Improving the PhD through provision of skills training for postgraduate researchers

In: Jones , B J 2017 , Improving the PhD through provision of skills training for postgraduate researchers . in A Williams , J P Cassella & P D Maskell (eds) , Forensic science education and training : a tool-kit for lecturers and practitioner trainers . Chichester , pp. 103-117 . https://doi.org/10.1002/9781118689196.ch8

Abstract

Postgraduate research degrees in some systems, such as the UK, can be almost exclusively research based, with little formal, compulsory taught component. Government reviews recommend 10 days per year training in generic or transferable skills to ensure the suitability of doctoral graduates for employment. Professional bodies stipulate a commitment to continuing professional development as a requirement for chartered or accredited status. This includes The Chartered Society of Forensic Science and the British Association for Forensic Anthropology, as well as institutions for related fields such as The Institution of Engineering and Technology. Increasing numbers of universities therefore offer skills training programmes. Research students were surveyed to investigate their attendance and views on non-mandatory training courses, and only 33% of students agreed that all training needs were covered by their degree. However, in contrast to the recommended training commitment, over a one-year period students attended a mean of 5.5±0.7 training days, with 12% attending no training. Responses indicate a significant demand for increased training in management, consistent with government reviews; however, this work also indicates that provision of technical training should be addressed. Short course availability, design, delivery, promotion and recognition are discussed in relation to improving student uptake to reduce to the discrepancy between attendance levels and recommendations or aspirations.