Cigdem Beyan

Cigdem Beyan (PhD 2011–2015) developed computer vision and machine learning methods to detect unusual fish behaviors in underwater videos, tackling challenges like imbalanced data and large-scale monitoring. She is now an Associate Professor and co-leads the VISP group at the University of Verona.

PhD start and end years	2011 - 2015

What was your PhD research about?

My PhD thesis, “Detection of Unusual Fish Trajectories from Underwater Videos,” focuses on developing computer vision and machine learning methods to automatically identify abnormal fish behaviors in underwater footage. It presents algorithms for detecting unusual movement patterns such as outlier trajectories through a) filtering, b) clustering, and c) hierarchical decomposition of motion data. These methods aim to support marine ecologists by reducing manual video analysis and enabling large-scale, automated monitoring of fish behavior and environmental changes. From a theoretical perspective, the thesis also addresses the challenge of extremely imbalanced data and introduces new approaches applicable not only to fish behavior analysis but also to various types of imbalanced datasets, including image and tabular data and many others.

What motivated you to undertake doctoral study?

Coming from an academic family, I have long been familiar with what a research-oriented life involves, which has inspired me to pursue it myself. I expect the doctoral journey to offer the intellectual freedom and depth needed to explore complex questions, learn how to ask new ones, and develop rigorous methods to answer them. What motivates me most is the opportunity to think independently, connect ideas across disciplines, and contribute to collective scientific knowledge. I have been looking forward to engaging in creative problem-solving, collaborating with other researchers, and developing expertise that can have both theoretical and societal impact. Ultimately, I have always seen the PhD as a path toward a lifelong academic career built on curiosity, learning, and the continuous pursuit of new understanding.

What was a highlight (one or several) of your time as a doctoral researcher?

1) Among the many rewarding moments of my doctoral journey, the most significant was undoubtedly my PhD defense. It was an intense and highly rigorous process, during which the examiners went through my thesis page by page, questioning every aspect of my work in detail. Before the defense, I had sometimes questioned whether I truly deserved to earn a PhD from such a prestigious and demanding institution. Successfully addressing each question and demonstrating complete command of my research provided a profound sense of personal validation. It made me realize that I was fully prepared, complete, and ready to face the challenges of a future academic career, leaving me empowered and confident in my abilities.
2) I was awarded the Principal’s Career Development Scholarship from the University of Edinburgh, which provided a valuable foundation for my doctoral journey. This opportunity allowed me to develop my teaching skills and, for the first time, teach students from diverse international backgrounds. During my PhD, I applied these skills while tutoring topics closely related to my research, creating a strong synergy between teaching and research. Explaining complex ideas to students not only deepened my own understanding but also sparked new insights, helping me grow as both a researcher and educator. It was inspiring to support students’ learning while simultaneously advancing my own skills and confidence.

What challenges did you face, and how did you overcome them?

During my doctoral journey, I faced several classic research challenges, particularly in the early stages when defining my PhD proposal. The first six months were especially demanding, as I had to identify a novel research question, determine the most meaningful direction to pursue, and decide where to start among many possible approaches. Balancing ambition with feasibility, and ensuring that my work would contribute original insights, required careful reflection, extensive reading, and discussions with mentors and peers. Overcoming these challenges involved iterative planning, testing initial ideas, and continuously refining my focus based on what was both impactful and achievable. This process strengthened my critical thinking, project management, and problem-solving skills, and ultimately gave me confidence in my ability to tackle complex research questions independently.

What are you doing now career-wise, and how did your PhD prepare you for it?

I am currently an Associate Professor and co-lead the VISP group at the University of Verona (Italy), where I supervise PhD students and mentor early-career researchers. My PhD prepared me for this career by providing rigorous training in designing and executing complex research projects, developing novel algorithms, and analyzing challenging datasets. It also cultivated critical thinking, independent problem-solving, and the ability to communicate complex ideas clearly, skills that are essential for both research leadership and teaching. The experience of tackling difficult research questions, collaborating with interdisciplinary teams, and presenting work at international conferences has given me the confidence and foundation to guide the next generation of researchers while advancing my own work in computer vision and human behavior analysis.

What’s one key skill or mindset you developed during your PhD that you still rely on today?

One key mindset I developed during my PhD is a combination of critical thinking and problem-solving resilience. In research, answers are rarely immediate; you often have to investigate, revisit, and rethink approaches multiple times, essentially, to RE-search for the solution. This mindset taught me to analyze problems carefully, persist through setbacks, and continuously refine methods and ideas. I still rely on this approach every day in my research, teaching, and mentoring, as it allows me to tackle complex questions systematically and creatively.

What advice would you give to someone considering a PhD in Informatics?

You will face open-ended questions, setbacks, and uncertainty, and the ability to think critically, adapt, and continuously refine your approach is essential. Choose a topic that genuinely excites you, and seek opportunities to collaborate, discuss ideas, and engage with both peers and mentors. Finally, be patient and resilient: research often requires repeatedly revisiting problems, learning from failures, and celebrating small milestones along the way. At the School of Informatics at the University of Edinburgh, you are in excellent hands, supported by world-class supervisors and surrounded by a talented, motivated, and collaborative research community that fosters innovation and interdisciplinary thinking.

Is there anything else you’d like to share with prospective students or the wider community?

Whenever one of my PhD students doubts what is expected of them or questions the purpose of their research, I remind them of something my own PhD supervisor once told me: a PhD is not just about solving a single problem or answering a specific question. It is about developing the skill to think philosophically—to analyze, reflect, and reason deeply about the broader context of your work. Even when you are addressing a very narrow question, the most important outcome of a PhD is learning how to think critically, creatively, and independently—skills that will shape every aspect of your research career.