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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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“Write Every Day” is Bad Advice: Hacking the Psychology of Big Projects

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A Flawed Axiom

Write every day.

If you’ve ever considered professional writing, you’ve heard this advice. Stephen King recommends it in his instructional memoir, On Writing (he follows a strict diet of 1,000 words a day, six days a week). Anne Lamott proposes something similar in her guide, Bird by Bird (she recommends sitting down to write at roughly the same time every day).

Having published four books myself, here’s my opinion: If you’re not a full time writer (like King and Lamott), this is terrible advice. This strategy will, in fact, reduce the probability that you finish your writing project.

In this post, I want to explain why this is true — as this explanation provides insight into the psychology of accomplishing big projects in any field.

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Does Luck Matter More Than Skill?

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Luck Over Skill?

The most provocative business title I’ve read recently is Frans Johansson’s The Click Moment. In this book, Johansson argues the following:

  • For activities with clear fixed rules — such as sports, chess, and music — the only way to succeed is to put in more deliberate practice than your peers. Johansson uses Serena Williams as a key example: her dad started her practicing tennis absurdly hard at an absurdly young age.
  • For activities with rapidly evolving rules — such as business start-ups or book writing — success comes when you change the rules to a new configuration that catches the zeitgeist just right. Johansson uses Stephanie Meyers, author of the Twilight series, as a key example. Meyers, in Johansson’s estimation, is not a good writer. Her first Twilight book reads more like fan fiction than a professionally-scribed genre novel. She had not, in other words, spent much time in a state of deliberate practice. But this didn’t matter. Something about her new take on vampire tales hit the cultural moment just right and earned her extraordinary renown. The lesson, according to Johansson, is that luck plays the central role in success for these activities. If you want to do something remarkable,therefore, you have to keep trying new things — placing, what he calls, purposeful bets — hoping to stumble into an idea that catches on.

Here’s the obvious follow-up question for Study Hacks readers: how do these ideas square with my skill-driven philosophy of building a remarkable life?

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