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You Can Be Busy or Remarkable — But Not Both

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The Remarkably Relaxed

Terence Tao is one of the world’s best mathematicians. He won a Fields Medal when he was 31. He is, we can agree, remarkable.

He is not, however, busy.

I should be careful about definitions. By “busy,” I mean a schedule packed with non-optional professional responsibilities.

My evidence that Tao is not overwhelmed by such obligations is the time he spends on non-obligatory, non-time sensitive hobbies. In particular, his blog.

Since the new year, he’s written nine long posts, full of mathematical equations and fun titles, like “Matrix identities as derivatives of determinant identities.” His most recent post is 3700 words long! And that’s a normal length.

As a professor who also blogs, I know that posts are something you do only when you have down time. I conjecture, therefore, that Tao’s large volume of posting implies he enjoys a large amount of down time in his professional life.

Here’s why you should care: Tao’s downtime is not an aberration — a quirk of a quirky prodigy — it is instead, I argue, essential to his success.

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How Can Two People Feel Completely Different About the Same Job? — Career Drift and the Danger of Pre-Existing Passion

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The Emersonian Doctoral Candidate

I’m flying down to Duke on Tuesday to speak with their graduate students. Preparing for the event inspired me to reflect on my own student experience. In doing so, an Emerson quote came to mind:

“To different minds, the same world is a hell, and a heaven”

Emerson does a good job of capturing the reality of a research-oriented graduate education. Even though students enter such programs — especially at top schools — strikingly homogenous, in terms of their educational backgrounds and achievements, after a few years, the group tends to radically bifurcate.

Some students love the experience and thrive. They dread the possibility that they might have to one day leave academia and take a “normal job.” To them, graduate school is Emerson’s heaven.

Other students hate the experience and wilt. They complain about their advisors, and their peers, and the school, and their busyness. They can’t wait to return to a “normal job.” To them, graduate school is Emerson’s hell.

I began to notice this split about halfway though my time at MIT. I loved graduate school, so I was mildly surprised, at first, to encounter cynical students secretly plotting to abandon ship after earning their masters degree, or to stumble into dark blogs with titles such as, appropriately enough, Dissertation Hell (” a place to rant…about the tortures of writing a dissertation”).

Why do such similar students end up with such different experiences?

Because I happened to be a professional advice writer at the same that I was a student, I studied the issue. I think the answers I found are important to our broader discussion because this Emersonian division is common in many professions, and understanding its cause helps us better understand the complicated task of building a compelling career and the pitfalls to avoid.

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On the Art of Ambition

Ambition as an Art Form I’m fascinated by people who accomplish things of importance. I’m also fascinated by how little we understand this process. Traditional … Read more

The Single Number that Best Predicts Professor Tenure: A Case Study in Quantitative Career Planning

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An Interesting Experiment

 How do people succeed in academia?

I have notebooks filled with theories about this question, but I’ve increasingly come to realize that insights of this type — built on gut instinct, not data — are close to worthless. Most knowledge work fields are complex. Breaking into their upper levels requires a deliberate effort and precision that is poorly matched to the blunt, feel-good plans we devise in bouts of blog-inspired reflection.

This was on my mind when, earlier this week, I went seeking empirical insight into the above prompt, and ended up designing a simple  experiment:

  1. I started by identifying well-known professors in my particular niche of theoretical computer science.
  2. For each such professor, I studied their former graduate students. I was looking for pairs of students who earned their PhD around the same time and went on to research positions, but then experienced markedly different levels of success in the field.
  3. Once I had identified such a pair, I studied the first four years of their CVs — the crucial pre-tenure period — measuring the following variables: quantity of publications, venue of publications, and citation of published work in the period.

Each such pair provided an example of a successful and non-successful early academic career. Because both students in a pair had the same adviser and graduated around the same time, I could control for variables that are largely outside the control of a graduate student, but that can have a huge impact on their eventual success, including: school connections, quality of research group, and the value of the adviser’s research focus.

The difference in each pair’s performance, therefore, should be due to differences in their own strategy once they graduated. It was these strategy nuances I wanted to understand better.

Here’s what I found…

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