The changing nature of PhD study in Ireland

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The changing nature of PhD study in Ireland Alan
Kelly Dean of Graduate Studies
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The changing model of PhD training in
Ireland National and European developments
Key points

• Doubling of PhD numbers (by 2013)
• Establishment of Graduate School system
• Change from apprenticeship to structured 4-year
  PhD with generic training
• National co-ordination of training provision
• New emphasis on career paths

4th Level Ireland
OECD
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The PhD graduate of 2013
Focussed expertise in Area of thesis research to
publication standard Breadth of - Knowledge of
related areas within discipline (courses,
seminars, conferences) - Contacts and
resources - Research skills beyond those
required by the thesis - Generic and
transferable skills and ability to articulate
these - Future career options - National and
international exposure
Balance specialisation of experience with
standardisation of training
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What does this student need?

• Opportunity to undertake research to
  international-standard thesis level
• High standard of supervision
• Access to facilities necessary to undertake
  research (e.g., space, computer, library)
• Necessary support services (practical, personal,
  social)
• Access to high-level disciplinary coursework
• Training Needs Analysis on commencement of
  research degree to guide training and framework
  for skills development (e.g., Professional
  Development Plan)
• Options to develop key research skills, and
  budget to enable this
• Opportunities (and budget) to travel and publish
• Careers guidance and advice and clear future
  paths
• How many of these do we have already?

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Defining the ideal Irish PhD skill-set

• Project of 4th-Level Network of Deans of Graduate
  Studies co-ordinated by Irish Universities
  Association
• Started with consideration of Joint Skills
  Statement of UK Research Councils
• Reference given to 2004 National Qualifications
  Authority of Ireland (NQAI) Dublin descriptors
  for PhD award

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• NQAI definition
• Doctoral degrees are awarded to students who
• have demonstrated a systemic understanding of a
  field of study and mastery of the skills and
  methods of research associated with the field
• have demonstrated the ability to conceive,
  design, implement and adapt a substantial process
  of research with scholarly integrity
• have made a contribution through original
  research that extends the frontiers of knowledge
  by developing a substantial body of work, some of
  which merits national or international refereed
  publication
• are capable of critical analysis, evaluation and
  synthesis of new and complex ideas
• can communicate with their peers, the larger
  scholarly community and with society in general
  about their areas of expertise
• can be expected to be able to promote, within
  academic and professional contexts,
  technological, social or cultural advancement in
  a knowledge-based society.

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Beyond the key PhD project skills?

• The Irish 4th Level skills statement aims to
• Communicate to students, supervisors and
  employers the aspirational skills and attributes
  of a PhD graduate.
• Aid students, Graduate Schools, Graduate
  Programmes and other advisory committees in the
  provision of skills development opportunities.
• Inform the development of further skills
  development opportunities for all PhD students.
• Important notes
• skills listed may have both generic and
  discipline-related elements
• may be developed through formal generic training
  modules or short courses
• others will be developed through the students
  research
• skills development opportunities must reflect
  student and discipline needs
• Proposed list of skills is not a rigid standard,
  but rather an aspirational guideline

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Research skills and awareness PhD graduates
should

• exhibit knowledge of advances and developments in
  their field
• demonstrate knowledge of research in related
  fields and disciplines
• understand and effectively employ appropriate
  research methodologies
• critically analyse and synthesise new and complex
  information from diverse sources
• formulate and apply solutions to research
  problems and effectively interpret research
  results

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Research skills and awareness PhD graduates
should (continued)

• exercise critical judgement and apply critical
  thinking to create new ways of understanding
• formulate and apply solutions to research
  problems and effectively interpret research
  results
• demonstrate, where appropriate, a knowledge of
  health and safety procedures and their
  application in the research environment
• have a broad awareness and knowledge of key
  relevant funding sources and grant application
  procedures
• appreciate basic principles of project and time
  management

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Personal effectiveness/development PhD
graduates should

• operate in an independent and self-directed
  manner, showing initiative to accomplish clearly
  defined goals
• appreciate key rhetorical skills, including how
  to persuade others of a viewpoints merits,
  demonstrating and communicating credible
  suggestions to achieve ones aims
• be capable of initiating new projects,
  proactively reacting to newly identified needs or
  aiming to resolve persistent problems
• be able to handle difficulties in research or
  other professional activities in an appropriate
  way
• critically reflect on experiences and act on such
  in a cycle of self-improvement

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Team-working and leadership PhD graduates should

• be able to develop and maintain effective
  relationships with colleagues
• be able to work in a collaborative environment
• be aware of their own working style, that of
  others, and how they interact
• understand how to acknowledge others views, with
  a willingness to reflecting on them and
  critically appraise them
• be capable of leadership in team environments,
  recognising the strengths of team members and
  working effectively to achieve mutual goals

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Communication skills PhD graduates should

• demonstrate effective writing and publishing
  skills
• be able to effectively use and decide on
  appropriate forms and levels of communication
• know how to communicate and explain research to
  diverse audiences, including both specialist and
  non-specialist
• know how to teach and support the learning of
  undergraduate students when involved in teaching
  and demonstrating

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Career management PhD graduates should

• demonstrate an awareness of transferable skills
  and their applicability to both academic and
  non-academic positions and how they are applied
  in different circumstances
• have ownership of their own career management,
  forming credible career plans
• initiate and sustain networks and relationships
  that may encourage opportunities for employment
• present themselves and their skills, attributes,
  experiences and qualifications, through effective
  job applications, CVs and interviews
• understand the broadest possible range of their
  employment opportunities

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Entrepreneurship innovation PhD graduates
should

• understand the role of innovation and creativity
  in research
• demonstrate an awareness and understanding of
  intellectual property issues, appreciate and,
  where appropriate, contribute to knowledge
  exchange
• the development of entrepreneurial enterprises in
  the public and private sectors
• understand different cultural environments,
  including the business world, and the
  contribution that knowledge transfer can make to
  society

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Ethics and social understanding PhD graduates
should

• fully understand, and apply in their research,
  principles of ethical conduct of research,
  including plagiarism, allocation of credit and
  authorship and definitions of research misconduct
• understand the relevance of research in society
  and the potential impact of research on
  individuals, groups or society
• where applicable, understand and apply the
  relevant guidelines for the ethical conduct of
  research involving people, human tissue and
  animals

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Need to develop a system to develop skills
Ends And Means
Key elements and principles

• Skills we want PhD students to have
• For their research
• For their careers
• These may be
• Discipline-specific
• Generic
• Articulate in statement

1. Menu of courses/modules or ways of developing
skills 2. Means of allocating these to
students 3. Recording/monitoring systems
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How might a system work?
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Next stages
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Final stages
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Examples of how system may work
Student B
Student A

• 2 x 5-credit generic (PG) modules
• 2 x 5-credit modules offered by
  Department/College/ Graduate Programme
• 2 x 5-credit modules in another Irish institution
• 1 x 5-credit module in an international
  institution
• 10 credits for self-directed skills analysis
  leading to portfolio
• Total 45 credits

• 2 x 5-credit generic (PG) modules (e.g., PATHS
  ECDL)
• 2 x 5-credit modules offered by
  Department/College/ Graduate Programme
• 10 credits for self-directed skills analysis
  leading to portfolio
• Total 30 credits

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Proposal Self-directed skills analysis (SDSA)
module

• Students gain credits by comprehensive reflection
  on how they developed skills to match agreed
  skills profile
• Assessed by portfolio worth 10 credits at end 2nd
  year
• Some skills developed by modules but not a module
  for every skill
• Also, recognise skills development through
  research, but place in a reflective framework
• Allows recognition of skills development in a
  host of non-module ways, such as
• - presenting/attending at conferences/seminars
• - communicating research methods
• - short courses/non-module training activities
• - networking/inter-personal development
• - learning/using research methods
• - supervision of projects/teaching

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What does the country need?Benefits to the
Economy by 2013

• High transfer of PhD graduates into industry/
  society in general
• No such thing as overqualified!
• Rare to do a PhD to become an academic!
• Well-prepared adaptable PhD graduates
• Attractiveness to international companies
  maintains competitiveness
• The Land of Saints and Scholars
• What about international students?

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Conclusions what are our priorities?

• Redefine what we believe a PhD to be
• Articulate broad principles of skills PhD
  graduates should possess
• Establish training infrastructure to achieve
  agreed skills goals
• Consider how to integrate all activities expected
  of postgraduate students (e.g., teaching,
  research, training etc.)
• Train and support both staff and students fully
• Monitor and modify process as it develops based
  on dialogue and feedback