Introduction

The purpose of this chapter is to identify the range of skills required by research students in order to enable them to successfully complete their individual research and obtain a doctorate. These include information skills, the ability to access and use different resources and skills for different stages in the doctoral journey. In addition, research students need to develop a range of skills that will enable them to obtain employment either as academics or researchers, or within particular professions. Research students, especially those studying for professional doctorates, may also need to develop their employability skills, e.g. to enable them to move from management to strategic roles.

Training and skills of research students

In the UK in recent years concerns and initiatives have been aimed at developing the skills base and employability of research students. In Chapter 1 it was noted that doctoral education has shifted its focus from providing an experience enabling entry into an academic community and career, to providing a qualification for entry into the wider labour market. This puts emphasis on doctoral students gaining a wider set of employability skills (Chiang, 2003) and contributing to the knowledge-based economies after graduation. The need was identified by the UK Research Councils, who, working in collaboration with Vitae, previously UK GRAD, and the higher education sector, developed the Joint Statement of Skills Training Requirements of Research Postgraduates in 2001. This initiative identified the competencies that a postgraduate researcher should develop during the course of his doctoral programme.

As part of this trend the UK government commissioned a review to investigate the supply of people with science, technology, engineering and mathematical skills (the STEM subjects). The outcome of the review was the report Set for Success (Roberts Review, 2002), which recommended a number of developments in doctoral education, including additional training for doctoral students and postdoctoral researchers. One of the outcomes of this influential report was that the UK government provided funding from 2003 for the development of professional and personal skills in doctoral students. This led to the implementation in universities of research skills and professional development programmes for research students. In addition, it helped to fund initiatives such as the virtual graduate school, which are presented in Chapter 7.