The response of Physical The response of Physical Science post-graduates to Science post-graduates to

training courses and their relation training courses and their relation to their PhD studiesto their PhD studies

Jane PritchardJane Pritchard

Jane MacKenzie and Maggie CusackJane MacKenzie and Maggie Cusack

University of GlasgowUniversity of Glasgow

OutlineOutline

Roberts training at Glasgow in PSGSRoberts training at Glasgow in PSGS Roberts review – why and what trainingRoberts review – why and what training PSGS 2003 response and why this study arosePSGS 2003 response and why this study arose Methodology for reviewing training provisionMethodology for reviewing training provision OutcomesOutcomes Summary and suggestionsSummary and suggestions Some additional questions around Roberts training Some additional questions around Roberts training

and PhD life.and PhD life. Lunch - hurrahLunch - hurrah

Don’t call it Don’t call it training!training!

Roberts - 1Roberts - 1

Why Why – strategy for improving UK productivity and strategy for improving UK productivity and

performanceperformance– link made between demand for graduates and link made between demand for graduates and

their transferable skills their transferable skills At least 2 weeks dedicated transferable At least 2 weeks dedicated transferable

skills training each yearskills training each year For PhD students starting on/after 2003/04 For PhD students starting on/after 2003/04

and PDRAs in post from October 2003and PDRAs in post from October 2003

Roberts -2 Roberts -2

……moves to improve the quality of PhD moves to improve the quality of PhD trainingtraining are welcome but institutions are welcome but institutions are not adapting quickly enough to the are not adapting quickly enough to the needs of industry or the expectations of needs of industry or the expectations of potential students. The review potential students. The review therefore believes that the training therefore believes that the training elements of a PhD, particularly training elements of a PhD, particularly training in transferable skills, needs to be in transferable skills, needs to be improved considerably.improved considerably.

Background to studyBackground to study

Current training informed by a survey in Current training informed by a survey in 2003 PGR students and PDRAs 2003 PGR students and PDRAs – what training they would value and in response what training they would value and in response

to suggestions from academic staff in the to suggestions from academic staff in the Faculty of Physical Sciences. Faculty of Physical Sciences.

A number of existing courses – build on A number of existing courses – build on current activities and include those they current activities and include those they wantwant..

Keep impact on research time to a Keep impact on research time to a minimum.minimum.

‘‘Data collection’Data collection’

Email questionnaire sent out to all 1Email questionnaire sent out to all 1stst Yr, 2 Yr, 2ndnd Yr Yr and 3and 3rdrd Yr PGs and PDRA’s. Yr PGs and PDRA’s.

6 focus groups (semi-structured interviews) held 6 focus groups (semi-structured interviews) held with 1with 1stst and 2 and 2ndnd year PGs AND 3 year PGs AND 3rdrd Yr PGs and Yr PGs and PDRA’s. (about 1 hour each) PDRA’s. (about 1 hour each) – Links to core PhD studies, effectiveness, timing, desired Links to core PhD studies, effectiveness, timing, desired

skills, skills, Collation and comparisons between interviews Collation and comparisons between interviews

and questionnairesand questionnaires Themes identified and suggestions from the Themes identified and suggestions from the

students identified students identified

Skills identified by all as important Skills identified by all as important for PhD – no great surprisesfor PhD – no great surprises

Time managementTime management Writing skills – reports, papersWriting skills – reports, papers Oral presentationsOral presentations Research skills – data gatheringResearch skills – data gathering TeachingTeaching Interpersonal skillsInterpersonal skills Computer skills (not PDRAs)Computer skills (not PDRAs)

Notable differences between yearsNotable differences between years

22ndnd years years – technical skills, learn how to operate new technical skills, learn how to operate new

equipmentequipment 33rdrd yrs yrs

– specific computing skills, thesis writing, specific computing skills, thesis writing, communication with people outside - crucialcommunication with people outside - crucial

PDRA’sPDRA’s– People management, web design skills, how to People management, web design skills, how to

run meetingsrun meetings

Where do the identify the develop Where do the identify the develop their skillstheir skills

Sessions, supervisors, groups, peers, selfSessions, supervisors, groups, peers, self giving presentations, writing papers, giving presentations, writing papers, Teaching, collaborations, life!Teaching, collaborations, life!

‘‘I believe Postdocs play a significant role in I believe Postdocs play a significant role in an efficient research group. They are the an efficient research group. They are the ones who can spend the time teaching new ones who can spend the time teaching new students’. (Yr 1 PG)students’. (Yr 1 PG)

Current training provisionCurrent training provision

11stst yr yr– One day introductionOne day introduction

– time management, time management, introduction to PhD, PhD introduction to PhD, PhD then what,then what,

– First aidFirst aid– GTA statutory trainingGTA statutory training– Library skillsLibrary skills– Frontiers – away couple of Frontiers – away couple of

days days – team building and team building and

presentation skillspresentation skills

– Data analysisData analysis– Radiation trainingRadiation training

22ndnd – Poster design & preparation Poster design & preparation

leading to Faculty poster leading to Faculty poster sessionsession

– Small group sessions on voice Small group sessions on voice projection & commanding an projection & commanding an audienceaudience

33rdrd – Myers BriggsMyers Briggs– Using Word to prepare your Using Word to prepare your

thesisthesis– Career planningCareer planning

PDRAPDRA– Management training being Management training being

pilotedpiloted– Media training to be offeredMedia training to be offered

What do the say: What do the say: links to PhD and learninglinks to PhD and learning

thought that it would be good to give you thought that it would be good to give you some feedback on the courses that we had, some feedback on the courses that we had, especially in October because I don’t feel especially in October because I don’t feel that they covered the amount of things that that they covered the amount of things that they should have at the start of the course. I they should have at the start of the course. I don’t think they prepared us adequately for don’t think they prepared us adequately for really the first 3 or 4 months of the PhD. really the first 3 or 4 months of the PhD. (yr 1 PG)(yr 1 PG)

Roberts to PhD links (PG Yr 2)Roberts to PhD links (PG Yr 2)

Q. What sort of skills do you want to develop Q. What sort of skills do you want to develop during your PhD? during your PhD?

Research skills. To know what to do next or Research skills. To know what to do next or where to go because I don’t. I say to my where to go because I don’t. I say to my supervisor supervisor what should I do now. I’ve done all what should I do now. I’ve done all this, but I don’t know where to take it nextthis, but I don’t know where to take it next? And ? And she’s like she’s like oh we could look at this and we could at oh we could look at this and we could at thisthis and I don’t know that because that’s just not and I don’t know that because that’s just not something I’ve learned yet. I don’t know the field something I’ve learned yet. I don’t know the field well enough. But that’s not a transferable skill that well enough. But that’s not a transferable skill that an employer’s going to look for, that’s a research an employer’s going to look for, that’s a research skill. It’s different.skill. It’s different.

Perceptions of training 1Perceptions of training 1

PG Yr 2:PG Yr 2: ….w….which doesn’t seem to be very hich doesn’t seem to be very relevant to PhD’s at all so far.relevant to PhD’s at all so far.

I:I: Why not?Why not?PG Yr 2PG Yr 2 :: It’s just HR speak.It’s just HR speak.

because we’re doing a Science PhD and the because we’re doing a Science PhD and the training that we get should be relevant to training that we get should be relevant to doing a Science PhD not just like training doing a Science PhD not just like training that I could go to any other job and get.that I could go to any other job and get.

Perceptions of training 2 Perceptions of training 2

You would take what you learned from You would take what you learned from it and you could transfer it to something it and you could transfer it to something else….. ….I mean you have to learn what else….. ….I mean you have to learn what you’re going to do first before you can learn you’re going to do first before you can learn how to transfer it to something else, how to transfer it to something else, especially when we’re not going to be especially when we’re not going to be worried about doing that for another 2 years. worried about doing that for another 2 years. It’s like, well this is what’s important now, It’s like, well this is what’s important now, which I think should be the case.which I think should be the case. (PG Yr 2) (PG Yr 2)

Perceptions of training 3 Perceptions of training 3 I:I: The notion of the training that you’re The notion of the training that you’re

receiving is to enhance your employability and receiving is to enhance your employability and your personal development profile, your PDP.your personal development profile, your PDP.

Well that’s all very well, but how are the employers Well that’s all very well, but how are the employers going to know we’ve done it and are they going to going to know we’ve done it and are they going to care because you’re like, care because you’re like, oh I went to an hour long oh I went to an hour long course, or a 4 hour long course 3 years ago and course, or a 4 hour long course 3 years ago and people management for instancepeople management for instance? They’ll be like, ? They’ll be like, so, that doesn’t prove anything to us? so, that doesn’t prove anything to us? (PG Yr 2)(PG Yr 2)

PDRA’sPDRA’s

I honestly think that the pressure of being – I honestly think that the pressure of being – the change in responsibilities from going the change in responsibilities from going from PhD to RA means that I have to be from PhD to RA means that I have to be much better. I didn’t feel that, despite much better. I didn’t feel that, despite wanting to in my PhD and there was no wanting to in my PhD and there was no training, so we didn’t have any type of training, so we didn’t have any type of management training.management training.

Examples of suggested ‘sessions’ Examples of suggested ‘sessions’

How to write abstractsHow to write abstracts How to read papers – critical reading skillsHow to read papers – critical reading skills How to take minutes and run meetingsHow to take minutes and run meetings

SummarySummary

GU Physical Sciences 2003 response very instrumental – no ‘quality’ linked to training programme, – Glasgow a typical response to Roberts agenda

PGs asking for MORE feedback (like NSS data) Certificate of ‘transferable skills’ Staged programme over 3 years PDRA’s – feel unrecognised, under-developed,

could act as mentors for PGs.

Roberts – again!Roberts – again! describes PhD describes PhD trainingtraining – concerning? – concerning? looked at ‘perceived’ skills gap, however how real looked at ‘perceived’ skills gap, however how real

is it to PhD students? is it to PhD students? – This has potential long term consequences on the This has potential long term consequences on the

nature of a PhDnature of a PhD worthy cause but has encouraged an instrumental worthy cause but has encouraged an instrumental

response to supporting the response to supporting the learninglearning of PhD of PhD students and is an apparent response to the students and is an apparent response to the increased number of PhD studentsincreased number of PhD students

Also adds fuel to the Reseach:Teaching tension Also adds fuel to the Reseach:Teaching tension as some PGs already becoming aware of time as some PGs already becoming aware of time away from their research on ‘non-PhD’ thingsaway from their research on ‘non-PhD’ things

Communities of practice and Communities of practice and RobertsRoberts

If a research group works ‘well’ it can If a research group works ‘well’ it can behave as a ‘community of practice’ and behave as a ‘community of practice’ and maybe Roberts training is not applicable.maybe Roberts training is not applicable.

However, if no community then MAYBE However, if no community then MAYBE Roberts serves a vital function (or Roberts serves a vital function (or instrumentalises) those PhD students instrumentalises) those PhD students (departments, institutions) approaches to (departments, institutions) approaches to development of transferable skillsdevelopment of transferable skills

Suggestions from PGs and PDRAs Suggestions from PGs and PDRAs for enhancing current provision - 1for enhancing current provision - 1

A certificate of PDP A certificate of PDP Negotiated ‘curriculum’ – Negotiated ‘curriculum’ – Roberts training doesn’t Roberts training doesn’t

appear very ‘student-centred’appear very ‘student-centred’

No single shots of training – need to be built No single shots of training – need to be built on year on yearon year on year

2 phases of training2 phases of training– Yrs 1&2 – discipline based, communication IYrs 1&2 – discipline based, communication I– Yr 3 – interdisciplinary, communication IIYr 3 – interdisciplinary, communication II

Suggestions from PGs and PDRAs Suggestions from PGs and PDRAs for enhancing current provision - 2for enhancing current provision - 2

Introduction of a tutorial system run by Introduction of a tutorial system run by PDRA’s (provides PDRAs built-in Roberts PDRA’s (provides PDRAs built-in Roberts training) around PDP for PGs. training) around PDP for PGs. – PDRA’s can provide feedback that is much PDRA’s can provide feedback that is much

asked for by PGs for their developmentasked for by PGs for their development

Educational development units can support Educational development units can support the PDRAs in developing their skills and the PDRAs in developing their skills and identifying good practice.identifying good practice.- - Training the trainersTraining the trainers

Conclusions and suggestionsConclusions and suggestions

If the research group is ‘good’ then acts as a If the research group is ‘good’ then acts as a community of practice – negates explicit Roberts community of practice – negates explicit Roberts training agenda. training agenda.

The ‘life’ of the communities members will link the The ‘life’ of the communities members will link the core PhD research with the transferable skills core PhD research with the transferable skills training and the skills wont be isolated from their training and the skills wont be isolated from their contextcontext

A lot more needs to be done to look at the role of A lot more needs to be done to look at the role of the group (PGs, PDRAs and supervisors) in the group (PGs, PDRAs and supervisors) in supporting the development of the PhD student supporting the development of the PhD student

Not a centralised training programme – one size Not a centralised training programme – one size doesn’t fit alldoesn’t fit all

UG – PG – Roberts (and learning)UG – PG – Roberts (and learning)

How much is UG preparing PGs for How much is UG preparing PGs for research? research? – how is the transition from UG learning (learning how is the transition from UG learning (learning

what's new for oneself) to PG learning (learning what's new for oneself) to PG learning (learning what is new for the world) being supported?what is new for the world) being supported?

– UG UG research-likeresearch-like learning (EBL etc) supports learning (EBL etc) supports learning through groups. However, PGs talk learning through groups. However, PGs talk about the individual researcher and their about the individual researcher and their project. project. This is like Engineering PGsThis is like Engineering PGs So is PG research learning individual or collective?So is PG research learning individual or collective?

PG - PDRA – Roberts (and learning)PG - PDRA – Roberts (and learning)

What support is there for the transition to What support is there for the transition to PDRA? PDRA?

What are the different learning experiences What are the different learning experiences for PDRA’s compared with PhD life?for PDRA’s compared with PhD life?

How is Roberts training supporting How is Roberts training supporting PhD/PDRA learning?PhD/PDRA learning?– We know so little about learning at these levels We know so little about learning at these levels

perhaps we need to focus on the PhD/PDRA perhaps we need to focus on the PhD/PDRA learning experiences first before we identify ‘ learning experiences first before we identify ‘ transferable skills training’ programmes. transferable skills training’ programmes.