Doctoral Education in Europe: Models and Propositions for Transversal Skill Training

Autor/in	Ashonibare, Adekola Afolabi
Titel	Doctoral Education in Europe: Models and Propositions for Transversal Skill Training
Quelle	In: Studies in Graduate and Postdoctoral Education, 14 (2023) 2, S.164-170 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/SGPE-03-2022-0028
Schlagwörter	Doctoral Programs; Doctoral Students; Transfer of Training; Foreign Countries; Employment Potential; Curriculum Design; Skill Development; Europe + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Training; Transfer; Ausbildung; Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Lehrplangestaltung; Kompetenzentwicklung; Qualifikationsentwicklung; Europa
Abstract	Purpose: This paper aims to investigate existing practices of transversal skills training in doctoral education and provide recommendations for improvement for universities, industry and doctoral students in Europe. The results offer a detailed picture that has implications for the design of doctoral education programs that aim to support transferable skills development and graduate employability. Design/methodology/approach: A qualitative research method was used for this study; thus, data gained from existing literature were the most significant aspect of this study, serving as the key approach to answering the research questions. A literature review approach, which involved synthesizing and analyzing existing literature, was adopted in this study. Essential themes were identified and collected from literature through an inductive coding technique to find answers to questions in this study. Findings: The research highlights the importance of coordinated efforts to improve transversal skills training in doctoral education programs. Universities must adapt their curriculum to meet industry skill requirements and provide enabling support for faculty innovative teaching. Private enterprises must continue to provide training for doctoral graduates employed in the industry because not all skills can be taught and developed in the university. Doctoral students themselves must be intentional about creating industry networks for acquiring transferable skills needed in nonacademic jobs. Social implications: In response to industry demands, a university should not be seen as a place where doctoral students formulate a theory about the net ideology of a discipline but as a place for socializing, interacting, arguing critically and developing transferable skills for various careers. The advocacy for transversal skill training in doctoral education positively impacts society, producing doctoral researchers with an innovative mindset. Universities must continue improving existing skill-based training and work-integrated learning practices while seeking new collaboration with various industry sectors. Originality/value: This study provides relevant ideas for faculty, industry and doctoral students on enhancing the employability of doctoral graduates through the development of transversal skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01