PhD Talk for AcademicTransfer: How to prepare your PhD candidates for conferences

This post is part of the series PhD Talk for AcademicTransfer: posts written for the Dutch academic career network AcademicTransfer, your go-to resource for all research positions in the Netherlands.

These posts are sponsored by AcademicTransfer, and tailored to those of you interested in pursuing a research position in the Netherlands.

If these posts raise your interest in working as a researcher in the Netherlands, even better – and feel free to fire away any questions you might have on this topic!

Last month, we looked at how to prepare better conference presentations. But conferences are more than just a presentation. In fact, if it was only about the presentation, an online version may work just as well – and we all experienced during the pandemic that online conferences are quite different. There is a space for online conferences, and I think we should explore these opportunities further, but some parts of conferencing are unique in-person.

This post is for us faculty members: what can we do to prepare our PhD candidates as well as possible for conference attendance? I have written for the PhD candidates in the past, but today I want to focus on our role.

Here are my top tips:

Guide the admin: Remember the first time you opened the online system of your university to book a business trip? Most likely not, because it may be a long time ago. I, for one, remember registering for a conference by fax. Navigating the booking system, knowing what can be expensed on the project, and how to book all the different parts is something that may not be straightforward, so make sure you give clear instructions and tutorials to your students.
Presentation feedback: Encourage your students to send the file with their presentation in advance, and provide feedback on the overall structure, feasibility of the number of slides in the available time for the presentation, and the design of the slides and visuals.
Provide guidance on how to practice presentations: Besides the feedback on the file, also make sure your students know how to prepare: how to time their presentation, how to practice their presentation, and more. It may sound obvious, but not everyone is prepared to practice and time their conference presentation, or may under- or overprepare. A bit too much of guidance is better than no guidance at all.
Practice presentation for research group: If it is the first time presenting for a PhD student, see if you can arrange a mock presentation with your research group. Having a chance to practice in front of others, answer questions, and experience standing there with the presentation, can be very helpful.
Planning of conference schedule: Conference schedules can be really packed – and looking at all the options, sessions, events, and side activities can be overwhelming. For the first time, it may be good to go through the schedule with your student and identify the important activities, the less important ones, and moments when to build in a bit of rest.
Introductions: Meeting people is one of the core parts of going to conferences, so help your PhD student think through who they want to meet at the conference. Find a balance between providing introductions, and let your students network on their own, by introducing themselves to their peers.
Think of how to engage and ask questions: Another important aspects of conferences is to provide feedback on our work and exchange ideas – and which better way to engage in the scientific conversation than via discussions? Speaking up to ask questions is a skill not all our students have, as not all universities facilitate engagement in class. Learning to speak up, ask thoughtful questions, and have good discussions may be something to practice via mock presentations, and in meetings.
Help them identify follow-up actions: Teach your students also to identify which activities to do after the conference: read conference papers, make connections on LinkedIn with people you met at the conference, send follow-up emails, and turn the research insights into activities.
Discuss lessons learned: Set aside time after the conference with your student to debrief: what was the experience like for them? What did they enjoy and what not? Which insights will they take into their research? What inspired them? What would they do differently next time?