‘Academic Professionalism’ - new development programme for doctoral candidates

Best Practice Jong Talent - Utrecht University

Utrecht University has incorporated all PhD and Research Master’s degree programmes in the Graduate School. ‘Academic Professionalism’ is a new programme component, which offers doctoral candidates coaching while strengthening contacts between other doctoral candidates. They also have the opportunity to follow courses to enable them to reinforce their competencies.

The ‘Academic Professionalism’ development programme comprises a basic programme with an Academic Professionalism course each year (I, II and III), peer reviews and a compulsory course called ‘Prescriptum’. A range of optional skills courses are also available.

What does the ‘Academic Professionalism' programme involve?

The Graduate School has had a Doctoral Development Programme for some time. Apart from content-based coaching, the programme covers process coaching by doctoral coordinators, planning documents and skills courses. A separate ‘Academic Professionalism’ programme has been available since 2008.

The programme focuses on three perspectives as follows:

1. The doctoral candidate: This aspect focuses on the qualities and competencies of the doctoral candidate. Course examples include ‘Personal Effectiveness’ and ‘Preparing for the Labour Market’.
2. Collaboration: This aspect focuses on communication with the supervisor and other people. The topics covered are meeting skills, networking and presentation.
3. Technical skills In addition to planning and project work, the topics covered include reflecting on the research question and maintaining control of the research.

Apart from sessions focusing on skills and competencies, each participant has the opportunity to take part in coaching sessions with the doctoral coordinator. Together they discuss career opportunities, the available choices and any appropriate courses. The doctoral coordinator also fosters contacts between the various doctoral candidates.

What makes the programme successful?

‘Academic Professionalism’ is successful because it combines three components: the doctoral candidate, collaboration and technical skills. Moreover, the contacts between the various doctoral candidates contribute to its success, and this consequently fosters interaction between the areas of expertise.

Why is it important to invest in young talent?

Investing in young talent is important because it pays dividends. There is a greater likelihood that the result – in this case a doctorate – will indeed be achieved in good time. Doctoral candidates are more motivated to get the best out of themselves and that benefits science. Good supervision also has a positive effect on a career in society. Those who have received proper supervision, in turn, will pass this on to those whom they themselves will supervise.

Why were the PhD and Research Master’s degree programmes structured in this manner?

The above programme mainly targets the PhD programme. While Research Master’s degree programmes do form a part of the Graduate School, separate programmes are still largely offered. Research Master’s students can generally take part in programmes offered by national research schools. Mutual cooperation has priority in Research Master’s programmes. A joint seminar is being developed in light of the above.

What are the future plans?

Academic Master’s programmes have also been incorporated in the Graduate School starting in September 2010.

How is the programme financed and organised?

A Board of Studies (BOS), comprising the directors of the four faculty research institutes as members, manages the PhD and Research Master’s degree programmes. The Graduate School is organised by faculty. The initiative for the coaching programme was launched by ‘the doctorate and career planning for doctoral students’ working group comprising one HR representative, two doctoral candidates and two doctoral coordinators. The group, which falls under the responsibility of BOS, now operates under TASK (or Team Academic Skills) and has been expanded with the Graduate School secretary and two research secretaries/doctoral coordinators from the smaller research institutes.

A professional career and coaching agency has been engaged for the ‘Academic Professionalism’ programme. An information meeting for doctoral candidates about doctoral programme coaching by the Graduate School will be launched in September. The first two-day training session will be held soon after by an external agency at a conference venue. New doctoral candidates are divided into peer review groups during the training session.

Peer reviews are held five times a year. Agency staff or doctoral coordinators professionally supervise the first three meetings. In principle, the group works independently during the following sessions. In line with their needs, each participant may hold coaching sessions with the doctoral coordinator for the duration of the doctoral programme.

A manual has also been developed for new or other supervisors providing content-based coaching within the context of the ongoing professionalisation of coaching doctoral candidates.

The initiative for the coaching programme was launched by ‘the doctorate and career planning for doctoral candidates’ working group comprising one HR representative, two doctoral candidates and two doctoral coordinators.

Whom and what do you need for the programme?

• Support from the Executive Board
• A professional agency to develop a training and course programme
• Coaching provided by doctoral coordinators
• Professional coaches – in respect of both content and procedures – using manuals, networks and the available courses.