achieved in several ways, with the most common being applying to opportunities put out by government, research or charity bodies. Examples of these opportunities include the  NWO Talent Programme Veni  and the  Marie Skłodowska-Curie Fellowship . Securing funding under any of these schemes will provide you with a ‘stipend’ (which acts as your salary), and ‘’research funds’ for enabling the project. It’s worth noting that if you secure funding in this way, you won’t typically be restricted to any one university. Although when applying to these opportunities you’ll be required to indicate where you intended to undertake your research, if successful, you can take your funding and associated research project to any university or research institution of your choice.
• A Principal Investigator (PI) secures a research grant  for a project, part of which will go towards hiring one or more postdoctoral assistants. In these scenarios, the university will employ you to work on the project they gained funding for.
• A research body hires postdoctoral assistants irrespective of any new funding . In these scenarios, the researching body, who could be anyone from universities to research centres, charities and private organisations, may put aside their own funds to secure a postdoc assistant as a regular salaried employee.

What is the Average Postdoc Salary?

It goes without saying that the average salary for a postdoc will vary from role to role, with factors such as your country, your employer and your level of experience being influential factors.

If working as a university employee, your salary as a postdoc will be determined via a set pay scale known as the “ HE single pay spine “. Under this pay spine, a postdoc can expect to earn an average of £31,000 per year, though, in reality, a postdoc’s salary can range between £29,000 to £34,800.

On the other hand, the stipend (which will act as your postdoc salary) associated with the funding you have secured yourself will directly depend on the opportunity you acquire. Because of the wide range of possibilities, your potential stipend can vary considerably. As well as having a high variance, they also tend to have a higher ceiling compared to the salaries associated with a PI’s research grant or a research body’s employment. For example, the Marie Skłodowska-Curie Fellowship can be worth over £50,000 per year. However, these types of fellowships are not only highly competitive but are also not an entirely fair comparison to postdoc assistant roles. This is due to the fact that a research fellow will be expected to have a greater amount of experience and to assume a higher level of responsibility than a regular postdoctoral researcher.

In case you’re thinking of working abroad, it would be useful to know that the median salary of a postdoctoral researcher in the United States is approximately $42,000 (£33,000 at the time of writing) per year.

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What is a PostDoc? – An Introduction

A postdoctoral fellowship, or ‘PostDoc’ position, is fixed-term research post for PhD graduates. This is normally a bridge between completing a PhD and pursuing a career in academia, but you can also do a PostDoc to gain further skills and training for other careers.

This page explains how PostDocs work, what they offer and how to apply.

On this page

What is a postdoc position.

PostDocs are generally temporary positions taken up by a PhD graduate to further their academic knowledge and acquire additional research training.

The research you carry out will usually be related to the work done during a PhD (as this is now your area of expertise!) but shouldn’t be on the exact same subject / problem as your doctoral research.

There are some exceptions to this however, for example when a PhD student is asked to do further studies that directly follow on from their PhD project, but at a postdoctoral level. This type of PostDoc is known as a transition PostDoc.

You can read about the different types of PostDoc in our guide.

What does a PostDoc do?

A PostDoc works on a specific research project outlined for their fellowship. In some ways this is similar to a shorter PhD, but the work you do may be more advanced and may not have a specific final outcome (such as a thesis). Instead you may help with one stage of an ongoing research project.

PostDocs are most common in STEM subjects, particularly Science and Engineering . You will be under the supervision of a principal investigator (PI) or mentor, assisting them with a common research interest. As a more confident and experienced researcher you have the freedom to delve into new things, techniques and equipment. This independence allows you take on projects of your own and explore new ideas that you think will benefit your field. In some ways this kind of PostDoc is a bit like being hired as an additional expert to help the PI and their team.

PostDocs are also available for Arts and Humanities or Social Sciences PhD graduates. These projects may be slightly more independent but will still be connected with existing academic work within a university department.

Unlike a PhD, a postdoctoral contract does not end with a thesis defence. Instead, your work is recognised through results and publications or, in the case of industrial research and development, improvement and / or launch of an effective product.

Example PostDoc projects

PostDocs can be just as varied as PhDs, but examples of the sort of thing you might do as a postdoctoral fellow include:

• Assisting a digitisation project - helping convert print and manuscript sources into a form that can be used by other Arts and Humanities students and researchers, perhaps creating a published resource or service
• Designing and / or carrying out large-scale qualitative research projects - ensuring data collected for Social Science research is accurate, ethically-compliant and useful
• Contributing to ongoing laboratory studies - using the expert technical and methodological skills gained through a PhD to provide key input and assistance for Science and Engineering research groups
• Carrying out public engagement work - helping researchers in all disciplines communicate their findings to the general public through media events, publications and collaborations with non-academic organisations

For other (real life) examples, browse the current PostDoc opportunities on our site.

Responsibilities outside of research

A PostDoc position isn’t all about the research. There are many other roles involved in a fellowship, using the skills and experience you have gained on your PhD. These include teaching, writing grants and funding proposals, presenting your findings to others and leading projects and other team members.

All of these are key skills for early-career academics and a PostDoc is an excellent way to gain them.

Teaching can be an essential requirement to progress further in your career and is also a part of postdoctoral work. This can involve lecturing, supervising undergraduate and Masters or assisting with the training of new PhD students. Gaining experience in applying for funding is also a key part of becoming a researcher and is another part of the PostDoc experience.

Doing a PostDoc can also prepare you for other careers as you will have more experience in managing ongoing research projects or achieving targeted research outcomes (in addition to your experience of completing a full PhD research project).

How long is a PostDoc?

A postdoctoral contract is usually about two or three years long, but this can depend on a number of things, such as the country of research, the area of research, the PI and the funding available. In general, a PostDoc is shorter than a PhD.

PhD graduates sometimes complete two or three PostDocs before applying for faculty positions or other, more permanent appointments outside of academia. On the other hand, a PostDoc is not always necessary for an academic job.

Most PostDocs take place soon after a PhD and are designed to fit the time in which doctoral graduates are still preparing to become early-career academics. University jobs designed for early-career academics will usually expect you to have earned your PhD in the last two-three years: this is the time in which you may have also completed a PostDoc.

PostDoc salary and funding

The average postdoctoral research salary in the UK is £31,990 and $48,825 in the United States*. You can see our guide to PostDocs in different countries to see the differences in salaries across the world.

How much you are paid on a PostDoc may depend on the type of position you apply for.

*From payscale.com

Postdoctoral employees

A PostDoc working at an industrial company or corporate body is paid like any other member of staff. You will be employed on a fixed-term basis with a regular salary and applicable employee benefits / other entitlements.

Postdoctoral fellowships

Fellowships are set grants or scholarships usually awarded to PostDocs at universities. You may be assigned to a pre-defined project, but could also have the freedom to pursue a specific research direction defined in your application.

This postdoctoral fellowship usually covers salary, relocation costs, travel costs and research expenses and is awarded to an individual based on merit.

Funding for fellowships may be provided by Research Councils, charities and trusts – similar to PhD studentships. There are different types of fellowships available, such as mobility schemes and travel fellowships that provide support for research to be done elsewhere in the world.

Organisations such as UK Research and Innovation (UKRI) often offer postdoctoral fellowships for European citizens. Other PostDoc funding bodies include the Leverhulme trust and Marie Curie fellowships, or the Max Weber programme which is an international PostDoc programme.

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Postdoctoral Services

Office of graduate and postdoctoral education, myth vs. reality: essential facts to know about postdocs.

Postdocs push the boundaries of what is possible in a variety of fields. However, despite their significant role in academic institutions, there are many misconceptions surrounding the role of a postdoc.

Dive into the world of postdocs with our spotlight video interviews featuring Sam Gowland, Avery Davis Bell, Zita Hüsing, Ida Su, and Nicole Hellessey as they share their unique experiences and insights on what it truly means to be a postdoc.

At any given time, Georgia Tech has 350 to 400 postdoctoral scholars (postdocs) making valuable contributions to research across the globe, with most right here on our Atlanta campus engaged in research, mentorship, and teaching.    Postdocs push the boundaries of what is possible in a variety of fields. However, despite their significant role in academic institutions, there are many misconceptions surrounding the role of a postdoc.

Daniel Vallejo, postdoctoral scholar at Tech, and Karena Nguyen, assistant director in the Office of Postdoctoral Services, weigh in on common myths about postdocs versus reality.

Myth #1: Postdocs are "super" grad students. 

Reality: Graduate students undergo structured training and coursework, with the end goal of producing a thesis or dissertation. Graduate students primarily dedicate their effort towards degree completion under the guidance of their academic supervisor and dissertation committee.   In contrast, the National Postdoctoral Association defines postdocs as “individuals in a defined period of mentored training following the achievement of their terminal degrees,” typically a Ph.D. Therefore, postdocs operate at a different level of independence and have a variety of roles and goals. For example, postdocs may initiate and lead research projects, teach courses, mentor undergraduate and graduate students, secure funding through fellowship applications, and collaborate with other experts in addition to publishing research.

Myth #2: Only STEM fields have postdocs. 

Reality: Postdoctoral positions exist in many fields, including science, technology, engineering, mathematics (STEM), humanities, and social sciences. At Tech, postdocs work in all six colleges and a number of research centers.

Myth #3: Postdocs only conduct research. 

Reality: The role of a postdoc extends far beyond research. Postdocs at Tech actively engage in mentorship, shaping the next generation of scholars. Tech postdocs can also be found in the classroom teaching undergraduate students. Postdocs also tend to be very active outside their official duties, and often can be found volunteering to provide academic or community service.

Myth #4: Postdocs only become faculty members. 

Reality: While becoming a faculty member is a viable and commonly pursued career path, a postdoctoral position provides additional training that opens doors to a multitude of career fields. Postdocs can find opportunities in academia, industry, government, or nonprofit organizations, and the postdoc experience is often pivotal for transitioning into these exciting careers.

Myth #5: Being a postdoc isn't a "real" job. 

Reality: Postdoctoral positions are temporary and provide additional training for individuals to pursue a desired career path. It is an enriching employment opportunity and allows individuals to apply the skills honed during their Ph.D. to different fields or broaden their skillset through internal, domestic, and international collaborations. There are opportunities for creativity, exploration, growth, and independence.

The Postdoc Visibility Project is a collaboration between the Office of Graduate Education and Postdoctoral Services, the Department of Chemistry and Biochemistry, and Tech’s postdocs. Our goal is to highlight the contributions of postdocs to the research enterprise, humanize the postdoc experience, and connect postdocs to each other. To achieve this, we will share three spotlight articles and accompanying video interviews throughout the Spring 2024 semester.

This work is supported in part by the National Sciences Foundation Mathematical and Physical Sciences divisions ASCEND program under grant award number CHE-2138107. 

To Postdoc or Not to Postdoc? Six tips to help you find a postdoctoral research fellowship

So... should I do a postdoc? Ultimately, you're the only person who can answer that question!

You should approach a postdoctoral fellowship or research opportunity as a transitional position that will help you get the skills you'll need for your future career. Keep in mind that a postdoc position is a temporary, training-focused opportunity. Postdoc positions vary in length from one- to two-year contracts in industry to up to five-year fellowships in academia. While renewals may be possible, many organizations won’t allow the option for renewal beyond the standard timelines. Be prepared to pursue other professional opportunities when your original contract ends.

Six tips to help you find a postdoctoral research fellowship

• Make your decision to pursue a postdoc an active choice. Know that you can actively choose to pursue a postdoc at the same time you actively choose to pursue a permanent (even non-academic) position.
• Get advice from a variety of people. Yes, talk to your adviser and other colleagues at your institution, but also reach out to the career services office, alumni, and your friends who have graduated.
• Build your network! Consider reaching out to second degree or third degree connections to ask for an informational interview about what they do. At conferences, sure, talk to the recruiters present, but also talk to other attendees and ask about their research! Talk to postdocs and juniors employees about their career paths and their current roles!
• Look worldwide. A postdoc at a foreign institution is one way to get an international experience, and many companies—particularly larger companies—hire internationally, too.
• Focus your time on things that will benefit you the most in the long term. Applying to postdocs is one way to spend your time, but that same time could be used to complete that one side project, prepare your next presentation, apply to one more conference workshop for up-and-coming leaders… or apply to non-academic jobs. The best use of your time depends on your end goal.
• Be strategic! For any position, postdoc or otherwise, don’t waste your time applying to things you have no interest in. It’s far more beneficial to spend a few (several, many) hours reflecting on your current skills, your future goals, and what you need to bridge the gap, then target your job search on things that really speak to you. You’ll write better cover letters, too, if you’re really motivated by the jobs you’re applying for.

Definition of success

A "successful" postdoc position is one that you use to advance your skills and experience to help you pursue the work you want to do as a career. You can also refine your knowledge of yourself and the working conditions (level of independence/collaboration, management style, types of tasks) where you are at your best. You are the person who cares the most about your future career. Take the time to make sure it is what you want!

What not to do when considering a postdoc position

• Don’t pursue a postdoc just someone told you that you had to. Your dissertation/thesis adviser likely enjoys their own job, and could project that onto their top students—without realizing it might not be the best fit for the student's long-term goals. High-achieving grad students probably would do wonderfully in an academic position, but have many options; take some time to consider those other options.
• Don’t stick with a postdoc because it’s “the only option.” Don’t sell yourself short; put some time into considering what other options you have. You like teaching? Many companies have training-focused positions, especially for technical products. You like research? Many companies (especially the large, international companies) have entire research divisions. If grant writing really is your favorite thing, a career in academia might be the best fit for you, but also consider nonprofits (anything from sports organizations to history museums, community development to water availability) and government agencies.
• Don’t pursue a postdoc to increase your “market value” without careful consideration. A postdoc does give you an opportunity to submit more publications and further develop and develop many skills that would be beneficial to an academic position. However, you actually don't need a postdoc for some professorial jobs if your experience and publication history match the institution's needs. Industry experience can even make you a stronger candidate for many faculty positions. On the other side of things, it can be hard to transition from a heavily academic postdoc to a nonacademic position.
• Don't make a final decision without considering your financial position. Postdocs are not known for being well paid. Do you have student loans? Are you financially supporting your family? Are you willing to live on postdoc wages for the next 1-5 years—compared to a full-time, permanent, probably higher-paying job?
• Don’t let the naysayers keep you down! “It’s always sad to see promising young people decide to leave the field…”, “You can’t come back to academia if you leave now…” First, leaving academic does not mean leaving science. Your PhD qualifies you as a researcher, and a company hiring for a researcher position values that credential! Secondly, if you do return to academia, having industry experience can be vastly beneficial in terms of writing collaborative proposals, creating partnerships with companies to support the academic work, providing real world expertise to your students, and rounding out your areas of expertise.

What other options are there?

It depends on what you're looking for! Take some time to reflect on what your goals are for the next five to 10 years. As a Ph.D. graduate, your transferable skills include your big-picture theoretical background, as well as your skills working independently, working as part of a team, generating results, and analyzing data. You'll be expected to know what scientific excellence looks like, how to achieve it, and how to plan and manage projects. Of course, your publication and presentation history also speaks to your communication skills. What else does your dream career need? What skills are you currently missing? And most importantly, how can you develop those skills?

Postdoctoral fellowships and research positions are a common stepping stone between graduate school and a professorial position, but depending on your needs, you could also consider a teaching position (usually non-tenure-track; available at community colleges, liberal arts institutions, and even research universities), consulting, technical editing, grants writing, or even entrepreneurship.

If you're considering a career outside of academia, an academic postdoc may not provide the training you need to advance in your chosen field. You may have heard "the longer you stay in academia, the harder it is to leave." This is partially because of how easy it is for researchers to become wholly devoted to what they do. Once you've published articles, presented at conferences, identified other conferences you'd like to attend one day, and developed dozens of research ideas you haven't had a chance to start, it's hard to walk away.

Take some time to investigate your options, and reflect on what's most interesting to you. Do some research online, talk to your advisers, talk to your network, and reach out to people with the job you want for informational interviews. Many companies may prefer on-the-job training versus postdoctoral training somewhere else. Some companies prefer to hire recent Ph.D. graduates over postdoctoral researchers, viewing the fresh-out-of-school candidates as more flexible and faster learners. In most situations, your skills will be more relevant than where you developed them.

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Is it a transition or a continuation? From PhD student to Postdoc.

I spent five and a half years to finish my master-PhD program and graduated in January 2019.  Some graduates pursue to work in industry, but that was never for me. To become an independent scientist, a postdoc can serve as a bridge into the academic environment and to leave the student role behind. So I decided to go for postdoc training after my PhD, since I love academia so much and to do research.

At the time of graduating I was working on mitochondria dynamics in rodent liver but I wanted to shift to another scientific field. Since I always have had an interest into neuroscience, I saw this as an opportunity to pursue this dream of mine. However, I also realized that this transition could be hard and challenging. However, switching fields requires thoughtful analysis, research, and due diligence. I therefore began to search for postdoc positions right after I finished my thesis.

As far as I’m concerned, the rule of thumb is to select a lab that you think can make you excited and happy even when you are frustrated. Interest is the most imperative of all and can serve as a lighthouse wherever you are in the career path. I therefore focused on labs working on neuroscience and whose focus related to my PhD work. Although, I got replies from many of the labs I approached, most were polite rejections. This made me questioning myself and my motives. Was I not good enough for the labs I applied for? Was I not the kind of person to make this kind of switch?Maybe I wouldn’t end up in neuroscience, but I refused not give up my postdoc aspiration. After several rounds of interviews for 6 months with different labs, I finally got a job to work on metabolism, which I touched a little as a postgraduate, so things worked out in the end.

From my personal experience, I would like to share some general tips that I believe can be useful for aspiring postdocs.

Selecting a postdoc position 

Whether or not you should change your research field is very important to think about, since what you do for postdoc training is usually what you will end up with as an independent researcher. The journal Science  has provided some advice and there are several rules to take into consideration when selecting postdoc position. PLOS ECR writer Dan Jeffries also has some tips regarding the transition blues from PhD student to postdoc. It is important to remember that we don’t have to be anxious or depressed when we find ourselves at different crossroads. Remember that you are not alone and that all PhD graduates face the same issue. Give yourself some time instead, get involved and try to calm down.

Learn from interviews

To prepare for interviews is almost like a self-training process. Interviews can be seen as a transition to independence, since most of the time, you have to work on you own to figure it out, but don’t be afraid to ask for help and guidance.

When preparing for an actual interview, collect the information of a lab including the head’s C.V., research field, published papers and anything you can find online or through people you know. Nowadays, it’s easy to find such information, but the difficult part is to organize the sources you have and pick up the useful ones. Combine the points you think is vital and your own background.

Prepare the questions that you think might come up during the interview. Although preparation can be very time consuming it’s worthwhile for future interviews and for your research. Questions could be things like why you want to join a certain lab, how you are the right person for the job and what expertise you bring to the group.

Try to harbor the experience from every interview, even if the decision was a negative one. Even the negative decisions can serve as a lesson for future interviews.

Always calm down

I myself was fairly excited even before I met my supervisor in person and when he was telling me the project I was going to work on, I was thrilled.

During PhD training, I had been in two different labs, because my first lab was shut down and all students had to shift to other labs to continue our projects. At this stage, I was both disappointed and excited, mostly the latter since shifting to a brand-new lab was an important experience. I believe this gave me a smoother transition from PhD student to postdoc. Although I had been familiar with several techniques, I still had to get used to the new environment. Instructions from supervisor, resource information from various media, knowledge learnt from peers, lectures, seminars, symposiums all flooded into my mind simultaneously. Every day I came home with large sums of knowledge and I couldn’t digest it all. At times, it felt hopeless and I had no idea what exactly I was doing. Not until I got to know a professor during a luncheon that helped me. She advised me to calm down and to write an outline of my project like a chalk talk. The outline should include a brief introduction about the question I wanted to address, the reason why it was important, what the aim of the project was and how it could be realized, what results I expected and possible conclusions.

Be independent and innovative

As postdoc you need to hypothesize and work out conclusions more independently than as a PhD student, and you are more treated as a peer than a student. Here you are seen as an independent scientist and are expected to come up with your own ideas and not rely on your PI.

If you already developed an independent mind and could discuss scientific questions with your PI and peers, then it is easier to make the transition. Nonetheless, if your PI acts as a commander and takes care of everything, then it would take a while to fully transit into an independent researcher.

The way to better transit is to provide yourself with more opportunities to listen to other scientists present their work and join their discussions even if it’s not your field of interest. Therefore, attend as many seminars, symposiums or conferences as you can. Present your work publicly, since oral presentations is better than just presenting a poster.

To sum up, I switched from studying an organelle in the liver to cell metabolism as a whole. I appreciated the invaluable frustrations I had, as it led me all the way to the project I now love. Transition is in a way a form of continuation, to basically continue to do research, but in a new area. Science requires this transition and new blood and bold thinking. So, if you are considering a postdoc after your PhD training, don’t be afraid to leave your comfort zone. I bet you won’t regret it.

Featured image is from  Pixabay  and is used under a  Creative Commons License 2.0 ( CC BY 2.0 ).

• Philip E Bourne, Iddo Friedberg (November 24, 2006).  Ten Simple Rules for Selecting a Postdoctoral Position,  PLoS Comput Biol 2(11): e121.
• Dan Jeffries (July 15, 2019). Tips on a smooth Ph.D. – Postdoc transition; avoiding the post-graduation blues , Early Career Research Community.
• Alaina G. Levine (August 28, 2015). Transitioning fields between a Ph.D. and postdoc , Science.

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Writing a Postgraduate or Doctoral Thesis: A Step-by-Step Approach

• First Online: 01 October 2023

Cite this chapter

• Usha Y. Nayak 4 ,
• Praveen Hoogar 5 ,
• Srinivas Mutalik 4 &
• N. Udupa 6  

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A key characteristic looked after by postgraduate or doctoral students is how they communicate and defend their knowledge. Many candidates believe that there is insufficient instruction on constructing strong arguments. The thesis writing procedure must be meticulously followed to achieve outstanding results. It should be well organized, simple to read, and provide detailed explanations of the core research concepts. Each section in a thesis should be carefully written to make sure that it transitions logically from one to the next in a smooth way and is free of any unclear, cluttered, or redundant elements that make it difficult for the reader to understand what is being tried to convey. In this regard, students must acquire the information and skills to successfully create a strong and effective thesis. A step-by-step description of the thesis/dissertation writing process is provided in this chapter.

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Nayak, U.Y., Hoogar, P., Mutalik, S., Udupa, N. (2023). Writing a Postgraduate or Doctoral Thesis: A Step-by-Step Approach. In: Jagadeesh, G., Balakumar, P., Senatore, F. (eds) The Quintessence of Basic and Clinical Research and Scientific Publishing. Springer, Singapore. https://doi.org/10.1007/978-981-99-1284-1_48

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National Academy of Sciences (US), National Academy of Engineering (US), Institute of Medicine (US), Committee on Science, Engineering, and Public Policy. Enhancing the Postdoctoral Experience for Scientists and Engineers: A Guide for Postdoctoral Scholars, Advisers, Institutions, Funding Organizations, and Disciplinary Societies. Washington (DC): National Academies Press (US); 2000.

Enhancing the Postdoctoral Experience for Scientists and Engineers: A Guide for Postdoctoral Scholars, Advisers, Institutions, Funding Organizations, and Disciplinary Societies.

• Hardcopy Version at National Academies Press

4 The Postdoc and the Adviser

The need for effective supervision of junior researchers does not end with the PhD. Those who move from graduate school to postdoctoral appoint-ments stand to benefit greatly from the contributions of their advisers. Many advisers do an excellent, careful, and conscientious job of assisting with the professional development of their postdocs. However, some let other tasks of the research enterprise outweigh their mentoring duties.

• The Adviser as Mentor

When advisers become effective mentors and assume responsibility for guiding, challenging, and championing their postdocs, they can have a powerful and enduring effect on the careers of these junior investigators. At the same time, responsive postdocs can advance their own and their advisers’ careers and become valued colleagues and collaborators after completion of the postdoctoral appointment.

Creating a productive mentoring relationship takes considerable time and effort on both sides, however, it is important for advisers and postdocs alike to appreciate its unique tensions and potential benefits. The tensions are, to some extent, built in: The investigator’s lack of time or inclination for mentoring leaves ample room for misunderstandings or neglect. Luckily for the relationship, the benefits are largely inherent as well. The postdoc is motivated to exchange skills and hard work for guidance and entrée to a professional world.

Benefits for the adviser

Best practice scenario communicating with the postdoc.

Susan has spent nearly two years exploring the research problem she chose before beginning her postdoc. She has one more year before expiration of the grant that supports her work. She has gained a thorough understanding of her problem, but the facts she has gathered do not support the working hypothesis of the lab. With time growing short, she is reluctant to admit her uncertainty to her adviser.

Comment: An alert adviser would be aware of Susan’s findings and initiate discussions with her, inviting her to a strategy session. The adviser has already learned, probably through hard personal experience, that research seldom follows a straight line. Good communication and mutual trust can allow the adviser to undertake an honest appraisal of both Susan’s work and the other work in the lab in order to decide whether or not the working hypothesis requires modification.

The adviser also benefits in less tangible ways. Simply put, it is personally and professionally gratifying to teach others what one has learned and to help them advance toward fulfilling careers.

Benefits for the postdoc

From the postdoc’s point of view, advisers can contribute to a varied learning experience that comprises many kinds of skills in addition to technical ones: developing a plan of research, managing time, supervising students and technicians, overall lab management, deciding when and where to publish, creating a network of professional contacts, acquiring “career” skills (such as communication and teamwork), understanding ethical and proprietary issues, and, eventually, finding a regular job.

In a broader sense, the adviser can contribute perspectives that can be gained only from professional experience: how to avoid investigative dead ends; how to build a research project that will contribute to the postdoc’s career, the adviser’s program, and the research enterprise as a whole; and how to know when a project is near completion. All these contributions, like those of the postdoc, are most rewarding for both parties when the activities of postdoc and adviser are complementary.

Best Practice Scenario Adding New Research Tools

After completing his PhD in computational mathematics, Steven was admitted to a prestigious new program in bioinformatics at a university. He had never formally studied the life sciences, but he was assured that his contribution would be welcome because of his strength in mathematics. After six months in his new position, however, he was frustrated by his inability to follow the reasoning of his biological colleagues. His adviser sensed Steven’s frustration and suggested a one-semester immersion in selected biology courses. After some hesitation, because of fear of harming his standing with the group, Steven accepted the advice, and later rejoined the group with renewed confidence.

Comment: Much exciting research takes place at the intersections of disciplines, but interdisciplinary work places heavy demands on researchers on both “sides” of an intersection. More than superficial knowledge of the complementary field may be required for productive collaboration. A flexible adviser may find that encouraging additional study for certain postdocs can advance both the postdoc’s work and the adviser’s program.

• Responsibilities of the Adviser

The adviser’s overall responsibility is to help advance the postdoc’s scientific abilities and professional career. The adviser who regards a postdoc as a colleague-in-the-making will gain in productivity and rise in the estimation of other researchers.

First steps

The first task is to deliberate carefully before inviting a postdoc to join a program. What is this person’s potential for making important contributions to research, both as a scholar and as a member of the lab or research team? How well might his or her particular skills fit strategically within the organization? Although these questions can seldom be answered with certainty, the adviser who seeks references and a face-to-face meeting has a better chance of making a match that benefits both the program and the postdoc.

At the beginning of an appointment, most postdocs benefit from trying to develop a “training plan” that is adapted to the activities of the adviser or laboratory. The attempt may or may not succeed at the outset, but it serves the purposes of stimulating early communication, teaching the importance of thinking strategically, and moving the postdoc forward. Laying out research objectives should be a mutual responsibility until the postdoc is ready to conceive, plan, and execute his or her own research project.

Selecting a research problem

The adviser can help frame a good problem in several ways. Most important, the postdoc must care deeply about it—and this enthusiasm must be shared by the adviser. Second, the problem must be important for the field as well as for the postdoc’s career. Third, approaching a good problem can stimulate the postdoc to understand how to convert initial questions into a working hypothesis and to understand the magnitude of resources (time, equipment, expertise, and money) needed to accomplish the work. Early discussions should include the extent to which the postdoc can expect to take ownership of a project and plan on continuing the research after the postdoctoral appointment.

Evaluating a research problem can also be illuminated by what Nobel Prize winner Herbert Simon of Carnegie Mellon University calls a “secret weapon”—a feature that will allow the postdoc to accomplish something that others have not yet been able to accomplish. This special advantage may be a new method, piece of equipment, or reagent; a special insight (i.e., an insight made possible by an unusual background); a talented team; or even a willingness to devote an extraordinary amount of time to the work. 1

Research guidance

In return for the postdoc’s contributions, the attentive adviser will guide the postdoc toward becoming a better researcher. Most post-docs need such guidance especially in the early months to avoid wasting time. They don’t, however, need micromanaging; the adviser’s goal is to allow the postdoc to grow toward independence and a relationship that becomes a collaborative one.

As postdocs gain independence, they need to learn, under the mentor’s guidance, to manage their time and often the time of technicians. They benefit from reading deeply and broadening their intellectual portfolio. They must learn to answer important questions: What distinguishes an important research problem from a routine one? What strategies are most likely to succeed? How much time will be needed to answer a question? People who lack the time or inclination to provide an educational experience should not accept the responsibility of mentoring postdocs.

Some of the adviser’s most important contributions may be to set the research framework: to introduce the postdoc to potential collaborators and influential colleagues, ensure that the postdoc has adequate resources for the research program, and advise against being trapped in a narrow or unpromising line of work. As work progresses, some postdocs may put off publishing their work inappropriately because of their desire to produce a prize-winning paper or “perfect” experiment. Advisers can help by reviewing and discussing the work and urging the postdoc toward publication. They should also take meticulous care to give the postdoc proper credit for authorship, seminars, disciplinary society presentations, and other achievements.

Best Practice Scenario Learning to Collaborate

Lee is a brilliant but shy student who earned a postdoctoral appointment in chemistry at a research university. Her strengths at the bench were undeniable, and she quickly won the confidence of her adviser. After two years of work, however, Lee had made few friends outside the lab, and her work was progressing more slowly than expected. Her adviser surprised Lee by asking her to mentor two graduate students who had just joined the lab. Lee balked at this request, but the adviser insisted. The adviser also paid for Lee’s travel to a professional meeting and arranged for her to present a poster. Several months later, Lee formed a small journal club around the two students; a month after that, she began a research collaboration with a postdoc she met at the meeting.

Comment: Research is increasingly collaborative, and the performance of successful research depends heavily on interacting with others. The adviser had the wisdom to see that Lee was blocked by her reticence and to insist (at the risk of jeopardizing her good relationship with Lee) that she begin to develop contacts and activities outside the lab.

Advancing the career

In addition to guiding the postdoc in research skills, the adviser can help the postdoc identify and acquire necessary career skills, such as those of communication, publication, grant writing, and management. Those who aim for professorships, independent research, or research management must be assisted and challenged in appropriate, educational ways. Some postdocs may prefer to continue their research careers in valuable supporting roles, such as that of a research scientist working as a member of a team on their own or the research grants of PIs.

Attending professional meetings is one of the most important ways a post-doc can enhance professional visibility, gain confidence, and build a network of contacts. An adviser can save time and share power with postdocs by asking them to present research results at meetings. Even when there is no paper to present, a postdoc should attend one or two professional-society meetings or workshops a year, with financial help from the adviser when necessary. Many postdocs hesitate to ask about attending meetings if they lack designated travel funds or find that activities outside the lab are discouraged.

Postdocs need practice and coaching in writing grant proposals, supervising others, teaching, making spending decisions, creating a budget, and reviewing papers. Encouraging single or lead-author publications by postdocs is an important aspect of mentoring. When postdocs acquire such skills, they are better equipped to contribute to the program and to compete for future positions.

Best Practice Scenario Knowing When to Suggest a Change

Dr. Brown accepted Carl for a postdoctoral appointment in his theoretical physics group after a telephoned recommendation from a colleague and a brief meeting with Carl. He was impressed by Carl’s enthusiasm for physics and his eloquence in describing several goals in cosmology. After a few months of work, it was apparent that Carl enjoyed his work and was progressing. He requested time to teach an undergraduate course as well. Dr. Brown agreed with some reluctance, needing all the help he could get with the research lab. At his year-end review, Carl told Dr. Brown that he enjoyed his teaching as much as his research, and hoped to make teaching a major emphasis in his career. Dr. Brown suggested a minor course change toward a career at a four-year teaching college.

Comment: This turned out to be a good move. Carl could continue his research and teach in an environment where both activities were valued. Through good communication, Carl was able to express his preference to an adviser for whom teaching was not the first priority, and the adviser had the sensitivity to see that Carl’s talents could be more fully applied in a different kind of career. Advisers must often base their acceptance of a postdoc on a brief impression or the opinion of others. Mismatches do occur, and although they may be painful to acknowledge, the best course of action may involve a change. More painful is the potential waste of productive years, which for some PhDs are better spent in non-research activities.

Balancing the needs of the program and the needs of the postdoc

Laboratories and research groups need continuity and a “critical mass” of expertise (including postdocs) to complete major projects, and postdocs need the freedom to find their own challenges. A postdoc is in the lab not only to make valuable scientific contributions but also to expand his or her accomplishments. A mentor has the responsibility to help the postdoc see a project (or aspect of the project) to completion in a reasonable time (usually not more than five years). Future employers will want to see evidence of perseverance and an ability to attain successful closure on research problems.

Advisers can enhance the training of postdocs in both explicit and implicit ways, such as modeling good practices of research, leadership, and ethical conduct. Advisers who are too busy to fulfill mentoring duties can bring in help (such as a mentoring committee) or orient the postdoc toward institutional or other resources.

Flexibility

Best practices mentoring.

• Discussions of mentorship have become part of the annual performance reviews for fellows and PIs.
• Postdocs are surveyed annually on the mentoring they receive, and confidential results are sent to the PI, the director, and the human resources office.
• PIs receive additional training in mentoring.
• A Women in Science Program was established to assist women postdocs.
• Trainees were made aware of existing procedures for addressing problems between the postdoc and the mentor.
• PIs are required to discuss career plans and prospects with postdocs at least yearly.
• Human resources will provide all postdocs with both a letter of appointment and a letter of completion.

At the University of Pittsburgh , one department requires each postdoc to select a small faculty “mentoring committee” for informal meetings and guidance. Postdocs are encouraged to choose “potential role models” as committee members. One postdoc reported after her first meeting, “It was the best meeting I ever had. I didn’t feel like the trainee; I was just talking to three other researchers. They were at opposite ends of my project and brought different perspectives.”

At Albert Einstein College of Medicine , one department finds that effective mentoring can be accomplished through weekly work-in-progress groups. “Each postdoc has to present their research once a year,” says a dean. “Everyone knows where they stand. If a person is foundering, the group will get together at other times to advise.”

At Eli Lilly and Co. , mentoring of its 75 postdocs is done both by the Science Advisory Council and by individual “research advisers.” The Advisory Council, which oversees the scientific integrity of the program, meets with a postdoc at least once during their tenure—usually at the midpoint. These meetings give post-docs the opportunity to showcase their work for senior management, build their network of contacts, and work on getting sponsorship. Postdocs also meet regularly with their research adviser. The position of research adviser is prestigious; before advising a postdoc, a researcher must demonstrate success at mentoring technicians.

At Johns Hopkins School of Medicine , mentors are asked to perform a formal review of each postdoc’s progress at least twice a year. A written record of the review should indicate progress and next steps to be taken.

Communication

Frequent communication helps prevent problems from growing into grievances. Patience is required, as well as discernment: One post-doc might need regular, detailed instructions; another might need only to hear, “Do what excites you.”

Good communication is a mutual responsibility. Postdocs and advisers alike must have the courage to raise uncomfortable issues. Regular weekly or biweekly meetings can help maintain communication. Meetings and other forms of communication are indispensable in establishing and maintaining the foundation for a mentoring relationship. It is likely that breakdowns in communication are at some level the causes of most personal problems that occur in the research environment.

In one lab, for example, the adviser holds an annual meeting with all lab members. For the meetings, member are asked to write out both their long-term career goals and their goals for the coming year. Discussion of these goals facilitates ongoing communication among members.

Honest evaluations

Many postdocs, especially in universities, express concern that they seldom or never receive formal evaluations. Half the institutions responding to the COSEPUP survey required “no official performance reviews of any type” (see Box).

COSEPUP Survey Results Does the Organization Require Performance Evaluations Throughout a Postdoc’s Appointment?

Of academic institutions, the largest number (47 percent) reported that “no official performance reviews of any type are required.” Only 17 percent required them, and 13 percent reported that “Documented progress reviews are performed by the respective adviser at his/her discretion.”

By contrast, the majority (70 percent) of nonacademic institutions required regular performance evaluations.

In the “other” responses, some respondents indicated that they are examining and/or revising their policies on evaluations. Others described optional or discretionary approaches (“Depends on program”; “Depends on funding source”; “Varies by unit”). Several institutions expected the adviser to take responsibility for any evaluation, without formal reporting to the institution.

Evaluations are useful only if they are honest. Good work should be acknowledged and rewarded; less-than-good work should receive equally frank appraisal. When a postdoc lacks the necessary aptitude for a career of research, the adviser must say so. No one’s interests are served by allowing a subpar performance to continue indefinitely only to avoid an unwelcome evaluation. On the other hand, evaluations should be constructive, not punitive. The objective of regular evaluation is to identify weaknesses or problems, to create plans to address them, and ultimately to raise the level of performance and eventually the success of the individual.

Ethical and proprietary issues

The adviser should take the lead in discussing ethical standards early and often, especially with new postdocs and with postdocs from countries where standards may differ. Authorship especially carries a great potential for misunderstandings. A good policy is for the adviser and postdoc to discuss authorship policy early. Of course, no policy can cover all contingencies. A designated lead postdoc, for example, might lose interest or shift to another project.

Other issues that should be discussed include plagiarism, public presentation of results, and the integrity of data. For example, several postdocs in focus groups reported being asked not to publish results that did not agree with the adviser’s work; this request is not acceptable. Such issues underline the need for good communication and mutual trust.

Every person supported on a federal training grant is required to receive instruction in research ethics. Given the importance of responsible conduct to both the research enterprise and the careers of individual researchers, a mentor should ensure that postdocs are instructed about any ethical issues of relevance to a particular program. Such issues may include data management, the use of human subjects, experiments on animals, conflicts of interest, resolving ethical dilemmas, whistle blowing, and handling research sponsored by a for-profit entity. 2

Resolving disputes

Because of their position of power, advisers have the larger responsibility in resolving disputes, especially if the postdoc is directly supported on a research grant. Frequent, open communication can prevent misunderstandings. When an impasse develops, the adviser (or postdoc) should not hesitate to ask an ombudsperson or other neutral party to discuss the issue. (See also The role of the ombudsperson in Chapter 5 .)

Practice Description Poor Advising Practices

The following true examples, described by postdocs and advisers during the committee’s focus groups, illustrate situations or behaviors that can damage not only a postdoc’s experience but also the morale and accomplishments of a program.

• At a professional society meeting, a postdoc met several colleagues from other institutions who were engaged in the same field of research. They invited her to participate in a collaborative project involving an aspect of her lab’s research. When the postdoc asked permission, her adviser refused on the grounds that revealing the details of the lab’s work might give others an advantage. Comment: Scientific research is increasingly collaborative. A postdoc should be encouraged to develop her professional network and to seek out cooperative projects.
• An adviser who was a renowned lab director declined a postdoc’s offer to help assemble the lab’s grant proposal. “That’s my responsibility,” he said. Comment: Grant writing is a skill most postdocs need to acquire. While a major grant is indeed the PIs responsibility, the postdoc also needs to learn that skill. The postdoc should be asked to write the portion of the grant that describes his or her own work.
• An adviser with a wide reputation for hard work informed his group of post-docs that they could take a total of 12 days off each year, and that otherwise they were expected to be in the lab every day, including weekends. Comment: Advisers, following institutional policies, should establish reasonable policies for time off.
• A postdoc whose adviser was rarely in the lab felt the need for more supervision while learning a new field. When he asked the adviser’s permission to find an additional mentor, she refused on the grounds that another person would be intrusive and would jeopardize the advising relationship. Comment: The adviser does not “own” the postdoc, who can often benefit from multiple mentors—especially if the primary adviser is often unavailable.
• A foreign postdoc, after working in a program for several months, wanted to return home for Christmas vacation with his family. When he inquired about leave policy, he was told that his institution did not provide vacations for postdocs and that his adviser expected him to be in the lab year-round. Comment: Minimum vacation benefits for postdocs should be set by institutions and these policies should reflect the benefits accorded to other members of the lab or program.

Best Practice Scenario Turning Research into Manuscripts

After two productive years as a postdoc at a national laboratory, Paul had gathered an impressive body of data on climate change resulting from the eruption of an ancient volcano. His well-planned fieldwork had led to numerous poster sessions and several hundred pages of unpublished notes, but no publications. When his adviser urged him to publish, Paul responded that he needed a few more data points. After a more extended talk, the adviser learned that Paul, despite his excellent work, was inhibited by the recent work of a competitor, whom he was determined to “blow out of the water.”

Comment: The adviser persuaded Paul to begin publishing after explaining that 1) research accomplishments usually occur in small steps, 2) the feedback from his colleagues after publication is essential to further steps, and 3) his career would stall unless he communicated his work in public. Few junior investigators have a basis for understanding when and how much to publish; they need the advice of experienced mentors.

The productivity of a lab depends not only on the research skills of the adviser, but also on his or her ability to urge the postdocs, grad students, technicians, and other researchers toward an ethic of collaboration. Discord or feuding among lab members can be as destructive to a postdoc’s experience as a poor-mentoring relationship. Foreign postdocs may suffer disproportionately from lab disputes, especially if they depend on their adviser to maintain their visa status.

Finding a regular job

The adviser is usually the person best situated to help the postdoc move to the next position. The quality of that position reflects not only on the postdoc’s personal abilities, but also the quality of the program and the mentoring ability of the adviser. Traditionally, advisers in universities have expected their postdocs to move to the kinds of academic research positions that they themselves held. Today, informed advisers know that many more post-docs than formerly will move to the private sector or government, where employers may require a slightly different set of skills—in particular, a variety of personal skills, such as abilities in teamwork, communication, and leadership.

Departure is a difficult time for many advisers and postdocs. No adviser wants to lose a productive, well-qualified lab member. Nonetheless, advisers must remember that their goal as mentors is to help their postdocs to advance. Transitions may be eased if terms are specified by contract. Within these terms, the adviser can help to judge when the apprentice is ready to move to the next step.

Best Practices The ‘Special Something’ that Brings Success

When Adam came to a federal laboratory as a postdoc in anthropology, he was intimidated by the competition in his field of Central American studies. His adviser, however, suggested he stop and think for a moment. He asked, What do you want to get out of this postdoctoral experience? What are your career goals? What special skills do you have that most other researchers in the field do not? What are some of the unique aspects of this research environment? Which of my connections or talents can help you?

In Adam’s case, he spent part of his boyhood in Mexico. This provided him with unique language skills, contacts, and general understanding that most of his competition did not have. In addition, his university hosted a center of Latin American studies where he could increase his contacts with scholars interested in the same area.

Comment: By working together, Adam and his adviser were able to develop a strategy that used the best of his assets—and provided him with an edge that could lift him a step above his competition.

Even after a postdoc leaves, the adviser’s role is not finished. Scientists and engineers change positions often, and advisers can be invaluable allies in helping with the next step along the career path, whenever it comes.

Summary Points

At the outset, advisers need to make clear their expectations of the postdoc and learn about the postdoc’s own expectations.

In return for the postdoc’s contributions, the adviser should both provide scientific and technical training and help the postdoc acquire other necessary “career” skills, such as those that contribute to effective communication, publication, grant writing, and management.

Frequent communication between postdoc and adviser helps prevent problems from growing into grievances.

Attending professional meetings is one of the most important ways a postdoc can enhance professional visibility, gain confidence, and build a network of contacts.

Postdocs need regular feedback on the quality and direction of their work, including written evaluations at least annually.

The adviser should take the lead early and often in discussing ethical standards, including issues of authorship, credit, conflicts of interest, and other ethical dilemmas.

For Professor Simon’s lecture, see the University of Pittsburgh survival skills site, www ​.edc.gsph.pitt.edu/survival/ .

For further discussion of ethical issues, see the National Academies’ publication, On Being a Scientist: Responsible Conduct in Research, 1995 , available via the Academies’ web site and also through the National Academy Press at www ​.nap.edu .

• Cite this Page National Academy of Sciences (US), National Academy of Engineering (US), Institute of Medicine (US), Committee on Science, Engineering, and Public Policy. Enhancing the Postdoctoral Experience for Scientists and Engineers: A Guide for Postdoctoral Scholars, Advisers, Institutions, Funding Organizations, and Disciplinary Societies. Washington (DC): National Academies Press (US); 2000. 4, The Postdoc and the Adviser.
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Graduate College

Postdoctoral scholars and fellows.

Postdoctoral scholars and fellows are a vital part of the university's vibrant research community. The Graduate College is committed to your success and supports a wide variety of resources that will help you thrive in your research efforts and further develop your professional skills.

Postdocs are individuals who are engaged primarily in research, as part of a continuum of post-baccalaureate education and training, unique from either students or faculty members. As such, your classification, responsibilities, and benefits have been tailored to this unique status. As a postdoc at Iowa, you have access to many of opportunities and services available to students , as well as several of the benefits provided to faculty.

Postdoc  is a general term used at The University of Iowa to designate temporary, doctoral-level researchers engaged in advanced education and training designed to prepare for an academic and research career. The university recognizes two classifications of postdocs, depending on the source of their stipends and research funding, as well as the nature of their research. 

• Postdoctoral Research Scholars  are engaged in research supported by external grants,  contracts, or University of Iowa General Education funds that may be made available to faculty members. This type of appointment is used for those not on an NRSA grant. Persons appointed under this classification (HR appointment code FP01) have specific responsibilities and research expectations directly related to the grant, contract, or university-funded program.
• Postdoctoral Research Fellows  are supported by NRSA grants. The primary obligation to accomplish the aims of the fellowship rests with the Fellow (HR appointment code FP02).

For information concerning tax classification, please see the memo from Selina Martin, University Controller, and Dean John C. Keller (June 1, 2018).

Length of Appointment:  Postdoctoral Research Scholars and Postdoctoral Research Fellows are temporary appointments at The University of Iowa. The postdoctoral experience at The University of Iowa will not extend past 5 years unless there are unusual circumstances. To extend the length of the appointment, the department needs to send a justification for an extension at least 3 months before the end of the current appointment. This request requires approval from Amanda Thein, Associate Provost for Graduate Education and Dean of the Graduate College.

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How to start a new research topic as a post-doc

As a post doctoral researcher, you can be hired on a project for 1 or 2 years, on a topic that is different from the topic you worked on during your PhD years. It may feel daunting to start all over again, and do it in less than half of the time you needed to do your PhD. As I've worked on a number of different topics during my post-doc years in Delft (including my "new" research line on load testing), I'm here to demystify the process.

First of all: remember that you are trained to do research. Your PhD years were the years in which you learned how to do research. Writing your dissertation and/or first journal articles were the training you needed to grapple with your writing style, find your identity as a scholar through writing, and learn the ropes.

Does that mean that when you start a post-doc, you can make a plan from start to finish of the post-doc project and simply execute? No - research is never a straight line. You will get stuck, you will struggle with your scholarly identity in writing about a new topic, and you will have to start again when something doesn't lead you to discovery. Just as for the PhD trajectory, it is difficult to plan a research project - but allowing for plenty of buffer time in your planning and having an overall idea of what is expected from you, should help you draw a blueprint for your planning.

Since the general steps of a post-doc project are similar to a PhD trajectory, I will here discuss the particularities only of a post-doc project.

1. Topic description

A post-doc project usually comes with a more specific description that a PhD research project, since for the PhD it is expected from the candidate that he/she comes up with a significant novel contribution. This contribution is often required to be in the form of a new theory - and many supervisors will leave it open to the candidate to see how he/she will develop such a theory.

For a post-doc project, there is often a more specific description of the problem, as well as of the expected deliverables and their deadlines. The topic description is a good starting point to define your research question for the post-doc project.

2. Literature review

A post-doc project doesn't give you the time to spend a year exploring the literature, as you may have done during your PhD years. You'll need to be able to set up the  literature review  in a reasonable amount of time. If the post-doc project is part of a larger research project, you can collaborate with the other researchers (post-doc and/or PhD) to develop your literature review. If not, you can take the topic description as a starting point (this description will typically have literature references that can help to get you started).

As a post-doc with a limited amount of time, you need to delve into the literature with a purpose. While I generally encourage reading broadly for your general interest, you won't be able to read and reread all interesting articles on your topic and then decide what you want to do with these. You will need to start turning the literature directly into elements for your deliverables. If you need to study a new theory, take the seminal papers on the topic, and work your way through these by taking plenty of notes and/or deriving the formulas yourself. Document this work in a background document for yourself. If you'll need the formulas later, program them in a spreadsheet. If you need to set up a database of experiments, start developing this database while you read the articles - don't make the mistake of reading all the articles first, and then processing the information. Similarly, start drafting your literature review report right as you are reading the articles. Take screenshots of interesting information, type discussions of what you read, and place this information within a report that has an outline which you can either shape as you read or set up from the beginning.

3. Planning

During your PhD years, you may have been able to devote 80% or more of your time to your research project. As a post-doc, you can be balancing your new research project with writing papers about your dissertation, taking on service appointments, supervising students, and perhaps you help with some of the teaching in your department.  Planning  is more important than ever. If you need to balance a number of responsibilities, try out  using a weekly template .

Your long-term planning should focus on the deliverables of your project - make sure you plan towards them and leave plenty of time for dealing with setbacks in your research.

4. Research

As I mentioned earlier, research doesn't become "easier" as you move through your research career. The very essence of research is dealing with the unknown, so just as during your PhD trajectory, you will iterate towards a solution. You may be expected to handle the  same amount of experimental data as during your PhD  in a shorter amount of time. If you have a number of responsibilities, make sure you can carve out the time you need to think and do deep work. Your PhD credentials already show that you can do research - now make sure you make the time and have the headspace to crunch numbers and do the work.

5. Publications and deliverables

Post-doc projects typically require you to submit a certain amount of reports to the funding body, or submit a certain amount of papers for review by a certain date. Besides the publications from this project, your post-doc years also can be the right time to  turn your thesis into journal articles . Make sure you put writing on your calendar to move your publications forward - these are incredibly important for your future career.

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2024 Q&A with the Neuroscience PhD Program graduates

2024 commencement. Back (L to R): Julian Bieber-Dishart, Marisa Denkinger, Katie Cording, Jacob Ziontz. Front: Xue Lily Gong, Hayley Bounds, Erin Aisenberg, Madeline Klinger, Professor Frédéric Theunissen. Photo by  GradImages

Congratulations to our recent and upcoming Neuroscience PhD Program graduates: Matthew Davis, Erin Aisenberg, Katie Cording, Marisa Denkinger, Julian Bieber-Dishart, Xue Lily Gong, Madeline Klinger, Sylvia Madhow, Hayley Bounds, and Jacob Ziontz!

Read our Q&A below with some of the graduates to learn about their most interesting discoveries, future plans, and words of advice.

Erin Aisenberg, Bateup lab

Thesis: Elucidating a Novel Peptidergic Circuit in the Nucleus Accumbens Medial Shell

What is the most interesting thing you discovered in your research here.

When I set out on my project I was interested in looking at the role of GRP-GRPR (gastrin-releasing peptide-GRP receptor) signaling in the nucleus accumbens medial shell. However, as I was doing so, I discovered that the receptor-expressing cells represented a novel subpopulation of striatal projection neurons that had previously never been classified with unique electrophysiological properties.

What are you doing next?

I will be staying on as a postdoc in the Bateup lab to finish my paper.

Do you have any advice for incoming or current students?

There is always going to be more to do, so make sure to set boundaries and take time away from the lab. Also, you will fail a lot during your PhD, so try not to be too hard on yourself.

Julian Bieber-Dishart, Dillin lab

Thesis: olfaction regulates peripheral mitophagy and mitochondrial function .

We were fascinated to learn that the olfactory nervous system instructs peripheral tissues to perform mitophagy, limiting mitochondrial iron stores from invading pathogens, and conferring a pathogen resistance phenotype. Altogether, our research shows that the olfactory nervous system evolved to anticipate pathogenic infection, and prime the organism to withstand pathogenic insult.

I'll be venturing into the intellectual property law field.

Take advantage of the wide world of UC Berkeley! Explore classes outside of neuroscience and in other schools, and attend career panels. You never know what might interest you.

Hayley Bounds, Adesnik lab  

Thesis: causally connecting cortical codes to visual perception.

I used new 2-photon optogenetics to target and activate individual neurons in the brain while mice performed a visual task. I learned that the neurons that we thought would be the most involved in allowing mice to detect hard to see stimuli, that is, the neurons that respond strongly to that stimulus, were no more involved than any other neuron was.

I'll be starting my postdoc in the Losonczy Lab at Columbia, studying place coding in the hippocampus.

Make sure you really care about answering the questions your project(s) are asking — you're going to be working on them for a long time, even if it's only a subproject, and without that drive it's hard to stay motivated.

Katie Cording, Bateup lab

Thesis: the impact of autism spectrum disorder risk gene mutations on striatal circuit function.

In my research I studied two different genetic mouse models of autism spectrum disorder. Despite having different genetic mutations and physiological changes, both models exhibited the same overall circuit change in a subregion of the striatum, a subcortical region involved in action selection and motor learning. Both models also exhibited increased performance in a motor learning task. It was very cool to find that convergence of circuit and behavior change arising from different genetic manipulations.

I'll be finishing up my project as a postdoc in the Bateup lab, and then I'll likely pursue research in industry.

Try to remember and find the joy and excitement of research when things are tough. We're pursuing knowledge for knowledge's sake, and that's really cool! I think sometimes this means not taking things too seriously, learning how to walk away and take a breather when something isn't working, and having hobbies, passions and friends outside of lab that keep you refreshed and ready to get back into work the next day. 

Marisa Denkinger, Jagust lab

Thesis: Relationships between blood-brain barrier disruption and Alzheimer's disease biomarkers in aging

My research used multimodal neuroimaging methods to investigate whether there is a relationship between neurovascular dysfunction, in particular blood-brain barrier disruption, Alzheimer's disease (AD) biomarkers, and cognition during normal aging. The most interesting discovery from my dissertation was that blood-brain barrier disruption selectively affects memory performance, and this impact depends on the extent of atrophy observed. Importantly, this relationship does not depend on global amyloid beta and regional tau levels. These results suggest  that in normal aging, where there may not be substantial AD pathology, having greater blood-brain barrier disruption and atrophy may have an impact on memory performance.

I am currently exploring options for postdoctoral fellowships, focused on aging and Alzheimer's disease in Phoenix, Arizona.

My advice for incoming students is to prioritize a healthy work-life balance. Getting a PhD is a long road and it is super important to take care of yourself, so that you can achieve your research goals!

Xue Lily Gong, Theunissen and Gallant labs

Thesis: language representation in human cerebral cortex, what is the most interesting thing you discovered in your research here .

Brain representation of language is far more "messy" than I initially anticipated. Rather than being neatly organized to specific cortical regions, it involves complex and simultaneous representing and integrating of multiple levels of information.

Postdoc in UCSF.

When selecting a lab to join during my first year, I followed advice that prioritized Professor > People > Project. I believe this is also applicable to my PhD journey. I chose professors whom I admire and see as my mentors, someone I want to become. I surrounded myself with colleagues, aiming to build lifelong friendships and collaborations. The project I ended up working with has grown into a topic that motivates my future research.

To me, the PhD journey is inherently nonlinear and highly personalized, presenting unique challenges to each one. My experience in the Neuroscience PhD Program taught me the importance of seeking help when needed. The community here is incredibly supportive, always ready to assist in any aspect of both academic and personal challenges.

My PhD did not start as I had envisioned; it was filled with unexpected twists that were truly mind-blowing. However, it concluded much better than I expected, which was a pleasant surprise, though I believe I would have been happy regardless. This experience has made me more resilient and mature in all aspects. I sincerely hope all of you will have a fulfilling journey in the Neuroscience PhD Program.

Madeline Klinger (she/her), Wilbrecht and Landry labs

Thesis: fluorescent adolescence: shedding light on neural encoding of task information in the adolescent vs. adult frontal cortex.

Adolescent mice are actually quite good at an inhibitory control task, despite pop science maligning adolescents as "impulsive". In the case of my task, being a little "impulsive" actually seemed to help adolescents better sample and understand their environment, and they learned faster than adults. Neurons in layer 2/3 of the adolescent dorsomedial prefrontal cortex (dmPFC) also contained more decodable information about task variables than the adult dmPFC.

Catching up on artistic endeavors I've put on hold, while also applying for positions as a program manager or program officer at funding institutions. My career goal is to help guide neuroscience toward a more equitable research practice.

Figure out your work style and what you need from a mentor to succeed. Come up with agreements and clear expectations between yourself, your mentor, and your lab. Be proactive about asking for help and meetings. Advocate for your needs, and prioritize your mental health!

Sylvia Madhow,  Bouchard lab

Thesis: parsimonious estimates of functional connectivity and biomarkers of cognitive development in early childhood.

My work was in predictive modeling of cognition and behavior from brain data. I found that modeling temporal dependence in brain activity produces sparse and graphically efficient connectomes, but that we still have a long way to go before our approach can accurately and consistently predict cognitive development. Above all, I gained new appreciation for the importance of interpretability in predictive modeling — all the accuracy in the world is of little consequence without a deep understanding of the underlying data. Also, always sing to your rats — they don't criticize even when you're flat.

If the past few weeks are any indication, I'll be sketching a lot, muttering to myself, and dipping my toes in the ocean.

It's so easy to get impatient with yourself and become preoccupied with perceived shortcomings. Give yourself the time and grace to learn. 

Jacob Ziontz,  Jagust lab

Thesis: functional networks in aging and alzheimer's disease: contributions and consequences.

In the aging brain, how strongly connected different regions are is closely associated with the spread of neuropathology between these regions. This represents not only a potential way to predict where and how quickly pathology will spread, but also how the connectivity profile of different brains may influence the specific cognitive deficits that individuals experience as they age.

I'm starting a postdoc at UCSF with Drs. Renaud La Joie and Gil Rabinovici studying clinical dementia phenotypes, distribution of Alzheimer's tau pathology, and brain connectivity.

One of the most critical parts of your PhD training is learning how to think like a scientist. While you build research skills and collect data, don't forget that thinking about science is important and hard work and you should reward yourself for doing it!

View all Neuroscience PhD Program graduate Q&As.

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PhD Vs. PostDoc

20 differences between a phd and a postdoc.

Deciding on your academic path can be a bit confusing. You’ve probably heard about getting a PhD and doing a PostDoc , but what do these terms really mean? Well, we’re here to help you make sense of it all in plain and easy-to-understand language.

In this article, iLovePhD breaks down the differences between a PhD and a Postdoc. Think of it as two significant steps in your academic journey. We’ve put together a table with 20 points to tell you everything you need to know. Whether you’re just starting out or you’ve been in the academic world for a while, this guide will help you understand the choices ahead.

Let’s start this journey together and explore the world of PhD and Postdoc , making it all clear and simple for you.

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