What might your career path be after completing your PhD?

We hope the career paths of participants in our study will provide you with some sense of the range of post-PhD possibilities as well as the shifts that occurred over time in the jobs they took on. Each participant’s timeline distinguishes three themes: personal/life experiences, PhD and work-related experiences, and career thinking. You can read both a) across the themes to understand concurrent experiences and/or b) downwards within a theme to see changes that occurred. At the bottom of each themed timeline is a list of the participant experiences we thought were important and a link to resources related to the theme.

your

Story

 

PhD timelines

 

Bridget

1319

1319, a North American, was working part-time at a multi-national corporation in North America when he decided to begin the PhD. Before the doctoral program, he had achieved Bachelors and Master’s degrees, and decided to pursue a PhD in order to increase his knowledge of the field. He was writing his thesis from home in North America while taking care of his family when he joined this study, having returned after several years in the UK. During the thesis writing phase, he quit his job to focus on finishing the PhD, and began a start-up to earn money to fund his studies and support his family. Following the PhD, which he completed at age 51, 1319 took a one-year teaching and research position at a university in North America, and was striving for a career in academia.

What struck us about 1319’s story was:

Commitment to family that impeded work on thesis, writing up thesis from North America.

Perceived supervisors as distant and disinterested in his PhD topic, experience of revision and resubmission of thesis.

Desire to work in academia contrasted with practical concerns about finances that led to seeking work in industry.

 

Bridget

 

AAA

AAA, in his mid-twenties, completed a BA degree, working as an undergraduate research assistant, before he
moved universities and began the PhD program in 2009 in Canada, and joined this research project in 2010. AAA chose doctoral study with the initial goal of becoming an academic, and held a lucrative and prestigious
scholarship. When AAA joined this project, he was in the process of collecting and analysing data for his
dissertation, and had published 2 peer-reviewed papers. He married and had a child during the first two years of
the program. After completing the PhD in 2011, AAA moved to the US for a post-doc position, and his second
child was born during this contract. 

What struck us about AAA’s story was:

Birth of his children and financial issues upon transitioning to post-doc.

Extensive collaboration and enjoyment of supervising students.

Consistent interest in academia.

 

Bridget

Alan

Alan, in his early thirties, graduated with his PhD in 2006 in Canada and then moved abroad in order to find a research-teaching position. When he joined this study in 2011, he had recently returned having found a pre-tenure position closer to home. Alan was married with two young children, and welcomed a third child during the second year of participation in this study. While experiencing a number of difficulties in achieving expectations, his achievements were sufficiently recognized that he hoped he was well on his way towards tenure.

 

What struck us about Alan’s story was:

Struggle with work-life balance; managing three children.

Importance of grant funding to reappointment; supervisiong.

Consistent work towards tenure.

Bridget

Albert

Albert, in his thirties, completed his PhD in 2008 in Canada, and was in the midst of his second year of post-doc work when he joined this study. Prior to the post-doc, Albert held a fellowship at a biotech company, where he decided that he wanted to pursue a career in academia, as academia would allow him to make discoveries through research. Albert was married, and welcomed his second child during the fourth year of post-doc work.

 

What struck us about Albert’s story was:

Balancing child work with work and the birth of his second child.

Wide range of academic activities and an interest in teaching.

Consistent desire to work in academia.

 
 

Ann

Ann, Canadian in her mid-thirties, completed her PhD in 2009 in another country before returning to Canada with her partner for a 3-year post-doc position – though her partner, also a researcher, had difficulty finding full-time employment. Ann originally undertook a PhD in order to increase her knowledge and advance in the field, and joined this study in 2010 during her second year of post-doc work. As a post-doc, Ann worked in a large lab and initially considered a career in academia before deciding to pursue work in clinical trials and patents. She and her partner welcomed their first child near the end of her post-doc.

What struck us about Ann’s story was:

Issues with partner being able to find work and birth of child.

Lack of supervision and opportunities to collaborate.

Gradual disinterest in academia.

Bridget

Barbara

Barbara had moved from another North American city, got married and been teaching at the university level for a number of years. She began her PhD in another local university shortly after having a baby. She intended a research-teaching position locally given she did not want to disrupt the lives of her partner and baby (her husband preferred not to move though she would have been happy to). She joined the Canadian study in the second year of her PhD and graduated when she was in her early 40s. 

 

What struck us about Barbara’s story was: 

No time for self and partner; reluctant to move during degree. 

Needed to work for financial reasons during degree and did research on the side in teaching position. 

Strategic in developing academic profile during degree and worked toward long-term career vision. 

 

Bridget

Bridget

Bridget had worked for many years as an academic professional in a North American university where she oversaw a research collection and provided pedagogical support to those using it. In the early 2000’s, her job was expanded to include community engagement. She very much enjoyed this new aspect of her work and intended to remain in it. She started a PhD part-time when she was in her mid-30s to expand her knowledge and become more effective. She continued to work full-time, while also raising a family. She joined the Canadian study in 2007 in her second year of doctoral study.

 

What struck us about Bridget’s story was:

Time pressures and family responsibilities during degree.

Lack of supervisor support and wanting to stay in same job.

Strategic in developing academic profile during degree and worked toward long-term career vision.

 

Bridget

 

Brookeye

Brookeye, a North American in his late twenties, had just completed his PhD with 10 peer-reviewed presentations and 9 peer-reviewed publications when he joined this study. Brookeye initially pursued a PhD based on personal interest and to increase his knowledge of the field.  As a post-doc at a North American university, Brookeye mentored students in the lab, and engaged in various projects. By the end of this study, he had welcomed his first child with his partner, also an academic, and was in a tenure-track position. 

What struck us about Brookeye’s story was:

Finding work with partner, who is also academic; birth of son and paternity leave.

Large number of projects; acquisition of tenure-track position.

Consistent desire to work in academia.

Catherine

Catherine did volunteer work while raising her children and then started working in a local university research institute as she was unable to move due to family. Her initial role was as a data in-putter and research assistant before she decided to do a PhD. A publication during her degree was still often cited. On graduation at 48, she was offered a position as researcher in the same institute and joined the UK study in 2008 in her fifth year as a researcher still imagining a research-teaching position locally. While her family was older so she had less responsibility, she had ageing parents who required some visiting and caring for.

 

What struck us about Catherine’s story was:

Handling anxiety and family health crises.

Repeated research contracts and fellowship a time of relative freedom.

Embedding institutional funds into salary by taking on administration and institutional resistance to making her position permanent.

 

 

Cathy had a professional practice before beginning her PhD in a local North America university, given she did not want to move her young family. She imagined seeking a local research-teaching position afterwards. She began participating in the Canadian study in 2007 in the third year of her degree. She completed the degree in 2009 when she was in her early-to-mid-40s. 

 

What struck us about Cathy's story was: 

No work-life balance. 

Financial issues during degree meant seeking more work and taking on governance issues in post.

Changing career intention and career management .

 

Charles worked in a professional role in North America before starting a PhD in a local university to ensure proximity to his elderly parents and partner. He aimed to secure a research-teaching position after completing his PhD. He liked the idea of being hired for his research interests and potential contribution to the field. He began participating in the Canadian research in his fourth year of the degree and graduated in 2008 in his mid-30s. 

 

What struck us about Charles's story was: 

 

Influence of his parents’ health. 

Challenges of publishing during degree and dramatic difference in institutional climate and expectations in researcher post. 

Starting job-seeking late and re-thinking career intentions after disappointing research contract. 

 

Bridget

Claude

Claude, an international student in her mid-twenties, moved to Canada for her undergraduate degree and then PhD. She chose to undertake doctoral study based on intellectual interest, and a desire to increase her knowledge of the field. Prior to beginning the PhD in 2008, she taught for one year at the college level. Claude joined this study in 2010, and had completed her comprehensives and dissertation proposal. When Claude began the PhD, she intended to work in academia, but due to personal circumstances and dissatisfaction with the academic culture, decided to return home following the PhD and pursue other interests.

 

What struck us about Claude’s story was:

Her mother’s death and relocation to home country.

Issues with collaboration and competition between labs .

Move away from interest in academia to pursuing farming and gardening interests.

 

CM had been a pharmaceutical representative, research assistant and teacher, prior to completing her PhD in 2005, aged 33. When her partner’s job was relocated to the UK she moved here with their children. She obtained a fixed-term position as a senior researcher at a research-intensive university and joined the UK study 5 months into this 18 month contract. She was deliberating an academic career. She was a non-UK national and English was not her first language.

What struck us about CM’s story was: 

Relocation challenges and work-life balance. 

Understanding her institutional context and gaining independence. 

Getting tenure/permanence and networking challenges  

 

Daniel worked as a professional (science background) in Latin America, before doing a Master’s in North America (English as other language) and then moved to the UK with his partner and child for a PhD (social sciences). He wanted to develop the expertise he saw as lacking in his field in order to advance his professional career, imagining being a consultant taking jobs internationally. He joined the UK study at the end of PhD Year 1 and completed the degree when he was 38.

What struck us about Daniel’s story was: 

No time for self and partner; reluctant to move during degree 

Needed to work for financial reasons during degree and did research on the side in teaching position 

Strategic in developing academic profile during degree and worked toward long-term career vision 

 

Elizabeth worked in a skilled service role before returning to part-time study for her first degree and then commenced a full-time PhD in a different subject area. She joined the UK study whilst in the third year of her doctorate; she graduated the following year when age 45. Elizabeth envisaged a career in a research role with no teaching commitments. After graduation she worked in part-time and consultancy roles as she sought a permanent appointment. She had two teenage children with her long-term partner and was concerned for her ageing parents. During the study she was diagnosed with a chronic illness and defined herself as living with disability. 

What struck us about Elizabeth's story was: 

How health issues and family considerations shaped her choices.

Writing and intellectual contribution, and balancing job hunting, part-time and consultancy work. 

Employability and seeking the work she desired. 

 
 

Epsilon, a North American in his mid-twenties, held Bachelor’s and Master’s degrees prior to beginning the PhD in 2008. He pursued doctoral work because he hoped to work in academia, but over the course of his studies became interested in industry due to the lifestyle demands of academia. Epsilon was in his third year of study when he joined this project in 2010. At the time, he was part of two research groups and held a national fellowship and private scholarship, as well as paid research assistant work. He hoped to find work in Canada, but as he finished, he found a post-doc contract in Europe and took it. 

What struck us about Epsilon’s story was: 

End of funding and financial stress as motivation to finish.

Collaboration with peers, supervisees, clinical collaborators, and supervisor. 

Change in plans from academia to clinical/hospital research. 

Flora, a North American in her mid-twenties, was in her fifth year of the PhD when she joined this study.  Prior to beginning the PhD, Flora held Bachelors and Master’s degrees, and decided to pursue doctoral work when she saw a project posted on her supervisor’s website that fit her interests and experience. When she joined this study, Flora was working on collecting and analyzing data, and was considering work in teaching or research. Following the PhD, Flora began a post-doc position at a hospital institute. She and her partner planned to stay in their current city and did not want to relocate. 

What struck us about Flora’s story was: 

Prioritizing of work-life balance.

Change in fields between PhD and post-doc. 

Desire to stay in current city as affecting career prospects. 

 

Funky Monkey, in his early thirties, was in the 6th year of his PhD in Canada when he joined this project. Prior to doctoral work, he held a job as a lab tech, but felt that he needed further education in order to advance in his career and provide for his girlfriend. When Funky Monkey joined this study, he was in the process of collecting data. Data collection took longer than expected due to failed experiments. During this time, he married his girlfriend. Though he initially wanted a career in academia, after being in the PhD he no longer saw academia as a feasible career due to the limited number of positions and poor work-life balance. Still, he took a post-doc contract in a nearby university and experienced the same disillusionment as during the PhD. In the second year, he and his partner had a child which made him re-orient his priorities. 

What struck us about Funky Monkey’s story was: 

Reliance on family support; marriage and birth of child.

Trouble with experiments, and pressure to publish. 

Decision to not pursue academia, viewing it as an unrealistic choice. 

 

George, a European student in his early thirties, achieved bachelors and master’s degrees and was working as a part-time research fellow when he began PhD work. George and decided to pursue doctoral work in order to increase his knowledge of the field, and advance his career. George was in the fifth year of his PhD at a North American university when he joined this study, and had completed his comprehensives and proposal defense. 

What struck us about George’s story was: 

Planning future relocations based on family and partner.

Reliance on supervisors for writing help; trying to define post-doc research goals.

Openness to variety of career paths. 

 
 

Ginger had worked in a range of professional positions before moving cities in North America to do her master’s degree. She moved again to pursue her PhD, including moving between countries and imagined a research-teaching position afterwards. Ginger did not have a partner or children, but maintained a geographically-dispersed personal network and frequent contact with her ageing mother. She joined the study in 2006 as she began her second year of doctoral study and graduated when she was in her mid-50s. 

What struck us about Ginger’s story was: 

Frequent re-locations during degree and health issues in research-teaching position.

Writing challenges and interdisciplinarity ongoing degree.

Getting tenure/permanence and advancing career prospects in research-teaching post. 

Hannah was a health care professional before starting her PhD which was funded by grants from a Research Council and the university, and employment income. She joined the UK study whilst writing up her thesis in her final year of doctoral study; she graduated that same year aged 40. Hannah envisaged pursuing a ‘hybrid’ career in which she could maintain her practice and do research. She had a partner and three children. 

What struck us about Hannah’s story was: 

Family considerations and her partner’s health. 

Financial burden of doing a PhD and not being able to do the work she desired. 

Seeking the job she desired and changing job to match her expectations. 

 

Holly was a full-time teacher in a religious-affiliated school and single mother with pre-school age children. She began her PhD in a local university in North America to get her ‘brain back,’ while continuing to work full-time to make ends meet. In 2006 when she began to participate in the Canadian research program, she was working on her dissertation. She hoped for a teaching-only university position afterwards. She graduated when she was in her mid-to-late-30s. By the study’s end her probationary appointment had become permanent and she was confident about her identity as an academic.

What struck us about Holly’s story was: 

Being a single parent and re-locating with family. 

Financial issues during the degree and managing teaching responsibilities in her post. 

Choosing a teaching career during degree and dealing with lack of career development structure in her position. 

 

Jennifer worked as a professional in North America and obtained a Master’s degree before migrating to the UK in order to complete a second Master’s qualification. She joined the UK study while finalising her doctorate; she graduated that year when age 32. She envisaged a career in academia, as long as she could make a meaningful contribution to society. At the study’s outset she was working in two part-time research posts at the same research institute as her partner. The following year they both secured academic positions at another University and relocated. Jennifer worked long hours to meet her research and teaching commitments; her work-life balance was transformed by the birth of her first child. By the study’s end her probationary appointment had become permanent and she was confident about her identity as an academic.

What struck us about Jennifer’s story was: 

Quality of life, relationships, co-location and parenting.

Publishing and tension between research and teaching.  

Departmental/institutional politics and academic identity. 

 
 

Julius, a North American in his late twenties, had completed a master’s degree and worked in engineering and for the federal government before beginning the PhD. Julius decided to pursue doctoral work in order to advance in his field, and was in the third year of his PhD at a North American university when he joined this study. Julius was married with three children, and following the PhD, left academia to set up consulting company.

What struck us about Julius’s story was: 

Relocation; work-life balance.

Developing his company alongside academic work.  

Developing his company; importance of networking and marketing. 

 

Kadyna, an EU national, had attained BSc and Master’s degrees and was working part-time as a research assistant at a UK university when she began the part-time PhD program in 2010. Kadyna chose doctoral work in order to advance in the field and pursue intellectual interests. Kadyna joined this research project in 2011, having already completed transfer of status, data collection, and received ethical consent for her research. Upon finishing the PhD at age 37, Kadyna spent one year in a post-doctoral position before moving to an industrial organization, and hoped to start a family with her partner.

What struck us about Kadyna’s story was: 

Family planning and work-life balance.

Balancing full-time employment and doctoral work, conference presentations as enhancing sense of self as academic.  

Change in career interest from academia to industry due to stress of having to constantly look for funding, and desire to establish work-life balance. 

Katherine, a UK national, held a BA degree and worked as an auditor prior to beginning her PhD. Katherine chose PhD work in order to advance her knowledge of the field, and pursue intellectual interests. She joined the study during her second year of doctoral work, as she was busy with data collection and analysis. As a doctoral student Katherine experienced a change of supervisors, took an industrial placement linked to her funding, and later interned at an open science organization while completing her thesis. On graduating at age 26, Katherine was working full-time across two positions, four days a week as a research project coordinator in a university and one day at an NGO where she had previously volunteered. 

What struck us about Katherine’s story was: 

Family illness and hoping for parenthood. 

Dealing with rejection and the solitary nature of writing during degree. 

Concern about lack of research-teaching positions during degree and networking to find work. 

 
 

KS took her first degree in North America, and then worked for several years in different professional capacities. Wanting something new and challenging, she moved to the UK, leaving a close-knit family, to do her MSc and then changed universities to take a one-year research position after graduating. She joined the UK study in 2008 shortly afterwards. The following year she began her PhD, imagining a research-teaching position as her future, and graduated when she was 35. 

What struck us about KS’s story was: 

Family illness and hoping for parenthood. 

Dealing with rejection and the solitary nature of writing during degree. 

Concern about lack of research-teaching positions during degree and networking to find work. 

Mike worked for many years as an administrator for educational programmes in a North American university. His work involved international work and he began a PhD in the same Canadian university where he worked since he felt the degree would give him greater legitimacy in working with the international partners. He intended to work full-time while doing the degree part-time. He joined the Canadian study in the fifth year of his PhD and graduated several years later when he was 41. He and his partner had children during the time he was in the study. 

What struck us about Mike’s story was: 

Managing childcare. 

Lack of thesis progress and managing full-time work while doing a PhD. 

Did PhD to gain legitimacy in position and after PhD, wanted to change jobs due to poor climate but financially not possible. 

 

Monika, single, English as another language, had worked professionally for many years before doing her PhD in North America. She lived a two-hour commute from the university and continued to work part-time during the degree for financial reasons. She joined the Canadian study in 2006 in her third year of her PhD. She imagined a local research-teaching position given she was caring for her elderly parents, and completed the degree when she was 49.

What struck us about Monika’s story was: 

Ongoing stress and parental care. 

Issues with supervision feedback and working to deal with financial issues during the degree. 

Not having publications so not competitive and teaching part-time the only academic work she could get. 

 

Nancy began her degree in 2005 and joined the study the year after. Earlier, she had left her European homeland to move elsewhere in Europe for her undergrad (different language). After meeting her future partner on an exchange program, she moved to Canada to join him and taught part-time at the same university as him (he was in a permanent teaching position). She continued teaching during the degree to partly fund her studies. On completing, she hoped for a research-teaching position but was open to other options since she and her partner did not want to move.

What struck us about Nancy’s story was: 

Managing work-life balance. 

Financing the PhD and collaborative research on the side in her later post. 

Changing career intentions and growing confidence in leadership role. 

 

Nellie began her Master’s in North America when her children were approaching their teens and were more independent. While raising them, she had done volunteer work. She continued on to a PhD when her supervisor suggested it and hoped for a position in a research-intensive university. She joined the Canadian study in her fourth year of the degree and graduated when she was 48.

What struck us about Nellie’s story was: 

Work-life balance and separation from family in post-PhD position. 

Advancing her research profile and managing in a toxic department in position. 

Job seeking during the degree and dealing with re-appointment in her post . 

 

Nina gained a Bachelors and a Master’s degree prior to undertaking doctoral study funded by a Research Council grant. She joined the UK study in 2008 whilst in the second year of her doctoral studies. At that point she was undecided about her future career. Her immediate family were in the UK whilst her partner was a national of another country, with a job based in Europe and wider family living across Europe and South America. Nina graduated with her PhD aged 27.

What struck us about Nina’s story was: 

Co-locating with her partner and striving for a work-life balance. 

Managing as a teacher and understanding institutional differences. 

Openness to various post-PhD careers and advancing her career options. 

 
 

Onova, a North American in her mid-30s, was finishing a two-year post-doc when she joined this study in 2011. Onova had completed her PhD in 2008, and had done doctoral work in order to increase her knowledge of the field and pursue intellectual interests. Following her post-doc, Onova secured a pre-tenure position in which she received major grants and worked on putting down roots in the community.

What struck us about Onova’s story was: 

New partner; building a home. 

Receiving major grants; desire to see students progress; problematic students. 

Consistent work towards tenure; confidence. 

Paul completed his PhD in 2005, aged 35, after studying a Master’s degree. He moved to the UK, with his partner and children, to take up a two-year fixed-term contract as a post-doctoral researcher at a research-intensive university. Towards the end of this contract he joined the UK study and was considering a long-term academic career as a lecturer-researcher. He was a non-UK national and English was not his first language. What struck us about Paul’s story was.

What struck us about Paul’s story was: 

Relocation decisions and dealing with his partners health. 

Demonstrating his research capabilities and managing his institutional context. 

Advancing his career prospects. 

 

PhD, in his early thirties, completed his PhD in 2006 in Canada, and was in a pre-tenure position at a North American university when he joined this study in 2010. PhD had completed two post-doc contracts in two different universities before joining the study. He his partner worked as a researcher in his lab, and helped him to work towards a good work-life balance, a constant struggle. He was granted tenure during his seventh year after graduating, and looked forward to his first sabbatical.

What struck us about PhD’s story was: 

Marriage, commitment to exercise and trying to maintain a work-life balance. 

Issues acquiring grant funding, commitment to teaching & supervision, Promising Young Scientist Award. 

Academic career goals and receiving tenure. 

 
 

Regina worked professionally in North America before moving away from a close-knit family to do her Master’s and there met her partner. After her Master’s, she got a national fellowship to do a PhD and though she could have gone anywhere to do the degree she stayed in the university where she was, given her partner and her circle of friends. She imagined a research-teaching position afterwards. She joined the Canadian study in the 3rd year of the degree and graduated when she was 30.

What struck us about Regina’s story was: 

Career and work decisions made around children. 

Learning institutional ropes during the degree and networking extensively beyond the institution in her post-PhD position. 

Negotiating time for her own research and building competitive profile slowly but consistently. 

SA, a UK national, had earned BSc and Master’s degrees prior to beginning the PhD in 2009 when she was 24. She chose doctoral work in order to advance in the field and pursue intellectual interests. SA joined this project in 2011, while focusing on the data collection and analysis phase of her research. She was part of a lab group, and taught master’s and undergraduate students. SA completed the PhD at 26 years old, and then began working as a post-doctoral researcher at a private company. She envisioned herself in a research position, but also wanted to settle down with her partner, and thus ended up expanding her job search beyond academia.

What struck us about SA’s story was:

Changes in thinking over time about settling down and establishing a home base with partner. 

Choosing thesis by publication to advance initial goal of work in academia, and managing projects and publications as post-doctoral researcher in industry. 

Change in career goals following the PhD, deciding that industry rather than academia would align with her life goals. 

 
 

Say, in his mid-twenties, completed a BA prior to beginning the PhD in 2007 in Canada. He chose to pursue doctoral work because of his interest in research, and he was funded by a national scholarship. When he joined this study, Say had completed his comprehensives and the data analysis for his dissertation, and had 6 peer-reviewed publications. Finishing his PhD, when he and his partner had their first child, he turned down more than one post-doc contract because he didn’t want to do the same work as his PhD. Ultimately, he got a contract he liked which involved moving across the country. Say and his partner had their first child during his final year of the PhD, and second child during the second year his post-doc work. He still wanted a research-teaching position but set a deadline for achieving it.

What struck us about Say’s story was: 

Birth of two children. 

Change in research focus between PhD and post-doc. 

Consistent desire to work in academia. 

Shannon was a professional promoting social justice issues in North America. A colleague encouraged her to apply for a scholarship in Europe since it would develop her expertise. The scholarship was awarded, so she left her close-knit family intent on doing professional work in the same vein when she graduated. She joined the UK study in her third year and was 25 when she graduated.

What struck us about Shannon’s story was: 

Work-life balance and impact of re-locating. 

Managing work in post-PhD work and developing new skills. 

Wanted professional role but postponed career thinking until finished degree and work environment untenable in first post-PhD position, so sought other position. 

 
 

Sam, a North American in his late 20s, was working in the private sector following a master’s degree when he began the PhD. Sam decided to do a PhD in order to pursue intellectual interests and increase his knowledge of the field. When Sam joined this study, he was in the fourth year of his PhD. He took a researcher position at a non-profit organization following graduation, and remained uncertain about his ultimate career goals, but considered finding work near his long-distance partner.

What struck us about Sam’s story was: 

Long-distance relationship; mental health. 

Dissatisfaction with PhD work. 

Uncertainty as to long-term career goals. 

 

Sophia, a European in her mid thirties, was working as an environmental consultant when she began the PhD, and was in a pre-tenure position at a North American university when she joined this study. Sophia was involved in publications, teaching, and grant applications, and was hoping to stay in North America. Sophia was married with one child, and welcomed a second child during her fourth year of participation in this study.

What struck us about Sophia’s story was: 

Balancing childcare and partner’s work schedule. 

Receiving large grants. 

Finding position with partner; consistent desire to stay in academia. 

 

Storm, an international student in her mid-thirties, was a certified physician in her native country and immigrated to Canada following her partner before beginning the PhD in 2009. Storm chose to pursue doctoral stu