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1 名古屋高等教育研究 第 15 号 2015 Professional Development for Doctoral Students: What is it? Why Now? Who does it? Maresi NERAD* Abstract Today, governments worldwide want world-class research capacities in order to attract investment and create new jobs. In this context, the next generation of researchers needs more than traditional research skills. They need to prepare themselves to work in many sectors of society post PhD. Therefore, in addition to acquiring traditional research skills, doctoral students also need to formulate clear career goals, be introduced to a variety of academic and non-academic career possibilities, and learn skills needed for managing post-phd careers. They need to become versatile and equipped with transferable and translational competencies. Sets of workshops or training programs for doctoral students, known as professional development, are aimed at helping these students transition into professional careers. This article focuses on the development and definitions of professional development in the US, Europe, and Australia, provides existing empirical evidence of the need of such competence training, presents a conceptual approach of integrating the additional skills into current doctoral education, and describes the central role graduate schools can play in such a training component. 1 Introduction In today s globalized economy, the emphasis on innovation is stronger than ever before. Now governments and research funding agencies expect Director, Center for Innovation and Research in Graduate Education, Professor, University of Washington (Visiting Associate Professor, Center for the Studies of Higher Education, Nagoya University) 285

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17 100% 80% 60% 40% 20% Importance of Skill Quality of Training 0% Critical thinking Data analysis/synthesis Write, publish Research design Grant writing 301

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