#PhDprograms vary by country & by school.
Until my late 30s, I assumed that everyone received an American style #FSU#phd with a fixed curriculum & teaching requirements & target journals or conferences. The structure was helpful but could stifle students’ creativity.
Then I visited Europe. I could not make head or tail of what students knew or must do. The chaos was creative & glorious but could leave students directionless.
That summer, I grew a lot.
I started the Summer thinking the American way was the best way.
Over the summer, I learned that while all PhDs could think, not all PhDs, even in the same discipline, shared a corpus of values & knowledge & skills.
I ended the summer appreciating the many ways that faculty train students.
I am glad that I grew.
Now, I work with (& learn from) students in the United States, Germany, Denmark, & Hong Kong.
I love it!
So what lessons have I learned? That others can use?
First, ask why? Why do you want to do this?
If you want to #publish papers, it’s not a very good idea. You can likely publish early & often with your students at home.
If you want to learn new things, it’s a very good idea. You will learn new mental models that push you to grow.
Second, ask about the time to #graduation.
If a program is three years, define shorter, achievable projects. Usually, students in such systems work hard bc they know graduation is on the horizon.
If a program is longer, think about multi-year projects. Usually, such students need help with structure, navigating unfamiliar #journal review processes, & focus bc graduation is beyond the horizon.
You will find that students want to do good work in either case. You will also find it demands your attention.
Third, ask about incentives—both the students & yours.
Some programs train people for careers in practice and academe. The career path shapes whether they pursue conference or top journal papers - because of the time horizon and skill required.
You need to know what makes you tick. Few schools pay external faculty for work with PhDs & few students (in any system) generate pubs. If money and papers motivate you, you will struggle to stay engaged. Really ask yourself, is this for me?
Fourth, ask about power.
Some systems treat students as colleagues. They control choices about methods and topics. Advisors are guides.
Some systems treat students as unruly children. They are to do what they are told. Advisors are lords.
The decision latitude changes the rules for interaction.
Finally, consider the advisor. Students & advisors are a bundle.
Make sure you understand the advisor’s #goals, #requirements & #approach.
You are not there to replace the advisor. You are there to enhance the student’s experience.
If you can’t get along, exit quickly. It’s not fair to the student.
Best of luck!
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