How doctoral advisers can support graduate students preparing for careers: Opinion


In a recent editorial for the , Jennifer S Furlong and Stacy M Hartman discuss the ways that doctoral advisers can better support their graduate students in preparing for their careers. The authors encourage doctoral advisers to ask open-ended, nonjudgmental questions to get a sense of what their students are interested in, talk to students about career paths early in the program and often, integrate career conversations into any introduction to graduate studies courses, and know what campus resources they can refer students to. Furlong and Hartman also recommend that doctoral advisors learn more about nonacademic career paths and how to refine job application documents, remember that students have lives beyond their studies, and consider how doctoral training can be reformed.

Chronicle of Higher Ed (Acct. Req.)