Beyond Skills: An Integrative Approach to Doctoral Student Preparation for Diverse Careers

Autor/inn/en	Porter, Susan D.; Phelps, Jennifer M.
Titel	Beyond Skills: An Integrative Approach to Doctoral Student Preparation for Diverse Careers
Quelle	In: Canadian Journal of Higher Education, 44 (2014) 3, S.54-67 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Graduate Students; Doctoral Programs; College Faculty; Career Development; Transfer of Training; Education Work Relationship; Criticism; Competition; Student Evaluation; Job Skills; Doctoral Dissertations; Educational Policy; Competency Based Education; Professional Development; Professional Identity; Barriers + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Fakultät; Berufsentwicklung; Training; Transfer; Ausbildung; Kritik; Wettkampf; Schulnote; Studentische Bewertung; Produktive Fertigkeit; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Politics of education; Bildungspolitik; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	An early consensus in the ongoing discourse about graduate student preparation for diverse careers was that graduates lacked competencies relevant to non-academic professional settings. Lists of missing "skills" were developed that universities and agencies sought to address, most commonly by the offering of generic (transferable) skills workshops or courses. In this paper, we critique this framing of the issue and discuss the limitations of the common approaches taken to address it. We propose a more integrated approach, where students' thesis research itself is oriented to their possible futures (a practice already occurring in many areas), and where assessment of the competencies so developed is integral to the awarding of the degree. We illustrate the concepts through the stories of two students, and discuss policy ramifications and the substantial challenges to its realization presented by a highly competitive research environment and established ways of assessing success in faculty and students. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://www.csshe-scees.ca/cjhe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01