phd by research distance learning

• Best Online Doctoral Programs

Best Online Doctoral Programs Of 2024

Updated: Apr 23, 2024, 1:42pm

The best online doctoral programs offer flexibility and convenience that can make it easier for you to pursue an advanced degree, often while working full time.

Earning a doctorate can help you advance to the highest roles in your field and increase your salary potential. It’s also a chance for you to gain an advanced understanding of impactful issues and develop the skills to generate new ideas, solve problems and create meaningful change.

Below, learn about the best online doctoral programs in a variety of fields, including social work, psychology, education and nursing.

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Our Methodology

We ranked accredited, nonprofit colleges offering online doctoral degree programs in the U.S. using metrics in the categories of student experience, credibility, student outcomes and affordability. We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites.

We scored schools based on the following data points:

Student Experience:

• Student-to-faculty ratio
• Socioeconomic diversity
• Availability of online coursework
• Total number of graduate assistants
• Portion of graduate students enrolled in at least some distance education

Credibility:

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

Student Outcomes:

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability:

• In-state graduate student tuition and fees
• Alternative tuition plans offered
• Median federal student loan debt
• Student loan default rate

We chose the best schools to display in 10 categories of doctoral degrees.

Find our full list of methodologies here .

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Best Online Doctoral Program Options

Should you enroll in an online ph.d. program or doctorate, accreditation for online doctoral degrees, how to find the right online doctorate for you, frequently asked questions (faqs) about online ph.d. programs and doctorates.

• Best online Psy.D.: Rivier University
• Best online Doctor of Nursing Practice: University of Central Florida
• Best online Doctor of Business Administration: Walsh College
• Best online doctorate in physical therapy: Texas Tech University Health Sciences Center
• Best online doctorate in education: Johns Hopkins University
• Best online Ph.D. in organizational leadership: Indiana Wesleyan University
• Best online Ph.D. in counseling: Concordia University-Irvine
• Best online Doctor of Social Work: University of Southern California
• Best online Ph.D. in public administration: West Chester University of Pennsylvania
• Best online doctorate in educational leadership: Fairfield University

Best Online Psy.D.

Rivier university.

Program Tuition Rate

$1,275/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

Located in Nashua, New Hampshire, Rivier University offers a hybrid Doctor of Psychology (Psy.D.) with a limited number of online classes. The American Psychology Association-accredited program focuses on school psychology and counseling and prepares you to work as a psychologist in various environments. You’ll learn clinical diagnosis, assessment, prevention and intervention skills.

Students must attend full time and can work no more than 20 hours per week. It takes a minimum of five years to graduate.

• Our Flexibility Rating: Learn on a set schedule
• School Type: Private
• Application Fee: $100
• Degree Credit Requirements: 60-130 credits
• Program Enrollment Options: Full-time
• Example Major-Specific Courses: Fundamentals of research, group counseling
• Concentrations Available: N/A
• In-Person Requirements: Yes, includes a 2,000-hour internship and at least six practicum experiences

Best Doctor of Nursing Practice

University of central florida.

$372/credit (in-state)

At University of Central Florida (UCF), practicing nurses can earn a Doctor of Nursing Practice. The advanced track program is accredited by the Commission on Collegiate Nursing Education and prepares nurses for clinical leadership roles in the field.

Coursework explores clinical management, communication skills and epidemiology principles. You’ll develop research and practice skills, learn to improve healthcare systems, develop health policy and analyze data to improve individual and population health.

• Our Flexibility Rating: Learn around your 9-to-5
• School Type: Public
• Application Fee: $30
• Degree Credit Requirements: 42 credits
• Program Enrollment Options: Part-time, full-time
• Example Major-Specific Courses: Healthcare systems and policy, nursing environment management
• In-Person Requirements: Yes, includes clinical hours (but all coursework is available online)

Best Doctor of Business Administration

Walsh college.

$1,038/credit

You can earn an online Doctor of Business Administration from Walsh College in Troy, Michigan. The part-time, online program includes asynchronous coursework and real-time Zoom classes, as well as optional opportunities to interact on campus. You can develop advanced business knowledge and skills to become a business leader or consultant.

In addition to coursework, you must pass a preliminary exam and complete a 15-credit dissertation process. The program requires students to graduate within seven years.

• Application Fee: $50
• Degree Credit Requirements: 60 credits
• Program Enrollment Options: Part-time
• Example Major-Specific Courses: Foundations for business success, qualitative and exploratory research methods
• In-Person Requirements: No

Best Doctorate in Physical Therapy

Texas tech university health sciences center.

$265/credit (in-state)

Texas Tech University Health Sciences Center designed its hybrid Doctor of Science in physical therapy to help practicing physical therapists advance their careers. The post-professional 36-credit program takes four to five years to complete part time.

The flexible format makes it possible for students to keep working while attending school. Learners attend weekend lectures and labs at the Lubbock, Texas, campus. During the week, they supplement their in-person instruction with online assignments.

• Application Fee: $75
• Degree Credit Requirements: 36 credits
• Example Major-Specific Courses: Medical screening for rehabilitation sciences, motor control in orthopedics
• Concentrations Available: Research track, teaching track
• In-Person Requirements: Yes

Best Online Doctorate in Education

Johns hopkins university.

$2,100/credit

Johns Hopkins University in Baltimore, Maryland offers an online Ed.D. The part-time degree takes four years to complete and explores topics like the social determinants of education, entrepreneurship and technology.

You can customize the degree by choosing electives that align with your professional interests and by selecting one or more “areas of interest,” such as urban leadership or digital age learning and educational technology. Applicants need a master’s degree with at least 36 graduate credits to qualify for the program.

• Application Fee: $80
• Degree Credit Requirements: 54 credits
• Example Major-Specific Courses: Approaches to urban education, partnerships and community organizing
• Concentrations Available: Creativity, advanced learning, and twice exceptionality; digital age learning and educational technology; entrepreneurial leadership in education; mind, brain, and teaching; urban leadership

Best Online Ph.D. in Organizational Leadership

Indiana wesleyan university.

$890/credit

Located in Marion, Indiana Wesleyan University offers an online Ph.D. in organizational leadership that can prepare you to become an effective leader in as few as four years. The program focuses on inclusion, multiculturalism and international perspectives and develops research, presentation and executive skills.

You must attend an in-person residency during the July session, but the rest of the program takes place online and offers flexibility for working professionals. The school’s tuition guarantee locks in your tuition rate when you start the program.

• Application Fee: Free
• Example Major-Specific Courses: Advanced leadership theory, statistical research design
• In-Person Requirements: Yes, includes an in-person residency

Best Online Ph.D. in Counseling

Concordia university – irvine.

$795/credit

Concordia University – Irvine in Irvine, California, is a Christian institution that offers a “biblically informed” online Ph.D. in counselor education and supervision from its Townsend Institute. Designed for licensed mental health professionals, the degree develops advanced skills and prepares you for leadership roles in counseling, teaching and advocacy.

The accelerated program takes three to four years to complete. It requires two in-person residencies and a total of 700 hours of internship and practicum field experiences. In addition to coursework, you must complete a culminating 12-credit dissertation that includes original counseling research and a successful oral defense.

• Program Enrollment Options: Accelerated
• Example Major-Specific Courses: Advanced counseling and career theories, advanced multicultural issues in counselor education and supervision
• In-Person Requirements: Yes, requires two in-person residencies, a practicum and an internship

Best Online Doctor of Social Work

University of southern california.

$2,137/credit

University of Southern California ‘s online Doctor of Social Work from the Suzanne Dworak-Peck School of Social Work emphasizes the importance of scholarship and practice in the field. Created for experienced social work professionals, the program can help you become a leader working toward social change and innovation.

The program offers a seven-semester accelerated track and a standard nine-semester option. In a capstone experience, learners research and create a prototype that addresses a current problem in social work.

• Application Fee: $90
• Program Enrollment Options: Accelerated, full-time
• Example Major-Specific Courses: Leading public discourse, financial management for social change

Best Online Ph.D. in Public Administration

West chester university of pennsylvania.

$645/credit (in-state)

West Chester University of Pennsylvania ’s online Doctor of Public Administration can prepare you for high-level roles in public affairs and administration. The program is offered by the College of Business and Public Management, accredited by Association to Advance Collegiate Schools of Business, and the Department of Public Policy and Administration, accredited by the Network of Schools of Public Policy, Affairs, and Administration.

The curriculum explores strategic management, policy advocacy and decision-making in the public sector. The dissertation allows you to complete an applied research project. You can take electives and choose a concentration from multiple departments, including psychology, graduate social work and criminal justice.

• Degree Credit Requirements: 45 credits
• Example Major-Specific Courses: Strategic public sector management and governance, research design for program and policy evaluation
• Concentrations Available: Options from multiple departments

Best Online Doctorate in Educational Leadership

Fairfield university.

$1,120/credit

At Fairfield University in Fairfield, Connecticut, you can earn an online, low-residency Doctor of Education in educational leadership. The program offers two tracks: teacher leader for certified working educators or higher education administration for higher education professionals.

Students enroll in the cohort-style program in the fall and graduate in three years by taking six credits per semester. Learners can build community during two one-week summer residencies. Applicants need a master’s degree in a relevant field and a minimum 3.0 GPA.

• Our Flexibility Rating: Learn on your schedule
• Application Fee: $65
• Degree Credit Requirements: 57
• Example Major-Specific Courses: Action research for educational change, framing and critical analysis of problems of practice
• Concentrations Available: Teacher leader, higher education administration
• In-Person Requirements: Yes, requires two one-week residencies

An online Ph.D. program or doctorate can offer many compelling features for students, but it might not be the right choice for everyone. Consider the questions below when deciding whether to pursue your doctorate online or in person.

• What type of schedule do you need? Online programs typically offer more flexibility that appeals to students who work full time or have personal responsibilities to fit around their school schedule. Online degrees allow learners to pursue higher education without putting their career on hold. This is especially true for programs that offer asynchronous coursework that students complete on their own time.
• What learning style works best for you? Do you work well independently and with a lot of freedom? If so, an online doctorate might be a good fit for you. If you think you’d prefer the camaraderie of an in-person cohort graduate program and structured opportunities to interact with instructors, an on-campus or hybrid program might suit you better.
• How does the program format affect your budget? Online programs can help you save on tuition, housing and transportation costs. For example, many public schools allow you to pay the same tuition, regardless of where you live. However, you might miss funding opportunities typically reserved for on-campus students, such as graduate teaching assistantships, research assistantships and fellowships.

The U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) approve accrediting agencies that give schools institutional accreditation in the U.S.

Institutional accreditation means that a university has met minimum quality requirements related to its academics, financial management, faculty and staff, and student resources and services. To qualify for federal financial aid, you must attend an accredited college.

Programmatic accreditation is a separate process that gives special recognition to individual degrees, programs or departments within a university. Depending on your field, you might need a programmatically accredited degree to get a job or qualify for professional licenses or certifications.

You can search for a prospective school’s accreditation status on CHEA’s website .

Consider Your Future Goals

An online doctorate has the potential to help you achieve your career aspirations. However, not every program in your field will necessarily align with your goals. Before you choose an online doctorate program, think about your post-graduation plans.

For example, some online doctorate programs require professional experience through an internship or a practicum. This type of hands-on learning can help you develop your expertise and professional network. But these experiences usually take place in person and can be hard to fit into your schedule if you’re working full time.

You should also consider if you need a specific license or certification to get the job you want. If so, research the credential’s requirements to learn if your degree needs to meet certain criteria. For example, you may need to complete an accredited program or complete supervised clinical hours.

Understand Your Expenses and Financing Options

Tuition rates for online doctoral programs in our guide vary significantly, from $265 to $2,137 per credit. Most programs required 42 to 60 credits, with some exceptions. In total, the degrees ranked on our list cost between $9,540 and $113,400.

According to the National Center for Education Statistics , grad students at private, nonprofit schools paid an average tuition of $20,408 in 2022–23, while public school tuition cost $11,554 per year. Doctorate programs typically take at least three years to complete, putting total costs between $34,662 and $61,224.

Find funding for your online Ph.D. by filling out the FAFSA®, which can connect you with scholarships, grants and student loans. Many schools also provide funding to graduate students through scholarships, grants and fellowships.

Can you do a Ph.D. fully online?

Yes, many schools offer fully online Ph.D. programs. However, depending on the program and the field of study, you may need to complete on-campus residencies or field experiences like internships or practicums that take place in person.

What is the fastest Ph.D. to get online?

Program length for online Ph.D. programs varies depending on your field of study. You might be able to find some accelerated online Ph.D. programs that you can finish in less than two years. However, the best online doctoral programs on our list take at least three years to complete.

Are online doctoral degrees respected?

An online doctoral degree from an accredited university can provide the same rigorous education and training as a comparable on-campus program. If you’re concerned about whether or not your degree will be respected, consider doing some research about the way that your field or profession tends to view online doctoral degrees.

What is the best online school for a Ph.D.?

The best online school for a Ph.D. depends on your field of study, personal interests and career goals. Make sure that any prospective online school is institutionally accredited. Depending on the degree you want to pursue, it might also be important to find a program with separate programmatic accreditation.

Liz Simmons has been writing for various online publications about career development, higher education and college affordability for nearly a decade. Her articles demystify the college application process and help prospective students figure out how to choose a major or career path.

PhD by distance learning

The faculties of Environment and Arts, Humanities and Cultures offer PhD by distance learning across most schools.

PhD by distance learning allows you to study at a time and place that suits you and, with a part-time option available, you'll have the flexibility to gain an advanced degree alongside work and other commitments.

Through completing a PhD, you will become an expert in a specialist area and gain high-quality research training.

Our PhD by distance learning programmes

Faculty of environment.

• School of Earth and Environment
• School of Food Science and Nutrition
• School of Geography
• Institute for Transport Studies

Faculty of Arts, Humanities and Cultures

• School of Design
• School of English
• School of Fine Art, History of Art and Cultural Studies
• School of History 
• School of Languages, Cultures and Societies
• School of Music
• School of Performance and Cultural Industries
• School of Philosophy, Religion and History of Science
• Inter-Disciplinary Ethics Applied Centre

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PhD by Distance

Our PhD by Distance programme allows you to benefit from our world-class support and the expertise of a Reading-based supervisor, while conducting your research in a location that suits your circumstances. 

The programme is available to candidates who need to study for most of their registration period at another site, whether in the UK, or worldwide. Acceptance for PhD by Distance is subject to the approval of the supervisors and the relevant school or department.

There are several reasons why you may wish to base yourself away from the University of Reading while undertaking your PhD:

• You have an extensive fieldwork element to your research
• You have responsibilities (e.g. caring or employment) that prevent you from attending on campus
• You are already based and/or employed in an environment that is relevant and conducive to their research
• You do not reside within travelling distance of the University
• You are based in a UK research organisation/institution with a collaborative agreement with the University of Reading in place  

What the programme offers

On the PhD by Distance programme, you will benefit from:

• the opportunity to study on  either a part-time (4-6 years duration) or full-time basis (3-4 years duration)
• supervision from one or more leading University of Reading academics, working at the forefront of their field
• access to a range of high-quality training, delivered on campus or online (see section below on Training)
• access to extensive online Library resources
• a PhD qualification which is delivered and examined at the same high academic standard as a campus-based PhD and a standard PhD degree certificate which does not state the mode of study on it.

Training for PhD by Distance students

The doctoral and researcher college provides a suite of generic researcher training open to all doctoral researchers at reading; this complements subject-specific training available via schools. the specific content of the programme changes from year to year but broadly includes the following: .

• Live online training (available off-campus) – A selection of our training sessions in the Reading Researcher Development Programme (RRDP) are delivered live online each year. UK time zone applies
• Recorded tutorials (available off-campus) – A small but growing selection of recorded tutorials on key topics such as managing data, academic English and research funding 
• Face-to-face training (available on campus only) - Other RRDP training sessions and selected longer programmes are offered face-to-face only. Students registered By Distance have access to face-to-face training when physically present on campus.     

By Distance study entails reduced access to training opportunities and on-campus experience. By Distance candidates are encouraged to discuss and mutually agree overall training plans with their supervisor and seek supplementary training external to Reading (e.g. via an employer or nearby institution) as appropriate.

Induction and physical attendance

A University-wide induction event is held by the Doctoral and Researcher College near the start of each term for all new doctoral researchers. PhD by Distance students studying at Reading in the first term are expected to attend. Where it is not possible for PhD by Distance students to attend in person (i.e. they are not on campus), a recording of the induction will be made available on the virtual learning environment.

Students registered By Distance will benefit from being physically present on campus for periods of time, for instance to attend induction and selected training, to meet their supervisor and peers, and to attend at key points such as Confirmation of Registration. It is strongly recommended that the first month of their programme be spent on campus. 

Eligibility

You must meet the following criteria:

• Satisfy the academic and English language entry requirements for PhD study
• The candidate has a research project which can be undertaken successfully by distance; regular access to campus should not be essential for successful completion of the research
• The candidate must be able to demonstrate that they have the time to undertake a PhD on the selected mode (full-time or part-time). Part-time doctoral study at Reading typically equates to between 50% and 60% of full-time
• The candidate has independent access to the resources needed to successfully complete their research; this will vary between candidates and projects but may include access to archives, facilities, data collection, digital infrastructure or space in their off-campus location
• The candidate is well motivated to work alone; they understand that By Distance registration is not an online learning programme and has reduced access to campus training
• The candidate and School/Department have discussed the suitability of their research project and personal circumstances for study by distance
• The candidate, where appropriate, has access to support from a local supervisor or mentor with experience in the academic field and also of supporting students or equivalent researchers. Advisors/mentors may be appointed to provide a regular point of contact, and are normally in a position to act as an ‘advocate’ and provide pastoral care if needed.
• Will study at least two-thirds of your minimum registration period off campus   

If you are intending to study in the Henley Business School, then please check with the  relevant Department within the Business School  about whether PhD by Distance is available before you apply.

A PhD by Distance is not suitable for all candidates. In offering a PhD By Distance programme specific consideration is given to the suitability of the research project, and whether it can be completed successfully without regular access to campus. Further consideration is given to areas of supervision, support, transferable and subject-specific skills training, research environment , progression milestones and the examination process in order to ensure off campus research students receive a comparable (although, not similar) experience to on campus students registered on ‘standard’ PhD programmes.

Fees for PhD by Distance programmes can be found on the fees webpage

• How to apply

Before starting your application, you are strongly advised to  navigate to the PhD webpages of your chosen school or department  to read the specific guidance on how to apply, as the requirements can vary. Once you have read the guidance, you will need to make a formal application through the University's  online application system , highlighting that you wish to study for a PhD by Distance (full or part-time). If you have questions about PhD by Distance in a specific school or department, then please contact the relevant School/Department PGR Administrator in the  School PGR Support Team . 

Immigration considerations for international students

PhD by Distance students must ensure that when visiting the University that they obtain the correct visa. The correct type of visa depends upon the period of time which a student intends to spend physically at the University.

PhD by Distance students can visit the University for up to six months within each academic year with a maximum of eighteen months in total for the duration of their programme. Students must discuss their intentions with the Doctoral Research Office (DRO) well in advance of any planned visit to the University. The DRO is well-placed to provide information on a range of immigration-related matters related to Postgraduate Research Programmes [email protected]

Examination

The normal expectation is that the viva of a PhD by Distance student will take place in Reading. Where this is not feasible, online examinations will be arranged.

Further information

Further information on PhD by Distance study can be found in the University's guidance on PhD by Distance .

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Best Accredited Online Ph.D. Programs 2024

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Explore our full list of Integrity Network members.

Explore and compare a list of accredited schools to enroll in your next program.

A Ph.D., or doctor of philosophy, is the highest level of academic degree that you can attain. Consisting primarily of research, a Ph.D. prepares you for a career in academia or research in the field you study.

Students who choose to pursue a Ph.D. online will find it can be completed in less time. Online students also get the added benefit of being able to complete their work from the comfort of home. The overall cost may also be less compared to an in-person program.

We’ve compiled a list of the best accredited online Ph.D. programs to help you start your search.

Top Schools for Online Accredited Ph.D. Programs

Capitol technology university.

• Campus + Online
• In-State $25,830
• Out-of-state $25,830
• Retention Rate 75%
• Acceptance Rate 47%
• Students Enrolled 796
• Institution Type Private
• Percent Online Enrollment 98%
• Accreditation Yes

Clemson University

• In-State $14,118
• Out-of-state $37,110
• Retention Rate 94%
• Acceptance Rate 49%
• Students Enrolled 27,341
• Institution Type Public
• Percent Online Enrollment 49%

Keiser University

• In-State $20,800
• Out-of-state $20,800
• Retention Rate 72%
• Acceptance Rate 96%
• Students Enrolled 19,861
• Percent Online Enrollment 50%

Mississippi State University

• In-State $9,110
• Out-of-state $24,790
• Retention Rate 81%
• Acceptance Rate 76%
• Students Enrolled 23,086
• Percent Online Enrollment 43%

Nova Southeastern University

• In-State $33,510
• Out-of-state $33,510
• Retention Rate 78%
• Acceptance Rate 93%
• Students Enrolled 20,898
• Percent Online Enrollment 52%

Old Dominion University

• In-State $7,029
• Out-of-state $26,664
• Students Enrolled 23,494
• Percent Online Enrollment 76%

Saybrook University

• In-State $0
• Out-of-state $0
• Retention Rate 0%
• Acceptance Rate 0%
• Students Enrolled 915
• Percent Online Enrollment 100%

Texas Tech University

• In-State $8,935
• Out-of-state $21,204
• Retention Rate 85%
• Acceptance Rate 68%
• Students Enrolled 40,542
• Percent Online Enrollment 68%

Are Online Ph.D. Programs Worth It?

An online Ph.D. program is an ideal choice if you want to balance your career and family responsibilities along with your education.

While there are some preconceived notions that online programs aren’t legitimate, as long as the program you choose is accredited, the degree is the same as one earned in person.

While the annual tuition cost to earn a Ph.D. online averages $12,596 for a public institution and $28,017 for a private university, doctoral graduates enjoy a lower unemployment rate and higher weekly salary than those with less education, according to the Bureau of Labor Statistics (BLS)

Did You Know…

• lowest unemployment rates at 1.6%.
• In 2019, research found that 39.8% of graduate students were enrolled in online learning.
• The number of doctorates awarded between 2020 and 2021 dropped by 5.4%.
• Not all Ph.D.-holders end up working in academia.

Does Accreditation Matter for Online Ph.D. Programs?

A college is accredited after being recognized by an independent institution that verifies the school’s courses and programs meet set quality standards.

The school you choose must be accredited in order for your Ph.D. to be recognized by employers , earn professional licensures, and qualify you for federal financial aid.

Legitimate accreditors are recognized by the U.S. Department of Education and/or the Council for Higher Education Accreditation (CHEA).

How Much Does an Online Ph.D. Cost?

In general, you can expect to pay around $13,000-$30,000 per year in tuition and fees for your online Ph.D.

Several factors affect how much your Ph.D. program will cost, including:

• Whether the program is fully funded
• Whether your school is public or private
• Whether you’re an in-state or out-of-state student
• How long your program lasts (most Ph.D. programs take 5-7 years to complete)
• How much financial aid you get

While many in-person and online doctoral programs in the U.S. are fully funded, these tend to be highly competitive.

One way to save money on your online Ph.D. is to attend a program that offers in-state tuition to residents. Make sure you submit the FAFSA each year so you can secure federal financial aid .

You may also need to budget for occasional travel to and from campus and research sites, especially as you work on your dissertation.

What’s the Difference Between a Ph.D. and a Doctorate?

While a Ph.D. and a doctoral degree, or doctorate, both signify the same level of education completed, their uses are different.

Doctorate is the broader term — a Ph.D. is a type of doctorate. Specifically, a Ph.D. is an academic degree that prepares you for a career in research or teaching in your field of study (such as science, English, or economics).

Besides a Ph.D., other types of doctorates include a doctor of medicine (MD), a doctor of education (Ed.D.), and a doctor of psychology (Psy.D.). These degrees are typically used in either an academic or professional setting.

Online Ph.D. Programs That Don’t Require a Dissertation

A dissertation is a final written project culminating in a student’s original research at the end of their Ph.D. program. A dissertation is typically presented and defended by its author. It’s typically required for degrees with an academic or research focus.

Not all Ph.D. programs require a dissertation. For example, some Ph.D. programs in humanities, education, business administration, and criminal justice require simple or no dissertations for a quicker completion time .

What Jobs Can You Get After Earning an Online Ph.D.?

Once you finish your online doctoral program, you can explore a variety of career paths both within and outside academia.

Many Ph.D. graduates, especially those who studied the humanities, go on to become professors. Other popular roles include administrator, scientist, and psychologist.

Graduates of online Ph.D. programs earn a relatively high average base salary of $108,000 a year, according to Payscale .

Frequently Asked Questions About Online Ph.D. Programs

Note: The insights on this page — excluding school descriptions — were reviewed by an independent third party compensated for their time by Accredited Schools Online. Page last reviewed November 20, 2023.

Online Ph.D. programs provide students with flexible schedules and affordable tuition. Check out the top-ranked programs in this comprehensive guide.

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Shape your future with an online degree.

Connect with a community of peers, and find a program that will allow you to continue your education in a fast and flexible way.

Bristol Doctoral College

Distance learning.

Distance learning is a mode of attendance which offers an opportunity for those who may not be able to pursue campus-based research and learning. You can find out about distance learning and available distance learning programmes on this page.

What is distance learning?

Distance Learning is a mode of attendance, which offers an opportunity for those who may not be able to pursue campus-based research and learning. This is suitable for those who are self-motivated in working independently and away from more regular face-to-face interaction with an academic supervisor or supervisory team. Those interested in pursuing a degree by distance learning must meet the usual admissions criteria for their chosen research degree, as well as both of the following conditions:

• a successful outcome of the research programme is not reliant on the University’s facilities but enriched by resources and facilities which are available to a research degree candidate locally, for example in their work place
• the required academic supervision can be provided remotely.

Who is it appropriate for?

The two following examples illustrate the difference between distance learning and campus-based learning. This will help you decide whether or not the distance learning as a mode of attendance is appropriate.

• Distance learning example: A candidate’s main place of residency is outside of Bristol in the UK or abroad. They have access to facilities essential for their research: laboratory, databases, archives, experimental facilities, and other resources which are available either through their employer or locally. Their primary link with the academic supervisor is remote, meaning they maintain regular communication remotely but attend joint meetings as stipulated by the University’s policy for Research degrees by Distance learning .
• Campus-based example: A Doctoral research candidate’s main place of residency might be outside Bristol, but they require a regular ongoing access to the University’s facilities (research laboratories, library, high power computer facilities and other) to progress with their research. They visit the University every two/four weeks for face to face meetings with academic supervisors.

If a research student is away from the university as part of field work or temporarily away from the University campus and cannot have face to face interactions with their academic supervisor, this is not a case for distance learning.

Benefits of a research degree by distance learning

Distance Learning is an opportunity available to academically qualified and exceptional candidates who wish to do a research degree, for example, as part of their professional career. Undertaking a research degree could be an integral part of the daily work, most likely based in businesses with a focus on research and development, and therefore supported by employer organisations.

This opportunity further includes candidates who have no easy access to the University campus due to any circumstances, for example those who have care responsibility or disabilities.

See what doctoral programmes are currently available through distance learning

You can use this to search for programmes in the area of study which interests you. Each programme page will provide an overview of the subject, followed by key information, which includes information about the availability of Distance Learning.

For example, on the programme page for  English Literature PhD , you can see in the key information that Distance Learning is available (under ‘Location’). Information may also be included in the Programme structure paragraphs.

If you are still uncertain, do get in touch with the local school or faculty PG teams. You’ll find the relevant contact details at the foot of each programme page.

If you are interested in pursuing a Doctoral research degree in a programme that is not listed above – please contact the programme administrator to enquire about options.

Criteria, requirements, and application process

What are the tuition fees and costs associated.

The tuition fees for students studying for a Research Degree by Distance Learning  at the University of Bristol  are the same as for campus-based study.  Doctoral candidates will be expected  to arrange and cover the costs for their visits to the University, including travel, accommodation and any visa requirements.

What is the approval process?

In the first instance, if the programme you would like to apply for to do your research, is open to Distance Learning opportunities , i.e. listed in the Programmes table, then please get in touch with the relevant School/Faculty and an academic who may potentially be interested and available to supervise you.

Do take the time to discuss your research proposal and your specific circumstances with particular emphasis on your current employment status and whether or not your employer will be supporting your research, by providing access to research facilities, data, archives and other, if required.

The Bristol Doctoral College can offer further advice, please get in touch .

What are the admission requirements?

You need to meet the general admission requirements for research degree programme you choose to apply for. Please read the Admissions Statement for the programme of your choice.

The additional information (academic references, CV, personal statement) will be collected through the online application process.

Your personal statement should articulate the motivation for requesting to study by distance learning. You must also demonstrate:

• An ability to undertake research independently as shown, for example, by previous distance learning experience, the completion of independent research projects, presentations at conferences, and professional or academic publications
• Evidence that the student’s home location is suitable for undertaking the research and that there is access to appropriate research materials and resources
• Access to appropriate technological equipment and the internet to allow remote contact.

What is the attendance requirement?

T he minimum requirement is for a two-week visit each academic year, plus a further visit for the oral examination. For international students who require a visa – the  Student Visa Services  is on hand to help.

What support will I receive?

The University endeavours to support all our distance learning students and will make every effort to provide the support needed to ensure they are integrated into the research community.

The range of online resources available to all Doctoral research students, including those who are not campus based, is growing. The Bristol Doctoral College Personal and Professional Development catalogue provides a filtered overview of currently available online courses and other materials. (Please sort by 'Course Format'.)

How do I apply?

You can apply online using the University’s online application system .

How it works

As a distance learning research student, you can access the University’s research environment through remote links and scheduled visits.

Support and a wide range of opportunities are also available to you — read more about how a distance learning degree works.

We have 56 distance learning PhD Projects, Programmes & Scholarships

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All PhD Types

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distance learning PhD Projects, Programmes & Scholarships

Music - postgraduate research opportunities, awaiting funding decision/possible external funding.

This programme is waiting to confirm funding from a university or external source. This may depend on attracting suitable students and applications are welcome. Please see the programme details for more information.

Arts Research Programme

Arts Research Programmes present a range of research opportunities, shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

Philosophy - Postgraduate Research Opportunities

Humanities research programme.

Humanities Research Programmes present a range of research opportunities, shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

Classics and Ancient History - Postgraduate Research Opportunities

African studies and anthropology - postgraduate research opportunities, phd (school of management) doctorate, self-funded phd students only.

The PhD opportunities on this programme do not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

PhD Research Programme

PhD Research Programmes present a range of research opportunities shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

Applied Dementia Studies (PhD, Faculty of Health Studies)

Phd (school of law) doctorate, phd (school of social sciences) doctorate, history - postgraduate research opportunities, english language and applied linguistics - postgraduate research opportunities, birmingham law school - postgraduate research opportunities, law research programme.

Law Research Programmes present a range of research opportunities, shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

PhD at the University of London Institute in Paris

Funded phd programme (students worldwide).

Some or all of the PhD opportunities in this programme have funding attached. Applications for this programme are welcome from suitably qualified candidates worldwide. Funding may only be available to a limited set of nationalities and you should read the full programme details for further information.

PhD at the Refugee Law Initiative

Shakespeare studies - postgraduate research opportunities, phd at the institute of languages, cultures and societies.

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PhD by Distance

Become world-ready, from wherever you are in the world, with a UTS PhD by distance mode.

If your research is based internationally but you want access to UTS's world-leading researchers and reputation, you've been required to complete a PhD for your career but you don't want to relocate, or you want to expand your global networks to create real-world research impact, the PhD by distance mode might be right for you. 

A UTS PhD by distance mode empowers you to develop your future as a researcher in a global context —all without applying for a visa or subletting your apartment.

What you can expect

• full enrolment as a PhD student at UTS
• supervision and mentorship from a panel of experts
• administrative support and guidance from your faculty
• PhD from a Top 100 global university
• access to UTS online facilities and resources
• high-quality research training and professional skills development 

Study requirements

The study expectations of PhD by distance mode students are the same as on-campus students. This means that you will:

• need to meet the same admissions requirements , including English-language proficiency
• be supported by a panel of supervisors
• complete any mandatory coursework
• go through the same candidature stage assessments as other PhDs from your faculty
• be subject to the same student rules that govern PhD study at UTS
• have the same expected timelines for your study as other PhD students
• be liable for the same course fees as other international students unless you are assessed as eligible for a tuition fee scholarship

Support and development

As a fully-enrolled UTS student, you’ll have access to a variety of forms of support for your research, your professional development as a researcher, and your own health and wellbeing, including:

• UTS Library’s extensive digital catalogue and one-on-one researcher support
• online skills development workshops and training modules, including in areas like research writing, software training, and project management
• personalised advice from UTS Careers and access to online resources 
• inclusion in the online research student Teams channel

Find more information about the support available to you as a distance mode PhD student  (PDF, 0.8MB).  Please note that not all benefits available to on-campus students exist in digital form or translate to distance study.

Find out more: Distance mode is available for international students. Read all admissions requirements → There are scholarships that can help with fees. Find out more about the costs of a PhD by distance → Ready for the next steps? Explore the application process → 

UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.

• Schools & departments

PhD by Distance

The PhD by Distance programme allows students who are unable to commit to basing themselves in Edinburgh to study for a PhD in a field of History, Classics or Archaeology from their home country or city.

What's involved?

The PhD by Distance mode is available to all applicants for eligible HCA PhD programmes, who will apply via the Postgraduate Degree Finder . Applicants will select between on-campus and distance options, as well as between part-time and full-time options.

PhD by Distance students will receive the same level of support and supervision as on-campus students. The frequency with which students will meet with their supervisors, and method of communication for supervision sessions, will be provisionally agreed at the point of application and confirmed during induction. 

Please be aware that some funding bodies do not permit students to study by distance, for example both  ESRC  and  AHRC  regulations currently state that students must be residents at the Institution where they are studying.

Entry requirements

The entry requirements for the PhD by Distance are the same as for the School’s on-campus PhD programmes.  

In addition, applicants to the PhD by Distance will also be required to complete a PhD by Distance Applicant Admission Form. This form must be emailed to the Postgraduate Research Office ( [email protected] ) who will upload this to your application on your behalf.

Applicants should provide information about previous experience of distance study together with a statement detailing the potential risks and characteristics of distance learning. It is important that student’s applying for this mode of study recognise its particular challenges. While experience of studying at a distance is desirable in applying for the programme, this is not a specific requirement for admission. All of this should be discussed with the potential supervisor(s) prior to application and can be reflected on further during the admissions interview.

Applicants should also use this additional application form to provide details of the access they will have to research facilities at the normal site of study and where the core datasets that they will rely on are located.

Working whilst studying

The School understands that many students will take on paid work alongside their studies. The University’s guidance for full-time PhD students is that they should work no more than an average of 9 hours per week for across the academic year, to ensure they have time for their studies . While there are no specific rules about how many hours part-time students can work, the School recommends that part-time students allocate at least two to three days a week, on average across the year, to their PhD research. You should discuss any working patterns that you have with your proposed supervisor and reflect on the time you are devoting to your studies throughout your programme, particularly if you are struggling to make sufficient progress; this might well be a topic for discussion at annual reviews. Please note that if you need to apply for an extension at the end of your programme, you cannot use the fact that you had a job alongside your studies as a justification for this – an extension request can only be based on unforeseen circumstances. If you need to take on more work for a temporary period of time and this will impact on your studies, you should consider an Authorised Interruption of Studies.

• Schools & departments

PhD by Distance

The PhD by Distance programme allows students who are unable to commit to basing themselves in Edinburgh to study for a PhD in a field of Health in Social Science from their home country or city.

What's involved?

The PhD by Distance is not intended to be an online learning programme.

Students enrolled on this programme will be expected to come to Edinburgh at least once per year of study to meet with their supervisors.

The length and timing of these visits are negotiable but students should expect to spend at least two weeks at the University of Edinburgh during each year of study.

This could be for the annual review process, or to attend research training courses. It is also expected that PhD by Distance students will come to Edinburgh for their oral examination (viva voce).

PhD by Distance students will receive the same level of support and supervision as on-campus students. The frequency with which students will meet with their supervisors, and method of communication for supervision sessions, will be provisionally agreed at the point of application and confirmed during induction. This must include at least one face-to-face supervision session each year with additional meetings and communication on a regular basis.  

Please be aware that some funding bodies do not permit students to study by distance, for example both ESRC and AHRC regulations currently state that students must be residents at the Institution where they are studying.

Entry requirements

The entry requirements for the PhD by Distance are the same as for the School’s on-campus PhD programmes.  

In addition, applicants to the PhD by Distance will also be required to complete a PhD by Distance Applicant Admission Form and Study Plan.

Applicants should provide information about previous experience of distance study together with a statement detailing the potential risks and characteristics of distance learning.

Experience of studying at a distance is desirable in applying for the programme however this is not a specific requirement for admission.

It is important however that applicants demonstrate an awareness of the challenges of this mode of study.

Applicants must also provide details of the access they will have to research facilities at the normal site of study and whether a local advisor is proposed.

Applications to the PhD by Distance will only be accepted if applicants have access to local University standard library facilities and to the internet.

Applicants will also be required to have a discussion with the proposed principal supervisor and to complete a provisional study plan in consultation with them as part of the admissions process.

International students wishing to study part-time will be considered for this Distance programme.

What programmes are available by distance?

Counselling, psychotherapy and applied social sciences.

PhD/PhD by Distance Counselling Studies

The PhD/MPhil in Counselling Studies programme is an advanced research degree enabling students to conduct in-depth independent research on a topic of their choice, thereby contributing to the knowledge and evidence base for counselling and psychotherapy.

PhD/PhD by Distance Health in Social Science

Doctoral research students are a new and crucial part of the Counselling, Psychotherapy and Applied Social Sciences research community and we welcome applications from potential students in our fields of research interest.

Clinical and Health Psychology

Phd/phd by distance.

The PhD/MSc by Research programme provides the opportunity to do a substantial piece of research in an area linked to clinical and health psychology and to develop excellent research skills in the process.

PhD/PhD by Distance/MSc by Research

Nursing Studies

Phd/phd by distance nursing studies.

The PhD/MPhil Nursing Studies programme is an advanced postgraduate research degree for students wishing to conduct in-depth independent research on an area to contribute to nursing knowledge and evidence. It offers the student a chance to make a significant contribution to knowledge in nursing.

PhD/PhD by Distance/MPhil Nursing Studies

Clearing now open. Find out more Go to Clearing page .

Research degree by distance learning

The Research Degree by Distance Learning scheme allows candidates to enrol for a University of Westminster research degree, eg an MPhil/PhD* or a Professional Doctorate, for which a substantial period of study takes place away from the University research environment found on-campus.

The entry requirements, amount of work required and academic quality and expectations are the same as for PhD students studying in the UK.

*PhD Direct entry will not normally be permitted under this scheme.

It is expected that the distance-learning student will have appropriate local support, eg via a HEI and/or sponsor, for the whole duration of their study away from the University of Westminster, to provide necessary access to resources such as library, archives, computers, laboratories, virtual learning environments and any other facilities required by the area of research.

All formal intermediate and final assessments requiring the presentation of written work and a defence by viva voce will normally take place at the University of Westminster and attendance at elements of the University’s Doctoral Researcher Development Programme (DRDP) are mandatory – eg University and School Workshop 1.1, with other elements offered through online delivery. Therefore researchers studying by Distance Learning who are without a right to reside and study in the UK will need to comply with the University and UK Visas and Immigration Service requirements for obtaining an appropriate visa when planning visits to the UK.

Please note that Research Degrees by Distance Learning are not offered in all schools. Please see the individual research areas to see if it is offered in the school you are interested in.

What should I do next?

• Do you meet the entry requirements?
• How will you fund your programme?
• Do we cover your proposed area of research and is there a supervisory team available?

If you have an enquiry about whether the University is active in your area of research, please visit the research areas and discuss your research directly with academics in the Schools.

Graduate school

• Find out what our Graduate School has to offer

Related pages

Fees and funding.

How much will it cost to study a research degree?

How to write your research proposal

Discover how you should write your research proposal before applying for University of Westminster.

Entry requirements

Find out if you can apply for a Research Degree at the University of Westminster.

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Department of Philosophy

PhD/MPhil in Philosophy

Work in an inspiring academic environment and be supported by supervisors with a broad range of philosophical expertise.

Philosophical research challenges prevailing opinion. It advances our understanding of the world towards a more informed, inclusive and sustainable future. Produce inspired original analysis in an intellectual and supportive community at the forefront of research in philosophy.

Your research

At York, the breadth and diversity of our expertise means we are well-positioned to supervise research across a range of fields in philosophy, from ancient Greeks to current discussions of data privacy, AI and the political economy.

[email protected] +44 (0) 1904 323251

Related links

• How to apply
• Find funding

You'll work towards a final thesis of 80,000 words for the PhD or 60,000 words for the MPhil. A typical semester will involve a great deal of independent research, with guidance from your supervisor who will be able to suggest direction and address concerns. You'll work independently in a research environment that thrives on creativity and scholarship.

A research degree will help you to develop your academic, creative and practical skills. You'll have the opportunity to grow your network and participate in an exciting range of events, including seminars, research groups and guest lectures.

At York, we have research strengths in:

• Aesthetics, art and literature
• History of philosophy (with particular interests in early modern philosophy and German idealism)
• Metaphysics (including philosophy of mathematics and philosophy of time)
• Phenomenology and continental philosophy
• Philosophy of medicine and health
• Philosophy of mind and perception
• Philosophy of religion
• Political and legal philosophy
• Theoretical and applied ethics (including ethics of AI)

Distance learning

We also offer the option of enrolling in a PhD in Philosophy by distance learning. You'll have the flexibility to work from anywhere in the world. You'll attend online research skills training sessions in your first year and have supervision and progression meetings online.

Distance learning students will need to attend campus for two weeks each year. This includes registration and induction, training, meetings with the thesis advisory panel, and our annual PhD Progression Day.

2nd in the UK

for research in Philosophy , in the Times Higher Education’s ranking of the latest REF results (2021).

Interdisciplinary community

Join a vibrant postgraduate Arts and Humanities community which includes social and academic events and an inspiring research environment. You'll have opportunities to make personal connections and to think beyond your own subject area.

World Top 100

York is ranked 79th for the study of arts and humanities, in the QS World University Rankings by Subject, 2024.

Find funding for postgraduate researchers in the Department of Philosophy.

Supervision

Explore the expertise of our staff and identify a potential supervisor.

Training and support

You'll be taught and supervised by staff who produce internationally-renowned research, and benefit from the Department's friendly, supportive community.

Throughout your degree, your supervisor will monitor your progress, and will help you to hone the focus of your research.

As you develop your thesis, you'll attend meetings with a Thesis Advisory Panel, consisting of at least one member of staff in addition to your supervisor. You'll meet twice a year (once a year for part-time students) to discuss your research project, as well as professional development and career training.

Careers and skills

Your PhD or MPhil will give you the ability to apply analytical research for application across a range of philosophical debates. You'll graduate with transferable skills in creative problem-solving, critical analysis, writing, and the ability to craft and execute detailed research projects. 

Our dedicated careers team offer specific support, including a programme of professional researcher development and careers workshops and 1:1 career support sessions . They will help you with your employability portfolio, and to engage in activities that will build up your skills and experience within and outside of your research work.

Course location

This course is run by the Department of Philosophy .

You'll be based on Campus West, though your research may take you further afield.

Distance learning students can study from anywhere in the world, but are expected to attend events and training in York several times per year.

Entry requirements

For research degrees, you'll need to hold a Master's degree in philosophy, or equivalent.

Other relevant experience and expertise may also be considered:

• Evidence of training in research techniques may be an advantage.
• You should be familiar with the recent published work of your proposed supervisor.
• Publications are not required and we don't expect applicants to have been published before they start their research degrees.

Supervisors interview prospective doctoral students to ensure a good supervisory match and to help with funding applications. Most interviews take place via Zoom.

For further details on postgraduate research admissions, contact us .

English language requirements

If English is not your first language you must provide evidence of your ability.

Check your English language requirements

Identify a supervisor

You should   identify a potential supervisor   in the Department whose area of research overlaps with yours. We encourage you to contact them to discuss your research proposal before you apply.

You should note your preferred supervisor in your application.

Your research proposal

As an applicant to postgraduate research courses, you'll be asked to submit a clear, well-structured   research proposal .

Take a look at the   supporting documents   you may need for your application.

Submit your application

You can apply and send all your documentation electronically through our online system. You don’t need to complete your application all at once: you can start, save, and finish it later.

We will respond to your application as soon as possible. You may track the status of your application and view any official correspondence online.

Apply for PhD in Philosophy

Apply for MPhil in Philosophy

Apply for PhD in Philosophy (by distance learning)

Find out more about how to apply .

Discover York

Accommodation

We offer a range of campus accommodation to suit you and your budget, from economy to deluxe.

Discover more about our researchers, facilities and why York is the perfect choice for your research degree.

Graduate Research School

Connect with researchers across all disciplines to get the most out of your research project.

Meet us online or on campus

Find out all you need to know about applying to York

Scholarships

Find scholarships to support your studies.

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Department of Geography

Doctor of Philosophy (Ph.D.)

The Ph.D. is a different kind of degree from the master’s degree. A doctoral candidate in geography must be capable of making original contributions to knowledge and scholarship. For the students to make such contributions, they must concentrate on a narrow and clearly defined field of study. We require, however, that doctoral candidates know more of geography than their particular specialties; thus, any aspirant for a doctorate must obtain master’s training or its equivalent before being admitted to doctoral candidacy. In short, admission to doctoral candidacy is official recognition that a student’s general foundation in the breadth of geography is satisfactory. Students then devote their attention to developing depth in chosen specialties.

The general requirements for a doctoral degree in geography are more rigorous than those for a master’s degree. At the same time, the greater flexibility of the doctoral program allows advanced students to pursue programs of study tailored to their special interests and needs.

Progress through the degree is marked by: 

• Successful performance in a verbal qualifying exam; 
• Four-day written comprehensive exam, with a verbal portion after the written answers have been assessed by the committee;  
• Formal dissertation proposal; and 
• Verbal defense of a completed dissertation.

The four-year Ph.D. program is reserved for students who have a master’s degree from another graduate program. That can be another geography program at another university, a non-geography program at another university, or a non-geography program at Penn State.

Students entering the four-year Ph.D. program must take the doctoral qualifying exam in their first year. A committee from three of the four fields of geography and formally appointed by the Graduate Program Officer will administer the qualifying exam. The qualifying exam can take place any time during the year, but students in the four-year Ph.D. program typically take it during spring semester.

Students in the four-year Ph.D. program complete a comprehensive exam and defend their dissertation proposal in the second year. Depending on the needs of their research, and in agreement with their doctoral committee, students can fulfill these two requirements in either order. Once students have successfully passed their comprehensive exam and defended their proposal, they typically take two years to research, write, and defend their dissertations.

Our online Graduate Student Handbook explains the program requirements for all degrees.

Philosophy Doctor (Ph.D) Degree by Research via distance learning

A PhD by Research via Distance Learning perfectly adjusts to adult students’ needs, that is to people having work and family commitments yet willing to go through alternative academic path. Auream Phoenix for Women is an independent private international university that helps adult international students achieving their academic goals.

Over the years, several surveys have shown that via Distance Learning PhDs by research can be as useful as those earned by traditional academic systems. Clearly, it has to be granted that the private institution is highly reputable. In this regard, Auream Phoenix University has acquired a respectable and trustworthy reputation, always giving personal skills and professionalism the deserved emphasis.

Nowadays, Auream Phoenix University represents an important alternative to traditional studies, above all if we consider the digital era and the global village we live in. Our study system is geared towards busy people pacing today world rhythms. As a matter of fact, it is efficiently transmitted among computer devices anywhere in the world.

Doctor of Philosophy (PhD), in Latin: Philosophiae Doctor or Doctor Philosophiae, is the highest academic degree awarded. It usually covers all academic programs. As graduate researchers, PhD students are usually required to show competence, master their topic research but also carry out an original thesis so as to foster new academic contributions in their knowledge field.

A PhD via distance learning is an original academic research in a specific branch of human knowledge. The candidate works autonomously and his/her project culminates in a final doctoral thesis.

Unlike any other traditional campus based PhD, Auream Phoenix University PhD by Research does not have semesters splitting; it rather consists in an independent and autonomous theoretical research on a specific academic area. This research is implemented in a final thesis that students shall complete within 24 months.

Stress is given on independence during study and research; reason why students’ supervisors will not actually be tutor as in common understanding, but rather specialised consultants for students’ assistance. The student can use both textbooks and the Internet for research purpose besides having access to the online library. Working freely and independently on their research, students will grow highly specialized knowledge and specific expertise to display in their doctoral thesis defense.

The Distance Learning PhD is earned after successfully completing and defending the final doctoral thesis in the academic major that has been chosen. The "Doctor of Philosophy" is the only PhD that can be obtained via Distance Learning. It should be quite clear that any laboratory method or professional practice cannot occur online or through any distance learning system.

The main requirement for a distance learning PhD by Research is to submit and defend the final thesis whose minimum length have to be 90/100 pages. That will be reviewed and evaluated by an academic committee of the Auream Phoenix University for Women. In some cases, previous candidates’ publications may be relevant for PhD purposes. In case the thesis credits are not sufficient, in order to have all the required doctoral credits, additional in-depth reports (about 15-20 pages each) based on textbooks may also be requested.

A PhD is often a very popular job requirement in many work areas. Especially in developing countries, with lack of basic job training, the Doctor of Philosophy gets more and more required not only for highly qualified professions, but also for multinationals, non-governmental organizations and private companies’ employments. Employees are asked for an academic "certification" higher than a Bachelor's or a Master's degree.

The PhD is the highest educational qualification. Only the best qualified professionals have a PhD. A Master's degree is usually sufficient for most professions. A PhD requires the achievement of a Master's degree or equivalent, that is a minimum of 65 academic credits (about 1000 hours of study) besides a doctoral thesis. Thesis elaboration is a good opportunity to research on specific topics and, in some cases, to share a publication. Distance learning Auream Phoenix PhD admission requirements are: Master Degree possession and suitable CV. There is no race, colour, beliefs and/or religion discrimination. APEL (Accreditation Prior Experiential Learning) professional credits validation may contribute to the final evaluation of the thesis.

Distance Learning: study from anywhere in the world, any time during the year

APUW University offers several distance learning degree programs. These programs are highly affordable and cover more than 200 disciplines including management, communications, humanities, arts, psychology, natural health, therapies, computers, sciences, engineering, and others. See the PhD study programs via Distance Learning that we offer for each faculty: Faculty of Arts & Humanities - Faculty of Business & Media - Faculty of Computer Science -  Faculty of Engineering & Technology - Faculty of Life & Earth Sciences - Faculty of Psychology -  Faculty of Natural Health Science

Program outline

65 academic credits besides a Master's program. Max Average Duration: 18 months + six months further on demand. Admission is open for adults over 30 years of age. Master's degree or international equivalent is required for admission. All-inclusive price: supervisor’s support, evaluation and assessment, diploma certificate  and transcript, legalization by Apostille according to the provisions of the 1961 Hague Convention.

Tuition fees

The cost of a PhD by research via Distance Learning is obviously much lower than a campus based doctorate. Cost for 1 APUW PhD credit: 35 euros. Transferred credit from previous education and/or professional experience not allowed.

Final Cost: - Europe 2600 Eur (Vat included) - USA 2600 Us Dollar - Rest of The World  2275 Eur

Payment plans are available upon request up to: 1)    Single payment at enrolment: 10% of discount 2)    2   monthly instalments 3)    4   monthly instalments 4)    6   monthly installments

Thesis Defence

Considering that APUW students come from all over the world, often miles away from the university headquarters, the Doctor PhD degree via distance learning thesis can be defended in three different ways:

1) Written defense: the student develops his/her defense in a 5 pages report; 2) Oral Defense: (recommended) the student sends an audio or video file (at least 30 minutes duration) containing his/her defense; 3) In presence: speaking in front of two/three professors of APUW University. The student sets a date with the Secretariat to defend his/her thesis in the APUW headquarters.

Send registration application

Download and fill in the application (file: Application) by attaching the required documents specified in the application and send by email to: [email protected] .

If your application is successful you will receive confirmation of your registration, the Certificate of Enrollment, the Payment Plan according to the choice made in the application and the necessary information to start your PhD program. We would like to remind you that the admission requirement for a PhD is a Master's Degree or international equivalent title.

Files to download and read before sending the enrollment request:

Doctorate enrollment

I'm interested in pursuing a Doctor (Ph.D) degree program. I would like to receive information about the following programme:

Majors can be found on the home page www.aureamphoenix.university by clicking on the single faculty you can access the available disciplines.

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Helping Humanities Ph.D.s Thrive Beyond Academia

Amy Braun describes how honing existing skillsets through experiential learning transforms such students into industry-ready professionals.

By  Amy Braun

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Humanities Ph.D.s today face a critical challenge: finding creative ways to translate their doctoral training into careers beyond academia.

The academic job market is undergoing a significant transition. Recent studies show a steep decline across disciplines in the current percentage of Ph.D.s pursuing tenure-track positions, reaching as low as 25  percent in some fields . An internal study at Johns Hopkins University indicates similar trends among those in the humanities, finding that “70 percent of Ph.D. students in humanities and social sciences fields […] are more interested in industry careers than academic positions.”

Institutional support for this transition, however, is often lacking. The question then, is: How do we better support humanities Ph.D.s in securing and thriving in such nonacademic roles?

As a humanities Ph.D. who has established a career bridging the gap between academia and industry, I represent a growing group of scholars pursuing advanced degrees with the goal of applying their skills beyond traditional faculty roles after they graduate. Early in my graduate studies, I pursued a passion for collaborative work by actively engaging in various elected leadership positions, such as graduate student professional councils, advocacy committees and my university’s graduate student senate.

Those experiences, combined with my research training, resonated with executives at a global cybersecurity hiring team for a luxury car company, who invited me to lead global strategic educational outreach planning and experiential learning initiatives for the organization. This role, in conjunction with serving as the education co-lead for the company’s partner organization (the Global Center for Cybersecurity , or GCC), gave me extensive exposure to best practices in experiential learning outside of academia.

For instance, while co-leading a GCC Education Workgroup—which was composed of university faculty, C-level corporate executives, and government leaders tasked with finding solutions for the global cybersecurity talent gap—we identified two particularly effective career readiness strategies: 1) developing tailored experiential learning programs to home-grow early career talent who can transition seamlessly into full-time roles, and 2) partnering with educational providers with the key goal of training students from historically underrepresented and marginalized communities for entry-level positions and mid-career transitions.

Those strategies now serve as a foundation for my work at Johns Hopkins University, where I began advising Ph.D.-level biomedical, life sciences and public health researchers on how to translate niche skillsets to diverse careers outside of academia. My role has since expanded to revamping experiential learning offerings for all Johns Hopkins Ph.D.-level talent, including launching programs tailored for my fellow humanities Ph.D.s.

My experiences in corporate and nonprofit sectors taught me an important lesson, which I now share with my advisees: You don’t have to be the leading subject matter expert to enter a new career field; you simply need enough experience to speak confidently about your skillset to get a foot in the door. The rest will come with the job.

Recognizing Current Transferrable Skills

Many skills acquired in doctoral-level humanities training are easily transferable. For instance, Patrick Brugh, Director of the Center for Staff Life Design at Johns Hopkins University, cites his doctorate experience as a springboard for his successful transition from academia to management consulting. “I learned to read huge amounts of literature in super short periods of time, connecting historical trends to current situations [and] creat[ing] innovative activities to get folks engaged and excited.”

Ph.D.-level humanistic training—with its focus on culture, language and communication—gives graduate students an edge. Humanities Ph.D. students excel at untangling complex systems, posing targeted questions to pinpoint key issues and formulating innovative solutions. They learn to analyze complex arguments and ideas, critically evaluate and synthesize information, and present data accurately, using clear and persuasive communication when sharing outcomes. Additionally, humanists are experts in communication, skilled at transforming vast amounts of information into captivating narratives that grab stakeholders’ attention and leave a lasting impression. Those skills are highly sought in industry.

With humanistic education’s focus on communication, this population is also well-positioned to adapt quickly and effectively to new professional communication styles outside of academia. Kirsten Sardi, a senior strategic engagement executive for online language learning app Duolingo, shares about this transition: “I needed to learn how to communicate in a much more concise, bulleted and truncated way. I followed company announcement formats, aligning my communication with company norms, being reflective about what the company culture is and how to adjust to it.”

Making Skills More Industry-Relevant

How, then, can humanists effectively apply skills they already have to a new professional setting?

As an employer relations expert, I’ve heard industry partners request three key specific skills from applicants with humanities Ph.D.s:

• Agility , or adaptability to fast-paced workflows and project management systems.
• Cultural fluency , or comfort navigating new settings with different cultural and communication norms.
• Collaboration skills , or the ability to have a team versus individualistic mindset.

My experience in the humanities resonates with those requests. I came from an academic environment that generally prioritized individual analysis and interpretation in projects that unfolded over months or years. Collaboration was rare, and professional siloes were common. To successfully transition into corporate and nonprofit settings, I needed to embrace new cultural norms and vocabularies, swapping academic jargon such as “interdisciplinary work” for “cross-functional collaboration.” With daily team check-ins for brainstorming and status updates, projects unfolded quickly over weeks or even days, evolving organically out of ongoing interaction with colleagues across the globe.

Learning and applying those and other practical skills needed for effective collaboration will help humanities Ph.D.s succeed outside of academia. For instance, Thera Naiman, who has a Ph.D. in history from Johns Hopkins, recommends that doctoral students seek out opportunities during graduate school to become comfortable with tools for team-based projects. “One fear people have about grad students and Ph.D.s is that they are not used to collaborating. Being able to reference specific platforms like SLACK or TEAMS channels during interviews will be incredibly helpful.”

Naiman leveraged a Johns Hopkins–sponsored internship opportunity into a full-time government contracting role with her internship team. Key to making the transition was her experience with collaborative project-management software and programs. “It was incredibly helpful that I had experience with ASANA,” Naiman shares. “When interviewing, the hiring team asked what experience I had working in a fully remote and collaborative workspace. I had briefly used ASANA for a project. They were excited about it.”

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Employers also prioritize presentation skills that align with industry expectations. “Learn to effectively share your results,” Naiman advises. “I use presentations a lot more than I ever did in academia. Nonacademic roles have higher standards and expectations for presentations being visually appealing.”

John Blatz, an artificial intelligence (AI) machine learning expert who has held diverse roles at Apple, Google and Grammarly, provides tips on how to gain additional experience: “Find faculty members who will help you with your public speaking skills. There are faculty members out there who say ‘there are 300 presentations at this conference—you have to be the one everyone remembers. We are going to spend weeks making this perfect.” Such skills will be crucial when sharing out project delivery updates and reports.

Learning to Navigate Collaborative Feedback

Part of working in a collaborative environment is learning to leverage team-based feedback. C.J. Higgins, a Johns Hopkins postdoctoral fellow in philosophy, speaks to common learning curves for humanists in this area: “Our work [in academia] is very individual. The only opportunity for feedback is limited to conferences or one-off colloquiums.” Beyond adviser input, he says, additional feedback is “unusual,” and comments from conference attendees are often “too superficial to be helpful.” As a result, humanities scholars must learn to recognize on their own when they’ve delved too deeply into an unproductive research area, commonly referred to as “an intellectual rabbit hole.”

In industry, working in isolation can lead to dead-ends that derail project deadlines. Blatz explains, “Engaging in project-based work in collaborative environments teaches Ph.D.s how to prioritize the goals of the team. As a manager, it’s my job to make sure that my team is working together effectively, and that often means asking them to redirect their effort to align with each other.”

Relying on team expertise speeds up project completion and improves results. Honing this skill will help humanities Ph.D.s cultivate a team-based mindset, leading to successful and efficient project delivery within fast-paced timelines.

To cultivate those skills, career educators should facilitate, and humanities graduate students should engage in, short-term, team-based engagements. Case competitions or project-based industry partnerships help build skills in collaboration and teamwork. Internships and experiential learning programs also provide practical experience that translates into compelling interview stories.

Creating Career Entry Points

How can career educators design scalable experiential learning opportunities for humanities Ph.D.s to gain experience and confidence in their skillsets?

Roshni Rao, Ph.D. and Tyler Sluder in the Johns Hopkins Doctoral and Postdoctoral Life Design Studio have documented strategies for creating effective Ph.D.-level experiential-learning opportunities. My experience with designing and implementing similar programs for Ph.D.s of all disciplines has shown me that because humanities Ph.D.s often have limited exposure to nonacademic careers and mentors who have made successful transitions, this population needs a more personalized approach. Here are some successful strategies that I recommend.

Engage early. Humanists need time to understand that their research, while valuable, may not have a direct application in industry—and that’s OK. Connecting with those students early in their university experience provides ample time to explore diverse career paths, engage in experiential learning opportunities, and hone transferable skills—all of which create more competitive job candidates. Finding organic ways to regularly meet potential program participants where they are—through orientation events, departmental gatherings, happy hours and so on—will help you position yourself as a resource early on.

Encourage peer-to-peer connections. Wherever possible, include Ph.D. students in project planning, development of marketing materials and outreach efforts. Connect with student leaders and collaborate with student organizations to co-host informational sessions or workshops, which will create natural feedback channels with diverse student populations. Program participants will benefit from inclusion in a supportive environment characterized by shared knowledge, experiences and aspirations, creating a deeper sense of community.

Strategically scale support services. Host large-group workshops and small-group coaching sessions featuring live résumé reviews for group learning. Those approaches can address common questions efficiently, freeing up time to tackle other responsibilities. Cohort-based learning creates a supportive and interactive learning environment, which allows educators to help more students develop new skills, build confidence and increase their overall professional readiness.

Leverage successes. Showcase internship successes and highlight career transitions resulting from experiential learning in newsletters, social media and other outlets. Such firsthand accounts inspire current Ph.D. students and postdoctoral fellows to envision options outside of academia, as well as identify potential mentors who might offer career guidance. Further, promoting successes within the humanities community contributes to a broader narrative of Ph.D. success beyond academia, challenging traditional career paradigms and expanding professional possibilities for future scholars.

In conclusion, experiential-learning opportunities, in all their shapes and sizes, provide practical experience that translates directly to industry needs while building meaningful connections between scholars and employers. They also empower applicants to excel in their new job starting on day 1. For educators, using a multipronged approach that combines staying abreast of industry needs and strategically engaging humanities populations is crucial for creating a well-prepared talent pool. Together, these efforts can transform the lives of humanities Ph.D.s, providing them with the skills and confidence they need for success in any field.

Amy Braun, Ph.D. is the associate director of experiential learning at Johns Hopkins University. She specializes in developing and facilitating life design-focused Ph.D.-level experiential-learning opportunities, as well as provides training in human-centered design and design thinking for group-based collaborations in industry and academia. She is a member of the Graduate Career Consortium, an organization providing an international voice for graduate-level career and professional development leaders.

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ORIGINAL RESEARCH article

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

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

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

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

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

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

1 Introduction

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

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

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

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

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

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

1.1 The Norwegian context

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

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

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

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

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

1.2 Theoretical framework

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

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

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

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

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

2 Methodology

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

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

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

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

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

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

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

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

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

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

2.1 Cumulative research process

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

3.1 Quantitative part (survey)

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

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

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

3.1.1 Challenges in supervision

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

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

3.1.2 Challenges in working from home

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

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

3.1.3 Factors PhD candidates need to complete their doctorate

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

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

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

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

3.1.4 Appreciation of supervision

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

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

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

3.1.5 What competencies supervisors need

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

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

3.1.6 Female academics with children

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

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

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

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

3.2.1 Analyzing the interview with Kyle

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

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

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

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

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

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

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

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

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

3.2.2 Analyzing the interview with Sally

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

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

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

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

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

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

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

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

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

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

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

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

3.2.3 Analyzing the interview with Gabbie

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

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

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

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

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

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

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

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

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

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

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

3.2.4 Analyzing the interview with Henrik

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

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

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

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

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

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

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

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

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

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

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

3.2.5 Analyzing the interview with Luna

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

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

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

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

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

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

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

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

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

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

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

3.2.6 Analyzing the interview with Lydia

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

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

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

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

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

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

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

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

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

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

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

3.2.7 Analyzing the interview with Michelle

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

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

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

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

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

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

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

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

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

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

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

3.2.8 Analyzing the interview with Ollie

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

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

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

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

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

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

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

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

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

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

3.2.9 Analyzing the interview with Tyler

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

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

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

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

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

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

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

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

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

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

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

3.2.10.1 overview.

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

Main Themes Identified:

1. Impact of the Pandemic on PhD Progression:

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

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

2. Changes in Supervision Practices:

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

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

3. Work Environment and Work-Life Balance:

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

• Institutional Support : There was a notable lack of targeted support for supervisors from their institutions. This often left supervisors and their candidates feeling overlooked in broader university responses to the pandemic. As one supervisor noted: “There was no specific support for me as a PhD supervisor during the pandemic. The general support was the same as for all staff members” (Lydia).

4. Professional Development and Academic Output:

• Delays in Academic Milestones : The pandemic delayed key academic milestones, including thesis submissions and defenses, primarily due to halted data collection and extended research timelines.

• Publication Challenges : The disruption also impacted candidates’ abilities to publish their research, a crucial component of their academic careers, due to delays and changes in their research projects.

Integration of Findings with Saldaña’s Coding Framework and Interview Guide:

• Using Saldaña’s coding method allowed for identifying recurring challenges and adaptations among the supervisors’ experiences. The thematic analysis revealed a consistent need for increased flexibility in research planning and supervision methods.

• The interview guide helped maintain a focus on how the pandemic specifically impacted various aspects of PhD supervision and candidate progression. It ensured that all relevant areas, such as changes in work routines, supervision adjustments, and overall impacts on PhD timelines, were systematically explored.

Comprehensive Assessment : The interviews collectively underscore the resilience and adaptability required by PhD candidates and their supervisors during the pandemic. They highlight several areas for improvement:

• Enhanced Institutional Support : Institutions clearly need to provide more structured support tailored to the needs of PhD candidates and supervisors during crises.

• Flexibility in Research and Supervision Plans : Adapting research plans and supervision methods to accommodate unexpected disruptions is crucial for maintaining the integrity and continuity of PhD education.

• Focus on Mental Health : The increased emotional and psychological support needed by candidates suggests that institutions should integrate mental health resources more fully into their doctoral training programs.

• Preparedness and Training : The experience has shown the importance of preparing PhD candidates for unexpected changes in their research environment, including training in digital tools and remote research methodologies.

In conclusion, the pandemic has not only disrupted traditional PhD education paths but also provided insights into how flexibility, digital preparedness, and institutional support can be enhanced to better prepare for future crises. These insights are vital for shaping resilient and adaptive academic environments that can withstand global challenges while supporting doctoral candidates’ academic and personal well-being.

From the analysis of the nine interviews, a few aspects stood out as particularly notable, offering deeper insights (expansion) into the unique challenges and responses within the context of PhD supervision during the pandemic:

1. Resilience and Innovation in Supervision:

• Some supervisors noted that despite the significant challenges, the shift to digital platforms allowed them to explore new forms of engagement with texts and supervision methods. For example, one supervisor highlighted the effectiveness of digital tools for collaborative work on documents, suggesting that these might even surpass traditional face-to-face interactions in certain aspects. This adaptation was a positive takeaway that some found surprising and worth integrating into their post-pandemic practices.

2. Diverse Impacts on Different Research Types:

• The differential impact of the pandemic on empirical versus theoretical research was striking. Supervisors of candidates who needed to conduct fieldwork, especially in schools or abroad, faced severe disruptions. As one supervisor noted: “We had to adjust research plans significantly, shifting to alternative data sources and methods where possible.” (Kyle). In contrast, those whose work was more theoretical or could be conducted remotely experienced fewer setbacks. This variance highlighted certain types of research vulnerability to external disruptions, which was a notable point of concern.

3. Underestimation of Emotional Challenges:

• Another well known, but still important aspect was the depth of emotional and psychological impacts on PhD candidates as noted by their supervisors. The extent to which these challenges affected the candidates’ productivity and well-being was significant and perhaps underappreciated by the institutions themselves. This underscores a critical area for future academic support systems to address more robustly.

4. Lack of Institutional Support:

• The widespread sentiment of insufficient institutional support was particularly striking. Several supervisors felt that there was a lack of targeted strategies to support PhD supervision during the pandemic. This lack of support was not just in terms of transitioning to online modes but also in addressing the specific needs of PhD candidates and their projects during such a disruptive period.

5. The Positive Impact of Forced Adaptation:

• Interestingly, some supervisors pointed out that the forced adaptation to new circumstances led to unexpected benefits, such as enhanced focus and productivity in certain cases, and even opportunities for personal and professional growth, such as writing a book or developing new teaching methods. These outcomes, while not universal, were surprising positives that emerged from a generally challenging time.

The sentiment analysis of the 9 interviews (see attachment 4 in the Supplementary file ) showed some individual variations, but that resilience and adaptability among doctoral supervisors during the pandemic were quite common. Supervisors recognized the challenges but overall maintained a positive and proactive stance, focusing on solutions and effective management of their supervisory roles. The objective nature of their responses indicates a practical approach to dealing with the pandemic’s impact, emphasizing the importance of communication, adaptation to remote supervision, and institutional support.

These insights not only highlight the varied experiences of PhD supervisors during the pandemic but also suggest areas for improvement in how institutions support doctoral education in times of crisis. The resilience and innovative approaches developed during this period could inform future policies and practices to better support PhD candidates and supervisors alike.

3.2.11 Integrated analysis: the main findings from the interviews and the open survey responses

To integrate and analyze the findings from the interviews (see attachment 1) and the 1,483 open survey responses (see attachment 2) from the survey among 293 doctoral supervisors, we can draw on several key themes and concerns that emerge consistently across these data sources. This approach will help us understand the broader implications of the insights gathered from different perspectives within the same study.

1. Adaptation to Digital Tools and Platforms:

• Interviews : The interviews highlighted how supervisors adapted to using digital tools for communication and supervision. This was generally seen as effective but lacking in certain qualitative aspects, particularly in building deeper relationships and managing more nuanced discussions.

• Open Survey Responses : The survey also reflected a reliance on digital tools, with many supervisors recognizing their utility in maintaining continuity. However, there was also an acknowledgment of the challenges in fully replicating face-to-face interactions.

2. Ethical and Practical Concerns with Digital Supervision:

• Interviews : Concerns were raised about the relational and ethical implications of the lack of physical presence and interaction, and the extensive use of digital tools in academic settings during the pandemic.

• Open Survey Responses : Similar concerns were noted, with supervisors emphasizing the importance of ensuring academic integrity and the genuine intellectual development of PhD candidates.

3. Impact of the Pandemic on Supervisory Practices:

• Interviews : The pandemic’s impact was a significant theme, affecting the logistical aspects of supervision and the mental well-being of both supervisors and their candidates.

• Open Survey Responses : Responses indicated varied impacts of the pandemic, with some supervisors noting increased stress and difficulty in maintaining research productivity and supervisory quality.

4. Institutional Support and Professional Development:

• Interviews : There was a noted lack of sufficient institutional support for adapting to new modes of supervision and research during the pandemic.

• Open Survey Responses : This theme was echoed in the survey responses, with mixed reports about the availability and effectiveness of continuing professional development (CPD) related to research supervision. Some respondents felt unsupported, particularly in navigating the challenges posed by remote supervision and digital tools.

5. Preparedness of PhD Candidates:

• Interviews : Discussions highlighted concerns about the varying levels of preparedness among PhD candidates, especially in writing the synopsis and adapting to new research methodologies that include digital tools and remote data collection.

• Open Survey Responses : Supervisors expressed a range of experiences regarding candidate preparedness. While some noted their candidates were well-equipped, others pointed out significant gaps, especially in writing the synopsis and article-based theses and handling the referee process, the timeline and complex research independently.

6. Valuation of Supervision:

• Interviews : Supervisors discussed feeling that their efforts were not adequately valued by institutions, with a need for greater recognition and support for their roles.

• Open Survey Responses : This sentiment was reinforced by survey data, where some supervisors felt that their contributions to doctoral training were undervalued by their institutions, particularly when compared to other academic duties.

7. Suggestions for Institutional Changes:

• Interviews : There were calls for institutions to adapt more proactively to the changing landscape of doctoral education, including better training for using digital tools and more robust support systems for both supervisors and candidates.

• Open Survey Responses : Supervisors suggested various improvements, such as more structured professional development opportunities, better guidelines for remote supervision, and enhanced support for mental health and well-being.

3.2.12 Summary

The integrated analysis across interviews and open survey responses suggests a complex landscape of doctoral supervision during and potentially beyond the pandemic era. Key themes highlight both challenges and potential areas for policy and practice enhancements:

• Digital Adaptation and Ethical Concerns : While digital tools have provided necessary solutions for continuity in supervision, they bring up ethical concerns that institutions need to address more thoroughly, particularly concerning academic integrity and the quality of student learning.

• Support and Development Needs : There is a clear need for institutions to offer more targeted support and development opportunities for supervisors, addressing both the technical aspects of digital supervision and the broader pedagogical skills required in a changing academic environment.

• Recognition and Valuation of Supervision : Supervisors feel that their work is not sufficiently valued, suggesting that institutions should reevaluate how they recognize and support supervisory roles within the academic career framework.

• Candidate Preparedness : There is variability in how prepared PhD candidates are for the demands of modern doctoral research, indicating the need for more robust preparatory programs and entry assessments.

• These insights call for a strategic reassessment of doctoral training programs, supervisory support mechanisms, and institutional policies to better align with the evolving needs of both supervisors and their candidates.

4 Limitations and future research

The present study provides in-depths insights into PhD supervision during the pandemic; however, the study also has several limitations apart from inherited limitations of self-reports and interview data. Firstly, the findings might be context-specific to the educational setting in Norway. The unique characteristics of the Norwegian educational system, cultural aspects, and institutional structures may not be entirely generalizable to other countries. However, the globalization of doctoral education, with increasing international collaborations, international publishing, and standardization of academic practices, might mitigate this issue to some extent, making the findings relevant beyond the Norwegian context. Secondly, the study lacks data on PhD supervisors’ experiences prior to the pandemic. This absence of baseline data means we cannot directly compare the pre-pandemic and pandemic periods. Nonetheless, the experiences reported in this study correspond well with prior research on academic supervision ( Pyhältö et al., 2012 , 2023 ; Löfström et al., 2024 ), indicating that the challenges and adaptations observed are not entirely unprecedented, even if intensified by the pandemic context.

Future research should aim to explore the long-lasting impacts of COVID-19 on doctoral education. It is necessary to investigate whether the changes observed in supervisory practices during the pandemic are fleeting or have led to a permanent shift in how supervision is approached. Specifically, studies should examine if new models of remote supervision, increased flexibility, and the use of digital tools will continue to be integrated into doctoral education post-pandemic, or if traditional methods will resume dominance. This is of special interest in cases where PhD supervisors and PhD candidates are located at different institutions. By addressing these questions, future research can contribute to a deeper understanding of the pandemic’s legacy on doctoral education.

5 Conclusion

In this article we examined the experiences of PhD supervisors in Norway during the pandemic to answer the research questions:

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

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

We conducted a cumulative data collection process and analysis, where survey questions were based on previously collected field dialog data, online observation data, seminar evaluation data, and document analysis data. The qualitative interview guide questions were built upon previously collected quantitative data (survey), and the Supplementary data was based on previously collected quantitative data (survey) and qualitative interview data.

The coherence between qualitative and quantitative findings is mainly examined based on confirmation , expansion , or discordance in this article ( Fetters et al., 2013 ).

The findings from the explorative case study revealed that the PhD supervisors faced numerous challenges during the pandemic, both professionally and personally. They found digital supervision with their PhD fellows via platforms like Teams and Zoom to be convenient and efficient but occasionally lacking in quality. They also encountered difficulties in addressing the psychosocial aspects of their PhD candidates’ experiences and faced various research-related challenges with their PhD-candidates during the pandemic. For PhD supervisors who extensively worked from home over a long period, the situation created new conditions that affected their job performance. These altered conditions hindered their research capacity, their ability to follow up with their PhD candidates and their capacity to fulfill other job responsibilities. Although the PhD supervisors received support during the pandemic, it seems that the incremental measures provided were insufficient. The PhD regulations were established before the pandemic under normal conditions and for normal circumstances. However, it appears that no significant adjustments have been made to accommodate the extraordinary pandemic conditions, which have altered some aspects of their professional roles as academics and PhD supervisors. This was particularly critical for PhD supervisors with young children, especially female supervisors, who had to deal with lockdowns, social distancing, remote work, homeschooling, quarantine for themselves and their children, and COVID-19 illness, since the data showed that they seemed to have more home responsibilities than men during the pandemic. We also found that some supervisors thought that female PhDs’ (with own children) submission rates to scientific journals have been delayed as a consequence of COVID-19, considering that women seem to have more home responsibilities. In addition, the supervisors thought that female supervisors (with own children) submission rates to scientific journals have been delayed as a consequence of COVID-19, considering that female supervisors seem also to have more home responsibilities (e.g., for childcare, household etc.).

This slow-motion disaster lasted up to 20 months and can be perceived as an “external intervention” or a naturalistic experiment which was impossible to predict for universities and society. The case study results indicate that it is more important than ever to plan for the unforeseen in order to be better prepared for the next societal crisis. Therefore, it is important to be vigilant and understand the gap between the formulation, transformation, and realization arenas when it comes to the distinction between incremental, semi-structural changes and fundamental changes in PhD regulations and guidelines brought on by societal crises. Although some support from employers has been offered, the overall PhD guidelines, regulations, and supervision norms remained unchanged in the transformation arena (meso- level) during the pandemic. On a general level, this highlights the need for better crisis preparedness at the doctoral level in the years to come.

A common finding related to RQ1 and RQ2 and across the different data sources was that the COVID-19 pandemic has significantly impacted some of the PhD supervisors in different ways on both micro- and meso-levels, and some of them perceive this long-lasting pandemic challenging and difficult, while others have experienced this to a lesser degree. This reveals a confirmation across the quantitative and qualitative data in the study. Also, these findings mostly confirmed and expanded on the understanding of the impact of the pandemic on PhD candidates ( Krumsvik et al., 2022 ), with some minor discordance.

More specifically, the PhD supervisors in the study were somewhat satisfied with the educational quality regarding digital teaching but experienced various supervision, research-related and psycho-social challenges. Although some of the supervisors received support during the pandemic, it seems like the majority did not receive sufficient support and their workload increased significantly during the pandemic. This is due to the high complexity of frame factors that have changed the underlying premises for doctoral education during the pandemic, affecting both the PhD- supervision and the PhD candidates’ feasibility on several levels. The regulations for PhD scholarships and PhD regulations, implemented before the pandemic in 2018, were designed under normal educational and social conditions and may not fully address the challenges faced during the pandemic. Therefore, this study shows that to reduce this gap and strengthen the feasibility of the PhDs and the frame factors for PhD-supervision, the institutions must significantly enhance their preparedness to effectively manage demanding situations at both micro- and meso-levels, ensuring they are fully equipped to address future societal crises of a similar nature.

When it comes to RQ3 we find both confirmation, expansion, and discordance across the quantitative and qualitative data. We find confirmation across the quantitative and qualitative data when it comes to the variability in preparedness of PhD candidates for writing the article-based thesis. Article-based theses present unique challenges compared to traditional monograph-based dissertations, particularly in terms of integration and the breadth of skills required. One of the primary challenges with article-based theses is integrating articles that may cover slightly different aspects of a research topic into a coherent overall thesis. This integration is critical, it requires a high level of academic writing skills and ability to secure the coherence of the synopsis. Candidates often come into PhD programs with varying levels of experience in academic writing and publication. The survey and interviews, as well as Supplementary data , indicate that many candidates are not well-prepared for writing article-based theses, highlighting a need for more targeted training in academic writing and publishing early in the doctoral process. The need for robust supervisory support is acutely felt in guiding article-based theses, where candidates must navigate the complexities of publishing in peer-reviewed journals alongside synthesizing their research in the synopsis. This implies that PhD-candidates both are taking a doctoral degree in the Norwegian context and at the same time are publishing articles for the international research context, which can be challenging.

We find expansion when it comes to the need to have guidelines for the synopsis. Supervisors reported significant variation in the guidelines for the synopsis across institutions, both in the qualitative and quantitative part, which can lead to confusion and inconsistency in expectations for candidates and supervisors. Some respondents found these guidelines sufficient, while others find them unclear or obscure, complicating their task of effectively guiding PhD candidates. Clear, comprehensible guidelines are essential for ensuring that the synopsis effectively synthesizes the research in a manner that meets academic standards ( Wollenschläger et al., 2016 ).

And we find some discordance regarding variability in candidate preparedness where both strands of the data indicated a significant variability in how prepared PhD candidates are when they enroll in doctoral programs. Candidates’ preparedness often depends on their previous educational experiences, which can vary widely regarding exposure to research methods, academic writing, and critical thinking skills. The variability in preparedness suggests a need for more robust preparatory programs to equip all incoming doctoral candidates with the necessary skills and knowledge to succeed in their research endeavors. Implementing comprehensive entry assessments could help identify specific areas where candidates might need additional support, allowing programs to tailor preparatory courses or early doctoral training to address these gaps.

These findings collectively point to a need for doctoral programs to clarify guidelines, particularly for the synopsis in article-based theses, to enhance support for supervisory roles, and to develop preparatory programs that address the broad variability in candidate preparedness. This is also based on research on the need for rubrics ( Wollenschläger et al., 2016 ), which shows that transparency around requirements and guidelines is important for students learning. By tackling these issues, institutions can better prepare PhD candidates for the demands of modern doctoral research, ultimately leading to more consistent and successful outcomes in doctoral education. And despite that only 20 (8.3%) of the supervisors agreed or strongly agreed that they were supervising a PhD candidate who had considered quitting the PhD program during the pandemic, it is important to be vigilant around the (complex) reasons that causes this, since this is in many ways a drastic decision, first of all for the candidate themselves, but also for the supervisors, as well as for the society in general who has invested almost 5 million Norwegian kroner in each PhD-scholarship. Dropping out can partly be related to the observed findings that many PhD candidates were unprepared for the intricacies of article writing, including the lengthy processes of submission and peer review, attached to their educational background, which primarily focused on monographic work at the bachelor’s and master’s levels. This also implies that while PhD’s are perceived, assessed and evaluated as student/candidates when they are completing assignments in a doctoral program, there might be a quite new situation for them when they submit their articles to scientific journals with blind review, where they are evaluated as other researchers (and not only as students/candidates). Such findings (and similar findings) seem to go “under the radar” in doctoral programs in Norway and by taking into account such “tacit knowledge” we might be better prepared to bridge the formulation arena and realization arena within doctoral education in the years to come. This development also demands a vigilance within doctoral education of the importance of theory development within doctoral education since international research shows that doctoral supervision is under-theorized and lacks a solid knowledge base ( Halse and Malfroy, 2010 ; Halse, 2011 ) where also eclectic use of theories ( Dalland et al., 2023 ) can improve this area.

Author note

GPT-4o ( OpenAI, 2024 ) was employed in this article to translate interview findings to English after a general thematic analysis conducted in Norwegian and as one of several validity communities for the open survey responses. The GPT-4’s output was manually examined, edited, and reviewed by the authors. The sentiment analysis of the 9 interviews was done by the first author and by using the GPT-4o. Then it was carried out a validation of this sentiment analysis by SurveyMonkey ( SurveyMonkey, 2024 ), Claude ( Anthropic, 2024 ) and Gemini Advanced ( Google, 2024 ).

Data availability statement

The original contributions presented in the study are included in the article/ Supplementary material , further inquiries can be directed to the corresponding author.

Author contributions

RK: Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Resources, Software, Validation, Visualization, Writing – original draft, Writing – review & editing. FR: Conceptualization, Data curation, Formal analysis, Methodology, Validation, Writing – review & editing, Writing – original draft. ØSk: Conceptualization, Data curation, Investigation, Methodology, Writing – original draft, Writing – review & editing. LJ: Conceptualization, Data curation, Methodology, Validation, Writing – original draft, Writing – review & editing. SS: Data curation, Formal analysis, Methodology, Writing – original draft, Writing – review & editing. ØSa: Data curation, Validation, Writing – original draft, Writing – review & editing. KH: Methodology, Validation, Writing – original draft, Writing – review & editing.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Acknowledgments

We would like to thank all doctoral supervisors for their responses to the surveys and for participating in interviews and focus groups on this study.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Supplementary material

The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2024.1436521/full#supplementary-material

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Keywords: PhD-supervisors, experiences, COVID-19, supervision, PhD-fellows, frame factors

Citation: Krumsvik RJ, Røkenes FM, Skaar &O, Jones L, Solstad SH, Salhus & and Høydal KL (2024) PhD-supervisors experiences during and after the COVID-19 pandemic: a case study. Front. Educ . 9:1436521. doi: 10.3389/feduc.2024.1436521

Received: 22 May 2024; Accepted: 15 July 2024; Published: 09 August 2024.

Reviewed by:

Copyright © 2024 Krumsvik, Røkenes, Skaar, Jones, Solstad, Salhus and Høydal. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Rune J. Krumsvik, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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