22 SES 16 B, Lessons Learned: Linking the Careers of Doctorate Holders to Current Shifts (Part II)
Symposium Part II, continued from 22 SES 15 B
Since increasing numbers of doctorate holders enter the non-academic labor market, scholars have raised the need to transform doctoral education from being the training of academics to the training of versatile professionals (Fillery-Travis & Robinson, 2018). This has led to the creation of multiple models of doctoral education (e.g., research doctorate, professional doctorate, etc.; Bao, Kehm, & Ya, 2018) while putting the acquisition of transferable skills high on agenda for institutions and policymakers alike (Kehm, Shin & Jones, 2018; OECD, 2020). Transferable skills include general skills, such as collaboration, which can be applied to different sectors, as opposed to specialized skills that are discipline-based. Although there is a general agreement on the importance of transferable skills, there is still a debate about which skills should be acquired, in what form (obligatory vs. voluntary), and how (supervisors vs. training experts) (Horta, 2010; Mowbray & Halse, 2010). Based on two studies, including doctorate holders (Study 1) and employers (Study 2), we aim to understand the skills (mis)match of doctorate holders who work inside and outside academia, analyze the link between their acquired skills and their career choice, and evaluate the convergences and divergences that exist between doctorate holders and employers. In Study 1, based on the “Future of PhD holders” online survey (Bebiroglu, Dethier, & Ameryckx, 2019), which included 2055 doctorate holders from all six French-speaking universities in Belgium, we present data on skills doctorate holders perceive they lack in the workplace. Our initial analyses indicate that both for doctorate holders working inside (n = 912) and outside academia (n = 1,143), the most important skills not acquired during doctoral training but later used in the workplace are “collaboration and teamwork”, “social skills” and “general management skills”. We then analyze the link between the skills they have acquired and their career choice. In study 2, based on the “Recruiting Talents” online survey, which is currently in progress, we will provide data on the skills employers look for in doctorate holders and perceive they have (not) acquired. Doctorate holders are considered to play a strategic role in the promotion of innovation ecosystems. Therefore, it is particularly important to equip them with skills they may later apply in their work environment. Based on insights coming from both doctorate holders and employers, our findings will provide valuable information on how universities can enhance their doctoral education to help with the job transition of doctorate holders.
Bao, Y., Kehm, B. M., & Ma, Y. (2018). From product to process. The reform of doctoral education in Europe and China. Studies in Higher Education, 43(3), 524-541. Bebiroglu, N., Dethier, B., & Ameryckx, C. (May, 2019). Employment status of PhD holders in the Federation Wallonia-Brussels. ORCS Thematic Report Series #1, Observatory of Research and Scientific Careers, Brussels, Belgium. http://www.observatoire.frs-fnrs.be/docs/REPORT%20EMPLOYMENT%20ENG_FINAL.pdf Fillery-Travis, A., & Robinson, L. (2018). Making the familiar strange–a research pedagogy for practice. Studies in Higher Education, 43(5), 841-853. Horta, H. (2020). PhD Students’ Self-Perception of Skills Acquired During Their PhD and Plans for Their Postdoctoral Careers: A Joint Analysis of Doctoral Students at Three Flagship Universities in Asia. In Structural and Institutional Transformations in Doctoral Education (pp. 275-323). Palgrave Macmillan, Cham. Kehm, B. M., Shin, J. C., & Jones, G. A. (2018). Conclusion: Doctoral Education and Training–A Global Convergence?. In Doctoral education for the knowledge society (pp. 237-255). Springer, Cham. Mowbray, S. & Halse, C. (2010) The purpose of the PhD: theorizing the skills acquired by students. Higher Education Research & Development, 29:6, 653-664, DOI:10.1080/07294360.2010.487199 OECD. (2020). Reducing the precarity of research careers. Retrieved from https://community.oecd.org/events/4551
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.