How PIs can support non-academic career paths

Mon, 10/13/2014 - 09:55 -- dougk

About four years into graduate school I very nervously told my advisor I wouldn't be looking for an academic job. In those days (the late '70's), it was a very rare student who didn't do a post-doc.  I was very fortunate that he was totally supportive of my plan and he convinced me to finish my thesis, get my degree and then leave. He continued to make me feel welcome in the lab and I never regretted my decision.

Not all PIs are like that.

We've all heard stories about PIs who shun students who want to work outside the academy.  Convincing them is tough job.  I'm not going to try.

But there are other PIs who, like mine, support their students career goals whatever they may be.  I want to help them.  I'm assembling a list of resources to help PIs who want to mentor their students into non-academic careers. This will probably turn into an on-campus workshop and online resources.

Has your PI helped you realized your career aspirations?  Tell me how, so I can tell others.  Leave a comment below (you'll have to register on the site first to reduce spam), or send me email.

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Comments

Submitted by apgoldst on
Hi Doug, thanks for bringing up this topic. I have seen PIs use the following very simple strategies to make student feel supported in their non-academic career choices:
  • Forwarding emails from industry recruiters advertising job opportunities
  • Forwarding emails from department and university offices advertising professional development opportunities
  • Sharing contact information of previous research group members who are in non-academic careers
  • Allow group members to participate in activities and pursue professional interests other than research
That last one is a little tricky, from what I've observed. Of course PIs want to motivate their students to do research first and foremost. But every person will ultimately spend some time away from the bench, and the PI can have a big impact on the way students use their free time. Group members are often very sensitive to comments from the PI about expected work hours; if the PI tends to seem dissatisfied with work hours, then the students will hesitate to volunteer for public activities, for fear that the PI would find out and disapprove. One way to alleviate this fear is to give a fair balance of positive and negative feedback, so that students feel secure in their position and comfortable exploring other interests. Since applying for non-academic jobs will require the student to demonstrate their interest through activities, this freedom to explore is critical.

Submitted by dougk on
Your last point is really crucial. The PI has to realize the students need more than research experience to compete for non-academic jobs. Giving students time away from the bench is critical.