Test match or T20? Helping PhD students navigate the multi-format reality of PhD research

PhD success is a bit like cricket. For decades, the transformational 80,000-word thesis – built through an extensive period of critical thinking, deep conversation and rigorous work – felt like the research equivalent of a test match. But as a mid-career academic and higher degree research coordinator in my first decade of supervising, I have seen professional expectations shift for both my students and myself. Much like the world of cricket has evolved from the five-day test to include one-day internationals (ODIs) and Twenty20 (T20) innovations, research is no longer a single-format game – even as the thesis remains the foundation.

So my role now is to prepare future scholars for a multi-format reality.

The multi-format reality of modern research

Today’s researchers must navigate a complex landscape. They are expected to generate original knowledge (the test match) but also to produce high-quality journal articles (the one-day international) and master high-impact tasks such as three-minute presentations and industry networking (the T20). This variety, coupled with the unpredictability of the academic calendar and personal responsibilities, means that no two weeks in a research journey are the same.

• Recognise the human side of doctoral study
• Guiding doctoral students through research struggles
• Why professional development in graduate supervision matters

Within this environment, I have found that the most effective way to supervise is to apply strategic leadership as a coaching lens. This involves helping students read the changing nature of the game, providing practice nets (to extend the sporting metaphor) and empowering them to realise that while they may have a preferred game format, building versatility could be the key to a sustained successful research career.

Test match: a foundation of long-term effort

The PhD thesis remains the foundational endurance format of research, requiring stamina and long-term focus on knowledge creation. In a test match, each batsman must protect their wicket to stay in bat and add to the run tally over the long game. Similarly, with metrics being critical in the institutional environment, my most vital role is helping students manage effort over years within the constant delivery of early-career anxiety and administrative tasks.

Ways to support candidates through extended effort include:

• Co-design an individualised strategy: No two PhD student personalities or journeys are alike. Some students thrive on a sprint to a deadline; others need a slow, methodical build-up. My role is to help each candidate find a pace that balances productivity with resilience. Instead of assigning targets, I ask: “Where do you want your voice to be heard most?” This shifts the dynamic to a student-led strategy. I also remind them that critical thinking and transformational work cannot be rushed. Normalising the learning curve can remove the paralysing fear of failure and encourage the audacity required for genuine innovation. Even the best opening batters sometimes need another innings.
• Test the uninterrupted innings: Finding focus is not set-and-forget but a weekly negotiation. I encourage students to treat their schedule as an experiment; what worked mid-semester may fail during busy marking periods. If a planned deep-work block falls through because a loved one is ill or an urgent administrative task arises, we do not frame it as a failure of discipline but as an opportunity to practise adaptive capacity. My advice to fellow supervisors is to encourage students to keep searching for focus and remain willing to change the game plan. If the pitch turns, do not be afraid to adjust your footwork.

One-day international: keep the run rate under control

The ODI format represents the broader research portfolio: data collection, milestone reports and journal articles. And it must happen alongside the thesis. Candidates will need a steady rate of progress while not losing focus through burnout.

Here are ways to support doctoral students’ sustainable progress:

• Change the line-up or field setting: If a student hits a wall with a difficult analysis or a bland discussion section, the supervisor’s job is to guide them away from the same unproductive pattern. I encourage students to switch to an administrative task, such as formatting a reference list, to keep moving towards their objective. This maintains momentum while the student waits for the breakthrough to return to deeper work.
• Target gaps in the field: To keep the run rate ticking upwards, I suggest that students scout for high-impact or quick-turnaround opportunities beyond the standard submission. This involves looking for calls for special journal issues or themed sections where their research has a higher probability of visibility and relevance. This also extends to co-designing collaborations with industry partners, helping students build a versatile profile that translates beyond academia.

T20: accelerating the strike rate

The high-velocity, high-impact T20 format – which compresses a cricket match into three hours – requires a level of adaptability that cannot be scripted.

In research, this concept translates to supporting impact opportunities. Supervisors can:

• Develop game awareness: Treat supervision time as low-stakes practice to build a game plan, review progress and take in the wider research field. For example, rather than correcting their tone to sound more academic, I help students refine their natural language to cultivate a more authentic voice. We also talk about developments in research, such as ethical use of artificial intelligence. By acknowledging disruptions to the pace of the game, students build the agility to handle the real-world pressures of an academic career.
• Maximise the power play: Visibility is a professional reality, yet many students find it jarring. I help them reframe self-promotion; we discuss the difference between “showing off” and sharing passion and insights with the world. This includes positioning high-impact conferences and joining research teams as opportunities for networking as well as spaces that support their goals and ensure that they are active participants in their field. This shift to the impact of research can dissolve awkwardness into a conversation about shared goals.

Mastering the multi-format research career

Because a PhD thesis is just one step in an independent research career, our role as supervisors is to equip students with the versatility to navigate a multifaceted portfolio that also includes articles, conferences and networking. Complementing the test match mindset with the skills needed for other formats provides the foundation for technical mastery and offers practical confidence to build a research identity and impactful career.

Aastha Malhotra is a senior lecturer in social work and human services and the higher degree research coordinator in the School of Health, Psychological and Medical Sciences at the University of Southern Queensland. She is a dedicated Rahul “The Wall” Dravid fan.

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