Learning Outcomes and Generic Skills in Doctoral Education

Learning Outcomes and Generic Skills in Doctoral Education

D J T

Dr. Jon Turner

Institute for Academic Development, p ,

University of Edinburgh

Scottish Higher Scottish Higher

Education & the EQF

http://ec.europa.eu/education/lifelong-

l i li /d / f/ k t df

learning-policy/doc/eqf/ukreport_en.pdf

SCQF level 12 descriptors (doctoral)

Knowledge and understanding Demonstrate and/or work with:

• A critical overview of a subject/discipline, including critical understanding of the principal theories, principles and

concepts;

concepts;

• A critical, detailed and often leading knowledge and

understanding at the forefront of one or more specialisms;

• Knowledge and understanding that is generated through

• Knowledge and understanding that is generated through personal research or equivalent work that makes a

significant contribution to the development of the subject/discipline

subject/discipline.

SCQF level 12 descriptors (doctoral)

Practice: applied knowledge and understanding

• Use a significant range of the principal skills, techniques, g g p p q practices and materials associated with a subject/discipline.

• Use and enhance a range of complex skills, techniques, practices and materials at the forefront of one or more practices and materials at the forefront of one or more specialisms.

• Apply a range of standard and specialised

research/equivalent instruments and techniques of enquiry research/equivalent instruments and techniques of enquiry.

• Design and execute research, investigative or development projects to deal with new problems and issues.

D t t i i lit d ti it i th d l t

• Demonstrate originality and creativity in the development and application of new knowledge, understanding and practices.

• Practise in the context of new problems and circumstances.

SCQF level 12 descriptors (doctoral)

Generic cognitive skills

• Apply a constant and integratedpp y g approach to critical pp

analysis, evaluation and synthesis of new and complex ideas, information and issues.

• Identify, conceptualiseIdentify, conceptualise and offer original and creativeand offer original and creative

insights into new, complex and abstract ideas, information and issues.

• DevelopDevelop creative and original responses to problems andcreative and original responses to problems and issues.

• Deal with very complex and/or new issues and make informed judgements in the absence of complete or informed judgements in the absence of complete or consistent data/information.

SCQF level 12 descriptors (doctoral)

Communication, ICT and numeracy skills - Use a

significant range of advanced and specialised skills as

i t t bj t/di i li f l

appropriate to a subject/discipline – for example:

• Communicate at an appropriate level to a range of

audiences and adapt communication to the context and purpose;

• Communicate at the standard of published academic work and/or critical dialogue and review with peers and experts g p p in other specialisms;

• Use a range of software to support and enhance work at this level and specify software requirements to enhance this level and specify software requirements to enhance work;

• Critically evaluate numerical and graphical data.

SCQF level 12 descriptors (doctoral)

Autonomy, accountability and working with others

• Exercise a high level of autonomy and initiativeg y in professional and equivalent activities.

• Take full responsibility for own work and/or significant responsibility for the work of others.

responsibility for the work of others.

• Demonstrate leadership and/or originality in tackling and solving problems and issues.

• Work in ways which are reflective self critical and based on

• Work in ways which are reflective, self-critical and based on research/evidence.

• Deal with complex ethical and professional issues.

• Make informed judgements on new and emerging issues not addressed by current professional and/or ethical codes or practices.p

Dublin Descriptors

• have demonstrated a systematic understanding of a field of study and mastery of research associated with that field

• have demonstrated the ability to conceive, design, implement and y g p adapt a substantial process of research with scholarly integrity

• have made a contribution through original research that extends the frontier of knowledgeg by developing a substantial body of y p g y work, some of which merits national or international refereed publication

• are capable of critical analysis, evaluation and synthesisp y , y of new and complex ideas

• can communicate with their peers, the larger scholarly

community, and with society in general about their areas of co u ty, a d t soc ety ge e a about t e a eas o expertise

• can be expected to promote, within academic and professional contexts, technological, social or cultural advancement in a

contexts, technological, social or cultural advancement in a knowledge based society.

PhD and generic skills assessment PhD and generic skills assessment

• PhD assessment:

Original work and significant contribution to – Original work and significant contribution to

knowledge

– Contains material worthy of publicationCo ta s ate a o t y o pub cat o

– Adequate knowledge of field of study and literature – Exercise of critical judgement (own work and others)j g ( ) – Unified body of work

– Satisfactory literary presentation, coherent structure

• Generic skills assessment:

– Formal credit bearing (minority)

– Linked to annual review and monitoring

The role and relevance of

generic skills….

Context - PhD Culture Change

• Apprenticeship model of sole supervision

• Supervisory teams p

• Unstructured • Structured progression and training

• Little formal training • Emphasis on formal training

(specialist and transferable skills)

• Isolated • Joining postgraduate and academic community

• Preparation for academic career

• Preparation for broader range of careers (including academia)

I d h i

• Improved researcher experience

• Higher completion rates

Generic skills – relevance for doctoral researchers

• Getting started – e.g. language,

• Presenting results – e.g. presentations,

g g g ,

computing & IT – orientation

g p ,

thesis workshop, paper production orientation

• Completing a project j t l i

p p p

• Mixing with others

social and intellectual – e.g. project planning,

statistics, teamwork,

ti t

– social and intellectual benefits

t t k

time management – peer support networks

Relevance to PhD career destinations

Business and Financial

Information Technology Professionals

2.7%

Arts, Design, Culture and Sports Professionals Business and Financial 2.0%

Professionals 5.0%

Education

Social & Welfare Professionals

8.6%

Professionals 21.1%

H lth P f i l

Other Professionals 23.7%

Health Professionals 6.1%

Other Occupations 3.3%

Scientific Professionals Engineering

Professional 3.5%

Commercial Industrial Scientific Professionals

17.4% Commercial, Industrial and Public Sector

Managers

‘Postgraduate Study in the UK 2000/01 to 2005/06’ 6.4%

DIUS (2008)

Careers beyond academia y

What employers say about PhD graduates…

• Enthusiastic, imaginative, creative

• Hugely valuable: thinking capacity, problem solving

• Self-starting, able to work without direct management

• High standard of written communication and presentations

Sectors actively recruiting PhD graduates:

academia, management consultancy, public sector, technical/specialist industry, specialist consultancies,

t hi i il i

teaching, civil service…

What do PhD job applicants at do job app ca ts need to improve…

• Verbal communication:

– Especially in interviewsEspecially in interviews

– Making PhD topic accessible to non-specialists (e.g. employers)p ( g p y )

• Commercial awareness and awareness of sector/employer applying to

• Articulation/explanation of skills they have

National Frameworks:

Research Councils’ Joint Skills Statement

R h kill d t h i

• Research skills and techniques

• Research environment

• Research management

• Personal effectiveness

• Communication skills

• Networking and team working

• Career management

www.vitae.ac.uk/1690/Joint%20Skills%20Statement.html

d h t ff and research staff

– describes knowledge, behaviours and attributes of researchers at different stages of development

of development

– providing a language for communicating researcher qualities

• Researcher Development Statement endorsed by key stakeholders

• RDF websiteebs te

– resources, FAQs – researcher profiles – JSS mappingJSS mapping

• Professional development tool

• Consultation on future development

www.vitae.ac.uk/rdf

The Roberts’ Review - 2002

• Recommendation 4.2: PhD training elements

– …..the training elements of a PhD – particularly training g p y g in transferable skills – need to be strengthened

considerably.

– …should include the provision of at least two weeks should include the provision of at least two weeks’

dedicated training a year, principally in transferable skills, for which additional funding should be

provided provided….

• Recommendation 5.3: A vision for postdoctoral researchers

– … [ensure] that all … postdoctoral researchers have a clear career development plan and have access to

appropriate training opportunities appropriate training opportunities…

• Implementation - additional funding & reporting

QA and Monitoring Structures QA and Monitoring Structures

• Quality Assurance Requirements:

• Quality Assurance Requirements:

– QAA Code of Practice for Research Degree Progammes

Progammes

Puts skills development into overall picture of support and experience pp p

• National Surveys:

– PRES PRES

Allows institutions to monitor their provision and

benchmark this against national picture

Website Website

– doctoral researchers – research staff

– careers

GRADBritain GRADschools GRADschools PhD planner PGR ti

PGR tips

Balanced researcher Creative researcher Creative researcher

Networks

– Vitae connections

– National & regional events

Databases Databases

– Trainers and developers – practice/resources

Programmes

– Effective researcher

C i f d i th t

– Careers in focus: academia, other sectors

Publications

– Hub newletters bulletins Overview – Hub newletters, bulletins, Overview – Supervising a doctorate

Generic Skills Training g

at Edinburgh

Structures and Approach pp

• University Structure

– 3 Colleges 21 Academic Schools3 Colleges, 21 Academic Schools (Graduate Schools)

– Support departments (Institute for Academic Development - transkills, Careers Service etc.) – University committees and working groups

A h i t d fl ibilit

• Approach – variety and flexibility

– Embedded in School Programmes (e.g. specialist skills) Embedded with central support (e g generic research) – Embedded with central support (e.g. generic research) – Central programmes (e.g. professional development)

Central targeted (e g specific cohorts or topics) – Central targeted (e.g. specific cohorts or topics)

organising Extra-mural activities - e g science communication Prior organising

seminars etc. e.g. science communication Prior

experience

Supervisor/PI

Skills

Development

Individual advice

& support

p

support

Development

School/Department courses (mostly PhD) e.g. careers

Web-based

University courses Through

research work information &

resources

– transkills, careers, computing services (e.g. presenting,

writing, projects) External courses

e.g. Vitae

Identification of training needs, reflection, review, recording, awareness and articulation of skills

Linking skills training to PhD milestones

• Why?

– Engagement with students, Schools, supervisors Engagement with students, Schools, supervisors – Impact

• Increased (and explicit) awareness of skillsIncreased (and explicit) awareness of skills development through PhD

• Skills development improving PhD effectiveness

• Positive reinforcement between the two

• How?

– Early stages of PhD – Key points during PhD Key points during PhD

– Discussed at annual review

NING or Strongly d courses) Induction Induction Part 2

Writing a Scientific Paper

Thesis Workshop

(month

Research Posters

• Preparing a Poster

• Getting Your Message Across

PhD TRAI Compulsory o ecommended Induction

Event (Roberts Funded)

– The Effective Researcher (planned 04/06)

p

(month 17) (month

26)

YEAR 1 YEAR 2 YEAR 3

• Getting Your Message Across

• Graduate School Poster Day (months 16 to 18)

(C re

Searching Research Literature (month 2 or 3)

ORING ONES

Project Report (6-8 months)

Research Poster (18 months)

Thesis Plan

(27 months) Project

Plan (2 months) PhD MONITO AND MILEST

Research Paper (24 months)

Submit Thesis (36 months, 48 month

final deadline)

1^stYear Review

P A

2^ndYear Review

3^rdYear Review

Training Needs Assessment during induction and annual review points students towards

i t l ti i l di

appropriate elective courses including:

Effective Presentations (1), Effective Writing (any), Communicating Science to Non-Specialists (1 or 2), Scientific Computing Tools (usually 1), Computing Toolbox (any), Web Page Production (any), Research Grant Applications (3), Developing a Successful Career (3), Interviewing Skills (3), Entrepreneurship (any), IPR (any), Tutoring & Demonstrating (1)

Subject specific provision

• Research Methods in the Social Sciences

– Compulsory assessed running over two semestersCompulsory, assessed, running over two semesters

• Research Methods in Arts, Culture & Environment

Compulsory linked to student organised conference – Compulsory, linked to student-organised conference,

first semester

– Includes sessions tailored to practice-based PhDs – Includes sessions tailored to practice-based PhDs

• Animal handling, radiation, health & safety

E l f l k h i di i li

– Examples of compulsory workshops in some disciplines (especially laboratory science)

SUPA Ad anced Topics

• SUPA Advanced Topics

– Video conference courses for all Scottish physics PhDs

Want to get your PhD off to a flying start?

Want to get your PhD off to a flying start?

Managing Your PhD in Social & Political Studies

• 27 October, 10.45 – 14.00 (lunch included)

• Get to know the rest of the SPS postgraduate community

• Consider the challenges you’ll face during the first year of your PhD

Learn from the e perience of and hear from

• Learn from the experience of and hear from 2^nd year PhDs and supervisors

• How to make the most of your PhDHow to make the most of your PhD

• Interactive, informal and practical

e.g. SPS, Informatics, PPLS, History & Classics, Biology

Other bespoke courses

• Poster Presentations (e.g. GeoSciences)

– 2^nd year assessment milestonesy

– Linked to poster design, written and verbal presentation courses

• Academic Paper Writing

– Tailored to different academic disciplines – Led by senior academics

• PhD Thesis Workshops

– Timetabled for students about to start 3^rd year

– Core materials tailored to local requirements and led by academics

academics

• PhD Career Alumni Events

Online provision: e.g. PG Essentials

• Online course for PhD

h (d l d t

researchers (developed at University of Melbourne).

• Flexible and interactive

• Flexible and interactive.

• Covering the essential

knowledge needed to make knowledge needed to make the best start to a PhD.

• Register in SeptemberRegister in September, October or January

http://www.transkills.ed.ac.uk/pgessentials.htm

Open workshops and short courses Open workshops and short courses

• transkills for PhDs; RDP for postdocs

• Communication, project and time management, publishing, knowledge exchange, enterprise,

t hi d l d l t

teaching, career and personal development, information and IT skills, etc.

D i d f h f f h

• Designed for researchers, free of charge

• Flexible – wide range of options and repeats

Edinburgh Local GRADschools g

• Mix of disciplines 4 d id ti l

• 4-day residential

• Aimed at 2

& 3

years

• Taking stock of skills

• Looking at career options g

• Tutors from range of sectors and organisations g

• Time out from PhD to

regain momentum

Teaching skills

• Opportunities for tutoring and demonstrating

• Mix of local and central orientation sessions

• Mix of local and central orientation sessions

• Central enhancement sessions to broader and deepen teaching e perience

deepen teaching experience

• Support for individual applications for HEA Associate status

• Experience of teaching valued by doctoral

candidates

Research Communication in Action

• Sandwich style approach to skills development

• Run with individual Graduate Schools

• Training in communication, working with children and a specific workshop

• Teams of PhD students and/or research staff take workshops to local schools

to local schools

• Review day

• Variation with focus on policy development for social

• Variation with focus on policy development for social science

b i d i k h

business and enterprise workshops (www.transkills.ed.ac.uk/bet.cfm)

S t 2 M t i t d

• Semester 2 – Mentoring teams and individuals through business plan competitions and events to gain competitions and events to gain business skills and experience (www launch ed ac uk)

(www.launch.ed.ac.uk)

• Summer – A residential course on Enterprise skills

Enterprise skills

Edinburgh COMPASS Programme g g

• Orientation courses and social events for

International Postgraduate Research Students International Postgraduate Research Students in Edinburgh

• A chance to socialise gain an understanding of A chance to socialise, gain an understanding of academic culture in the UK and build a network of peers from a variety of disciplines, p y p ,

universities and locations.

• Induction Event: Wednesday 29 y

September p

• Book by emailing: transkills@ed.ac.uk

University of Edinburgh International Office

Part-Time Researcher Conference

• Collaboration: Universities, Vitae Hub, SFC

• Designed for part-time PhD researchers & research staff:

Incl ding professional doctorates and distance – Including professional doctorates and distance – Based on feedback from part-time researchers – High quality venue, major eventHigh quality venue, major event

– Informed by activities tried by institutions

• Content:

– network with colleagues from diverse research areas &

universities;

develop professional skills;

– develop professional skills;

– consider future careers;

– Meet service providers from universities across Scotland p and Northern Ireland.

vitae.ac.uk/policy-practice/916-203971/Part-Time-Researcher-Conference.html

Researcher-led initiatives

• Funding aimed at communities of researchers

• Developed and led by researchers themselves

• Linked to formal and informal training g

• Examples include:

Research staff societies Research staff societies,

networking, workshops, events, e-journals, EUSci

www ed ac uk/schools-departments/researcher- www.ed.ac.uk/schools-departments/researcher-

development/staff/researcher-led-activities/initiative-fund

University of Edinburgh Principal’s Career D l t PhD S h l hi

Development PhD Scholarships

• 60 new scholarships, open to all p p applicants & fields of study

• Include additional career development opportunities:

– University teaching – Public engagement – Enterprise

• First scholarship holders arrived in September

www.scholarships.ed.ac.uk/postgraduate/development.htm

Looking ahead

Looking ahead….

Impact

• University Strategic Plan:

– Double recorded take up of skills training opportunities by PhDs

• PRES (national survey):

– Marked increase in satisfaction with skills development opportunities (86% met or exceeded expectations)

• Vitae Impact Framework:

– Framework and range of case studies (engagement

d t )

and outcomes)

• Vitae Cohort Study (3 years beyond graduation)

V l d l f PhD t f

– Value and relevance of PhD to a range of careers – Use of research and generic skills

Collaboration - research pooling and

th l

other examples

• EaST Chem

– Scientific Paper Production (St Andrews) – PhD Thesis Workshop (Edinburgh) PhD Thesis Workshop (Edinburgh)

• SUPA

Entrepreneurship event – Entrepreneurship event

• Mathematics

ICMS G i kill t i i f – ICMS Generic skills training for

postgraduate mathematicians in Scotland S tti h G d t S h l/D t l T i i

• Scottish Graduate School/Doctoral Training

Centre in Social Science

Other emerging themes …. g g looking to the future

• Impact of end of Roberts funding and changes in funding mechanism

• Use of E-learning

• Moving the location/ownership of skills training

l t th i d i i

closer to the main academic experience

• Researcher-led initiatives

Li k t l (i l di l t

• Links to employers (including placement programmes)

• Internationalisation multi-disciplinarity mobility

• Internationalisation, multi-disciplinarity, mobility

Getting in touch: g

j.d.turner@ed.ac.uk

References

• Institute for Academic Development www.iad.ed.ac.uk

• Roberts and generic skills at the University of Edinburgh t d d k/ kill / bli ht

www.postgrad.ed.ac.uk/pgskills/wgpublic.htm

• Vitae www.vitae.ac.uk

• Researcher Development Framework www.vitae.ac.uk/rdf

• PRES 2009 www.heacademy.ac.uk/pres

• QAA Code of Practice

• QAA Code of Practice

www.qaa.ac.uk/academicinfrastructure/codeOfPractice/

• Scottish Credit & Qualifications FrameworkScottish Credit & Qualifications Framework www.scqf.org.uk