research without phd

How to Become a Researcher Without a Degree (Alternative Paths)

With diverse backgrounds and a shared passion for accessible education, our team curates actionable content that empowers, educates, and inspires. We're here to prove that success isn't spelled with credentials, but with determination and skill.

Embarking on a career in research without the traditional academic credentials is an intriguing challenge that invites a blend of creativity, perseverance, and strategic thinking. While a degree often serves as a gateway to the research profession, it’s not the sole path you can explore. Through hands-on experience, self-directed learning, and a network that supports your interests, you can immerse yourself into the world of discovery and analysis. Many noteworthy researchers have forged successful careers without formal qualifications, cementing the belief that talent, dedication, and curiosity can compensate for the lack of a degree.

To become a researcher without an academic degree requires you to leverage alternative resources and opportunities. Online courses, such as those offered on Coursera and edX, provide quality education in various research methodologies and subjects. Moreover, volunteering in research projects or acquiring a mentor in your field of interest can be invaluable. It not only provides real-world experience but also helps in establishing essential connections. Understanding the scientific process, acquiring knowledge in statistics, and developing a strong foundation in your chosen area can place you on the research trajectory.

Your journey will also demand that you remain up-to-date with the latest advancements and findings in your field. Reading relevant articles on PubMed and attending webinars or public lectures can help you stay informed. Furthermore, actively contributing to online forums and writing detailed analyses or blog posts will demonstrate your engagement with the research community. Your commitment to self-education and your ability to critically evaluate information can distinguish you as a capable and driven researcher, potentially opening doors to an alternative career path in research.

Understanding the Research Landscape

To embark on a research career without a formal degree, grasp the breadth of disciplines and recognize real-world research gaps.

Familiarize With Core Research Areas

Your first step is immersing yourself in the fundamental research areas. Biology , chemistry , and computer science are pivotal fields influencing many aspects of modern research. Additionally, sectors like healthcare and finance are rich with unexplored questions. Here’s a brief table to guide you:

Understanding these concepts through online courses, scholarly articles, and industry reports can provide a solid foundation.

Identifying Research Opportunities

Once you’ve gained the necessary knowledge in a field, find research opportunities that match your interests. One approach is to review current literature to pinpoint areas that require further investigation. Another is to connect with professionals and participate in online forums or discussion groups related to your field of interest. For example, in computer science , staying updated on trends via resources like GitHub can reveal needs for new research. If healthcare is your aim, monitoring publications such as The Lancet may illuminate pressing research questions. In finance , analyzing market trends through platforms like Bloomberg can help identify the direction for future studies. Additionally, assist with ongoing research projects to gain direct experience and build a network in your chosen field.

Acquiring Relevant Skills and Knowledge

To become a proficient researcher without a degree, you need a solid foundation in essential skills and a proficient use of available online resources and communities.

Essential Skills for Researchers

Researching effectively demands a diverse set of skills. First, mathematical proficiency is crucial; it underpins the ability to understand and apply statistical principles. For AI and data visualization, a grasp on statistics is indispensable, as it allows you to interpret data and draw accurate conclusions. Sharpen these skills through platforms like Khan Academy or Coursera .

• AI : Develop an understanding of AI through courses and tutorials. Dive into machine learning basics and advanced concepts.
• Design : Appreciate the importance of design in research, especially when crafting experiments or data visualization.
• Conduct Experiments : Gain practical experience by starting small, possibly with DIY experiments at home or virtual labs.

It’s crucial to balance theoretical knowledge with practical application. Engage in hands-on projects that challenge your problem-solving abilities and foster a deeper understanding of research methodologies.

Learning and Using Online Resources

In this digital age, learning has transcended traditional boundaries. Tap into vast online resources where knowledge on any subject lies at your fingertips. Online courses on platforms like edX offer comprehensive learning paths in various fields. Use libraries such as Google Scholar for academic papers and articles.

• Online Courses : Sign up for online courses to gain structured learning. Many are free or offer financial aid.
• E-books and Publications : Access thousands of e-books and scientific publications for in-depth understanding and knowledge advancement.
• Forums and Social Media : Engage with communities such as Reddit or LinkedIn groups to exchange ideas and get feedback on your research interest.

Leverage the internet to build a robust learning ecosystem tailored to your research goals, combining formalized courses, self-study, and community engagement.

Participating in Open-Source Projects

Collaborating on open-source projects is an extraordinary way of gaining real-world experience. Contribute to projects on platforms like GitHub, where you can work on AI models, data visualization tools, or statistical analysis software.

• GitHub Projects : Browse through projects that align with your research interests and contribute to their development.
• Community Contribution : Share your insights and improvements. This collaboration can lead to mentorship and learning opportunities.
• Portfolio Development : Documenting your contributions creates a portfolio that showcases your skills to potential collaborators or employers.

By actively participating in these projects, you demonstrate your capacity to apply skills in a practical context and make meaningful contributions to the field of research.

Building Professional Experience

As you embark on your journey to become a researcher without a formal degree, focusing on gaining practical experience is crucial. This hands-on approach can be the cornerstone of your research career.

Engaging in Internships and Volunteer Work

Internships provide you with an opportunity to learn how research is conducted in real-world settings. By interning at organizations, whether they’re academic institutions, private companies, or non-profits, you earn valuable on-the-job training that can give you a competitive edge. Listings for internships can often be found on job boards like Indeed or through professional networking on platforms such as LinkedIn .

Volunteer positions, though often unpaid, are instrumental in building your research network and demonstrating your enthusiasm for the field. Offering your time to assist with ongoing research projects or at local university labs not only enriches your understanding of research methodologies but also showcases your dedication.

Internship and volunteer work can include:

• Data collection and analysis
• Literature review assistance
• General administrative duties
• Participation in fieldwork

Contributing to Research Projects

Seeking out opportunities to contribute to research projects can further refine your skills and boost your professional profile. Be proactive in reaching out to researchers or teams who may benefit from a research assistant . Even without a degree, if you exhibit a strong understanding of research techniques and methodologies, your contributions can become invaluable.

Networking with professionals can lead directly to possibilities for involvement in research projects. Use resources like ResearchGate to connect with academics and researchers in your field of interest. Your direct participation can range from data entry to assisting with experiments or writing research reports.

Roles within research projects could involve:

• Conducting experiments or surveys
• Assisting with grant writing
• Statistical analysis of data
• Preparing findings for publication or presentation

Remember, every bit of effort you put into internships and volunteer work, as well as your involvement in research projects, serves to bolster your practical experience and brings you closer to your goal of becoming an adept researcher.

Networking and Collaboration

To excel as a researcher without a degree, you’ll find that effective networking and strategic collaboration are crucial.

Attending Conferences and Workshops

Conferences and workshops serve as essential platforms for networking and knowledge exchange. At these events, you have the opportunity to engage with experts and other aspiring researchers. Make it a priority to attend industry-related meetups and conferences to stay abreast of the latest trends and research. For instance, Eventbrite offers a variety of events in different fields that you can explore.

• Research : Before attending, research the event to identify key speakers and topics.
• Engage : Actively participate in discussions and question periods to make your presence known.
• Connect : Use social breaks to introduce yourself and exchange contact information.

Finding a Mentor and Professional Network

A mentor can be instrumental in your journey as an uncredentialed researcher. Experienced mentors provide guidance, feedback, and may introduce you to their professional network .

• Identify potential mentors : Look for professionals who share your research interests. Tools like LinkedIn can help you connect with them.
• Reach out : Send a polite and concise message expressing your admiration for their work and desire for mentorship.
• Collaborate : Offer to assist with projects or volunteer your time. This shows commitment and can often lead to more substantial collaboration opportunities.

Building a robust professional network and fostering collaboration are foundational steps in circumventing traditional academic pathways to become a successful researcher.

Documenting and Presenting Your Work

Carefully documenting and effectively presenting your work are crucial steps toward establishing yourself as a significant contributor in the research community.

Creating a Compelling Portfolio

Your portfolio is a visual representation of your contributions to research. Include a detailed list of projects you have worked on, roles you have played, and skills you have developed. Use a clean layout and categorize your work for easy navigation. Here’s an example format for your portfolio’s content table:

Platforms such as Behance and GitHub are often utilized to showcase portfolios.

Presenting at Conferences and Meetups

Networking and exchanging knowledge through presentations at conferences and meetups enhance your reputation. Prepare your presentation slides to be clear, informative, and engaging. Practice your communication skills to convey your research effectively. Research and target events relevant to your field, such as TEDx for broader ideas or specific academic conferences aligned with your research focus.

Publishing Research Findings

Publication is a powerful tool to communicate your work’s value and contribute to the collective knowledge. As you publish, prioritize clarity and thoroughness. Your research papers should follow the standard structure: introduction, methodology, results, and discussion. Investigate open-access journals like PLOS ONE for publication opportunities, recognizing that publication fees may apply. Self-publishing on platforms like arXiv or ResearchGate can also improve visibility and encourage peer feedback.

Continued Education and Certifications

To thrive as a researcher without a formal degree, continuous learning through online courses and certifications is vital. These resources offer the necessary knowledge and credibility required in specialized fields.

Online Courses and Workshops

You can take advantage of a multitude of online courses available on platforms like edX and Kaggle . These sites provide a range of topics from data science to artificial intelligence. For example, Kaggle offers free workshops and competitions to practice data science skills in a real-world context.

Notable Online Learning Platforms:

• edX : Wide range of university-level courses across numerous disciplines. Check out edX courses
• Kaggle : Specializes in data science and machine learning, offering hands-on experiences. Explore Kaggle’s offerings

Earning Certifications in Specialized Areas

Establishing expertise often requires validation through certifications. You can earn certifications in areas like IT, project management, or data analysis. These credentials show commitment to your discipline and proficiency in specific skills. Remember, certifications can sometimes be a significant investment, but they add considerable value to your profile.

Popular Certifications:

• Project Management Professional (PMP) : Demonstrates your understanding of project management principles.
• Certified Data Analyst : Verifies your data analysis skills, which can be particularly useful in research roles.

Strategies for Overcoming Challenges

Embarking on a research career without a formal degree can be daunting, but with the right strategies, you can navigate through the hurdles effectively.

Addressing Skepticism and Bias

Encountering skepticism is a common challenge when you lack traditional credentials. It’s crucial to demonstrate your expertise and competence through tangible evidence. Start by creating a professional portfolio showcasing your research projects, findings, and any publications or presentations. Participating in relevant online communities —like ResearchGate —can help you gain peer recognition.

Networking with industry professionals is also vital. Attend conferences, seminars, and workshops in your field to make connections. Strive to collaborate on small projects, gradually building a reputation that overshadows any biases.

Pursuing Funding for Research

Securing funding is often one of the most formidable challenges you’ll face. Begin by seeking out small grants from local organizations, non-profits, or foundations sympathetic to independent researchers. Crowdfunding platforms, such as Kickstarter or Experiment , also offer avenues to raise small amounts of capital.

For larger funding, proposal writing becomes key. Take advantage of free online resources to improve your grant-writing skills. Lean into the strength of your proposal’s methodology and anticipated impact. Be prepared with data to back up your claims and show a clear path toward potential breakthroughs or applications of your research.

Frequently Asked Questions

In your journey to become a researcher without a degree, various paths and strategies can set you firmly on this challenging but rewarding trajectory.

What are alternative paths to becoming a research scientist in fields like biology?

Alternative paths to a research career in biology may include apprenticeships, internships, or working as a research assistant in a laboratory. Hands-on experience is invaluable, and seeking opportunities to work under experienced scientists can provide practical knowledge that rivals academic coursework.

What skills and experience are crucial for a career in research without a traditional degree?

Critical skills for success in research include analytical thinking, problem-solving, proficiency in data analysis, and strong communication abilities. Additionally, experience in conducting experiments, grant writing, and publishing research findings in scientific journals can highlight your capabilities in lieu of a degree.

How can practical experience substitute for formal education in a research scientist career?

Practical experience offers real-world problem-solving scenarios that formal education may not fully replicate. Engaging in projects, either through work or self-directed study, allows you to apply theoretical knowledge, develop technical expertise, and can lead to impactful discoveries highlighted in venues like ResearchGate .

What are the opportunities for conducting independent research projects without a college degree?

Opportunities abound for self-directed research through citizen science projects, contributions to online research communities, or by seeking funding from organizations that support independent research. Creating and publishing your findings can establish your reputation, as platforms like arXiv allow free repository access.

How can one demonstrate expertise and contribute to the scientific community absent a degree?

You can demonstrate expertise by contributing to open-source projects, speaking at conferences, and networking within the scientific community. Staying abreast of current research through platforms such as PubMed and engaging with peer researchers on forums can enhance your contributions to the field.

Are there specific industries in science or engineering that offer research positions without requiring formal degrees?

Several industries, including biotechnology, environmental science, and certain engineering sectors, sometimes offer research positions that place more emphasis on experience and proven skills. Innovative companies often value a portfolio of practical achievements, which can be as compelling as traditional credentials.

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How To Succeed In Science Without A Ph.D.: It's Difficult

Doctorate or no doctorate newly printed bachelor's and master's diplomas in hand, many young scientists face that question every spring. should they seek a research job right after graduation, or sign up for at least four more years of student life conventional wisdom is that everyone interested in research should have a ph.d. but a few scientists have managed to excel in research without a doctorate. their stories offer inspiration to those for whom a ph.d. is impossible for financial or pe.

Conventional wisdom is that everyone interested in research should have a Ph.D. But a few scientists have managed to excel in research without a doctorate. Their stories offer inspiration to those for whom a Ph.D. is impossible for financial or personal reasons. But they also suggest that young scientists think hard before opting out of continuing with graduate school.

A Nobelist's Story Take the case of Gertrude B. Elion, 74, scientist emeritus with Burroughs Wellcome Co., now located in Research Triangle Park, N.C. Elion got her M.S. in chemistry and, in 1941, after three years of anxious searching, found a research job at Burroughs Wellcome, which was then located...

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Can You Publish Research Without a PhD? Simple Guide to Publishing

Discover how to publish research without a PhD. Our guide explains the process, requirements, and tips for successfully publishing your work as a non-PhD researcher.

Derek Pankaew

Jun 11, 2024

Publishing a research paper is a cornerstone of academic and scientific progress.

It allows researchers to share their findings, contribute to their field, and build their academic careers.

Research papers, particularly those published in peer-reviewed journals, serve as a testament to a researcher's research acumen potential and their ability to generate new knowledge.

Peer-reviewed publications are essential for validating the quality and credibility of research.

They play a crucial role in the dissemination of scientific information and the advancement of various fields, from STEM to the humanities.

Common Misconceptions About Needing a PhD to Publish

It's a common misconception that you need to have a PhD to publish research. This idea is not only incorrect but also potentially discouraging to many aspiring researchers. Many PhD students and established researchers without a PhD have made significant contributions to their fields through publication. This guide aims to clarify the process and offer a clear path for anyone interested in publishing research without a PhD.

Types of Research Publications

Understanding the various types of various research articles and publications is crucial for any aspiring researcher. Each type of published work has its own set of norms, expectations, and potential audiences.

Peer-Reviewed Journals

Peer-reviewed journals are considered the gold standard in academic publishing. These journals use a rigorous peer-review journal submission process where experts in the field evaluate the quality, originality, and significance of the submitted work. Publishing in a peer-reviewed journal not only adds credibility to your research but also ensures that your work is thoroughly vetted. Peer-reviewed publications are highly valued in academia and are essential for advancing one's academic career.

Conference Proceedings

Conference proceedings are collections of papers presented at academic conferences. These publications often provide a platform for presenting preliminary findings and receiving feedback from peers before submitting to a peer-reviewed journal. Conferences can be internal or external and can range from highly specialized meetings to large, multidisciplinary gatherings. Participating in conferences, whether internal or external conferences, also helps in networking and establishing connections with other researchers in your field.

Book Chapters

Contributing or writing a chapter to an edited volume can be a valuable way to publish research, especially if the journal or book is well-regarded in your field. Book chapters can provide more space to develop ideas and are often less constrained by strict formatting guidelines than journal articles. Writing book chapters allows researchers to explore broader themes and integrate various aspects of their research.

Preprints and Working Papers

Preprints and working papers are versions of research papers that are shared publicly before undergoing peer review. These publications allow researchers to disseminate their findings quickly and receive early feedback. Many preprint servers are discipline-specific, and some journals now accept submissions of published papers from other candidates that have been previously posted as preprints. This approach can be particularly useful for researchers looking to establish priority for their findings or seeking rapid dissemination of their work.

Steps to Publish Research Without a PhD

Publishing research or papers published without a PhD requires dedication, meticulous planning, and a clear understanding of the publication process. Here are the essential steps:

I. Conduct Original Research

1. Identify a Research Question

The foundation of any research project is a well-defined research question. This question should address a gap in the current knowledge or offer a new perspective on an existing issue. Take the time to conduct a thorough literature review to ensure that your question is novel and relevant. PhD students often spend significant time identifying a research question that will guide their dissertation. For those without a PhD, it is equally important to frame a question that can lead to a significant and original contribution to your field.

2. Design a Study

Once you have your research question, the next step is to design a study that can answer it. This involves selecting appropriate methodologies, defining your variables, and planning your data collection process. Whether you are conducting experiments, surveys, or qualitative research, a robust study design is crucial. Designing a study requires careful consideration of the methods that will best answer your research question and ensure the reliability and validity of your results.

3. Collect and Analyze Data

Data collection should be systematic and ethical. Depending on your research area, this might involve laboratory experiments, fieldwork, or archival research. Once you have collected your data, analyze it using appropriate statistical or qualitative methods. Your analysis should directly address your research question and be robust enough to withstand scrutiny. For those without access to a research lab, collaboration with institutions or leveraging open-access data can be invaluable.

II. Choose a Suitable Publication Outlet

1. Consider the Audience and Scope

Select a publication outlet that aligns with the scope and audience of your research. For example, if your research is highly specialized, look for journals relevant to that niche. If it has broader implications, a more generalist journal might be appropriate. Understanding your audience helps in tailoring your manuscript to meet the expectations and interests of the readers.

2. Check Author Guidelines and Requirements

Each publication outlet has specific author guidelines and requirements. These guidelines cover formatting, length, style, and submission procedures. Adhering to these guidelines is critical, as failure to do so can result in immediate rejection. Thoroughly reviewing the author's guidelines before submission can save time and increase the likelihood of acceptance.

III. Prepare Your Manuscript

1. follow the structure and formatting guidelines.

Your manuscript should be well-structured and formatted according to the guidelines of your chosen publication outlet. Typically, a research paper includes sections such as the abstract, introduction, methodology, results, discussion, and references. Ensure that each section is clear and concise. Proper structure and formatting enhance the readability and professionalism of your manuscript.

2. Ensure Clarity, Coherence, and Proper Citations

Clarity and coherence are essential for making your research accessible and understandable. Use clear language and logical flow to present your findings. Additionally, proper citations are crucial to acknowledge the work of others and to situate your research within the existing literature. Accurate citations and a well-organized reference list demonstrate thorough engagement with the literature and add credibility to your published work alone.

IV. Submit Your Manuscript

1. write a compelling cover letter.

A cover letter accompanies your manuscript submission and provides an opportunity to highlight the significance of the paper and your research. It should succinctly summarize your study, explain its contribution to the field, and justify why it is suitable for the chosen publication outlet you submit to. A compelling cover letter can capture the editor's interest and set the stage for a positive review process.

2. Provide Necessary Information and Disclosures

Be transparent about any potential conflicts of interest, funding sources, and ethical considerations. Full disclosure ensures the integrity of the publication process. Ethical transparency and disclosure of funding sources are critical for maintaining the trust and credibility of your research.

Easily pronounces technical words in any field

Respond to Reviewers' Comments (if applicable)

1. address feedback constructively.

Receiving feedback from reviewers is an integral part of the peer review process. Address each comment constructively and make necessary revisions to improve your manuscript. If you disagree with a comment, provide a reasoned argument. Constructive engagement with reviewers' feedback demonstrates your commitment to improving your work and can lead to writing a stronger final manuscript.

2. Make Required Revisions and Resubmit

After making revisions, resubmit your manuscript along with a detailed response to the reviewers' comments. This response should outline the changes made and how they address the reviewers' feedback. Clear communication and thorough revisions can significantly enhance the likelihood of your manuscript being accepted for publication.

Challenges and Considerations

Publishing research without a PhD can present unique challenges. Being aware of these challenges can help you navigate them effectively.

A. Lack of Institutional Affiliation

One of the biggest hurdles for independent researchers or those without a PhD is the lack of institutional affiliation. Many journals and conferences may have biases toward submissions from established institutions. However, demonstrating the quality and rigor of your research can help overcome this barrier. Joining professional organizations, attending conferences, and building a network can help mitigate the effects of not having an institutional affiliation.

B. Limited Access to Resources and Funding

Conducting research often requires access to resources such as laboratory equipment, libraries, and funding. Without institutional support, obtaining these resources can be challenging. Consider collaborating with established researchers or institutions, applying for grants, or utilizing open-access resources. Leveraging public datasets and collaborating with institutions that have the necessary infrastructure can be vital for conducting robust research.

C. Potential Biases in the Review Process

The peer review process is not immune to biases. Reviewers may have preconceived notions about the credibility of research based on the author's affiliation or lack of a PhD. Maintaining high standards in your research and presentation can help mitigate these biases. Ensuring methodological rigor and clarity in your writing can counteract potential biases and demonstrate the quality of your work.

D. Importance of Networking and Collaboration

Networking and collaboration are vital in the research community. Building relationships with other researchers can provide opportunities for co-authorship, mentorship, and access to resources. Attend conferences, join professional organizations, and engage in academic discussions online. Networking can open doors to collaboration, provide feedback on your work, and help you stay updated on developments in your field.

E. Using Tools Like Listening.com

In today’s digital age, tools like Listening.com can significantly aid researchers by converting academic papers into audio formats. This allows researchers to listen to research articles on the go, maximizing productivity during commutes or downtime.

PhD students and independent researchers can keep up with previously published papers, gather new insights, and stay updated on developments in their research field without being tied to a desk. This flexibility can be particularly beneficial when balancing research with other commitments, enhancing the overall research and publication process.

V. Alternative Ways to Contribute to Research

If traditional publication routes are challenging, there are alternative ways to contribute new findings to the research community.

A. Participate in Citizen Science Projects

Citizen science projects involve public participation in scientific research. These projects can range from data collection and analysis to dissemination of findings. Participating in such projects allows you to contribute to science and can provide valuable research experience. Citizen science projects can also offer opportunities to work on large-scale studies that require extensive data collection efforts.

B. Collaborate with Established Researchers

Working with established researchers can open doors to publishing opportunities. Reach out to researchers in your field, express your interest in their work, and propose collaboration. Demonstrating your skills and enthusiasm can lead to fruitful partnerships. Collaboration with established researchers can also provide mentorship and guidance, enhancing your research acumen.

C. Share Findings Through Blogs, Websites, or Social Media

The digital age offers numerous platforms for sharing research findings. Blogs, personal websites, and social media channels can reach wide audiences and facilitate engagement with your work. While these platforms may not carry the same weight as peer-reviewed publications, they are valuable for dissemination and discussion. Utilizing these platforms can also help build your profile and establish you as a thought leader in your area of expertise.

VI. The Role of PhD Students and Programs in Research

A. advantages of being a phd student.

PhD students have several advantages when it comes to conducting and publishing research. They have access to the resources, guidance, and support provided by their PhD program and university. This includes access to research labs, libraries, funding, and potential supervisors who can offer mentorship and collaborate on research projects.

PhD students also have the opportunity to engage in a rigorous training process that hones their research skills and prepares them for a career in academia or research.

B. Expectations for PhD Students

PhD programs at universities typically have high expectations for their students in terms of research output. Publishing papers is often a key requirement for completing a PhD and demonstrating one's research acumen. Many PhD students are expected to publish several papers in peer-reviewed journals during their program. This pressure to publish can be intense, but it also provides motivation and opportunities for PhD students to contribute significantly to their field.

C. Collaborations and Networking

PhD programs provide a rich environment for collaboration and networking. PhD students have the opportunity to work closely with their supervisors, other faculty members, and fellow students on research projects.

These collaborations can lead to co-authored publications and help PhD students build their professional network. Attending conferences, both internal and external, is also an important part of the PhD experience. It allows students to present their work, receive feedback, and connect with researchers from other institutions.

VII. Discipline-Specific Considerations

A. stem fields.

In STEM fields (Science, Technology, Engineering, and Mathematics), publishing in peer-reviewed journals is particularly crucial. These fields tend to have a strong emphasis on empirical research and value publications as a key measure of a researcher's productivity and impact.

PhD students in STEM fields are often expected to publish multiple papers in high-quality journals before graduating. The competitive nature of these fields makes it important for researchers, with or without a PhD, to consistently produce high-quality, original research to establish themselves.

B. Non-STEM Areas

While publishing is also important in non-STEM areas, the expectations and norms for acquiring publications can vary considerably depending on the specific academic discipline. In some humanities and social science fields, for example, book chapters and monographs may be more valued than journal articles.

The peer review process for academic publications can also differ, with some academic fields placing more emphasis on single-blind or open review rather than the double-blind review common in STEM. Nonetheless, demonstrating research acumen through publications remains important for establishing credibility and advancing one's career in non-STEM academic fields.

VIII. Conclusion

Publishing research without a PhD is not only possible but also increasingly common. By understanding the types of publications, following the proper steps, and navigating potential challenges, you can contribute meaningful research to your research field too.

Remember, diverse perspectives enrich the research community, and your unique insights are valuable. Whether through traditional publications, collaborations, or alternative dissemination methods, pursue your research interests with confidence and perseverance. The scientific and academic communities thrive on the contributions of dedicated researchers, regardless of their formal qualifications.

Embrace the journey of research and publication. Your work has the potential to make a significant impact, and your voice is an important addition to the ongoing scholarly conversation. Your research understanding gained through direct experience and dedication, will demonstrate real evidence of your capabilities and contribute to advancing knowledge in your field.

With determination and strategic planning, you can successfully navigate the publication process and see your research published in peer-reviewed journals, conference proceedings, book chapters, or in several other ways and venues. Each publication option offers unique opportunities to share your findings, engage with the academic community, and build your academic career.

Remember, many PhD students and researchers without a PhD have successfully published their work, and you can too. Your research project or published paper, whether part of undergraduate or master's projects, has the potential to contribute significantly to your particular research field.

In conclusion, the journey to publishing research without a PhD may have its challenges, but it is a worthwhile endeavor. Your contributions are valuable, and your perseverance can lead to significant achievements.

Whether you have previously published papers, are a PhD student, a master's student, or an independent researcher, the path to publication is open to you. Use this simple guide to navigate the process and take pride in the knowledge that your work can make a meaningful impact in your field and beyond.

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Daniel Lemire's blog

Daniel Lemire is a computer science professor at the Data Science Laboratory of the Université du Québec (TÉLUQ) in Montreal. His research is focused on software performance.

Skip the Ph.D., go straight to research

Satpalparmar got bad grades from an unknown university. He wants to become a researcher. And he asks me for advice.

I got good grades and a Ph.D. from one of the best universities in Canada, so who am I to give advice to people like Satpalparmar?

Nevertheless, here it is.

You do not need a Ph.D. to be a researcher. In fact, the requirement to have a Ph.D. is relatively recent. Go visit research labs in most governments and companies, and you will find smart people without a Ph.D. doing research. (I have famous people in mind, but I am afraid to point them out, for fear that they will take it the wrong way.) 

Here is a recipe that should turn you into a researcher, no matter who you are:

• Read research papers.
• Write and submit some research papers, books, booklets…
• Prepare and give talks in the field, anywhere where they will have you.
• Get involved in the field. Help organize events, conferences. Connect with the researchers.

Build up your resume. Get some recognition.

Daniel Lemire, "Skip the Ph.D., go straight to research," in Daniel Lemire's blog , February 5, 2009, https://lemire.me/blog/2009/02/05/skip-the-phd-go-straight-to-research/ .

Published by

Daniel Lemire

A computer science professor at the University of Quebec (TELUQ). View all posts by Daniel Lemire

13 thoughts on “Skip the Ph.D., go straight to research”

I always send people to read phil agre’s networking on the network and how to be a leader in a field. Both are about getting a ph.d. but work just as well for b.a. and m.s. type people

I agree with this. Just do it.

Example: I can find no evidence anywhere that Doug Cutting has a grad degree of any kind.. and no one cares anyway.. the guy is research rainmaker.

The above also assumes all researchers submit papers. See the many applied researches at Google, Yahoo!, Facebook, Microsoft etc who do not publish or only so so very infrequently.

Groups like Lucene, Solr, Hadoop, Hive, Pig, Mahout et al are cutting new territory without stopping to publish much in detail either.

It is quite true. A lot of researcher’s work might go directly into a product. I’m a research scientist myself – without a PhD and a half complete MSc that I’m pursuing part-time – and I must say that paper publishing takes time, and the novelty part isn’t the main thing unfortunately (though it really should be!). It’s also a lot about formatting, depicting it the right way, submitting to conferences, and so on. And it takes time – something that many people don’t have when they’re busy creating awesome products being used by real folks.

What matters in a researcher’s job is research, experiments, creativity, and impact. Publications are secondary – they are more for recognition and establishment. And that can be substituted by good networking, casual blogging, open-source prototyping, and such alternatives.

Thanks for your prompt reply Daniel. What you suggested make lot of sense. I consider it as bottom up approach. In fact your suggestion are consistent with plans I have in my mind and thats the only reason I resign one year before my admission to any college. But as alway, bottom up approch have its own disadvantages:

a) It will put huge pressure on me to make it work. Leaving a high paid job is not a trend in India. I am unmarried and going by trends and traditions in India I am expected to get married by next two or thre years. This means I need a steady income ( may be small but steady) for a decent life. Ther will be huge social pressure to justify what I am doing.

b)Very few companies in India are working my web mining and web research. IITs (best of indian engineering education) are not very research oriented. This means there is huge competition for whatver research related work is happening in India. Plus you will not have best of field working with you. So it would be a huge compromise with work quality.

c)This process is very long. I am 27 now. I believe it will take 2+ years to understand and conneting the dots and 2+ more years to come up with someting original and meaningful.

I am looking for more pragmatic approach and I am willing to compromise on money/job and ready towork hard 24*7*365 for next couple of years if I could get opportunity to solve really good problems while working will best minds in web research.

I doubt working alone or as non-Phd researcher will get me there.

Thanks again for your time and prompt advice.

There is no doubt that Doug is a great engineer. He’s builds useful systems, but I wouldn’t call him a researcher. Researchers build systems in order to run experiments to prove their theories about hard challenges. They then disseminate these findings internally or externally.

I agree you don’t need a PhD to do research, but getting one teaches you the skills that should know to be a good researcher. I think it’s a good idea for your career, but I’m biased ;-).

One way to get started is to be an assistant to a researcher and work for free. Even if you have bad grades, if you prove you can do research by publishing respectable papers and presenting at conferences, these will likely lead to an opportunity to do a PhD.

You’re right, getting a PhD does teach you to research. But not getting one doesn’t mean you will not learn it anyway.

Or… PhD => Knowing how to do research. But that doesn’t always mean – Knowing how to research => Must have a PhD beforehand.

There are some researcher’s driven by passion as well. They find a way no matter what. It may not be your traditional way but their results show value and impact and novelty – and after all – isn’t that what all research is for?

A lot of people say – “If you want a research scientist role without a PhD, you don’t really want to do research.” – And I absolutely dispute that. There’s a BIG difference. Research is great, but what’s even better is being paid well for it. And PhDs aren’t too fair that way because some of the best work is done there and they are paid pittance for it.

I had and have a will have a lot of impactful ideas and methods of pursuit on my mind and I execute it and rule out and rule in quickly, compare it against speed-read papers. And I’d recieved a fellowship from IBM Research for my entire PhD – where they were literally getting all my ideas at a subsidised cost in the name of repute. I was NOT happy. And that’s why I put in all my effort finding a research role without doing a PhD.

I feel PhD students deserve far better compensations. All the “you need to be passionate about research” is cool – but you need a calm mind and good food in stomach and good living to do research, let’s not forget that.

I agree that you hardly need to complete a PhD to learn how to be a researcher. On fact, some of the strongest PhD candidates have already done great research as undergraduates. And I have two researchers in my group who don’t have PhDs, and they deliver great research!

Exceptions notwithstanding, I think it’s quite difficult to get a job as a researcher without a PhD. So I have to disagree with your recommendation. If you want to pursue a career in research, understand that, by not having a PhD, you will often have to work harder to be taken seriously.

@Satpalparmar

Most likely, even with a Ph.D., you will not easily find a position as a researcher.

Becoming a researcher is like becoming a novelist or an athlete. Some people have it easy, most don’t.

The path to a Ph.D. is extremely risky. I know several people that spent 4-5 years and never finished. That is 4-5 years of lost salary and experience! On the other hand, taking a research job with B.S. is low risk and doesn’t stop you from getting a Ph.D. later. In fact, with even a handful of publications, it makes it much easier.

I think that people with prior research experience finish faster. With the time to complete the Ph.D. being a major cost, i.e., 4-5 years of lost pay, this is a major advantage. I hope you consider this.

Also, there are not just two options, but really three or even more:

1. B.S. and straight to research 2. B.S. & M.S. and then research 3. B.S., M.S., & Ph.D. and then research

In most programs, #2 leads into #3.

Actually, the time spent in PhD is well spent. It’s sort of like boot camp.

While there are extremely talented researchers who never wasted time getting a PhD and are doing great, they are exceptions, rather than examples.

Undergraduate studies do not always expose a student to the rigorous research techniques a PhD students needs to finish her thesis. The time spent doing literature search, paper reviews, conference talks and the dreaded meetings with advisors is well worth it. You can’t simply replicate the skills, patience, and perseverance learned through this.

In the same way you can be a novelist without being published by Farrar, Straus, and Giroux, and you can make a living playing the violin with an organization other than the Vienna Philharmonic, you can be a researcher without a tenure-track faculty position at Stanford.

For instance, you can work with Dan Tunkelang at Endeca (though judging from the quality of their personnel, they’re pretty choosy in their hiring) or with me at Alias-i (we have a great non-Ph.D. research programmer).

There are also tons of research jobs in universities in all departments. My wife Mitzi, with only a French Lit undergrad and Linguistics M.A., has worked, over the last 20 years, in research positions at Carnegie Mellon, Rockefeller, NYU, and Columbia.

The main problem is that without the Ph.D., you can’t be the principal investigator on grants and can’t really get faculty positions at places like NYU. And it’ll be hard to get taken seriously at the “first rate” research labs like Microsoft, IBM, Xerox, Google, etc. But then it’s hard to get taken seriously as a researcher by the rest of the company in one of the Ph.D. heavy labs.

Ph.D.s have a well-deserved reputation for non-practicality. I actually had a hard time convincing the management at SpeechWorks that my Ph.D., faculty position and stint at Bell Labs weren’t a drawback.

If you want to do research and can get into a halfway decent grad school (meaning you can find an advisor), you’ll be able to carve a career for yourself in research somewhere. Or if you’re as smart as Mitzi, you might be able to do it without relevant grad school.

And keep in mind that “second rate” research jobs in computer science pay much better than “second rate” novelist or violinist jobs.

So what are these key skills that researchers are taught and why can’t they be fast-tracked? Or learned independently?

I currently research across five different specialist subjects and find the lengthy times for most PhDs simply mean a research topic taken now will almost certainly be out of date by completion.

Does it depend on the specialism?

I’m currently looking at the entrepreneur/innovation partnerships in the U.K. as I’ve had one leading research dept/Uni offer to provide resources for one of my topics. But as an auto-didact I struggle with idea that you can only learn what’s necessary by permission from on high.

What about the scenario in which you have developed an entirely new field & are looking to finish your BA then attempt “PhD by thesis.” The new and leading edge field of which I speak has “proven “ itself for five years and just recently have deduced the possibilities for this field to be useful for human research and translate as such ( this field combines equine neurological development with rehabilitation of the body through unique methods ) which has inspired me to start on a research project . Is it possible to submit papers as I stand ? I have no issues completing a degree but feel I definitely have gone about things “ backwards” but wish not to waste time either as I feel very capable of conducting quality research and it’s a challenge to find a program to submit such research when , as I mentioned, it is an entirely new field …. Thank you for your advice in advance .

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Getting a PhD Without Research Experience

Are you aiming for a PhD without research experience? Are you thinking about applying to doctoral programs but worry that you don’t have the research chops that some of your peers might have? Do not let this stop you from advancing your education!

Admissions committees of PhD programs are looking for more than just research experience, they are also looking for research potential. They want to identify future Phd students who will bring a unique skill set as well as fresh perspectives.

In this blog post, we’ll debunk the myth that it’s necessary to already have research experience to get admitted into doctoral programs and explore what other attributes schools are looking for when evaluating grad school applications. So, if you’re seeking further guidance on how best to attract the attention of an admissions committee with an impressive application package, then read on!

Is Research Experience Necessary for Applying to PhD Programs?

Most PhD programs value research experience, as it demonstrates the applicant’s understanding of research methods and skills that will be necessary during the doctoral degree process.

It can help demonstrate a student’s ability to think critically, problem-solve, and understand complex topics. It can also demonstrate a student’s commitment to their field of study and research interests. While it is not essential for all PhD programs, having research experience can help an applicant stand out amongst other students with similar credentials. Therefore, earning relevant research experience before applying to a PhD program is highly recommended. Being able to demonstrate research skills and experiences can be an invaluable asset during the admissions process.

What is research experience and what does it entail

Research experience is the process of developing and applying skills to investigate a specific research question. It involves designing experiments, collecting data, analyzing results, drawing conclusions, and communicating findings. Research experience provides an opportunity for students to gain valuable insight into how scientific inquiry works in the real world. It also helps prepare them for graduate school or future careers involving research.

Acquiring good research training is a great way to gain knowledge and skills in a specific area, while also building confidence and self-esteem. Additionally, it can help students develop valuable networking contacts and job opportunities related to their field of study. Ultimately, research experience can be an incredibly rewarding experience for any student looking to pursue a career in academia.

The process of gaining research experience often starts with finding a mentor or supervisor who can provide guidance and support as the student explores their area of interest. From there, most students should be prepared to commit time and effort to gain meaningful results from their research. This may involve conducting literature reviews, running experiments, and producing reports, presentations, or publications.

It is important to remember that research doesn’t always yield positive results, and failure is a natural part of the process. Gaining research experience also requires learning how to manage time effectively to complete projects within deadlines. In addition, students must be willing to take initiative and pursue new ideas even when their mentor or supervisor is unavailable.

How Can You Get Research Experience If You Don’t Have Any

If you don’t have any research experience, it can seem daunting to get started. But there are a few ways that you can hone your skills even if you’re just getting started. One way would be to look for internships, research assistantships, or volunteer opportunities at a university, a research lab, or research center in your area.

You could also contact professors who are doing research in your field of interest and offer to help out in exchange for learning the research process. Finally, you could start working on an independent project involving research related to your research interests or career goals.

With dedication and hard work, your research effort can lead to a substantial experience that will make you a more competitive candidate for Phd admission .

What Are Some Common Ways to Gain Research Experience

While there are excellent ways to increase your knowledge in a specific field or on a research topic and gain research experience, it’s important to remember that research isn’t just about finding answers. It’s also about learning how to ask the right questions, exploring different perspectives, and looking at data from multiple angles. With this type of practice, you can become an expert on any topic and develop your analytical skills.

How Can You Make Up for a Lack of Research Experience in Your PhD Application?

If you have limited or no research experience, it is possible to make up for this through strong academic performance and good recommendations. Relevant coursework can demonstrate your ability to complete advanced projects, while letters of recommendation from a faculty member that knows you well can provide insight into your capacity for research at the graduate level.

Additionally, if you have previous professional experience in a related field, you can draw on this to demonstrate your potential as a future PhD student.

Finally, it is important to write a well-crafted and compelling statement of purpose that speaks to your writing abilities, focus, research interests, and aspirations. The research portion of your statement of purpose is very likely the best way you can show your research potential by crafting a rigorous argument, asking relevant questions, sharing your familiarity with your target field, and providing clear evidence of your mastery of research protocols. If you don’t have a masters degree and you have not done any research since your undergraduate years, you might want to devote a few additional months to build up your familiarity with your research topic, the field in general, and various methodological by conducting research on your own. Extra few weeks spent reading literature reviews and building a preliminary bibliography to showcase in the research portion of your statement of purpose can do wonders for many applicants.

Overall, research experience does not need to be a barrier to pursuing a doctorate program – by showing strong evidence of your potential to excel in the field, you can still make a strong case for direct admission into a great program.

What Transferrable Skills Related to Research Could be Highlighted in Your Application?

Research projects often require a variety of skills to succeed. Transferable skills such as creativity, problem-solving, communication, organization, and resourcefulness are invaluable in research project management. Creativity is required for coming up with new solutions or angles for the research question. Problem-solving abilities help identify potential problems and develop strategies to address them. Communication skills help disseminate research findings to the public, while organization skills ensure that all project elements are tracked and organized. Resourcefulness enables researchers to find the resources and information they need to complete their projects successfully. Demonstration of these transferable skills can easily make up for an application to a PhD program without formal academic research experience.

How Can You Demonstrate Transferrable Research Skills in Your CV?

When it comes to presenting your research skills to meet admission requirements, it’s important to demonstrate how these skills have been applied in different contexts and your CV is the best place to show off these skills. For example, if you have worked on a research project in the past, make sure to include details of the methods and techniques used. If you have completed a data analysis course or undertaken independent research, describe what you achieved and any outcomes resulting from your efforts.

You should also include any awards or accolades you have received for your research achievements, as well as any published papers or conference presentations you have made. Ultimately, the goal is to demonstrate a commitment to research and show that you have the skills needed to thrive in a doctorate program.

What Are Some Things To Keep In Mind When Looking for PhD Programs?

When looking for a PhD program, it is important to consider your academic goals and interests. Make sure that the school you are considering offers the degree pathway and research opportunities that align with your ambitions. It is also important to take into account the faculty within the department, their areas of expertise, and their availability to mentor or advise you throughout your studies.

Additionally, it is important to factor in the cost of attending the program and research funding options that may be available. Lastly, take into consideration the location of the university and how it will fit with your personal and professional goals.

Taking the time to research and consider all of these factors will help you find the PhD program that is best for you.

Final Considerations

At the end of the day, research experience is highly valued by PhD admissions committees but it is not necessary to have held a research assistant position to create a strong application. There are many ways to demonstrate your research abilities and aptitude without formal academic research experience.

By thinking about your past experiences and identifying transferrable skills, you can show PhD admissions committees that you have what it takes to be a great researcher without having traditional research experience on your CV.

If you need help crafting a stand-out PhD application, The Admit Lab can assist you every step of the way – from school selection to drafting a stellar statement of purpose that demonstrates your research potential. Take a look at our services today and see how we can help you get admitted to your dream doctoral program! Got questions? Sign up for a consultation . It’s FREE!

With a Master’s from McGill University and a Ph.D. from New York University, Dr. Philippe Barr is the founder of The Admit Lab . As a tenure-track professor, Dr. Barr spent a decade teaching and serving on several graduate admission committees at UNC-Chapel Hill before turning to full-time consulting. With more than seven years of experience as a graduate school admissions consultant, Dr. Barr has stewarded the candidate journey across multiple master’s and Ph.D. programs and helped hundreds of students get admitted to top-tier graduate programs all over the world .

Subscribe to my YouTube Channel for weekly tutorials on navigating the PhD application process and live Q&A sessions!

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Researchers without PhD

Is it possible to be a successful researcher (engineering/science/arts/medicine) without getting a PhD? Are there good researchers who do not hold the formal PhDs (considered necessary for a career in research)?

It's certainly possible to do good research without a PhD. However, it's very much more difficult to progress in a research career without some form of higher research degree i.e. an Mphil or PhD.

I know that its almost impossible to score a job in academia without a PhD. But what are the chances of getting a job in an organization (commercial or non-profit) conducting research if a person has some quality publications but no PhD?

'I know that its almost impossible to score a job in academia without a PhD'. Well not entirely the case. My old University recently appointed a new lecturer who had the grand total of a BSc degree, and from that University too. I'm told she was 'well liked' as a student in the Department.

'I'm told she was 'well liked' as a student in the Department.' What about the unlucky lot like myself (the ones who were not so 'well liked')?

I think it would depend very much on the level of the position you were seeking. As with any job, good references will count for a lot. A publication record for research will also stand you in good stead. I see a lot of industry jobs in my field advertised as requiring, for example, a PhD with 3yrs experience or an MSc with 6yrs experience. A higher degree of some sort will certainly help.

It's to do with the competitive nature of the job market these days, having extra qualifications will get you higher up the ladder quicker. As there are many more graduates than previously it's a way to sort people out. It is pretty much essential if you want to get anywhere in academia but not so necessary outside of it. It certainly helps but as others have mentioned it depends on want you to get out of it as it is research training. And hard work as well especially if you don't know what you hope to gain out of it! It is still possible to work your way up in a company/organisation/charity and gain experience that way. Sometimes it is only a Masters is needed. Maybe you could have a look on different sites aimed at final yr students/graduates such as www.prospects.ac.uk .

its not uncommon in engineering because years of industrial experience as a practising engineering can be a greater asset than a purely academic career.

If you are a succesful scientist without a PhD, for example a very good technician there's always the posibillity to get a PhD through publication. i.e. You submitt three or four good papers (first author) back to back and an introduction as your PhD thesis.

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Your roadmap to PhD success: freshman year advice for aspiring researchers

By JOHN CINTRON | August 19, 2024

COURTESY OF JOHN CINTRON

Cintron sitting at his workspace on the 9th floor lab, part of the Stanley Center for Psychiatric Research at the Broad Institute.

First off, welcome to the Nest! As a freshman, you’re probably not even sure what you want to pursue yet or you might simply be feeling overwhelmed by all the possibilities you can take with your life and career path. As someone who’s tried it all — Pre-Med, Economics, Consulting, Marketing, Filmmaking, Engineering and much more — I can safely say that acquiring a Doctor of Philosophy (Ph.D.) is the end goal that I intend to achieve.

To apply for a doctorate program, you need to maintain excellent grades and demonstrate your ability to manage a rigorous course load with other extracurricular and leadership activities. However, joining a lab (wet: manipulating liquids, biological matter and chemicals or dry: computational, physics and engineering) and beginning to work on actual research at university is arguably the most important thing you can do as a pre-PhD, pre-MD-PhD or even pre-med freshman. This will not be your average Chemistry lab experience as it will allow you opportunities to partake in independent research.

Independent research has been my greatest academic passion for as long as I can remember, from winning high school science fairs to participating in various forms of undergraduate research. As an undergraduate, I am motivated to pursue independent research in order to gain as much exposure and training as possible before beginning a Ph.D. program. I am interested in working in a research lab at Hopkins, not only because of how renowned the institution is for research, but also to make the most of my college education. 

Here’s what you need to do to get into a research lab as a freshman. Be ready to scour the internet; look around at all of the research labs Hopkins offers. Find what you think suits your current interests. Look into ForagerOne , an online platform designed specifically to connect undergraduate students with Faculty conducting research. You can look into department websites as well for faculty research profiles.You already made it here, which was the hardest part! Hopkins, being the nation’s oldest and best-funded research university, allows you access to labs that conduct cutting-edge research in their respective fields, so there is no shortage of opportunities.

​​Once you find a lab that resonates with you, reach out to the principal investigator (PI) of that lab by using your Hopkins email. Cold emails truly work best, as long as you keep it concise and make it known that you’re willing to commit to the research. You’ll end up meeting the PI or a post-doctoral researcher in the lab, which is where you can each lay out your expectations to one another (in terms of research, time commitment, recommendations, etc.) and see if the lab is a good fit for you. You’re going to want to start this process sooner rather than later!

Even if you end up realizing you don’t have a passion for or enjoy the lab you’re in as a freshman, that’s perfectly normal; you simply need experience. Many students switch labs for sophomore year and beyond!

Additionally, a research experience at Hopkins can be helpful to secure your dream summer research experience. My research experiences at Hopkins allowed me to realize my passion for working in the lab, even in the midst of my busy class schedule. I realized being a part of a summer research experience would allow me to put a 100% focus on my research and cultivate my interests further. 

You will not only be able to gain practical skills from your lab, but you can also ask for a letter of recommendation from your supervisor. Most REU programs value your letter of recommendation the most, so you need to make good impressions as a student researcher in your lab as early as possible, since applications have due dates around January/February.

This past summer, I was given the amazing opportunity to conduct research in the field of Neuroimmunology at the Broad Institute of MIT & Harvard as a participant in the Broad Summer Research Program. I gained so many useful skills from this REU, including improving my scientific writing, quickly learning extensive information about my specific field of research, creating an engaging research poster and delivering effective scientific presentations. 

REUs allow you to use your summer to conduct meaningful research and expand your network. The wide array of skills I gained from participating in an REU will allow me to more thoroughly engage and contribute ideas in my research lab back at Hopkins!

Again, good luck as you begin your academic journey, and welcome to the Nest!

John Cintron is a sophomore from Fort Myers, Fla. majoring in Chemical and Biomolecular Engineering. He is a News Writer for The News-Letter.

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Pathway to the PhD Micro-credential

Early PhDs can uncover the essential knowledge and skills needed to succeed in graduate school and beyond through the Pathway to the PhD—Preparing for Success micro-credential. Utilizing the book  A Field Guide to Grad School Uncovering the Hidden Curriculum  by Jessica McCrory Calarco, this micro-credential will target doctoral students over one semester.

What will you learn?

Uncover the hidden curriculum of graduate school that you are just expected to know or learn on your own. In this micro-credential, you will learn how to:

• Choose an advisor and build your own team. 
• Get funding for your work.
• Stay on track throughout your PhD. 
• Publish and promote your work. 
• Navigate the job market.
• Participate in and attend conferences.

Upon completion of the micro-credential, you will gain the knowledge and skills that are essential for navigating every step of your PhD journey.

Who is eligible to participate?

This micro-credential is currently offered to University at Buffalo Presidential, Schomburg and Graduate School Fellows. 

Requirements

Upon registering for the micro-credential, participants will gain access to the micro-credential within the Brightspace learning management system. There are a total of eleven modules, which should be completed in sequential order.

Each module includes a video, assessment and an enhance your experience section. The enhance your experience section is optional but is highly recommended for you to get the most out of the micro-credential. Participants must watch the video and complete the corresponding assignment in order to move forward to the next module. To successfully earn the micro-credential, all eleven modules must be completed.

Module 1: Welcome to UB.

Module 2: Understanding Your Department and Jargon at UB.

Module 3:  Building Your Network.

Module 4:  Staying on Track and Tracking Progress.

Module 5:  Understanding and Finding Funding.

Module 6:  Writing at the Graduate Level and Publishing.

Module 7:  Teaching in Graduate School.

Module 8:  Promoting and Talking About Your Research.

Module 9:  Participating in and Attending Conferences.

Module 10:  Navigating the Job Market.

Module 11:  The Balancing Act of Graduate School.

For more information and to register, please email Elizabeth Colucci at [email protected] . 

Visit the Office of Micro-Credentials website to learn more about micro-credentials and digital badges.

A new ‘AI scientist’ can write science papers without any human input. Here’s why that’s a problem

Dean, School of Computing Technologies, RMIT University, RMIT University

Disclosure statement

Karin Verspoor receives funding from the Australian Research Council, the Medical Research Future Fund, the National Health and Medical Research Council, and Elsevier BV. She is affiliated with BioGrid Australia and is a co-founder of the Australian Alliance for Artificial Intelligence in Healthcare.

RMIT University provides funding as a strategic partner of The Conversation AU.

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Scientific discovery is one of the most sophisticated human activities. First, scientists must understand the existing knowledge and identify a significant gap. Next, they must formulate a research question and design and conduct an experiment in pursuit of an answer. Then, they must analyse and interpret the results of the experiment, which may raise yet another research question.

Can a process this complex be automated? Last week, Sakana AI Labs announced the creation of an “AI scientist” – an artificial intelligence system they claim can make scientific discoveries in the area of machine learning in a fully automated way.

Using generative large language models (LLMs) like those behind ChatGPT and other AI chatbots, the system can brainstorm, select a promising idea, code new algorithms, plot results, and write a paper summarising the experiment and its findings, complete with references. Sakana claims the AI tool can undertake the complete lifecycle of a scientific experiment at a cost of just US$15 per paper – less than the cost of a scientist’s lunch.

These are some big claims. Do they stack up? And even if they do, would an army of AI scientists churning out research papers with inhuman speed really be good news for science?

How a computer can ‘do science’

A lot of science is done in the open, and almost all scientific knowledge has been written down somewhere (or we wouldn’t have a way to “know” it). Millions of scientific papers are freely available online in repositories such as arXiv and PubMed .

LLMs trained with this data capture the language of science and its patterns. It is therefore perhaps not at all surprising that a generative LLM can produce something that looks like a good scientific paper – it has ingested many examples that it can copy.

What is less clear is whether an AI system can produce an interesting scientific paper. Crucially, good science requires novelty.

But is it interesting?

Scientists don’t want to be told about things that are already known. Rather, they want to learn new things, especially new things that are significantly different from what is already known. This requires judgement about the scope and value of a contribution.

The Sakana system tries to address interestingness in two ways. First, it “scores” new paper ideas for similarity to existing research (indexed in the Semantic Scholar repository). Anything too similar is discarded.

Second, Sakana’s system introduces a “peer review” step – using another LLM to judge the quality and novelty of the generated paper. Here again, there are plenty of examples of peer review online on sites such as openreview.net that can guide how to critique a paper. LLMs have ingested these, too.

AI may be a poor judge of AI output

Feedback is mixed on Sakana AI’s output. Some have described it as producing “ endless scientific slop ”.

Even the system’s own review of its outputs judges the papers weak at best. This is likely to improve as the technology evolves, but the question of whether automated scientific papers are valuable remains.

The ability of LLMs to judge the quality of research is also an open question. My own work (soon to be published in Research Synthesis Methods ) shows LLMs are not great at judging the risk of bias in medical research studies, though this too may improve over time.

Sakana’s system automates discoveries in computational research, which is much easier than in other types of science that require physical experiments. Sakana’s experiments are done with code, which is also structured text that LLMs can be trained to generate.

AI tools to support scientists, not replace them

AI researchers have been developing systems to support science for decades. Given the huge volumes of published research, even finding publications relevant to a specific scientific question can be challenging.

Specialised search tools make use of AI to help scientists find and synthesise existing work. These include the above-mentioned Semantic Scholar, but also newer systems such as Elicit , Research Rabbit , scite and Consensus .

Text mining tools such as PubTator dig deeper into papers to identify key points of focus, such as specific genetic mutations and diseases, and their established relationships. This is especially useful for curating and organising scientific information.

Machine learning has also been used to support the synthesis and analysis of medical evidence, in tools such as Robot Reviewer . Summaries that compare and contrast claims in papers from Scholarcy help to perform literature reviews.

All these tools aim to help scientists do their jobs more effectively, not to replace them.

AI research may exacerbate existing problems

While Sakana AI states it doesn’t see the role of human scientists diminishing, the company’s vision of “a fully AI-driven scientific ecosystem” would have major implications for science.

One concern is that, if AI-generated papers flood the scientific literature, future AI systems may be trained on AI output and undergo model collapse . This means they may become increasingly ineffectual at innovating.

However, the implications for science go well beyond impacts on AI science systems themselves.

There are already bad actors in science, including “paper mills” churning out fake papers . This problem will only get worse when a scientific paper can be produced with US$15 and a vague initial prompt.

The need to check for errors in a mountain of automatically generated research could rapidly overwhelm the capacity of actual scientists. The peer review system is arguably already broken , and dumping more research of questionable quality into the system won’t fix it.

Science is fundamentally based on trust. Scientists emphasise the integrity of the scientific process so we can be confident our understanding of the world (and now, the world’s machines) is valid and improving.

A scientific ecosystem where AI systems are key players raises fundamental questions about the meaning and value of this process, and what level of trust we should have in AI scientists. Is this the kind of scientific ecosystem we want?

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Johansson MA , Quandelacy TM , Kada S, et al. SARS-CoV-2 Transmission From People Without COVID-19 Symptoms. JAMA Netw Open. 2021;4(1):e2035057. doi:10.1001/jamanetworkopen.2020.35057

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SARS-CoV-2 Transmission From People Without COVID-19 Symptoms

• 1 COVID-19 Response, US Centers for Disease Control and Prevention, Atlanta, Georgia
• 2 Office of the Deputy Directory for Infectious Diseases, US Centers for Disease Control and Prevention, Atlanta, Georgia
• Medical News & Perspectives JAMA Network Journals’ Articles of the Year 2021 Jennifer Abbasi JAMA
• Correction Error in Supplement JAMA Network Open
• Insights COVID-19 Contact Tracing as an Enduringly Important Public Health Tool Melanie M. Taylor, MD, MPH; Kimberly D. Spencer, MSPH, MEd; Henry T. Walke, MD, MPH JAMA Health Forum

Question   What proportion of coronavirus disease 2019 (COVID-19) spread is associated with transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) from persons with no symptoms?

Findings   In this decision analytical model assessing multiple scenarios for the infectious period and the proportion of transmission from individuals who never have COVID-19 symptoms, transmission from asymptomatic individuals was estimated to account for more than half of all transmission.

Meaning   The findings of this study suggest that the identification and isolation of persons with symptomatic COVID-19 alone will not control the ongoing spread of SARS-CoV-2.

Importance   Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), the etiology of coronavirus disease 2019 (COVID-19), is readily transmitted person to person. Optimal control of COVID-19 depends on directing resources and health messaging to mitigation efforts that are most likely to prevent transmission, but the relative importance of such measures has been disputed.

Objective   To assess the proportion of SARS-CoV-2 transmissions in the community that likely occur from persons without symptoms.

Design, Setting, and Participants   This decision analytical model assessed the relative amount of transmission from presymptomatic, never symptomatic, and symptomatic individuals across a range of scenarios in which the proportion of transmission from people who never develop symptoms (ie, remain asymptomatic) and the infectious period were varied according to published best estimates. For all estimates, data from a meta-analysis was used to set the incubation period at a median of 5 days. The infectious period duration was maintained at 10 days, and peak infectiousness was varied between 3 and 7 days (−2 and +2 days relative to the median incubation period). The overall proportion of SARS-CoV-2 was varied between 0% and 70% to assess a wide range of possible proportions.

Main Outcomes and Measures   Level of transmission of SARS-CoV-2 from presymptomatic, never symptomatic, and symptomatic individuals.

Results   The baseline assumptions for the model were that peak infectiousness occurred at the median of symptom onset and that 30% of individuals with infection never develop symptoms and are 75% as infectious as those who do develop symptoms. Combined, these baseline assumptions imply that persons with infection who never develop symptoms may account for approximately 24% of all transmission. In this base case, 59% of all transmission came from asymptomatic transmission, comprising 35% from presymptomatic individuals and 24% from individuals who never develop symptoms. Under a broad range of values for each of these assumptions, at least 50% of new SARS-CoV-2 infections was estimated to have originated from exposure to individuals with infection but without symptoms.

Conclusions and Relevance   In this decision analytical model of multiple scenarios of proportions of asymptomatic individuals with COVID-19 and infectious periods, transmission from asymptomatic individuals was estimated to account for more than half of all transmissions. In addition to identification and isolation of persons with symptomatic COVID-19, effective control of spread will require reducing the risk of transmission from people with infection who do not have symptoms. These findings suggest that measures such as wearing masks, hand hygiene, social distancing, and strategic testing of people who are not ill will be foundational to slowing the spread of COVID-19 until safe and effective vaccines are available and widely used.

As severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), the novel coronavirus that causes coronavirus disease 2019 (COVID-19), began to spread globally, it became apparent that the virus, unlike the closely related SARS-CoV in the 2003 outbreak, could not be contained by symptom-based screening alone. Asymptomatic and clinically mild infections were uncommon during the 2003 SARS-CoV outbreak, and there were no reported instances of transmission from persons before the onset of symptoms. 1 SARS-CoV-2 spread faster than SARS-CoV, and accumulating evidence showed that SARS-CoV-2, unlike SARS-CoV, is transmitted from persons without symptoms. However, measures to reduce transmission from individuals who do not have COVID-19 symptoms have become controversial and politicized and have likely had negative effects on the economy and many societal activities. Optimal control of COVID-19 depends on directing resources and health messaging to mitigation efforts that are most likely to prevent transmission. The relative importance of mitigation measures that prevent transmission from persons without symptoms has been disputed. Determining the proportion of SARS-CoV-2 transmission that occurs from persons without symptoms is foundational to prioritizing control practices and policies.

Transmission by persons who are infected but do not have any symptoms can arise from 2 different infection states: presymptomatic individuals (who are infectious before developing symptoms) and individuals who never experience symptoms (asymptomatic infections, which we will refer to as never symptomatic). Early modeling studies of COVID-19 case data found that the generation interval of SARS-CoV-2 was shorter than the serial interval, indicating that the average time between 1 person being infected and that person infecting someone else was shorter than the average time between 1 person developing symptoms and the person they infected developing symptoms. 2 - 5 This finding meant that the epidemic was growing faster than would be expected if transmission were limited to the period of illness during which individuals were symptomatic. By the time a second generation of individuals was developing symptoms, a third generation was already being infected. Epidemiological data from early in the pandemic also suggested the possibility of presymptomatic transmission, 6 , 7 and laboratory studies confirmed that levels of viral RNA in respiratory secretions were already high at the time of symptom onset. 8 - 10

Asymptomatic SARS-CoV-2 transmission also occurs because of individuals with infection who are never symptomatic (or who experience very mild or almost unrecognizable symptoms). The proportion of individuals with infection who never have apparent symptoms is difficult to quantify because it requires intensive prospective clinical sampling and symptom screening from a representative sample of individuals with and without infection. Nonetheless, evidence from household contact studies indicates that asymptomatic or very mild symptomatic infections occur, 11 - 14 and laboratory and epidemiological evidence suggests that individuals who never develop symptoms may be as likely as individuals with symptoms to transmit SARS-CoV-2 to others. 9 , 15 , 16

The Centers for Disease Control and Prevention determined that this decision analytical study, which involved no enrollment of human subjects, did not require institutional review board approval. We used a simple model to assess the proportion of transmission from presymptomatic (ie, infectious before symptom onset), never symptomatic, and symptomatic individuals across a range of scenarios in which we varied the timing of the infectious period to assess different contributions of presymptomatic transmission and the proportion of transmission from individuals who never develop symptoms (ie, remain asymptomatic).

For all estimates we used data from a meta-analysis of 8 studies from China to set the incubation period at a median of 5 days with 95% of symptomatic individuals developing symptoms by day 12. 17 Therefore the daily ( t ) probability of symptom onset ( p so ) for individuals who develop symptoms was:

p so ( t ) =  F Log−Normal ( t ,logmean = 1.63,logsd = 0.5).

To approximate a distribution of the infectious period, we made a baseline assumption that peak infectiousness occurs on average at the same time as the median incubation period, such that infectiousness begins prior to symptom onset ( Table ). 9 , 12 , 14 - 16 , 18 , 20 We then assumed that infectiousness ( I ) over time can be approximated by a γ density function and that the average person is infectious for as long as approximately 10 days (ie, 98% of transmission happens within a 10-day period) 11 :

I(t)  =  f γ ( t ,mode = 5,interval = 10).

For all estimates, we maintained the infectious period duration as 10 days, but varied the mode between 3 and 7 days (−2 and +2 days relative to the median incubation period).

Uncertainty also remains about the proportion of individuals with infection who are never symptomatic ( p ns ) and the relative contribution of these infections to transmission ( r ns ). Estimates of p ns range from single digits to more than 50%, many with potential biases related to the study population (eg, age, prevalence of comorbidities) and the extent of long-term follow-up 12 - 14 , 19 , 20 ( Table ). We made a baseline assumption that 30% of individuals with infection are never symptomatic and then assessed higher or lower assumptions. We also made a baseline assumption that individuals with asymptomatic infections are on average 75% as infectious as those with symptomatic infections. 9 , 15 , 16 Combined, these baseline assumptions imply that persons with infection who never develop symptoms may account for approximately 24% of all transmission ( T ):

T ns  =  p ns  ×  r ns  / ( p ns  ×  r ns  + [1 −  p ns ]).

We varied this overall proportion, T ns , between 0% and 70% to assess a wide range of possible proportions. The daily proportion of transmission from individuals after symptom onset ( T s ) was therefore:

T s ( t ) = (1 −  T ns ) ×  p so ( t ) ×  I ( t ),

and the daily proportion of transmission from presymptomatic ( T ps ) individuals, ie, those who develop symptoms but become infectious prior to symptom onset, is:

T ps ( t ) = 1 −  T s ( t ) − T ns .

We modified baseline assumptions to consider the relative importance of different levels of never symptomatic and presymptomatic transmission. Code is available in the eAppendix in the Supplement .

All analyses were conducted in R version 4.0.1 (R Project for Statistical Computing). No statistical testing was conducted, so no prespecified level of significance was set.

Under baseline assumptions, approximately 59% of all transmission came from asymptomatic transmission: 35% from presymptomatic individuals and 24% from individuals who are never symptomatic ( Figure 1 ). Because each component is uncertain, we assessed different timings of peak infectiousness relative to illness onset and different proportions of transmission from individuals who never have symptoms. Maintaining the 24% of transmission from individuals who never have symptoms, but shifting peak infectiousness 1 day earlier (to day 4) increased presymptomatic transmission to 43% and all asymptomatic transmission to 67% ( Figure 1 A). A later peak (ie, day 6) decreased presymptomatic to 27% and all asymptomatic transmission to 51% ( Figure 1 C).

Holding the day of peak infectiousness constant at day 5 and decreasing the proportion of transmission from individuals who are never symptomatic to 10% with a relative infectiousness of 75% (baseline assumption), the proportion of all transmission from those who are never symptomatic decreased to 8%, presymptomatic transmission increased to 42%, and combined asymptomatic transmission was 50% of all transmission ( Figure 1 D). In contrast, if the proportion of those who ever develop symptoms was 30% and their relative infectiousness increased to 100%, they contributed 30% of all transmission, presymptomatic transmission was 32%, and combined asymptomatic transmission was 62% of all transmission ( Figure 1 F).

Uncertainty remains regarding the magnitude of both presymptomatic and never symptomatic transmission. Therefore, we analyzed a wider range of each of these components, with peak infectiousness varying between 2 days before (more presymptomatic transmission) to 2 days after (less presymptomatic transmission) median symptom onset and with never symptomatic transmission ranging from 0% to 70% ( Figure 2 ). Under this broader range of scenarios, most combined assumptions of peak infectiousness timing and transmission from individuals who never have symptoms indicated that at least 50% of new SARS-CoV-2 infections likely originated from individuals without symptoms at the time of transmission. If more than 30% of transmission was from individuals who never have symptoms, total asymptomatic transmission was higher than 50% with any value of peak infectiousness, up to 2 days after the median time of symptom onset. If peak infectiousness was at any point approximately 6 hours before median symptom onset time, more than 50% of transmission was from individuals without symptoms, regardless of the proportion from those who never have symptoms. Even a very conservative assumption of peak infectiousness 2 days post–median onset and 0% never symptomatic transmission still resulted in more than 25% of transmission from asymptomatic individuals.

The findings presented here complement an earlier assessment 21 and reinforce the importance of asymptomatic transmission: across a range of plausible scenarios, at least 50% of transmission was estimated to have occurred from persons without symptoms. This overall proportion of transmission from presymptomatic and never symptomatic individuals is key to identifying mitigation measures that may be able to control SARS-CoV-2. For example, if the reproduction number ( R ) in a given setting is 2.0, then at least a 50% reduction in transmission is needed to drive the reproductive number below 1.0. Given that in some settings R is likely much greater than 2 and more than half of transmissions may come from individuals who are asymptomatic at the time of transmission, effective control must mitigate transmission risk from people without symptoms.

This study has limitations. First, we used a simplistic model to represent a complex phenomenon, ie, the average infectiousness of SARS-CoV-2 infections over time. We used this model deliberately to test assumptions about the timing of peak infectiousness and transmission among asymptomatic individuals so that we could vary only these 2 critical parameters and assess their relative effects. Therefore, these results lack quantitative precision, but they demonstrate the qualitative roles of these 2 components and show that across broad ranges of possible assumptions, the finding that asymptomatic transmission is a critical component of SARS-CoV-2 transmission dynamics remains constant.

As discussed here, the exact proportions of presymptomatic and never symptomatic transmission are not known. This also applies to the incubation period estimates, which are based on individual exposure and onset windows that are difficult to observe with precision and therefore include substantial uncertainty even when leveraging estimates across multiple studies. Moreover, they likely vary substantially in different populations. For example, older individuals are more likely than younger persons to experience symptoms, 20 so in populations of older individuals, never asymptomatic transmission may be less important. However, specific age groups are rarely exclusively isolated from other age groups, so asymptomatic transmission risk is still important in those groups and even more so in younger age groups, in which transmission may be even more dominated by asymptomatic transmission. 20

Real-world transmission dynamics are also not entirely dependent on the individual-level dynamics of infectiousness over time. Now that COVID-19 is widely recognized, individuals with COVID-19 symptoms are more likely to isolate themselves and further reduce the proportion of transmission from symptomatic individuals, shifting a greater proportion of transmission to those who do not have symptoms. In this sense, the estimates here represent the lower end of the proportion of asymptomatic transmission in the presence of interventions to reduce symptomatic transmission.

Under a range of assumptions of presymptomatic transmission and transmission from individuals with infection who never develop symptoms, the model presented here estimated that more than half of transmission comes from asymptomatic individuals. In the absence of effective and widespread use of therapeutics or vaccines that can shorten or eliminate infectivity, successful control of SARS-CoV-2 cannot rely solely on identifying and isolating symptomatic cases; even if implemented effectively, this strategy would be insufficient. These findings suggest that effective control also requires reducing the risk of transmission from people with infection who do not have symptoms. Measures such as mask wearing and social distancing empower individuals to protect themselves and, if infected, to reduce risk to their communities. 21 These measures can also be supplemented by strategic testing of people who are not ill, such as those who have exposures to known cases (eg, contact tracing) or are at high risk of exposing others (eg, congregate facility staff, those with frequent contact with the public). Multiple measures that effectively address transmission risk in the absence of symptoms are imperative to control SARS-CoV-2.

Accepted for Publication: December 7, 2020.

Published: January 7, 2021. doi:10.1001/jamanetworkopen.2020.35057

Correction: This article was corrected on February 12, 2021, to fix an error in the Supplement.

Open Access: This is an open access article distributed under the terms of the CC-BY License . © 2021 Johansson MA et al. JAMA Network Open .

Corresponding Author: Jay C. Butler, MD, Office of the Deputy Director for Infectious Diseases, US Centers for Disease Control and Prevention, 1600 Clifton Rd, Mailstop H24-12, Atlanta, GA 30329 ( [email protected] ).

Author Contributions: Dr Johansson had full access to all of the data in the study and takes responsibility for the integrity of the data and the accuracy of the data analysis.

Concept and design: Johansson, Quandelacy, Kada, Brooks, Slayton, Butler.

Acquisition, analysis, or interpretation of data: All authors.

Drafting of the manuscript: Johansson, Quandelacy, Brooks, Biggerstaff, Butler.

Critical revision of the manuscript for important intellectual content: Johansson, Kada, Prasad, Steele, Brooks, Slayton, Biggerstaff, Butler.

Statistical analysis: Johansson, Quandelacy, Kada.

Administrative, technical, or material support: Prasad, Steele, Brooks, Biggerstaff, Butler.

Supervision: Johansson, Butler.

Conflict of Interest Disclosures: None reported.

Funding/Support: This work was performed as part of the US Centers for Disease Control and Prevention’s coronavirus disease 2019 response and was supported solely by federal base and response funding.

Role of the Funder/Sponsor: The funder had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication.

Disclaimer: The findings and conclusions in this report are those of the authors and do not necessarily represent the views of the Centers for Disease Control and Prevention.

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Can I get a PhD if I did research without being enrolled in a PhD program?

I have been working under the supervision of a Professor at a german University for a couple of years on a research project that could be published soon with me as a first author.

However I am not enrolled in any PhD program. Is it possible to get a PhD if I were to write a PhD thesis based on the work I have done so far without having to enroll on a program.

It seems now like a waste of time to enroll into a PhD program and have to do an additional 3 or so years.

• publications

• 8 PhD is more than just publishing papers; a lot of undergrads co-author papers by the time they finish their B.Sc, but does that mean we should give them a PhD degree also? –  Our Commented May 6, 2020 at 10:10
• I think it is definitely different to co-author a paper than to be first author. Also, the undergraduate student has not been working full time for several years as the project leader ( under the supervision of the Professor that is) –  LenaMi Commented May 6, 2020 at 10:17
• 14 Talk to the professor, but you should also study the Promotionsordnung of that university. Some universities require you to be enrolled, some just require the dreaded "Credits" from course work, some have no such requirements. Also, there might be procedural requirements. I remember that I had to "register" my thesis topic at least a year before submitting the thesis. –  user9482 Commented May 6, 2020 at 11:55
• 6 This makes me quite curious about your situation. How did you end up working on a multi-year research project with a professor without enrolling in a PhD program. Were you employed by the professor in some other capacity or were you volunteering? It seems like a really strange situation. And neither you nor the professor brought up finding you a PhD position at all? –  Kvothe Commented May 7, 2020 at 11:03
• 1 @Kvothe I know it is a weird situation. I did my master thesis in this lab, however I did not want to commit to the PhD because I wanted to go back to being a practicing physician. For that I need to have my medical title recognized in Germany ( a long process). I was employed then by the professor to continue with the project I was working on in the meantime...this "meantime" turned out to be already 2 years and a half and counting... –  LenaMi Commented May 12, 2020 at 10:54

8 Answers 8

Your best bet is to talk to the professor that is supervising you. Course work is less of an issue in Germany, so you might be able to speed up the process considerably if the professor is willing to accept your research as a basis for the thesis. Whether or not that project is suitable as a basis for a PhD thesis depends on the research that happened and your exact role in it. Maybe your work can count as an entire thesis, maybe it can count as an entire thesis if you do some extra work on, maybe it can count as a chapter, and you need two or three other projects to complete it, maybe it is just not suitable. We don't know, but your supervisor can tell you.

There are three different things you need to figure out independently:

• Does the 'Prüfungsordnung" (rules of examination) of the university/departement allow this? There will be a few paragraphs what the requirement are to receive a 'Doktor' degree (German Universities usually cannot issue PhD, might be nitpicking, but some ppl here are very serious about it). SOmetimes the only requirement is to have been immatriculated for 1 semester.
• Assuming this is allowed, is your Professor willing to accept such a thesis?
• There is a bit of a catch 22 also: A Doktorarbeit has to be novel. If you published in a journal, it might not be considered novel anymore. Some departements allow cumulative thesis (stapeling your 3-4 papers together, and writing an introduction). A lot of departments dont allow this

Expect your thesis to be under more scrutiny, and remember during defense the board of examineers is allowed to ask any question on the science subject you want to get your degree in. The question might be more probing if you are 'external' (because they dont know your level of competency). Be prepared for question you last heard (apart from you defense preparation) last time as an undergrad (or master student).

While this might sound discuraging, it is not meant to. Go for it! (but you must address each of these points)

• Could you please expand a little bit on the "German Universities usually cannot issue PhD" vs "Doktor"? I thought that it is just a translation (Doktor in German, Docteur in French, ... vs PhD in English (they also have "doctorate")) EDIT: I had a look at the Wikipedia pages ( en.wikipedia.org/wiki/Doctorate#Germany , fr.wikipedia.org/wiki/Doctorat#Allemagne but they not really shed a light) –  WoJ Commented May 7, 2020 at 11:04
• @WoJ Generally a PhD also contains coursework (thats why a masters is not a prerequisit in the US), a Dr (in Germany usually doesnt contain coursework, thats why usually a Masters degree is mandatory). Its like legal terms which cannot be translated because the concept ist different. (But PhD is the closest analog to German Dr, probably the best would be to say PhD is like Dr+Master). Until a few years back people from the US doing research in Germany called themselfs Dr, this (as I heard) lead to court cases, since the translation was illegal. (Now there are exceptions which allow this) –  lalala Commented May 7, 2020 at 11:35
• 1 @SamT yes. I meant US. From what you write UK PhD is founded on the same priciples as German Dr. –  lalala Commented May 7, 2020 at 14:47
• 3 I'd be very much astonished if any Promotionsordnung would consider a publication by the candidate as contrary to novelty (unless the publication is about the Master thesis, but then the Master thesis anyways cannot be used as part of a PhD thesis). –  cbeleites Commented May 7, 2020 at 17:48
• 1 @cbeleitesunhappywithSX here the worst I could find: weihenstephan.de/fileadmin/pdf/dokumente/MerkblattAblauf.pdf section 4. Which basically says 'pre-(thesis)submission publications are not destroying novelty (which is essential for the thesis) if immediately after publication notification to the examineers office is filed with mentioning of the current doctoral examination procedure). To me this means, if you dont report it on time it will kill the phd. –  lalala Commented May 7, 2020 at 20:13

Talk to your professor.

I got my PhD (technically Dr. rer. nat.) at the University of Hamburg and only officially enrolled about a year before I defended my thesis, even though I actually started working on my research about 3 years before that at a Max Planck Institute.

Your mileage will vary. Talk to your professor.

I would imagine it depends quite heavily on the department. In Denmark at the Department for Social Sciences, you may submit a Phd-thesis without being enrolled in a Phd programme. But I would imagine the barrier being quite high, so you should probably be able to show quite an excellent academic performance through your thesis.

https://samf.ku.dk/phd-skolen/english/applicants/submitting_a_phd_thesis_pursuant_to_section_15_2/

It depends on the university (or even the department). You need to read the exact regulations ('Promotionsordnung', etc.)

In most German universities, enrollment is optional. (I would even say, it is not very common.) You rather just submit a thesis; sometimes there is a requirement to indicate your intention to submit a thesis some months in advance. In any case, you need to name a supervising professor.

Whether or not your university/department requires additional publications or exams is very different. Often, the requirements to submit a thesis are (intentionally) left underspecified, which means that it's up to your supervisor to decide whether or not your past research is enough to make a thesis. If your supervisor thinks that 3 more years of research were appropriate, then it's their proper judgement that that time is not 'wasted.'

• 1 I'm not really sure if it's adequate to say that obligatory enrollment is optional and not very common. Practically every Promotionsordnung that I've seen so far requires candidates to be enrolled at the time they open the formal degree process (usually by handing in their thesis and the associated paperwork). The minimum number of semesters may vary (one or two semesters seem to be frequent), but I'm not aware of any PO that doesn't require that candidates are also students. Of course, this may differ between disciplines, but I'd be honestly surprised if what you write is generally true. –  Schmuddi Commented May 7, 2020 at 10:00
• The relevant paragraph of the Promotionsordnung where I graduated (an earlier version was in place for me) reads "Doktorandinnen oder Doktoranden, die nicht bereits aufgrund eines Beschäftigungsverhältnisses oder der Immatrikulation in einem Studiengang Mitglieder der Freien Universität Berlin sind, müssen sich an der Freien Universität Berlin sind, müssen sich an der Freien Universität Berlin als Studierende zur Promotion einschreiben." This explains why I remember it as optional (I was employed). Still, I think that it's essentially a formality. –  Carsten S Commented May 7, 2020 at 16:25
• 2 @Schmuddi: e.g. the Promotionsordnung maths/natural sciences at TU Dresden ( tu-dresden.de/mn/postgraduales/promotion/promotionsordnung ) explicitly says that a doctorate thesis may even be done without supervision (true, as exception, but it's explicitly possible). I eventually handed in my thesis that I started at TU Dresden at FSU Jena, there I had to formally enroll as PhD candidate (enrolling as student was not necessary but would have been possible) before handing in my thesis. I did that a few weeks before handing in the thesis. (of course, theprocedure may have changed meanwhile) –  cbeleites Commented May 7, 2020 at 18:18
• 1 @cbeleitesunhappywithSX: Indeed, what I wrote above turns out to be too broad. The picture is apparently more varied than I thought , so it really depends on the Promotionsordnung that will apply to the candidate. –  Schmuddi Commented May 8, 2020 at 5:34
• @Schmuddi In Ba-Wü, it´s (or was) a law that you can´t be a regular student if you have a 50% or larger position. Some of my former colleagues convinced the administration to make their 1/2 position 49% for that reason. ;-) –  Karl Commented May 8, 2020 at 18:30

I would be very surprised if a university allowed you to get a PhD without being enrolled in a program. When universities give out degrees without enrollment, it is generally in the form of things like "honorary doctorates" which are frequently given to commencement speakers and very different from a real PhD. That said, prior work can greatly expedite the process, particularly if you are working with the same advisor. For example, there was a medical doctor who had been doing research with my graduate department who enrolled in our PhD program. He was able to get his PhD by basically continuing the work he had been doing with our department for another two years. He also took a few classes and of course did the milestones such as qualifiers and orals, but it was significantly expedited compared to the 5-7 years which is typical for that department.

However, I would question your motivation for taking this route to a diploma. In my experience people who have done research with PhD labs who do not have PhDs fall into one of two categories 1) people who are still developing 2) people who have gained expertise through another route.

People in category 1) are the most common. These are individuals who have gained some research experience by working in academia. However, in most cases, while they may have the same number of publications as might be expected of a graduate student,the process of getting those publications is very different. They have generally been given a project that is better defined and with a clear path forward. A PhD student on the other hand would have had a higher level of expectation define their own project and a will likely have to try more avenues before finding one that works out. If this is the case for you, then your experience will certainly help you out, but it is not sufficient to receive a PhD. In fact, many PhD departments (such as my own) consider this type of research and publication record a prerequisite for enrolling in the PhD program.

The people in category 2 are more unusual. These individuals really are thought leaders in their fields who have made a significant impact in those fields. Despite not having a PhD, they are sought out as collaborators and are frequently asked to give talks in their area of expertise. This is the category I would put the medical doctor I previously described in. In general, these people don't really need PhDs as the recognition of expertise that it conveys has already been granted to them by the members of that academic community. While I certainly could understand the desire for the title, it is unlikely their career will be significantly impacted by holding it. If this is the case for you, you should have no trouble finding an institution who will jump at the opportunity to collaborate with you in exchange for an expedited PhD process.

• 1 Are you actually answering from a background in Germany? I'm chemist who did both undergrad studies and doctorate in Germany and at the chemistry departments where I know the procedure, no whatsoever enrollment was necessary until the thesis was handed in. You may look at the formal sign up for the exam proceedings as some kind of enrollment, though. In some departments, enrollment may be preferrable since part of the oral exam (the rigorosum) can be replaced by grades from grad study coursework, but that's purely a choice the student makes. –  cbeleites Commented May 7, 2020 at 17:55
• "PhD programs" like in the anglo-saxon (US actually) world do not (or rarely, and very newly) exist in Germany. You start working on your doctorate after your diploma/masters, and the lecture program outside of you actual own scientific work is an extra . Doctoral candidates are expected to already be fully educated scientists. Of course reality varies strongly. ;) –  Karl Commented May 8, 2020 at 17:28

Until a few years ago, "PhD programs" were unknown in Germany, and I am not aware that any large number of faculty boards in Germany have abolished the classic Individualpromotion . Actually all these novel (or often not so novel) "programs" I know are just a recommended addon, on which nobody formally forces you.

You can apply to be accepted as Doktorand by your Fakultät (or "Fachbereich", the department, not the university) on one day, and submit your thesis on the next. Maybe the board will find it a bit weird to vote on both on the same meeting. ;)

I would be surprised if submitting a thesis based on a single paper were enough.

In North America, the cover page of the thesis usually indicates that the work is submitted in partial fulfillment of the requirements for the degree. The other requirements are usually courses; it’s not so uncommon to have talented undergraduate publish as a first author, but this does not grant them a PhD.

It is regrettable that you should think it a waste of time to enrol in a PhD program. Learning is best done through contact with a mentor, and through discussion with others. Publishing is overly focused to provide the fully enriching perspective achieved through the patient training that is recognized by the degree.

• 2 I'm afraid that your answer doesn't really apply to well to the German academic environment that the OP is involved in. While it's true that most (if not all) German universities will require that PhD candidates are enrolled as students, typically this doesn't mean that there will be any large number of obligatory courses. In most departments that I'm aware of, the thesis and the defense are practically the only requirements for the degree, and the only things that will be recorded on any official certificate. –  Schmuddi Commented May 7, 2020 at 9:48
• 1 @Schmuddi I am not aware of any university that requires enrollment as a student in Germany. Firstly because the university traditionally has nothing to say in the process of awarding a doctorate, but only your faculty board. –  Karl Commented May 7, 2020 at 23:14
• 3 @Karl: I thought I could easily prove my point by quoting from several Promotionsordnungen , but interestingly, it turns out that the picture is much more heterogeneous than I thought. My sample of four pseudo-randomly chosen departments has two departments requiring enrollment (History at Uni Hamburg, Mathematics at Uni Köln) and two that don't (Medicine at Uni Erlangen, Sociology at Uni Marburg). The takeaway from this is probably that any good answer to the OP will suggest carefully reading the Promotionsordnung . –  Schmuddi Commented May 8, 2020 at 5:25

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Can I get accepted into a Ph.D. program without any research experience?

Hello Reddit, I'm in desperate need of some perspective. I´m currently studying my last year of a biotechnology major, I have a 3.7 GPA, loads of volunteering experience, certificates in medical and pharmaceutical biotech, but no research experience whatsoever (at least outside my regular lab sessions at university).

I was supposed to do a summer research program last year, but because of COVID, it was canceled. I applied a second time to go this summer, but today I found out it would be canceled again. I'm just crushed and freaking out.

I really want to do a Ph.D. in biosciences, but I'm afraid that because I have no real research experience, I won´t even be considered. What are my odds of being accepted?

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