and career development both inside employability of doctoral candidates WG3: Generic skills training for and outside academia
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1 WG3: Generic skills training for employability of doctoral candidates and career development both inside and outside academia Chair: Mary Ritter, Imperial College London Case studies: Pamela Faber, University of Grenada, Spain Emmanuel Tric, Bernard Gregory Association, France
2 Some key issues: What skills should be included? Organisation/management and funding of the training Delivery of the training How much training? Optional or mandatory? Link between training for doctoral candidates and early researchers (those who have completed their doctoral training)
3 Some key issues: What skills should be included? Organisation/management and funding of the training Delivery of the training How much training? Optional or mandatory? Link between training for doctoral candidates and early researchers (those who have completed their doctoral training)
4 What skills? Joint Skills statement: 7 major areas identified Research skills and techniques Research environment Research management Personal effectiveness Communications skills Networking and team-working Career management Commercialisation/technology transfer Additional training topics for specific career pathways?
5 Some key issues: What skills should be included? Organisation/management and funding of the training Delivery of the training How much training? Optional or mandatory? Link between training for doctoral candidates and early researchers (those who have completed their doctoral training)
6 Organisation/management and funding of the training Central university Overarching Graduate School (e.g. 1 or 2 per university Subject-focussed doctoral school Department Who has the money to pay for the skills programme? Who does what? Which is most effective? Interdisciplinarity? Innovation? Research into efficacy?
7 Some key issues: What skills should be included? Organisation/management and funding of the training Method of delivery of the training How much training? Optional or mandatory? Link between training for doctoral candidates and early researchers (those who have completed their doctoral training)
8 Method of delivery of the training Lectures Courses (half to one day) Discussion workshops Residential workshops Etc (new ideas?!) Didactic versus experiential Embedded in every-day research or specifically organised
9 Some key issues: What skills should be included? Organisation/management and funding of the training Delivery of the training How much training? Optional or mandatory? Link between training for doctoral candidates and early researchers (those who have completed their doctoral training)
10 How much training? SET for Success a review, chaired by Sir Gareth Roberts, into the supply of science and engineering skills in the UK.PhD students training should include at least 2 weeks dedicated training a year, principally in transferable skills. Similar amount of skills training for postdoctoral early researchers too Embedded versus specific
11 Some key issues: What skills should be included? Organisation/management and funding of the training Delivery of the training How much training? Optional or mandatory? Link between training for doctoral candidates and early researchers (those who have completed their doctoral training)
12 Optional or mandatory? Should there be a minimum attendance requirement, with optional extras? Wide range of choice to accommodate wide range of potential careers Record of attendance versus allocation of credits (taught skills only)
13 Some key issues: What skills should be included? Organisation/management and funding of the training Delivery of the training How much training? Optional or mandatory? Link between training for doctoral candidates and early researchers (those who have completed their doctoral training)
14 Link between training for doctoral candidates and (postdoctoral) early researchers Research training is a continuum Skills training is also a continuum (Lifelong learning!) Seamless provision The more experienced can help train the less experienced (e.g. postdoctoral early researchers teaching training, then act as skills workshop tutors for doctoral candidates
15 Case studies Pamela Faber, University of Grenada, Spain Emmanuel Tric, Bernard Gregory Association, France
16 Some key issues: What skills should be included? Organisation/management and funding of the training Delivery of the training How much training? Optional or mandatory? Link between training for doctoral candidates and early researchers (those who have completed their doctoral training)
17 Training in transferable skills for PhD students: Some examples of >40 workshops/courses Science, research and integrity Communication and presentation skills Time management and personal effectiveness Stress management Science and the media Commercialisation of research Negotiation skills Teamwork Writing skills Thesis writing and completing the PhD Planning your career Range: half day to 3-day residential workshop
18 Silwood Park campus: residential worshops Residential 3-day workshops, Easthampstead Park, Berkshire Space for team activities and informal interaction Designed for students early in their research careers, with long term career effectiveness Ethos: enhancing personal and research skills
19 Research skills and techniques Research environment Ethical issues - peer review, pressure for results, conflicts of interest, secrecy, obligation to the public Commercialisation Research management Time management, prioritisation, realism Project management, milestones etc Data management, IT skills
20 What skills have our students acquired? Personal effectiveness Self-discipline, motivation, initiative Awareness of self limitations, training needs Communication skills Writing Oral presentations: brief, long Professional audiences, public understanding Teaching, media
21 What skills have our students acquired? Networking and teamworking Within research group, institution, wider research community Understand behaviour, impact on others Career management Ownership, realistic goals, identify development needs Insight into transferable nature of research skills, range of career opportunities within/outside academia Effective presentation - CVs, applications, interviews
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