Discover PhD’s competency framework from various sources.
This framework was designed based on the results of a mixed study on the competencies of PhDs. Qualitative data from semi-directive interviews conducted with 85 doctoral graduates (Designated: Dr. Ph.D.) and 21 leaders of public, private or associative organizations (Designated: ROPPA) identified the perceptions that doctoral graduates have of the competencies developed during their training and those that organization leaders have of the competencies of doctoral graduates. This allowed the development of a scale composed of 45 items grouped into 9 categories: (1) Problem solving, (2) Management and coaching, (3) Research and information processing, (4) Communication and writing, (5) Collaboration and partnership, (6) Professional ethics, (7) Creativity and innovation, (8) Learning and adaptability, (9) Personal qualities.
This scale has been used in two surveys, one of which was designed for Dr. PhDs and the other for heads of organizations (ROPPA). The measurement procedure for each item was based on a Likert scale ranging from not at all (1) to a lot (5). The data collected were subjected to descriptive statistical analyses and the technique of comparing standardized means by measuring Cohen’s d was favoured for estimating effect size (Cumming and Calin-Jageman, 2017).
 This study has been funded by ADESAQ and its partners.
”DocPro gives PhD-holders, businesses, doctoral schools and laboratories a view of the skills that PhD-holders develop throughout their careers. This tool is the fruit of collaboration between stakeholders in academia and the corporate world.”
The Researcher Development Framework (RDF) is a professional development framework for planning, promoting and supporting the personal, professional and career development of researchers in higher education. It articulates the knowledge, behaviours and attributes of successful researchers and encourages them to realise their potential.
The Framework is designed for:
- researchers to evaluate and plan their professional development
- managers and supervisors of researchers in their role supporting the development of researchers
- trainers, developers, human resources specialists and careers advisors in the planning and provision of support for researchers’ development.