NATURE: CAREER COLUMN (Paraphrased)
A part-time PhD program was undertaken in 2016 due to financial practicality and increased flexibility. At the time, income was generated through several music-teaching roles across Cardiff and South Gloucestershire in the United Kingdom, where violin, flute, and fife were taught. These professional experiences, combined with an undergraduate degree in music, eventually shaped the decision to pursue doctoral research on workplace stress and well-being among classical musicians and conservatory students in the United States.
By the second year of study, a part-time position as a systematic reviewer at Cardiff University was accepted in parallel with the PhD. Because the thesis focused on well-being, deliberate efforts were made to maintain a balanced lifestyle. The reviewer role has been continued since graduation, involving assessments of medical devices and evidence synthesis projects in health and social care. Thirteen publications on mental health and well-being across diverse sectors have been co-authored. Drawing on these combined experiences, seven strategies emerged for balancing work, research responsibilities, and personal well-being during a part-time PhD. Nature Careers
1. The PhD Should Be Treated Like a Job
Clear boundaries were set by allocating a fixed 9-to-5 schedule divided evenly between employment and doctoral work. Before the reviewing role was obtained, the week consisted of approximately 20 hours of music teaching and 20 hours of PhD study.
Apart from occasional late nights or weekends, the PhD was approached exactly like a part-time professional obligation. Scheduled time blocks were added to calendars for both roles, allowing planning, focus and separation of responsibilities. These boundaries created space for rest, social connection, and hobbies. Evening dance classes and time with family became regular parts of the routine. Because of this structure, the doctorate never became overwhelming; life outside the program continued steadily.
2. Tasks Should Be Left Incomplete When Needed
Because work and study periods alternated, ongoing ideas often had to be resumed after several days. A helpful technique involved recording incomplete tasks at the end of each work session. Notes were left on sticky papers or within documents as comments, such as indicating the next theoretical link or the direction a paragraph should take.
Although leaving unfinished sentences initially felt unnatural, this practice sustained writing momentum and prevented wasted time spent reconstructing previous thoughts. These notes also created mental space for reflection in between sessions.
3. Achievable Goals Should Be Set for the Time Available
Expectations were initially unrealistic. Ambitious plans—such as completing extensive background reading and a full literature review within three months—led to frustration when progress slowed. In reality, the literature review evolved until the final stages of the thesis.
Gradually, a clearer sense was developed of how long each task, especially writing, required. A structured system was formed: creating an overall thesis outline, identifying relevant references and placing them within that structure, and only then drafting each section. By the end of the doctorate, monthly, weekly, and daily writing tasks could be planned accurately.
4. Selectivity Should Guide the Decision to Say “Yes”
Valuing time became essential. It became clear that agreeing to every new opportunity was unsustainable. A reflective framework was developed when deciding whether to accept tasks: whether similar work had been done before, whether genuine interest existed, whether time was available, whether the opportunity was unique, and what potential benefits or drawbacks each choice carried.
During the second year, the doctoral-researcher committee was chaired, involving event organization and representation of students. When asked to serve for another term, the instinct was to agree. However, reflection suggested that the PhD should take priority. Before stepping down, the committee was stabilized and new members were recruited.
5. Connections Should Be Maintained with Peers
Support from other doctoral students proved invaluable for emotional encouragement, practical advice, and shared experiences of both successes and setbacks.
Because initial enrollment was through a master’s program leading to a PhD, a formal transfer examination had to be passed in the second year. Conversations with a peer, Helen, provided insight into the report structure and interview questions, which strengthened preparation and clarified the strengths and weaknesses of the work.
Additionally, working in a shared office with around 15 other PhD students created a sense of community. Conversations with friends in entirely different professions also helped to maintain perspective and highlight that success takes many forms.
6. Communication with Supervisors Should Be Frequent and Structured
Early advice from the director of studies suggested sending an agenda before supervisory meetings. This practice gave each meeting direction and clarity, particularly when multiple chapters were being discussed during the writing phase. Before each meeting ended, the next one was scheduled to maintain momentum.
After meetings, short summaries were sent by e-mail so that key decisions and discussions could be revisited later. Challenges were addressed early, preventing escalation. Throughout the program, supervisors served as essential sources of encouragement and support.
7. Writing Should Be Done Throughout the Entire PhD
At the start of the program, the idea of producing 80,000–100,000 words seemed overwhelming. Early advice recommended writing continuously rather than leaving all writing for the end. This approach was appealing: plans could be built gradually, and decisions could be documented before they were forgotten. Initially, constant redrafting and difficulty finding the right direction created frustration, particularly because earlier performance-based training had not involved much academic writing.
A turning point came when the manuscript for the first empirical study was drafted. This helped shape the intellectual structure of the thesis and refine academic communication skills. Writing became a tool to improve understanding of the research area as well.
Although drawn from experiences in music and health-care research, these strategies are broadly applicable to graduate students across many disciplines.
