difference between research fellow and phd

• UK Universities – Academic Titles and Hierarchy Explained
• Doing a PhD

In UK universities, the academic titles and the order of their academic rank are: PhD student, postdoc research fellow, assistant lecturer, lecturer, senior lecturer, reader, professor, named professor and head of department.

Introduction

Understanding the academic titles and ranking hierarchy of UK universities is fundamental if you want a smooth start to your PhD. It’s a pity it’s also a topic which is commonly overlooked and not explained well nearly anywhere. With this in mind, we’ve outlined what the typical academic titles are, what they mean and where they sit in the overall hierarchy.

It’s important to note that not all UK universities follow the same terminology for academic titles. In fact, we’re increasingly seeing several universities adapt some of these titles to their own version. This is especially the case among Russell Group universities such as the London School of Economics (LSE) and University College London (UCL). Despite this, they still resemble their more traditional titles, so it’s still possible to distinguish the position and academic rank of a member of staff.

PhD Student

A PhD student is a postgraduate who is actively undertaking a research degree with a recognised institution.

The length of their studies depends on both their discipline and whether they are enrolled in a full or part-time programme. Usually, a PhD student will spend three to four years completing their degree.

During this time, they will undertake original research, produce a thesis and defend their work during an interview known as a ‘ viva ’. Besides this, they may also attend seminars and conferences, deliver presentations to their industry and collaborate with external institutions.

Upon successfully completing their doctorate, the individual will carry the title of Doctor (denoted by the initials ‘Dr’). This is true for all individuals regardless of which discipline their research relates to.

It’s worth noting that although a PhD is the most common doctoral degree, doctorate students could be anyone undertaking a DPhil, DBA, DProf, EdD, EngD, MD etc.

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

PostDoc Research Fellow/Research Assistant

A PostDoc Research Fellow or Research Assistant is a postgraduate doctorate holder working in research.

Whilst both positions undertake similar work, a PostDoc Research Fellow typically has greater independence and responsibilities. This means they can influence the overall direction of the research, and whilst a Research Assistant can do so as well it will be to a lesser extent.

Assistant Lecturer

An Assistant Lecturer is the most junior teaching position regarding the overall ranking of academic titles. They are usually only temporary positions, such as an individual covering for another lecturer during a period of absence.

Some Assistant Lecturers will be PhD students on Graduate Teaching Assistantships (GTAs). GTAs are programmes which, alongside their studies, require a doctoral student to assist in the learning of undergraduate students. This will typically involve leading tutorials, marking coursework and hosting laboratory sessions. Besides this, they may also support lectures if their knowledge and relevant experience allow for it.

A Lecturer is also considered a junior academic staff member. Their primary responsibilities are on meeting the educational needs of students. As such, their most common duty is to teach but may also extend to undertaking research and minor administrative tasks.

Most lecturers will be PhD holders and so would be referred to as ‘Dr’. However, this isn’t always the case with some individuals who haven’t undertaken a doctorate but still possess extensive experience and knowledge to teach. Although these individuals are few, they are more common in non-STEM fields.

Senior Lecturer

The responsibilities of a Senior Lecturer extend further than that of a normal Lecturer, with the addition of leading and supervising research and greater administrative tasks.

A Reader is an academic individual with both senior-level experience and an international reputation for their academic or research contributions. In terms of hierarchy, they are more distinguished than Senior Lecturers, largely because of their international presence, but below Professors due to not having yet contributed as a substantial amount.

Interestingly, universities established after 1992 use the title ‘Principle Lecturer’ in place of Reader. Other than the terminology, the titles refer to the same position.

Note: Some universities adopt the academic title ‘Associate Professor’ instead of Senior Lecturer.

A professor is the highest academic title and denotes an individual at the top of their respective field. This individual would have made significant scholarly contributions to their field.

In EU countries such as Germany and France, a faculty member has to sit and pass a review before they can become a Professor. This review is undertaken by a panel of highly experienced academic professionals and requires the individual to produce a document outlining their contributions to their field before they can even be considered.

In the UK, a different approach is taken. Rather than being appointed by an independent review, it instead comes down to the university’s discretion whether they should be upgraded to a full professorship. However, nearly all UK universities mirror a very similar review process, with some universities also utilising independent panel members to ensure fair professoriate decisions are made.

According to the Higher Education Statistics Agency ( HESA ), approximately one in ten academic teaching staff members is a Professor.

Named Professor

A Named Professor is a Professor who has the honour of sitting in a ‘chair’. A ‘chair’ is a position named after an individual who made significant achievements in their field, and in some cases, dates back to individuals in the 16th century. Being a Named Professor is a prestigious professorship reserved for academics who have made achievements beyond that of a typical Professor role.

Note: Some universities, such as the University of Sheffield, adopt the academic title ‘Honorary Professor’ instead of Named Professor.

Head of Department

The Head of Department provides academic leadership to the department and is responsible for ensuring it upholds its high standards. The key activities of a Head of Department will differ depending on the breadth of its discipline and number of staff. However, their responsibilities will include ensuring the development of students, maintaining department-wide communication and overseeing research opportunities, financial management and overall quality assurance etc.

Faculty Dean

A Dean is in charge of the academic administration of a collection of related university departments known as a faculty.

There are many responsibilities to being a Dean, including:

• Representing all permanent staff members of the faculty.
• Undertaking strategic planning for the faculty’s direction and growth.
• Participating in internal review panels for staff title promotions.
• Lead research initiatives and facilitating faculty collaborations.

UK vs US Academic Titles

Other (not as common) professor positions.

Although not as common, a few universities also make use of the following titles:

• Visiting Professor  – A Visiting Professor is a professor who teaches on a short-term basis at one university, but officially belongs to another university.
• Professor Emeritus – A Professor Emeritus is an academic title in the UK given to retired professors who have made distinguished contributions to their field. Professors who are given this title usually continue to work with their university voluntarily.
• Research Professor  – A Research Professor is a full professor who specialises in research. Although they may teach from time to time, they will usually have very little ‘formal’ teaching responsibilities.
• Adjunct Professor  – An Adjunct Professor is a professor who primarily focuses on teaching and has a non-permanent contract. They are typically  non-tenured faculty positions and form most of the academic positions in US Higher Education Institutions.

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Doctoral Fellow Vs PHD Researcher

The differences between doctoral fellows and phd researchers can be seen in a few details. Each job has different responsibilities and duties. It typically takes 2-4 years to become both a doctoral fellow and an phd researcher. Additionally, a doctoral fellow has an average salary of $53,366, which is higher than the $51,634 average annual salary of an phd researcher.

The top three skills for a doctoral fellow include patients, cell culture and data analysis. The most important skills for an phd researcher are python, chemistry, and research projects.

Doctoral fellow vs phd researcher overview

What does a doctoral fellow do.

A doctoral fellow is a physician that has completed studies and receives a fellowship to cover his/her or her expenses while completing his/her or her medical dissertation. A doctor fellow undergoes this fellowship to get additional training for their chosen sub-specialty. During the fellowship period, a fellow can act as an attending physician or consultant physician with other physicians' direct supervision in the sub-specialty field.

What does an phd researcher do?

The primary job of a Ph.D. researcher is to plan and conduct experiments and analyzing their outcome. You will collect, organize, and analyze data and opinions to solve issues and predict trends. Other tasks you will perform include doing fieldwork to collect samples, writing reports, research papers, and reviews, and organizing materials testing. In addition, you need to liaise with research and production staff, develop ways to resolve problems, and supervise junior research staff.

Doctoral fellow vs phd researcher salary

Doctoral fellows and phd researchers have different pay scales, as shown below.

Differences between doctoral fellow and phd researcher education

There are a few differences between a doctoral fellow and an phd researcher in terms of educational background:

Doctoral fellow vs phd researcher demographics

Here are the differences between doctoral fellows' and phd researchers' demographics:

Differences between doctoral fellow and phd researcher duties and responsibilities

Doctoral fellow example responsibilities..

• Lead the in-vitro biophysical and biochemical characterization of homologous recombination and investigate structure-function effects of mutant enzymes.
• Attend courses in drug discovery, python programming, and next-generation sequencing analyses.
• Coordinate the validation of data aquisition algorithms (C++, python) for all real and simulate data.
• Conduct custom synthesis of organic molecules, key intermediates and building blocks for medicinal chemistry applications.
• Design PCL/PLCL drug delivery system for DC immunotherapy.
• Succeed in using CRISPR to genetically correct diseas iPSCs.

PHD Researcher Example Responsibilities.

• Manage and mentore graduate and undergraduate students in their physical chemistry relate studies and research projects on spin dynamics simulations.
• Evaluate data employing GC/MS, gel electrophoresis, and UV/VIS spectroscopy.
• Perform testing using gel electrophoresis as well as mixed and pour the gels used in testing
• Optimize and redesign robotic components base on FEA for improve strength using ANSYS and SOLIDWORKS.
• Coauthor an NIH grant proposal on DNA mismatch repair and malaria drug resistance (5R21AI072723-02).
• Design a scent dispenser 3D model in SolidWorks and build a prototype by utilizing MasterCam and CNC machines.

Doctoral fellow vs phd researcher skills

• Patients, 8%
• Cell Culture, 6%
• Data Analysis, 5%
• Research Projects, 5%
• Cell Biology, 5%
• Immunology, 5%
• Chemistry, 8%
• Research Projects, 6%
• Data Analysis, 6%
• Renewable Energy, 6%

Doctoral Fellow vs. Similar Jobs

• Doctoral Fellow vs Certified Medical Technician
• Doctoral Fellow vs Doctoral Student
• Doctoral Fellow vs Postdoctoral Associate
• Doctoral Fellow vs Postdoctoral Research Associate
• Doctoral Fellow vs Research Scientist
• Doctoral Fellow vs PHD Researcher
• Doctoral Fellow vs Postdoctoral Scholar
• Doctoral Fellow vs Senior Research Fellow
• Doctoral Fellow vs Staff Scientist
• Doctoral Fellow vs Graduate Researcher
• Doctoral Fellow vs Assistant Research Scientist
• Doctoral Fellow vs Scientist
• Doctoral Fellow vs Senior Scientist
• Doctoral Fellow vs Associate Scientist
• Doctoral Fellow vs Medical Science Liaison

Doctoral Fellow Related Careers

• Assistant Research Scientist
• Associate Scientist
• Doctoral Student
• Graduate Researcher
• Laboratory Researcher
• Medical Science Liaison
• PHD Researcher
• Postdoctoral Associate
• Postdoctoral Research Associate
• Postdoctoral Scholar
• Research And Development Scientist
• Research Fellow
• Research Laboratory Manager
• Research Scientist

Doctoral Fellow Related Jobs

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• Associate Scientist Employment Near Me
• Doctoral Student Employment Near Me
• Fellow Employment Near Me
• Graduate Researcher Employment Near Me
• Laboratory Researcher Employment Near Me
• Medical Science Liaison Employment Near Me
• PHD Researcher Employment Near Me
• Postdoctoral Associate Employment Near Me
• Postdoctoral Research Associate Employment Near Me
• Postdoctoral Scholar Employment Near Me
• Research And Development Scientist Employment Near Me
• Research Fellow Employment Near Me
• Research Laboratory Manager Employment Near Me
• Research Scientist Employment Near Me

What Similar Roles Do

• Assistant Research Scientist Responsibilities
• Associate Scientist Responsibilities
• Fellow Responsibilities
• Laboratory Researcher Responsibilities
• Medical Science Liaison Responsibilities
• PHD Researcher Responsibilities
• Postdoctoral Associate Responsibilities
• Postdoctoral Research Associate Responsibilities
• Postdoctoral Scholar Responsibilities
• Research And Development Scientist Responsibilities
• Research Fellow Responsibilities
• Research Laboratory Manager Responsibilities
• Research Scientist Responsibilities
• Researcher Responsibilities
• Scientist Responsibilities
• Zippia Careers
• Life, Physical, and Social Science Industry
• Doctoral Fellow

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Research Appointment Categories

Categories of research appointments at seas.

Associates are unpaid appointees engaged in well-defined research for specific institutional objectives. Associates must be employed full-time elsewhere at a public or private company, or hold a non-ladder faculty appointment at another university.  Exceptions to outside employment must be discussed and approved in advanced.

• Description and Eligibility
• Checklist for appointment

Fellows are paid or unpaid appointees performing research under the sponsorship of a principal investigator; often non-SEAS graduate students; a bachelor's degree is required. 

• Postdoctoral Fellow

Postdoctoral Fellows are paid appointees post-PhD performing research under the general supervision of a principal investigator.  A doctoral degree is required.

• Research Associate

Research Associates are paid appointees supporting research projects under the direction of a principal investigator and who generally have at least three years of postdoctoral experience.  A doctoral degree is required.

• Research Scientist

Research Scientists are paid appointees, supporting research projects directed by one or more faculty members and who generally have at least five years of postdoctoral experience. A doctoral degree is required.

• Senior Research Scientist

Senior Research Scientists are paid appointees, supporting research projects directed by one or more faculty members and who generally have at least ten years of postdoctoral experience. A doctoral degree is required.

• Senior Research Fellow

Senior Research Fellows are independent researchers operating at the level of tenured faculty related to research necessary to the programs of several faculty members.

• Checklist for appointment and process
• Visiting Scholar

Visiting scholars are paid or unpaid visitors who carry out their own work in association with a Harvard faculty member or members; ordinarily tenured or tenure-track faculty member on leave from a scholarly post elsewhere.

• Visiting Undergraduate Research Intern

Visiting Undergraduate Research Interns (VURIs) are current undergraduate students performing research under the sponsorship of a principal investigator; a Bachelor's degree is not required.

In Office for Faculty Affairs

• Forms for Appointees
• Forms and Templates for SEAS Administrators
• Reappointments and Departures
• Open Academic Positions
• Information for Incoming Scholars

• Defining Postdoc Fellows and Associates

Postdocs are appointed with the title postdoctoral fellow or postdoctoral associate depending on the type and source of funding. MIT Policies and Procedures provides detailed descriptions and requirements for  postdoctoral associate  and  postdoctoral fellow  appointments.

Postdoctoral Associate

The MIT title of postdoctoral associate applies to those who are paid a salary by MIT. Their salary is usually charged to a grant or contract secured by their faculty mentor, and the postdoc's research must be related to the aims of the grant or contract. 

Because these funding sources can be charged for employee benefit rates, postdoctoral associates are eligible for all  MIT employee benefits  as described by MIT's Benefits Office.

Postdoctoral Fellow

The MIT title of postdoctoral fellow applies to scholars who receive financial support in the form of a fellowship or stipend, usually from an outside agency, either directly or distributed through MIT on behalf of the sponsor. Typically, fellows are responsible for applying for a fellowship award. Fellowships allow postdocs to determine their research activities. 

Because of their funding source and appointment type, postdoctoral fellows are not considered employees of MIT, which impacts  eligibility for various benefits  and programs.

• Faculty Postdoctoral Advisory Committee (FPAC)
• Key Administrative Contacts for Postdocs
• Postdoc Appreciation Week Events
• Information for New Postdocs
• Join the Postdoc Mailing List
• Looking for a postdoctoral position?
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• Portable Child Care Benefits at MIT
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• Are you Considering a Fellowship?
• From Associate to Fellow
• From Fellow to Associate
• Postdoctoral Mentoring and Advising Toolkit
• Career Services and Resources
• MIT Career Advising & Professional Development (CAPD)
• Responsible Conduct of Research (RCR) Training
• Resource Fair for Postdoctoral Scholars
• Postdoc Involvement in Entrepreneurship and Innovation
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• Presentations Listed Chronologically
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• Personal Safety
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• MIT Acronyms
• MIT Policies and Procedures
• For Faculty and Staff

The Research Whisperer

Just like the thesis whisperer – but with more money, for she’s a jolly good fellow.

Recently, I received an application that was asking for a postdoctoral research assistant.

I thought, “That’s odd. Normally, we would talk about a ‘postdoc fellow’.”

Then I thought about all the requests that I’d fielded lately for funding research assistants.

My first question when working out the budget is: “Do you want someone who has a PhD already?”

If they have a PhD already, then doesn’t that, by definition, make them postdoctoral?

What exactly is the difference between:

• Research assistance;
• Research associate;
• Research fellow;
• Research assistant?

It is important to know, as they have very different budget implications.

Research assistance

‘Research assistance’ isn’t a term that I see much anymore. I have a pretty clear idea of what I think research assistance means.

Research assistance: a small pool of money for general help to further the aims of the project.

Generally it is not big enough to list as a part-time salary, so it is a pretty small amount of money. It is designed to give the researcher some flexibility. You might use research assistance to hire someone for a day or two to help set up a conference, for example.

I actively discourage people from applying for research assistance because it is usually so vague that it undercuts the precision of the rest of the application. It is hard to describe precisely and justify well. It tends to look like lazy planning (or lack of planning). As a result, it becomes so ill-defined that funding agencies invariably cut it.

Research associate

This is another term that I feel like I have a pretty good feeling for.

Research associate: someone who has been brought into the project to provide specific, high level expertise.

A research associate is often a mid-career researcher or even a senior researcher who can ‘plug a hole’ in a research team. It might be someone with specific methodological expertise, such as quantitative research methods or statistical expertise. It might be someone who has expertise in a particular topic related to the research. They might have specialised expertise with respect to a specific country, region or demographic group.

The question is, if they are so good, why aren’t you including them as a research leader in the team? Sometimes this is quite clear: you only need their expertise for a limited amount of time or a specific part of the project. Sometimes they are not part of the academic system, so it may not be appropriate to include them on the ‘front page’. Other times it isn’t so clear.

It needs to be clear because a full-time research associate will constitute a large chunk of your budget. This person will probably be a mid-career researcher, an associate professor or occasionally even a professor. They don’t come cheap.

On the other hand, their CV and their experience should speak for themselves, so it should be relatively easy to argue that they will bring significant intellectual assets to the project. If they aren’t doing that, then maybe they aren’t a research associate.

Note that some people abbreviate ‘research associate’ to RA. Other people abbreviate ‘research assistant’ to RA. This is completely and utterly confusing. The simple solution is to not abbreviate anything. Spell it out. Be precise.

Research fellow

Most often, I encounter the title ‘research fellow’ embedded within ‘postdoctoral research fellow’. This second term is relatively easy to define.

Postdoctoral research fellow: Newly minted PhD (early career researcher) employed to undertake full-time research on a specific project.

By extension, a research fellow is

Research fellow: Researcher employed to undertake full-time research on a specific project.

That’s pretty straight-forward. If you are budgeting for a postdoctoral research fellow, you are probably planning to employ someone within five years of finishing their PhD. Often it will be someone who has literally just finished their PhD, as that is a time when people are looking for jobs.

You need someone with the level of thinking and background expertise that comes from doing a PhD. You will be employing them to do research on the project and nothing else.

If you are budgeting for some other level of research fellow, then the same general rules apply. You need the level of expertise and thinking that comes with the indicated level of fellow. You are asking them to spend all the time (or all the time that you are paying for, if it is a part-time position) on research related to the project.

When you budget for a postdoctoral research fellow, you are looking for someone who will actively contribute to the project. They might take responsibility for a particular aspect of the project. They are involved decision-making related and are contributing to outputs like journal articles. You are looking for someone who is a fellow, as in ‘For she’s a jolly good fellow’, or ‘The Fellowship of the Ring’ (or perhaps ‘fellow-traveler’).

If the research fellow is senior enough, the question can arise if this person should be listed as a research associate. This is where the definitions can get fuzzy.

Research assistant

Definitions definitely get fuzzy when ‘research assistant’ is used as a catch-all term to describe anyone who is not a research leader. By eliminating the categories above, we can begin to see how a research assistant might be defined.

Research assistant: Someone who isn’t a research leader, often doesn’t have a PhD (but might), but still has skills that will be useful for the project.

My problem with this definition is that it is a definition by negation. It draws a circle around the edge of what a ‘research assistant’ is, but doesn’t really fill in the center. Also, there is that pesky business of whether a research assistant should have a PhD or not. Sometimes, you need someone who has the necessary research skills. Other times, you don’t.

When you budget for a research assistant, you are looking for someone to assist,  someone who will do the work under your direction. They might need a PhD to do that work, but they aren’t expected to develop methodology, take an active lead, or necessarily contribute to research papers. They might – good research assistants can do all these things. However, that is not their primary role. Their primary role is to assist .

In the end, for me, the difference between a postdoctoral research fellow and a research assistant with a PhD comes down to the role that they are going to take in the project. If you are looking for an assistant, call them an assistant. If you are looking for more, consider a fellow.

This is really me just thinking out loud – I’m happy to take advice on how others think about these terms. What have I missed? Are there funding agencies that provide formal definitions for some of these terms?

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13 comments.

My experience is Europe, but I would say this: Postdocs generally seem to be split into two types – PDRA positions and Fellowships. The PDRA is variously called a post doc research associate or assistant depending on funding council or institution phrasing, no real difference in role. The funding is attached to the project, and a person is recruited to fulfill the role. A Postdoc Fellowship is one where the funding is tied to the person, not the project. So fellowship is generally more prestigious.

That was my understanding of ‘postdoc fellowship’, too, Pete. And thanks for the clarification about PDRA – I’ve seen that acronym around a bit and wondered what exactly it stood for!

Thanks, Pete. I like the distinction of a fellowship salary travelling with the person.

The ambiguity around ‘PDRA’ is exactly why I discourage people from using that terminology in a grant application. There is too much chance of dissonance between the applicant’s idea of what a PDRA is and a reviewer’s idea of what a PDRA is.

After the funding is won… Differences can also be in what else, beyond the research, is apt to be available to or required of a person in a research associate versus research assistant position etc. Effectively, whether the person is considered an ‘academic’ with all that the employing organisation might make available to or require of a person in that position / with that title, beyond the core job description that relates to the project. This is particularly relevant when the appointment is less clearly defined than a project, such as when funding is for a research position, unit or centre. I’d guess there might also be implications in appointment processes to get from having funding to having a person. Advantages and disadvantages each way – including some that likely vary with organisational funding cycles and politics 🙂

I was about to respond to this, then I read Kat’s comment below, which overlaps with what I was thinking. In my experience, a ‘research associate’ is more likely to be invited on as co-author for publications and conference presentations. They are also more likely to be treated as a peer than a ‘research assistant’. But there are no absolutes and, as you rightly point out, it can depend on the specific dynamics of a particular team (and institutional context).

Thanks, Jennie. Some grant applications ask you to spell out the role of each person listed in the budget. As you say, that generally only gives an indication of what the person will be doing in relation to the project.

People employed by universities should be covered by the university employment conditions. However, as you point out, that can vary between part time and full time, permanent and temporary (or casual) appointments. That’s a topic for another post.

In some cases, the flexibility is good. You can grow into the role which, as Tseen has said, can be great for the CV. In a lot of cases, though, the flexibility can be a terrible thing. This is especially true in the United States and other countries where there is an enormous divide between tenured and non-tenured staff.

I have been a casual research assistant for an ARC project for the past 18 months and it is pretty much as you describe – they needed expertise (foreign language, knowledge of the area, good record keeping skills, good IT skills) but didn’t want me to shape the project or work out methodology. Mostly I did what you might call ‘grunt work’ of going through and compiling databases based on instructions. I was paid a higher rate because I had a PhD. Also might be different in humanities, this project was just the CI and me, no one else involved so my role was quite flexible.

In terms of the others in my area (history/ art history) research associates are usualy taken on to work on an established project, they have autonomy but have to work within the theme and may be expected to work on specific documents/areas whereas research fellow usually devise their own project based on more general guidelines (i.e. particular historical period, geographical etc).

My response to Jennie B (above) is shaped by having read your comment here. Good to hear of your experiences and how the role was shaped. I have known research assistants who have been asked to pick up the proverbial dry-cleaning, so I think RA tasks can run the full gamut!

I have often seen research associates acting in project manager roles for the research team, which is a double-edged sword, but can work very well on a CV if all turns out OK!

Research Assistant Resume Sample…

[…] expected to work on specific documents/areas whereas research fellow usually de […]…

When my brother submitted his PhD at Imperial College London, he was employed as a ‘Research Assistant’. A few months later when his doctorate was conferred, his job title changed to ‘Research Associate’. What was confusing, was that the acronym for both positions was the same: RA!!

Which is exactly why I urge people not to use the acronym in grant applications!

Here’s another one for you: what’s the definition of a ‘postdoc’? Surely its literal translation is ‘after doctorate’, and therefore even a professor who got his/her PhD in 1970 is a ‘postdoc’ doing ‘postdoctoral’ research?

Thanks for the post! At least I know who am I in academia role definition. Although my workload overlaps between Research Assistant and Research Fellow, I am definitely a Research Fellow (my employment contract states that I am a Research Administrator). And…I am definitely not an ECR since I am just starting out on my PhD (can only be called one, when I am done with it!). Now it makes so much of sense! 🙂

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• v.88(1); 2019 Jan

Clinical Research Fellow

Charlotte addy.

1 Centre for Experimental Medicine, Queen’s University Belfast

Judy Bradley

Lorcan mcgarvey, j stuart elborn.

Imperial College and Royal Brompton Hospital, London

Damian Downey

Introduction.

Clinicians with expertise in clinical research are essential to delivering high quality care, developing innovation and inspiring future researchers. 1 Clinical research skills are an essential part of postgraduate training, with all trainees required to complete an “academic checklist” during speciality training. 2 Specific academic training pathways are available, 3 but for those wanting to develop an interest in research without committing to a formal academic pathway, a period “out of programme” (OOP) as a Clinical Research Fellow can be undertaken. 4 Trainees can chose to do this at any stage in their career but this most commonly occurs during speciality training. 5 , 6

WHAT IS A CLINICAL RESEARCH FELLOW?

A Clinical Research Fellow is a doctor employed in a research role 4 often leading to a higher degree e.g. MD/PhD. Research is usually carried out over 2-3 years. 4 Shorter term posts designed to assist in delivering larger studies are also available. 6 The diversity of roles undertaken by Clinical Research Fellows is vast with a variable balance between original research and delivering other studies. 6 Roles can encompass any part of clinical research from addressing basic science questions in the laboratory to clinical trials.

Conducting research requires new skills to complement those developed in clinical training. 5 , 6 There are a growing number of structured “training fellowships” which include specific training in research skills, alongside conducting original research. 6 These are supported by national funding bodies such as the National Institute of Health Research (NIHR) 6 , Wellcome Trust 7 or Cancer Research UK 8 and by local Clinical Research Networks including the Northern Ireland Clinical Research Network (NICRN). 9

Clinical Trial Fellowships

Specific training, legislative and governance requirements are required for any researcher or “Trialist” conducting clinical trials. 10 Clinical Trial Networks provide leadership, funding, education and support for trials and the teams delivering them. In the UK the largest group supporting fellowships in clinical trials is the NIHR, with competition for NIHR funding and fellowships consistently high. 6 As the need for researchers with specific “Trialist” skills increases structured fellowships in clinical trials are also increasing. 6 - 9

The first NICRN 9 Fellowship “The James Fellowship in Clinical Trials” started in 2015. This was specifically designed to provide training and experience in delivering clinical trials combined with completion of the fellow’s own trial as part of a PhD programme at Queen’s University Belfast. This fellow participated in numerous trials, successfully delivered an original research study, published articles and presented work at international conferences. The success of this fellowship has allowed other NICRN fellowships to be created using a similar model.

Routes into fellowships

Routes into Clinical Research Fellow posts vary depending on the fellowship, associated higher degree and funding source. Posts are advertised in medical journals, online and increasingly on social media. Fellowships provided by large research bodies including the NIHR 6 , Wellcome Trust 7 and Health and Social Care (HSC) Research and Development 11 have a competitive application and interview process. Applications require a project proposal supported by a senior researcher. 6 - 8 Making contact early is essential as this process may take over a year. Evidence of commitment to research including an intercalated degree, conference presentations and publications increase the chances of a successful application.

Whilst this sounds daunting the most important thing to remember is that nothing makes researchers happier than discussing their work. Senior researchers welcome interest from juniors who want to consider undertaking research and are happy to provide guidance on where to start. Many research projects have started off with a simple conversation.

BENEFITS OF BEING A CLINICAL RESEARCH FELLOW

The best aspects of being a Clinical Research Fellow are the varied opportunities on offer and the chance to develop research skills which can be taken into a future academic or clinical career. Fellowships offer the opportunity to develop research skills in a structured manner within a supportive environment. 6 Fellowships are flexible allowing better work/life balance and flexibility around outside commitments. These posts allow you to work within enthusiastic multi-disciplinary research teams and to learn from both your supervisors and the wider research team. Such posts offer the opportunity to develop your own research program and network of contacts by attending local, national and international meetings and conferences. 6 - 9 , 11 The investment of research bodies into fellowships provides additional support to encourage presentation and publication of your own research. 6 - 9 , 11

However, undertaking a Clinical Research Fellow can be challenging. Once a post is identified time “Out Of Programme for Research” (OOPR) must be planned well in advance. 4 With planned changes to postgraduate training this may become easier in the future. 5 , 6 Clinical Research Fellow posts are often fully funded with a salary but checking whether this covers University fees, study budgets and other potential expenses is vital. Fellows usually have no on call commitments, which inevitably impacts on the salary paid.

Once in post, balancing competing commitments between your own research, training and clinical commitments requires organisation and efficient time management. Logistical challenges can be encountered in ensuring appropriate access to IT systems in both the university and Trust; as well as appropriate contracts and indemnity cover for all work you may be required to do.

WHAT CAN I DO AFTER A FELLOWSHIP?

After finishing a Clinical Research Fellow post trainees can return to clinical training 1 , 3 or if inspired to pursue a research career consider an academic training pathway. 1 , 5 , 6 Reviews of postgraduate and academic training highlighted the need for increased flexibility 3 , 5 , 6 leading to academic pathways becoming available at all stages of training. 4 , 5 , 6 An Academic Clinical Fellowship (ACF) or lectureship (ACL) combining clinical training with an ongoing research role can be applied for during core/speciality training. 4 , 5 , 6 Later in your career skills developed as a Clinical Research Fellow may allow negotiation of research time within a Consultant job plan or open up the possibility of a clinical academic post with time split between the NHS and a University. 6 National research bodies including the NIHR 6 and Academy of Medical Sciences 12 are increasingly supporting structured fellowships for post-doctoral researchers wanting to pursue an academic career. The drive to promote flexibility within academic training is likely to further increase the academic career options available. 5 , 6

HOW DO I FIND OUT MORE?

There is a wealth of information on Clinical Research Fellow posts available on the NIHR website 6 and information on OOPR can be found the Royal College websites. 4 , 13 It is easiest to start by talking to other local trainees who have undertaken a Clinical Research Fellow post or look out for research showcase events aimed at trainees in your local area. In NI there is an annual Trainees research day with representatives from across the spectrum of clinical research supported by the Ulster Medical Society. Meet the expert events, conferences and guest lectures are also all useful places to make contact with research teams.

Acknowledgements

The “James Fellowship in Clinical Trials” is kindly supported by the NI Clinical Research Network and a philanthropic donation from the James Family to support research into Respiratory Disease within Northern Ireland.

UMJ is an open access publication of the Ulster Medical Society ( http://www.ums.ac.uk ).

Funding for biomedical research and innovation

Phd studentships and doctoral fellowships.

A PhD is a postgraduate research degree, usually lasting three or four years, if undertaken full time. It involves independently conducting original and significant research in a specific field and is normally assessed by a written thesis and oral examination.

Funding options available

Alzheimer’s Research UK: PhD scholarships Funding to undertake a PhD involving biomedical research in Alzheimer’s disease and other dementias. Applications are made by the prospective supervisor. Funding: Stipend plus tuition fees and research/travel costs Duration: 36 months

Alzheimer’s Society: PhD studentships Funding to undertake a PhD involving biomedical research in Alzheimer’s disease and other dementias. Applications are made by the prospective supervisor. Funding: Up to £85,000 (£91,000 for London) Duration: Three years

British Heart Foundation: Non-clinical PhD studentships Funding to undertake a PhD in cardiovascular science. Applications are made by the prospective supervisor. Funding: Stipend, tuition fees, consumables Duration: Three years

British Heart Foundation: Four-year PhD programme Funding for research organisations to provide a PhD studentship programme in cardiovascular research. Career stage: Prospective students should apply to individual research institutions Funding: Student stipend, tuition fees, research consumables Duration: Four years

MRC: Studentships Find out more about how MRC funds and supports PhD students at universities and MRC units, institutes and centres.

National Centre for the Replacement Refinement & Reduction of Animals in Research: PhD studentships Funding to undertake a PhD studentship relevant to any area of medical, biological or veterinary research which supports the development and application of the 3Rs. Funding: Cash-limited award of £30,000 pa (£90,000 total over three years) Duration: 36 months

National Institute for Health Research: Doctoral fellowships Funding to undertake a PhD in an area of NIHR research. Funding: Fully funded including current salary Duration: 36 months with p/t options

Last updated: 6 July 2022

This is the website for UKRI: our seven research councils, Research England and Innovate UK. Let us know if you have feedback or would like to help improve our online products and services .

PhD student vs PhD researcher – Are they the same thing?

There is often some confusion amongst PhD students and members of the public about what a PhD student versus PhD research really is. This is mainly because there is no standard definition for what either of these terms really means.

Having spent 15 years in academia I can tell you that there is generally a rule that can be followed.

There is some overlap between the roles of a PhD student and a PhD researcher, but they are not exactly the same thing. A PhD student is a student pursuing a doctoral degree, while a PhD researcher can be anyone who is conducting research at the doctoral level, including PhD students, postdocs, and faculty members. However, in practice, the terms PhD student and PhD researcher are often used interchangeably.

The confusion comes from the fact that a PhD research is the broadest term that can describe:

• PhD students
• postdoctoral researchers
• PhD qualified research assistance
• in any other PhD qualified researcher

PhD student is a much narrower descriptor and can be described as a PhD researcher.

Not all PhD researchers PhD students, but all PhD students on PhD researchers.

What is a PhD student researcher?

Although there is no strict definition for what a PhD student researcher is, here is what I believe most academics will understand it to be.

A PhD student researcher is a PhD student who is pursuing a PhD qualification through research, typically at a university. They have a masters degree and are pursuing higher education. 

The primary role of a PhD student researcher is to conduct independent research that leads to the advancement of knowledge and understanding within their subject area.

The research will be conducted will be under the guidance of a PhD supervisor.

This may involve:

• studying existing literature,
• developing new theories,
•  conducting experiments or surveys,
• analyzing data, and
• writing papers for publication.

A PhD student researcher is expected to be an independent thinker who can work collaboratively with other researchers and use evidence-based approaches to problem-solving.

A successful PhD student researcher must be able to think critically, creatively, and analytically about problems and have excellent communication skills.

These skills will be built up with the support of your PhD supervisor throughout the course of your degree.

However, is it right for PhD should students to call themselves academic researchers?

Can PhD students call themselves academic researchers?

In my experience, people who call themselves academic researchers typically already hold a PhD.

If you feel comfortable calling yourself an academic researcher while you are pursuing PhD – by all means you should be able to do it.

Just be aware that some people will find this description of your current academic situation in accurate.

But this is not a hard and fast rule and I think that once you have a peer-reviewed publication under your belt it is reasonable to call yourself an academic researcher.

After all, your research has been reviewed and assessed by your peers and deemed good enough to appear in the peer-reviewed literature.

That is probably one of the most important signals which shows that you are capable of independent academic research and therefore you are an academic researcher.

What is the difference between PhD student and PhD researcher?

A PhD student and a PhD researcher are ALMOST the same things.

To some, they are the same.

For most people in academia, however, there would be a slight but important difference between PhD students and PhD researchers.

A PhD student is typically a person who is undertaking their doctoral studies and is actively working towards completing their degree. They may be taking courses, writing papers, or conducting research in order to fulfil the requirements of their program.

On the other hand, a PhD researcher can also be someone who has already completed their degree and is now engaging in further research activities in order to advance knowledge in a specific field or topic.

While both roles involve engaging in research activities, a PhD researcher often has more autonomy over what they are researching as well as the resources available to them for conducting said research.

A person with a PhD and called a PhD researcher often engages in more high-level analysis than what would be required of a PhD student.

You may also call these types of researchers ‘associates’.

Can you call a PhD student a researcher?

Yes, you can call a PhD student a researcher.

The goal of a PhD student during their thesis is to contribute to the knowledge base in the particular field that they are studying.

As such, they are actively engaging in research and should be considered researchers.

They can also do a range of other activities including:

• academic writing
• mentoring (senior PhD students)
• grant writing
• attending conference and symposia and much more.

However, conducting and reporting on research is the most important activity if they are to graduate with a PhD via the submission of a thesis or peer-reviewed papers.

PhD students often collaborate with other researchers and mentor junior faculty members and graduate students in their department or organization.

It is completely appropriate to refer to PhD students as researchers due to their activities advancing knowledge in their chosen field.

Wrapping up

This article has been through everything you need to know that PhD students are usually researchers.

All PhD students are PhD research is not all PhD research is our PhD students.

PhD students are free to call themselves academic researchers if they feel comfortable however some people find that this is a little bit misleading because academic researchers tend to have already completed their PhD.

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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PhD vs JRF: Difference and Comparison

Ph.D. and JRF are two separate terms related to a career in academics, significantly higher education.

Key Takeaways A Ph.D. (Doctor of Philosophy) is an advanced academic degree awarded to individuals who have completed original research in a specific field. At the same time, a JRF (Junior Research Fellowship) is a research position or grant awarded to postgraduate students to support their research work and the pursuit of a Ph.D. A Ph.D. requires the completion of a dissertation or thesis, which demonstrates the candidate’s ability to conduct independent research and contribute new knowledge to their field. At the same time, a JRF provides financial support and resources to help a researcher complete their Ph.D. studies. The primary goal of a Ph.D. program is to develop researchers capable of producing original, high-quality research. At the same time, a JRF serves as a means to support and encourage talented individuals in their pursuit of advanced research and academic careers.

Ph.D. vs. JRF

The difference between a Ph.D. and a JRF is that the former is a degree conferred on students on completion of their research thesis or dissertation. At the same time, the latter is a fellowship granted to students to encourage them to pursue advanced studies and research leading ultimately to M.Phil or PhD.

To get a Ph.D., one needs to produce original research work that would widen the knowledge base of a particular discipline and defend that work in the face of concerned field experts.

On the other hand, a Junior Research Fellowship or a JRF is a form of fellowship that is extended by the universities/colleges/institutions under the flagship JRF scheme of the University Grants Commission to the students who qualify for the National Eligibility Test and the Council of Scientific and Industrial Research (CSIR) joint test conducted by the National Testing Agency.

It also refers to a position conferred to a person researching a government-funded project.

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• a ThD vs a PhD: Difference and Comparison
• Masters vs PhD: Difference and Comparison

Comparison Table

What is phd.

It is the highest degree conferred by a university on students who have completed their original research work in a particular discipline and, thus, contributed to expanding the knowledge base of the concerned field.

The degree is a symbol of approval received by the students for their research work submitted in the form of a thesis or a dissertation from the concerned field experts.

In many fields, a doctoral degree is considered a requirement for employment as a Professor, Researcher, or Scientist in a university or an institution.

After enrolling in a Ph.D. program, the candidates must submit their Research topic and Research proposal to the concerned university or institution, after which they would be allocated a Research Guide or Supervisor.

While working on their research project, the candidates must submit their six months of progress reports to the concerned university or institution.

Before the thesis submission, a pre-submission seminar would be organized by the candidate’s supervisor, based on which a report containing suggestions and modifications would be submitted.

What is JRF?

It is a fellowship scheme of the University Grants Commission provided by the universities/institutions/ colleges to the students who have qualified for the National Eligibility Test (NET) and the Council of Scientific and Industrial Research (CSIR) joint test.

After qualifying in the NET/CSIR joint exam, the candidates should enroll in an M.Phil/Ph.D. program within two years of receiving the qualifying certificate.

The goal of such a fellowship is to pursue the students to pursue advanced research and studies in their respective fields, ultimately leading to M.Phil and Ph.D.

The fellowship (25,000 per month + House Rent Allowance) is initially provided for two years. Following the end of these two years, the research work of the fellow is examined by a panel of experts.

After a year, the experts again evaluate the work of the fellow, who is provided with two more years of SRF if the panel is satisfied with the improvement of the fellow.

So, the total tenure of such a fellowship is five years (2 years JRF+3 years SRF).

Main Differences Between Ph.D. and JRF

• Both the terms are somehow related to advanced studies and research and, therefore, create confusion for a layperson. The main difference between a Ph.D. and a JRF is that the former is the highest degree conferred on students by their respective universities. At the same time, the latter is a fellowship scheme extended to the students by the UGC to help them pursue advanced research and studies.
• Students are required to qualify in the UGC-NET or UGC-CSIR joint exam to avail of the JRF scheme. At the same time, they must have a Master’s or M.Phil degree to enroll in a Ph.D. program.

• https://www.shiksha.com/ph-d-chp
• https://www.ugc.ac.in/oldpdf/xiplanpdf/JRFsciencehumanities.pdf

Last Updated : 11 June, 2023

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22 thoughts on “phd vs jrf: difference and comparison”.

I believe the article is well-researched, making it a valuable resource for individuals interested in a career in academia.

Couldn’t agree more, the research behind the article is evident.

A high-quality article that effectively delineates the differences between a Ph.D. and a JRF.

The distinctions provided are indeed well-articulated.

This article is very informative for individuals considering a career in academics. I particularly value the comparison table.

The tabular comparison is indeed helpful for clarity.

I completely agree, the tabular comparison makes it easier to understand the core differences.

While this article provides a detailed comparison, I believe it paints a slightly idealized picture of the Ph.D. and JRF processes.

I see your point, there’s always more to the story.

I find the article to be insightful and a valuable resource for those seeking detailed information about pursuing a Ph.D. or JRF.

I appreciate the comprehensive explanation about the difference between a Ph.D. and a JRF. It’s crucial to understand the nuances between these two academic paths.

Absolutely, what a great article!

The article presents contrasting aspects of two distinct academic pursuits with impressive clarity. Kudos to the author for this excellent piece.

Indeed, the author did a remarkable job.

Absolutely, clarity is key when discussing these topics.

The article provides a systematic comparison, however, it lacks a discussion of the challenges and obstacles associated with obtaining a Ph.D. or JRF.

I agree, understanding the challenges is essential for aspiring academics.

This is an exceptional article offering a comprehensive understanding of the Ph.D. and JRF processes.

I would concur with that statement.

Absolutely, the article covers the core aspects effectively.

This is a thought-provoking piece that sheds light on the complexities of pursuing a Ph.D. or JRF.

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PhD candidate wins two prestigious fellowships for research into road safety in the age of Uber Eats

Cheng-Kai (Kai) Hsu's findings highlight the need for regulatory oversight to protect vulnerable gig workers and the public.

Cheng-Kai (Kai) Hsu, a PhD candidate in the Department of City & Regional Planning, has been honored with two prestigious fellowship awards: the Institute of Research on Labor and Employment Dissertation Fellowship and the Roselyn Lindheim Award in Environmental Design and Public Health. The IRLE Dissertation Fellowship recognizes Kai’s research into occupational road safety among those working in Taiwan’s on-demand food-delivery sector. The Roselyn Lindheim Award supports his interdisciplinary investigation into the impact of urban heat on increasing road traffic injury risks in Taiwan and Latin America.

Kai’s dissertation, tentatively titled “Heat Exposure and Road Safety in the Era of a Changing Climate and the Precariousness of the Gig Economy: Evidence from Taiwan and Latin America,” explores the complex interplay between road safety dynamics, global warming, and the evolving gig economy. Utilizing wearable sensors, AI image recognition, and advanced biostatistical techniques, he aims to understand how factors like high heat exposure and precarious work structures contribute to traffic injuries and risky driving behavior.

Spanning six cities in Taiwan and 272 cities in Latin America, Kai's research has policy implications for the enhancement of road safety in tropical regions. Gig economy workers in these areas often use motorcycles, whose open designs offer little physical protection and expose their riders to high heat. In addition, the gig economy business model may exacerbate risky driving behaviors such as speeding, harsh acceleration, and tailgating, among food-delivery workers. Kai's findings point to the urgent need for regulatory oversight to safeguard the road safety of this vulnerable occupational group and the general public.

This recognition and the accompanying support significantly strengthen Kai's dissertation research as he enters his last  year of the PhD program.

Amity Research Fellowships (ARF)

For full-time ph.d programmes, fellowship stipend of rs. 37,000/month, (rs. 4.44 lakhs/year).

At Amity University we are privileged to have over 2,500 brilliant PhD Scholars who are part of the deep-rooted culture of research and innovation which permeates across Amity campuses in India and around the world.

With a University H-Index of 145, 34 Faculty in the top 2% list of global scientists by Stanford professors, 40 Ramalingaswami/Ramanujan Fellows, and leading faculty with 365 granted patents, 35,000 research papers, conducting 400 Government funded projects, our PhD scholars benefit from the eminence and experience of their guides and mentors.

If you are passionate about impacting the world through path-breaking research then we will be happy to consider you for the highly selective Amity Research Fellowship for a full-time PhD scholar.

Amity Research Fellowships Selection Process

• Written Test and Interview for the PhD program (NET-JRF are exempt from the written test)
• Qualifying candidates will be Interviewed again for Amity Research Fellowships

Amity Research Fellowships Eligibility

• Master’s from an accredited Indian or Foreign University in the relevant field with minimum 55% marks or Equivalent CGPA OR a four years Bachelor’s Degree from an accredited Indian or Foreign University in the relevant field with minimum 75% marks or Equivalent CGPA
• Maximum age of 28 years when applying

Important Information:

• Amity Research Fellowship is only for Full Time PhD Scholars
• Amity Research Fellowship recipients will be required to do Academic Duty of 8 hours a week (excluding their research work) as a Teaching Assistant (TA)

How to Apply for Amity Research Fellowship:

• Fill in the online application form at www.amity.edu/phd
• If you are eligible and interested for Amity Research Fellowships, you will be asked to express interest at the end of the PhD / Doctoral Programs application
• If you want to apply for Full Time PhD without Amity Research Fellowships or Part Time PhD, visit www.amity.edu/phd

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UC College of Nursing researcher accepted for prestigious fellowship for nurse leaders and innovators

Samantha Boch, PhD, RN, assistant professor at the University of Cincinnati College of Nursing and affiliate faculty of the James M. Anderson Center for Health Systems Excellence at Cincinnati Children's Hospital is one of 16 nurse scientists accepted to the fifth cohort of the Betty Irene Moore Fellowship for Nurse Leaders and Innovators . The fellowship program, funded by grants from the Gordon and Betty Moore Foundation , recognizes and advances early-to-mid-career nursing scholars and innovators with a high potential to accelerate leadership in nursing research, practice, education, policy and entrepreneurship.

The Gordon and Betty Moore Foundation seeks to prepare nurses as collaborative leaders with the skills and confidence to inspire others, enact change and challenge the status quo. Through the creation of the Betty Irene Moore Fellowship for Nurse Leaders and Innovators, the foundation supports nurse leaders who take ideas to scale that advance high-quality, high-value care and optimal health outcomes.

“Our motto is UC Nurses. We See Leaders ,” Interim Dean Gordon Gillespie, PhD, DNP, RN, FAAN, says. “Sam is the epitome of a nursing leader and scholar; I can’t wait to see the impact her project will have in advancing health equity and education in our country.”

Samantha Boch, PhD, RN

As a part of the three-year fellowship program , Boch will receive $450,000 to conduct an innovative project focused on better understanding the health of and use of health services by children in foster care who also experience parental incarceration. Mentored by Cincinnati Children’s Hospital CHECK (Comprehensive Health Evaluations for Cincinnati’s Kids) Foster Care Center Medical Director Mary Greiner, MD, MS, and Scientific Director for Child Welfare Research Sarah Beal, PhD, Boch will leverage CHECK’s data to identify opportunities to better care for those children.

She will also partner with Ebony Underwood, CEO & Founder of WE GOT US NOW , the nation’s leading organization advancing the wellbeing of children and young adults with incarcerated parents, to co-design care guidelines for children who experience parental incarceration.

"I am thrilled to be in partnership with Sam,” Underwood says. “Her commitment to uplifting and elevating the subject matter expertise of those closest to this issue is a testament to her leadership and dedication in advancing the health equity and well-being for the vulnerable population of children impacted by parental incarceration."

A forensic nurse scientist, Boch’s program of research centers on the social determinants of health with particular emphasis on understanding and mitigating the consequences of mass incarceration on child and family health.

“I’m deeply honored to have been chosen as part of the cohort for the Betty Irene Moore Fellowship for Nurse Leaders and Innovators,” says Boch. “This is a unique opportunity to further develop my leadership skills and partner with amazing organizations, mentors, and individuals with lived experiences of parental incarceration to positively impact care and the health of these families.”

Featured top image of the UC College of Nursing. Photo provided.

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Samantha Boch, PhD, RN, assistant professor at the University of Cincinnati College of Nursing and affiliate faculty of the James M. Anderson Center for Health Systems Excellence at Cincinnati Children's Hospital is one of 16 nurse scientists accepted to the fifth cohort of the Betty Irene Moore Fellowship for Nurse Leaders and Innovators. The fellowship program, funded by grants from the Gordon and Betty Moore Foundation, recognizes and advances early-to-mid-career nursing scholars and innovators with a high potential to accelerate leadership in nursing research, practice, education, policy and entrepreneurship

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Illusion vs. Reality

Will Skillman Senior Research Fellow in Education Policy

Key Takeaways

President Joe Biden’s administration has approved a new federal rule that redefines sex to mean “sexual orientation and gender identity.”

State attorneys general and governors have spoken out against the rule, citing administrative problems, free-speech violations, threats to women’s rights, and more.

The Biden administration’s rule undercuts God’s authority, and ethically, Christians have normative Biblical reasons to resist.

“Sex” is getting a makeover. President Joe Biden’s administration has approved a new federal rule that redefines sex to mean “sexual orientation and gender identity,” divorcing biology from American law. The rule endangers women and girls, and shatters civil rights—but it also gives Christians a chance to apply crucial ethical principles to public policy.

The new rule changes Title IX of the Education Amendments of 1972—which has guaranteed sex equality in education for more than 50 years—to now allow a man who says he “feels” like a woman to use females’ private spaces, including bathrooms and locker rooms. If he is prevented from doing so, he could file a federal complaint.

This poses an obvious danger to women. Whistleblowers have already turned up examples of assaults in public school bathrooms and injuries to young women on athletic fields when they competed against boys.

As matters of civil rights and personal safety, believers should oppose the rule.

>>>  The Biden Administration Redefined “Sex”; What Does This Mean for Teachers?

Christians have ethical concerns, too, because redefining a word that is central to creation order has far-reaching consequences. God created humanity as man and woman with unique differences, namely the ability to produce sperm or eggs. Anomalies happen, but do not change the rule.

“Gender,” as the radical theorists will tell you, is an idea—something that “is in no way a stable identity,” says theorist Judith Butler. Gender theorists say any claim to biological distinctions is a form of oppressive power. In this way, gender challenges God’s Word and argues that Genesis did not declare God’s authority but merely made suggestions.

Ethically, this is a “normative” problem, and believers should ask what God’s Word says about a specific moral question. The gender movement has simplified this equation for Christians by challenging Biblical authority. Following Scripture over a “feeling” resolves the normative issue.

But the scholarship on Christian ethics, particularly the work of John Frame, includes another dimension: Believers should ask, “What is our goal for civil society?” How can we change the world to bring glory to God? For this, Christ followers can look to state officials who are challenging the Biden administration’s rule in court.

Legal officials representing 26 states have filed a bevy of lawsuits to stop the redefinition of sex in federal law. State attorneys general and governors have spoken out against the rule, citing administrative problems, free-speech violations, threats to women’s rights, and more. Education officials in states such as Louisiana and South Carolina have said educators should not apply the new rule in K-12 schools.

>>>  School Gender Policies Harm Students and Violate Parents’ Right To Raise Their Children

Believers should support these efforts. The Biden administration is challenging God’s created design, and God did not award the state normative authority. He allows civil powers to rule, even uses them for His purposes, but He does not grant them the right to overturn His Word—which is why Christians must choose a situational response. Lawsuits to stop the rule are not vengeful actions but are meant to protect vulnerable individuals. A man who chooses to dress as a woman does not have the right to undress in front of a little girl.

Data reveal that many of these individuals are wrestling with issues that underlie their “gender” choices, and, among young people, the confusion often resolves as they enter adulthood. Studies find that we do not know enough about the long-term consequences of puberty-blocking and hormone-altering medicines to say the treatments are safe. A recent bombshell report from England’s chief pediatrician said their use was  built  on a “shaky foundation.”

Equating sex with gender, then, is not an act of mercy to fellow sinners. This is the response from the third ethical component, the redemptive or existential side. Research finds a startling overlap between individuals who are confused about their sex and those with mental health issues. Not all “trans” individuals suffer from psychosis but helping them with their symptoms of depression and anxiety, for example, are ways to display compassion. That is how we can redemptively show God’s love to sexually confused people.

We do not extend God’s love by encouraging them to embark on risky procedures, nor are we merciful by redefining His Word. The Biden administration’s rule undercuts God’s authority, and ethically, Christians have normative Biblical reasons to resist.

This piece originally appeared in WORLD

Neither federal lawmakers nor courts should have the power to redefine what it is to be a man or a woman for all Americans. Learn more about policies that curb government overreach with Solutions .

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Peter Passias, MD, Joins the Duke Spine Division

Peter Passias, MD , has joined the Duke Spine Division as an associate chief, co-chair, medical director of the spine research program, and co-chair of the spine protocol review committee. Dr. Passias earned his MD at the State University of New York, Downstate Medical Center, performed his residency at Tufts University, and completed fellowships at the Hospital for Special Surgery and the Massachusetts General Hospital Institute of Health Professions. Welcome, Dr. Passias!

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Q&A with Dr. Passias

Q: What brings you joy personally?  A: My family brings me the greatest joy. I have a lovely wife who is a primary care physician whom I met in medical school, and we have four unique boys who keep us busy (Georgios, Theodoros, Elias, Aristides).  I also enjoy traveling abroad worldwide to see spine care in diverse settings and our annual trip to visit my remaining family in Greece. We enjoy several sports together, including windsurfing and sailing, and, of course, a routine hike together.

Q: What brings you joy professionally?  A: I enjoy tackling complex spinal cases but also have a secondary interest in novel technologies. Most importantly, I want the academic camaraderie and relationships I have developed through educational endeavors and collaboration.

Q: Your hometown – where are you from? A: I was raised in New York City for most of my life and lived in Greece for a few years in my youth. During my education/training, I spent many years in Boston, where I met my wife. I have been operating in NY for 13 years and am very happy to work with many previous colleagues who have found a home at Duke.

Q: What excites you about this role at Duke?  A: I am honored to be welcomed to Duke's robust, diverse, and multifaceted spine division. Building on the work initiated, I look forward to expanding our academic and clinical recognition and prowess as a global center of unparalleled spine care, research, and development. Most importantly, I am thrilled to be able to work towards these goals with the individuals I already have existing relationships with and grow new ones with the talented staff that calls Duke home.  

Ph.D. Student Isabelle Rathbun Receives Department of Defense Fellowship

Isabelle Rathbun , a computer science Ph.D. student at the University of Maryland, has been awarded a National Defense Science and Engineering Graduate (NDSEG) fellowship by the Department of Defense for her research in artificial intelligence within the computer vision and sensor fusion domains. Rathbun was one of 165 individuals from 68 institutions nationwide to receive a three-year NDSEG fellowship this year.

The NDSEG Fellowship program, established by Congress, aims to increase the number of U.S. citizens earning doctoral degrees in science and engineering fields critical to national defense. The program supports students pursuing advanced education in these areas through competitive fellowship opportunities.

The fellowship covers all tuition, mandatory fees, and health insurance, provides a monthly stipend and includes a travel budget for professional development.

“I am honored to have this opportunity as a first-year student,” Rathbun said. “I look forward to taking advantage of NDSEG's resources over the next three years. This support will help me pursue impactful research while building new connections and professional relationships.”

Rathbun's research aims to create more reliable and resilient AI systems, focusing on sensor fusion algorithms central to modern robotics and autonomous navigation systems. By combining complementary sources of information, such as lidar and cameras, sensor fusion allows these systems to perform high-level tasks, like navigation, more effectively than with any single modality alone. However, adding sensors also introduces additional points of failure.

Her research addresses these critical challenges in autonomous systems, aiming to enhance their robustness and reliability.

"Isabelle's research will characterize the performance of sensor fusion algorithms in the presence of failed sensors," said Christopher Metzler , Department of Computer Science assistant professor and Rathbun’s advisor. "She will then develop novel, human-in-the-loop techniques to mitigate the impact of sensor failures. Her research will thus improve the reliability, performance and safety of future autonomous navigation and robotics systems."

In the future, Rathbun plans to continue her research beyond her doctoral studies.

"After I complete my Ph.D., I intend to pursue research in an environment where there is the opportunity for positive impact and pushing the boundaries of cutting-edge research,” Rathbun shared. “I plan to continue developing safer and more reliable technology for public use and deployment, such as in autonomous vehicles and improving their performance in real-world environments with increased uncertainty.”

The NDSEG Fellowship program is critical in workforce development for STEM fields. Since its inception in 1989, the program has awarded nearly 4,700 fellowships from over 70,000 applications. 

—Story by Samuel Malede Zewdu, CS Communications 

The Department welcomes comments, suggestions and corrections.  Send email to editor [-at-] cs [dot] umd [dot] edu .

Statistics and Actuarial Science

Information for new graduate students in actuarial science, data science and statistics at the university of iowa..

Welcome New Graduate Students!

Information for NEW graduate students in Actuarial Science, Data Science and Statistics at the University of Iowa. 

Last Updated, May 31, 2024.                                   Additional  updates will be sent this summer!

Important Information for International Students

The Office of International Students and Scholars does an incredible job helping you settle into Iowa City and the University of Iowa.  They have webinars to help with:  

1. Getting Started and Making Travel Arrangements

2. Achieving Success: On-campus Involvement and Cultural Adjustment (undergraduate students)

3. Graduate Student Professionalization and Support

4. Understanding Orientation Expectations, Responsibilities, and Placement Tests (graduate students)

5. On-campus Housing Assignments and Move-in Tips (undergraduate students)

6. Student Employment

7. Money Matters - University Billing

Do you need to take the SPEC (Spoken Proficiency of English for the Classroom)?

All students for whom English is not a first language (as self-reported on their admissions application) and who have first-time appointments as graduate teaching assistants (TAs) are required to go through a testing process to assess their effectiveness in speaking English before they are assigned assistantship responsibilities. Beginning in Fall 2024, there will be a new test to assess communication in English in a classroom context called SPEC (Spoken Proficiency of English in the Classroom).  This is replacing ESPA and ELPT.  Details will be coming soon.

Any graduate student who is included in the following categories needs to have their oral English proficiency tested by the TAPE Program:

• Students whose first language is not English (i.e., learned another language first) as self-reported on their admissions application, and
• Have been appointed as a Teaching Assistant

Exemptions (may change):

• Students with an official valid (within the last two years) iBT Listening score of 25 and an iBT Speaking score of 26.
• Undergraduate degrees and/or     
• Continuous attendance of English-language schools since the age of 12 (or younger)
• Students who served as teaching assistants at other institutions of higher learning in which the language of instruction is English, if they were listed as the instructor of record for a course or led a discussion section in English for at least one year, with a year defined as either two academic semesters or three academic quarters.
• Requests for exceptions regarding the SPEC  can be submitted for evaluation to a committee consisting of the Director of ESL Programs, the Associate Dean for Administrative Affairs in the Graduate College, and a representative from University Human Resources.

Requests for exemption and exceptions must come from the department by the deadline, not the student.   Deadlines to register students for the SPEC are:

• March 1  

NOT Exemptions:

• Students who come from a country where English is one of the official languages.
• Students who are U.S. permanent residents or U.S. citizens whose first language is not English.

Testing Procedures & Results

 To be announced soon!

Graduate/Professional International Students Important Dates

July 12, 2024:  Earliest date you may enter the U.S. in F-1 or J-1 status. August 11, 2024:  Latest date by which you should arrive in Iowa City August 12 - 16, 2024: International Student Orientation August 26, 2024:  Classes begin.

Housing Information for All Students

The department has a housing webpage, please let us know if you have any questions or concerns. If you are looking for a roommate, please let us know and we can update this web page!

Looking for housing options ?

All US citizens that are financially supported (TA, RA) need to be here on August 21.

All students will register for classes the week before classes start.  International students must complete the required Orientation Program before  they can register for classes.    

____________________

Fall Classes Advising will be August 19-23

All NEW UI students must meet with their advisor prior to registration.  There is no worry about getting into any of the classes we teach.  

• IF you are an Actuarial Science MS or PhD student you will need to meet with Professor Shyamalkumar.  Email him after August 12 at [email protected] to set a time to meet to discuss what classes to take, it may be on Zoom or in his office (233 Schaeffer Hall).
• IF you are a Data Science MS, Statistics MS, or PhD student you will need to meet with Professor Boxiang Wang.  Email him after August 12 at [email protected]  to set a time to meet to discuss what classes to take, it may be on Zoom or in his office (261 Schaeffer Hall).

New Graduate College Welcome and Orientation, August 21

The Graduate College Fall 2024 Graduate Student Orientation event will take place on Wednesday, August 21, 2024.  A registration form will be sent to your UI email sometime this early summer from the Graduate College. All new doctoral and master’s students are invited to attend.  

New Teaching Assistant Orientation, August 22- required for all new supported students

Sponsored by the Center for Teaching

This event will introduce participants to the role of teaching assistant at the University of Iowa and prepare them for the first week of classes and beyond. 

Participants will discuss evidence-based teaching strategies for lesson planning, inclusive teaching, and more with Center for Teaching staff. Participants will also choose two workshops of interest to them out of several options; these will be facilitated synchronously by experienced TAs.  This is a virtual event for 9-noon.

• Sign up before August 21!

New Student Department Orientation, August 23 at 9 a.m., Room to be determined.

• All New Student Orientation —Group Introductions and General Policy Procedures.

New Supported Graduate Assistants Orientation, August 23 at 1 p.m., Room to be determined.

• Our Director of Graduate Studies will have a department review of expectations and your specific roles in our department. Teaching and grading assignments will be explained, as well as preparation, teaching tips, problems and questions, quizzes and exams, weekly meetings, grading, appropriate office use and the Sexual Harassment Prevention Education

Mailbox in 241 Schaeffer Hall 

All graduate students will have a mailbox in our main office.  The faculty do as well.  Please check your mailbox at least once a week!

Office Desk Assignment

Nearly all supported students will have a desk in one of our offices.  The assignment priority (in this order) includes Ph.D. and Fellowship candidates, research assistants, half-time teaching assistants, quarter-time teaching assistants and lastly graders.  Having a desk is a privilege and should be used only for university business.  Office assignments will be given to students on, August 23.  Keys are checked out ONLY after that time.  Please remember to keep the rooms clean and take out all trash to the large bins in the main hallways.

Set-up your University of Iowa Email

All University of Iowa students are required to activate their assigned uiowa.edu email address, as all official communication from university offices are now sent via email, rather than hard copy. This address usually follows the pattern [email protected]   (However, often a number is also attached.) 

To activate the account:

• Log on to  MyUI
• Click on My UIowa / My Email / Request Email Account
• Complete the specified steps.

Students who prefer to maintain only their work or home email addresses can do so by routing the uiowa.edu email to a work or home account. To do so, follow these steps:

• Click on My UIowa / My Email / Update Email Routing Address

Important Notes:

• If your uiowa.edu email address is routed to a different account, you will  not  need to change your address in ICON, as your messages will already forward to your routed address.
• Log on to MYUI.
• Click on My UIowa / My Email / Email Account Filter bulk mail.
• Make sure that none of the categories are checked.

Required Graduate Assistants Teaching Courses:

• ONLINE CLASS Requirement: Sexual Harassment Prevention Edu.  Use your HawkID and password to log into Employee Self Service. Click the Personal tab, next (under Learning and Development) click on Sexual Harassment Prevention Edu., follow instructions.
• ONLINE CLASS Requirement:  Federal Educational Rights and Privacy Act (FERPA), Use your HawkID and password to log into Employee Self Service. Click the Personal tab, next (under Learning and Development) next click on Available Online Icon Courses, next FERPA Training, then click on View Details twice and the last click will be to Enroll in this ICON Course Session.
• A six-hour orientation program will be required of all students who are certified at level A or B and are teaching for the first time.  This orientation helps new teaching assistants understand the culture of the U.S. classroom and treats topics such as student expectations, teacher-student relationships, and understanding and answering student questions. Discussion focuses on suggestions for maximizing comprehensibility in spoken English. This course meets twice for 3 hours early in the semester. Both meetings are held in the evening.

Administrative Department Staff:

Professor aixin tan (until july 1, 2024).

Director of Graduate Studies, Statistics and Data Science Graduate Advisor: [email protected]   (319) 335-0821.

Professor Boxiang Wang (beginning July 1, 2024)

Director of Graduate Studies, Statistics and Data Science Graduate Advisor: [email protected] (319) 335-2294.

Professor N.D. Shyamalkumar

Actuarial Science Graduate Advisor:  [email protected]    (319) 335-1980

Margie Ebert

Academic Services Coordinator ,  [email protected]  (319) 335-2082

Heather Roth

Administrative Services Coordinator  [email protected]   (319) 335-0712

Tammy Siegel

Department Administrator ,  [email protected] , (319) 335-0706