Encouraging a more enterprising researcher: the implementation of an integrated training programme of enterprise for Ph.D. and postdoctoral researchers

Phillips, Robert

doi:10.1080/13596748.2010.503999

Cited by 20 publications

(21 citation statements)

References 12 publications

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“…Postdocs wanted to learn about a number of career-related topics including career options, job searching, interviewing, advancement and promotion [50], negotiation and project management skills [2], as well as handling rejection, explaining science to nonscientists, and risk and uncertainty management [53]. Participants who attended professional development seminars identified a number of career benefits including exposure to academic job options, improved preparation of job searching, and exposure to knowledge valuable for the reality of faculty work [43].…”

Section: General Careers Skillsmentioning

confidence: 99%

Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

Nowell

Ovie

Berenson

et al. 2018

Education Research International

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Increasing numbers of postdoctoral scholars are pursuing diverse career paths that require broad skill sets to ensure success. However, most postdoctoral professional learning and development initiatives are designed for academic careers and rarely include professional skills needed to flourish in nonacademic settings. The purpose of this systematic review was to comprehensively examine and synthesize evidence of professional learning and development pertaining to postdoctoral scholars. The systematic search resulted in 7,571 citations, of which 162 full-text papers were reviewed and 28 studies met our inclusion criteria and were included in this review. This paper synthesizes and classifies studies exploring professional learning and development of postdoctoral scholars. The findings may be used to inform the objectives of professional learning and development initiatives for postdoctoral scholars and contribute to a more rigorous approach to studying professional learning and development.

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Section: General Careers Skillsmentioning

confidence: 99%

Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

Nowell

Ovie

Berenson

et al. 2018

Education Research International

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“…The internal MEC records show that since 2001 more than 60 companies have been set up by the participants attending the SIM unit (unpublished data). The ES is an off-site activity (Phillips, 2017& Phillips, 2010 where self-selecting postgraduates from any discipline attend for an intensive four days of entrepreneurship training, working in groups on an opportunity they identify in the local area to create economic or social value. It involves an introductory session followed by students putting into practice the skills learned and students complete a personal journal as a record of their learning (Phillips, 2008).…”

Section: Introductionmentioning

confidence: 99%

A comparison of on-curricular and off-curricular activities in enterprise education for postgraduate students

Papadopoulou

Phillips

2019

5th International Conference on Higher Education Advances (HEAd'19)

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A comparison of the effectiveness of two educational activities are carried out; a standard on-curricular postgraduate unit and an off-curricular school activity. The taught area for both is the theme of enterprise and entrepreneurship. They share similar intended learning outcomes, equipping participants with the same skills, knowledge and tools to set up their own business start-up. Another similarity is the number of contact hours with the students, however the main difference is the span these two activities take place; over a full semester or over a week. A survey was designed to be used in post teaching sessions to evaluate the effectiveness and impact the activities had on the students in the area of enterprise and entrepreneurship. The results indicated that both activities had an impact on start-up intention and activity however, the cost of the enterprise school per head and the fact that the on-curricular activities provide a recognized qualification in case the business fails means that short intensive off-curricular activities are better suited for researchers with limited time and who are still open minded about career choices. Both activities serve their own purpose and value as they provide the desired interventions for supporting positive attitudes towards enterprise and entrepreneurship.

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“…Off curricular activities can include business plan and ideas competitions, hackathons, entrepreneurial speakers, skills workshops (e.g. starting a business, networking, creativity), on-or off-site boot camps (Phillips, 2017) and events where students can meet with entrepreneurs and these activities tend to be available university wide (Phillips, 2010, Phillips, 2018. On curricular courses often contain topics such as opportunity/problem recognition, market research, intellectual property, business planning, finance and sources of finance.…”

Section: Introductionmentioning

confidence: 99%

Using Alumni Entrepreneurs Feedback to shape University Entrepreneurship Education

Phillips

2019

5th International Conference on Higher Education Advances (HEAd'19)

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It is accepted by most agencies that enterprise education is important for students and for the economy, however it is often difficult to measure the effectiveness of this education as effects can take many years to be shown. We have collected qualitative data from over 300 alumni entrepreneurs, reflecting on their time at the Univeristy of Manchester, which suggested that their experiences of enterprise education were mixed and that they would have benefitted from more practical courses rather than more academically interesting topics. For example they wanted training on how to register a company, understanding tax, employment law and basic book keeping, rather than how to generate ideas and theories of innovation and entrepreneurship. There is a clear need to shift some enterprise education to cater for those who have an idea now and need practical advice, or may have an idea in the future from their subject area and need to know how to proceed formally. On curricular courses are more likely to be academically and theory driven, especially with the need to provide appropriate assessment for students, whilst it is often the extra curricular activities which provide more practical details in how to start a business, which may not be open to all students, or may not be well advertised. Since many students don’t start a business until later in life, with activity peaking in the 35-60 year old age group, they often do not take advantage of these opportunities while at university, should they be available. Our paper shows there needs to be a better mix of practical with academic courses to provide for alumni entrepreneurs’ needs to allow them to start a business whether it be straight form university or later on in life.

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Encouraging a more enterprising researcher: the implementation of an integrated training programme of enterprise for Ph.D. and postdoctoral researchers

Cited by 20 publications

References 12 publications

Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

A comparison of on-curricular and off-curricular activities in enterprise education for postgraduate students

Using Alumni Entrepreneurs Feedback to shape University Entrepreneurship Education

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