Born or made - Can interdisciplinary and intersectoral doctorate education create institutional entrepreneurs? A systematic review

Leniston, Niamh; Mountford, Nicola

doi:10.4995/head21.2021.12960

Cited by 4 publications

(4 citation statements)

References 15 publications

(38 reference statements)

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“…Skills which are important for professional development such as networking, learning to make research links, disseminating your research, and socializing with peers were not available to the participants. The sensemaking and sense-giving activities (Leniston & Mountford, 2021) that take place in the informal spaces between the formal curriculum elements were more difficult to achieve in an online environment.…”

Section: Conclusion/discussionmentioning

confidence: 99%

What PhD students want from career-related modules: the CHAMELEONS project - An evaluation of three interdisciplinary, inter-sectoral and international modules

2023

Advances in Education and Educational Trends Series

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CHAMELEONS (Championing A Multi-Sectoral Education and Learning Experience to Open New Pathways for Doctoral Students, H2020-SwafS-2018-2020), is a programme of 3 EU-funded interdisciplinary, inter-sectoral and international modules that aimed to broaden the skills of PhD graduates improving their employability in academic and non-academic environments. Fifteen doctoral students from five European universities were recruited. This chapter represents evaluation conducted on all 3 modules. In terms of programme content, students perceived that real-time assessment, reflective learning, engagement with course coordinators and the opportunity to engage with practical research tools (Photovoice, Ecosystem Mapping and Walk My ID) all enhanced their learning. They suggested more group activities to enable them to better network with their doctoral colleagues as well as more practical activities. In terms of programme delivery students expressed a desire to have more physical face-to-face engagements while understanding the Covid-19 constraints. When given the opportunity to add freeform and unprompted comments, students almost without exception expressed their satisfaction with and appreciation for the modules. In terms of programme outcomes one student expressed an aspiration to be "more sure" of their skill set and marketability complimenting the focus on practical learning in the programme content review.

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Section: Conclusion/discussionmentioning

confidence: 99%

What PhD students want from career-related modules: the CHAMELEONS project - An evaluation of three interdisciplinary, inter-sectoral and international modules

2023

Advances in Education and Educational Trends Series

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“…Moreover, students are willing to attain skills such as designing systems and products, developing objectives, strategies, and decision-making, and processing information, skills that are needed for building a successful career in every sector. Students need to develop a multitude of skills providing knowledge on a variety of fields and learning to overcome the cognitive, normative, and regulatory barriers so they can be a part of the CH system (Leniston, & Mountford, 2021).…”

Section: Discussionmentioning

confidence: 99%

Identifying the Ph.D. students’ needs for career enhancement skills

2023

Advances in Education and Educational Trends Series

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To date, it is observed that an increasing number of Ph.D. graduates follow a career outside academia. The EU-funded CHAMELEONS project aimed to identify and fulfill the needs of Ph.D. students towards pursuing a career in digital and connected health industry. The CHAMELEONS overall goal was to develop innovative educational interventions offered by higher education to build more adaptable, entrepreneurial and employable graduates in both academic and non-academic environments. Thus, a range of courses or educational material provided by CHAMELEONS consortium members, or available in open platforms were identified, organized and offered to 15 students, of diverse background, enrolled in the program through a State-of-the-Art (SotA) toolkit. Two questionnaires were provided to attain information on: (i) background and skills the students recognized as underdeveloped, (ii) students' preferences in terms of interest, reasons, and motivation of selection and skills they aim to acquire using SotA toolkit. Students selected courses not actually improving hard skills needed for their research, but soft skills in the business and career management direction, focusing mostly on creativity, innovation, and communication. Finally, the students mentioned that the drive for their selection was based on self-awareness tools which identified the underdeveloped skills required for a successful career.

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“…Moreover, students are willing to attain skills such as designing systems and products, developing objectives, strategies, and decision making, and processing information, skills that are needed for building a successful career in every sector. Students need to develop a multitude of skills providing knowledge on a variety of fields and learn to overcome the cognitive, normative, and regulatory barriers so they can be a part of the CH system (Leniston & Mountford, 2021).…”

Section: Discussionmentioning

confidence: 99%

Identifying the PH.D. Students’ Needs for Career Enhancement Skills

Kosvyra¹,

Filos²,

Cusack³

et al. 2022

Education and New Developments 2022 – Volume 2

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"In the past few years, it has been seen that an increasing number of Ph.D. graduates are following a career outside academia. CHAMELEONS1 project has undertaken the role of identifying and fulfilling the needs of Ph.D. students for following a career in the industry in digital health. This project has received funding from the European Union’s Horizon 2020 research and innovation program under grant agreement No 873105. The overall aim of CHAMELEONS is to firstly identify a range of modules and secondly co-design and deliver three interdisciplinary, inter-sectoral, and international modules which will broaden the skills of 15 Ph.D. students/Post-Doctoral Fellows to improve their employability in both academic and non-academic environments. CHAMELEONS’ consortium offered the opportunity to the Ph.D. students participating in the project to attend some modules in fellow universities and outside their Ph.D. program. This work presents the choices of the students. Students were called to identify one to three modules based on their needs and interests. To that end, and towards identifying the quantitative and qualitative characteristics of the selected courses, a questionnaire was developed. The questionnaire was implemented as part of an online google classroom resource where information about the available courses for selection was made available. The questionnaire answers were completely anonymous. The questionnaire attempts to attain information regarding these courses at two levels: (i) background and skills that the students recognized as underdeveloped and the tools they used to identify them, (ii) preferences of students in terms of interest, reasons, and motivation of selection and the skills (provided by the European classification of Skills, Competences, and Occupations - ESCO2) they aim to acquire through these courses. 13 students replied to this questionnaire, all coming from diverse backgrounds (health-related or health technology-related) and the majority used a self-awareness/ self-assessment tool to identify the skills that they need to improve and make their decision. Moreover, students selected courses that do not actually improve a hard skill needed for their research, but soft skills in the business and career management direction, focusing mostly on creativity, innovation, and communication. Finally, students are willing to attain what can be considered necessary for building a successful career in every sector. To conclude, our study suggests that Ph.D. students have a need to develop skills beyond their basic scientific education. These skills are related to the perspective of developing a successful career plan and being competitive in the occupational arena."

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Born or made - Can interdisciplinary and intersectoral doctorate education create institutional entrepreneurs? A systematic review

Cited by 4 publications

References 15 publications

What PhD students want from career-related modules: the CHAMELEONS project - An evaluation of three interdisciplinary, inter-sectoral and international modules

What PhD students want from career-related modules: the CHAMELEONS project - An evaluation of three interdisciplinary, inter-sectoral and international modules

Identifying the Ph.D. students’ needs for career enhancement skills

Identifying the PH.D. Students’ Needs for Career Enhancement Skills

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