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PhD Transferable Skills

Translating your skills and experiences.

Transferable skills are skills you acquire or learn in one setting that can be applied or translated to new and different settings, environments, and activities. Doctoral students often fall into the trap of seeing their skills as applicable in only one setting, thus do not recognize that they are qualified for a wide variety of career paths. Don’t let this happen to you! In the table below you will find a list of skills most sought after by employers. In the final column of the table are examples of activities that demonstrate these essential skills. For several of the skills you can also take online assessments to identify which areas you still need to develop.

ESSENTIAL SKILLS: Adaptability , Analytic skills , Balance & resilience , Communication skills ( oral and written ), Conflict resolution/negotiation , Cultural/Intercultural , Discipline-specific skills , Ethics & Integrity , Follow-through/Ability to get things done , Fundraising , Independent (self-starter), Intelligence , Inter-/Multi- disciplinary , Interpersonal skills , Leadership (program) , Leadership (personnel/management) , Networking & collaboration , Organization , Outreach , Project management , Research , Self-direction/Entrepreneurial skills , Supervision , Technical skills (information technology), Work ethic

Essential Skills and Competencies for Graduate Students 1 :

1 Contents of table are adapted from Blickley, et al. (2012). “Graduate Student’s Guide to Necessary Skills for Nonacademic Conservation Careers.” Conservation Biology, 27:1. 2 Winterton, Delamare - Le Deist, and Stringfellow (2006). “Typology of knowledge, skills and competences: clarification of the concept and prototype.”

Additional resources on transferable skills:

• Plan Your Work & Work Your Plan [PDF]
• Graduate Student Skills (UIUC) [PDF]

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10 PhD Transferable Skills You Can Use in Most Jobs

“No one wants to hire PhDs because they are overqualified and too independent!”

This is one thing PhDs are tired of hearing. How can your PhD be a liability to your career? Rather, recruiters prefer PhD candidates over others not just for their qualification but for their PhD transferable skills.

Table of Contents

What are PhD Transferable Skills?

PhD Transferable skills are exactly what the name suggests! These are skills other than technical skills that you develop in your academic program. Furthermore, these skills are so versatile that they can be used everywhere, irrespective of the designation or field. Transferable skills are desirable because if you already have them, your employer will not have to train you on them. Consequently, you can make positive contributions in any career with these skills.

Which are the PhD Transferable Skills that You Must Develop?

Considering that a doctorate degree is the highest degree in most fields, the skills that are required to excel in the same are impeccable. Undoubtedly, researchers pursuing their Ph.Ds. or postdocs develop technical skills related to their research. However, what they also need to develop is a host of research transferable skills they can use as they progress in their careers.

Which are 10 PhD Transferable Skills You Can Use in Most Jobs?

With the surge of jobs for PhD in STEM, recruiters struggle to fill those positions with talented candidates. They are always in need of trained professionals who know how to create information from scratch, and not just recreate it in a tinkering manner.

While your work experience and education during PhD is an asset, you’d be surprised to find out that employers in most sectors pay close attention to your skill set. According to a recently published survey report by LinkedIn, 57% of respondents identified soft transferable skills as more important than hard skills (technical knowledge).

Here, we list 10 significant PhD transferable skills students can use in most jobs.

1. Project Management

The most apparent thought that comes to anyone’s mind while thinking about PhD is “project management” skills. A successful research experience goes hand-in-hand with a well-planned project. As simple as it may sound, the management skills of a PhD graduate are not confined to his/her project. It starts right from ideation of the research project to final submission, which results in an ultimate success of the project. Different stages of a PhD’s journey demands customized planning and organizing to ensure that deadlines are met and projects are completed efficiently and effectively. Furthermore, a PhD makes sure that all plans are duly incorporated. Employers seek candidates with PhD transferable skills as they want someone who can not only see a task through, but can visualize what needs to happen on a project from start to finish.

2. Accelerated Learning

As a doctor of philosophy, the ability to ascertain knowledge runs thick in the veins of a PhD researcher. An inquisitive mind and quick comprehension of technical things is interlinked to your accelerated learning ability. Moreover, being a PhD, you attend conferences and read papers to stay on top of the latest trends in your field. Consequently, PhD transferable skills ensure employers of your ability to understand technical procedures, protocols, and methodologies.

3. Time Management

Time waits for none! The key to a tension-free and smooth workflow is effective time management . While planning is important, defining your deadlines, setting realistic and achievable goals, and adhering to them takes you a long way! At a job, every moment spent on an unfocused or frivolous task, is a waste of money. Contradictorily, time management may not be viewed similarly in academia. However, as a PhD your motive has been to complete your program in time. This acts as a serious motivation to develop excellent time management skills.

4. Attention to Detail

One of the essential core skills of a PhD is paying attention to the details. To the best of your experience as a researcher, you are aware that mistakes can be missed in the bat of an eye. Therefore, it is a known fact that PhDs are one of the finest people to make sure that each project runs through a fine-tooth comb. As a result, employers can count on you for detail-oriented assignments that require critical assessment and corrections.

5. Ability to Collaborate

As stated earlier, PhDs are not new to working in groups to achieve common goals. Your significant contribution in research groups, as a researcher and author during your PhD program demonstrates your ability to collaborate . Employers seek candidates who are team players making positive contributions to the success of a group.

6. Writing Proficiency

Given the nature of modern technology, writing may not be a primary task of most job profiles. However, it sure is an essential element for academic and allied knowledge dissemination careers. In due course of pursuing a PhD, you come across countless reading material from authors all around the world. This subsequently stocks up your bank of vocabulary and enhances your writing skills for an unambiguous conveyance of messages and information.

7. Leadership Skills

Leadership skills aren’t only your ability to supervise and manage a team, but to take the lead on a project and get a team to follow through and achieve goals. As a PhD you’re the “lead” for your project. While it doesn’t necessarily involve leading other people, it still means being responsible for major decisions to accomplish targets. Additionally, it is common for PhD students to work in research groups and collaborate on shared projects. Nonetheless, they also demonstrate leadership while organizing conferences and seminars for their department or university. PhDs are also seen showing leadership skills while advising students and mentoring peers.

8. Critical Thinking and Analysis

As a PhD, it’s a given that you are able to analyze data and provide logical reasoning to it. Throughout your program, you collect data, analyze it, and draw conclusions. The ability of a PhD to critically examine everything and deliver logical reasoning behind it is not new to anyone. A PhD is well versed with 360-degree logical thinking without being biased. Employers seek these research transferable skill of a PhD to consider alternative solutions to a problem and suggest next steps for efficient functioning.

9. Communication Skills

This is the master of PhD transferable skills. Even if you decide to step into a career that is a 180-degree sweep from your PhD, you’d still need to communicate! Your ability to communicate efficiently is developed right from preparing for your PhD interview, presenting papers and posters at academic conferences, defending your thesis, etc. As verbal communication affects your ability to work with your peers, it is one of the most sought after research transferable skills by employers.

10. Adaptability

A PhD isn’t only about specialization. Rather, it’s about the ability to specialize. During your PhD you learn to tackle a new topic, solve it, and move on to the next problem. Almost all careers require employees to focus on specific topics and projects in detail to achieve a specific goal. Your ability of in-depth specialization in academic research project demonstrates adaptability and flexibility —quite literally!

So the next time you are asked, “What skills do you bring to this position?”, you certainly know how to answer that! Brush up your PhD transferable skills to help you make the right career switch. Remember that your PhD isn’t a liability after all. In fact, it’s an asset! Let us know how you acquired these valuable skills that are highly sought after by employers today.

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• Transferable PhD Skills You Can Use in Any Career
• After a PhD
• Having a PhD demonstrates that you have a host of skills desirable for employers, allowing you to pursue a non academic career path.
• Transferable skills from a PhD include interpersonal skills, work ethic, problem-solving, time management, independence & responsibility, adaptability and report writing.
• It is important to sell yourself to potential employers by identifying and relating these transferable skills to the job you are applying for.

This page will explain how your PhD has prepared you for a career outside of academia, and how to make the most of your transferable skills when looking for a job.

Can PhD Doctorates Work in Any Role?

A common misconception we hear is that individuals with PhDs must pursue a career in academia. This is usually due to a lack of industrial work experience PhD students have upon obtaining their doctorate. However, this is not the case as one of the key benefits of a PhD is the transferable skills it brings.

Transferable Skills from A PhD

By completing a PhD you will have demonstrated several skills which make you desirable for employers. It is essential that you recognise these skills and can use them to sell yourself in your CV .

Transferable skills from a PhD include:

Communication

Throughout your PhD, you will have been required to work with others, be it supervisors or examiners. You will also have been required to communicate your ideas (often complex and detailed theories) succinctly and to those with less background knowledge than you. Communication skills are essential in the workplace, regardless of the job, as it shows the ability to work in a team effectively .

Completing a PhD is no easy task. In doing so, you have shown a drive to ‘ get the job done ’.

Problem Solving

Throughout your PhD, you will have encountered several problems you overcame. Use these as examples to show your ability to use creative thinking  to devise  solutions  to these problems.

Data Analysation

Most PhD research projects will involve some degree of data analysation. The ability to interpret complex information and identify relevant data is a valuable skill in numerical fields such as science and engineering. You are also likely to have developed your research skills which shows you can identify types of bias, anomalies and trends which is useful in statistical roles such as accounting.

Time Management

An important skill in the workplace is the ability to  prioritise and organise   tasks . With your PhD degree, you should be able to convince potential employers that you can establish realistic timelines and remain to deadlines. You are also able to engage in both short and long term planning . Time management skills are particularly useful for those pursuing project management or leadership roles.

Independence & Responsibility

Perhaps one of the most important things you have shown throughout your research project is your ability to take responsibility  for your  development . A potential employer should see you as someone who does not need constant instructions, but someone who can take ownership of problems and resolve them using their own  independent judgement .

Adaptability

It is unlikely that you will have stuck to your original plan. Things happen and you will have been required to adapt on the fly during your PhD. This is common transferable skill employers are looking for if they operate in volatile markets.

Report Writing

You have been able to summarise approximately three years or more worth of work in a single thesis. This shows your ability to filter through massive amounts of information, identify the key points , and get these points across to the reader. The ability to ‘cut out the waffle’ or ‘get to the point’ is a huge asset in the professional industry.

Useful Phrases To Demonstrate Your Skills

From the above list, it’s clear that a PhD provides you with a host of transferable skills employers look for in candidates. The key is to relate these skills to the job you are applying for.

To help you with this, we’ve put together a few common examples of phrases we hear from doctorates that can be refined for job-seeking purposes. It’s imperative not to stretch the truth or to mislead them but focus on convincing your potential employers how your PhD has prepared you for the role you are applying for.

Other Specialist Skills

Aside from these PhD transferable skills, you may have also developed expertise in more specialised areas of knowledge . For example, as part of your PhD were you required to use Computer Programming? Were you required to use Medical Equipment? Did you organise events? Not only are these skills in themselves, but they have inherent  soft skills  too.

Make sure you get these skills across to your potential employer as they will help demonstrate how valuable you are.

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PhD transferable skills

Sometimes it's difficult for PhD students to identify what skills they have since the academic experience is not necessarily focused on articulating skill sets. We also often find that PhD students struggle, understandably, to present the transferability of their academic experiences to non-academic contexts. Here are examples of PhD skill sets and ways to describe them.

• Define a problem and identify possible causes
• Comprehend large amounts of information
• Form and defend independent conclusions
• Design an experiment, plan, or model that defines a problem, tests potential resolutions and implements a solution
• Facilitate group discussions or conduct meetings
• Motivate others to complete projects (group or individual)
• Respond appropriately to positive or negative feedback
• Effectively mentor subordinates and/or peers
• Collaborate on projects
• Teach skills or concepts to others
• Navigate complex bureaucratic environments
• Manage a project or projects from beginning to end
• Identify goals and/or tasks to be accomplished and a realistic timeline for completion
• Prioritize tasks while anticipating potential problems
• Maintain flexibility in the face of changing circumstances
• Identify sources of information applicable to a given problem
• Understand and synthesize large quantities of data
• Design and analyze surveys
• Develop organizing principles to effectively sort and evaluate data 
• Work effectively under pressure and to meet deadlines
• Comprehend new material and subject matter quickly
• Work effectively with limited supervision
• Prepare concise and logically-written materials
• Organize and communicate ideas effectively in oral presentations to small and large groups
• Write at all levels — brief abstract to book-length manuscript
• Debate issues in a collegial manner and participate in group discussions
• Use logical argument to persuade others
• Explain complex or difficult concepts in basic terms and language
• Write effective grant proposals

The 7 Essential Transferable Skills All PhDs Have

During your PhD, you’re not just learning about your research topic. You’re also learning core skills that apply to jobs both in and out of academia. Most institutions don’t teach you to articulate these transferable skills in a way that aligns with how they’re described in the business world. Knowing your skills increases your value as a candidate.

Written Communication

It takes practice to become a good writer. Fortunately, as PhD student you have years of practice writing papers, conference abstracts, journal manuscripts, and of course your dissertation. The feedback you receive from your supervisor and peer reviewers will help improve your communication skills.

Research skills are valuable even in many fields outside of academia. As a trained researcher, you are able to determine the best approach to a question, find relevant data, design a way to analyze it, understand a large amount of data, and then synthesize your findings. You even know how to use research to persuade others and defend your conclusions.

Public Speaking                   

Strong oral communications skills are always valued, and PhD students get more public speaking opportunities than most. Through conference talks, poster presentations, and teaching, you will learn to feel comfortable in front of a larger audience, engage them, and present complex ideas in a straightforward way. Winning a teaching award or being recognized as the best speaker at a conference is a concrete way to prove your public speaking skills.

Project Management

Even if you’re not working as a project manager, every job requires some degree of project management. Fortunately, a PhD is an exercise in project management. Finishing your dissertation requires you to design a project, make a realistic timeline, overcome setbacks, and manage stakeholders. During this time, you will also have to manage long-term projects at the same time as short-term goals which requires strong organizational skills.

Mentoring and teaching are the two main way PhD student can learn leadership and management skills. As a teacher or mentor, you have to figure out how to motivate someone and help them accomplish a goal. You also get experience evaluating someone’s performance (grading) and giving constructive feedback.

Critical Thinking

Every PhD student learns critical thinking skills whether they realize it or not. You are trained to approach problems systematically, see the links between ideas, evaluate arguments, and analyze information to come up with your own conclusions. Any industry can benefit from someone who knows “how to think”.

Collaboration

Very few jobs require you to work completely independently, and academia isn’t one of them. Your dissertation is a solo project, but on a day to day basis you work with other people on your experiments or preparing a journal manuscript. Doing these tasks successfully requires knowing how to divide up a task, get along with others, communicate effectively, and resolve conflict.

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• Transferable Skills Checklist

Assess Your Transferable Skills

To identify academic and professional goals in your Individual Development Plan , you must first assess your skills. 

Why do we call them "transferable" skills? 

• They are skills that realistically reflect your strengths, abilities, and gaps no matter your field of study. 
• They correlate with competencies your future employers are looking for on a CV and/or resume.
• They are integral to every phase of your academic and professional development. 

Listen to the experts 

Featuring Sharolyn Kawakami-Shulz, PhD and Jenna Hicks PhD ( Medical School Office of Professional Development ), and doctoral candidate Chelsea Cervantes de Blois. Watch video here if you can't access YouTube. 

After this video, you'll remember: 

• Transferable Skills are applicable across a wide variety of sectors, careers, and position types.
• As a graduate student, you are already developing transferable skills; it should be your goal to apply them outside your current environment.
• On resume or in an interview, It is important to provide relevant and specific examples that demonstrate your skills.
• Speak the cultural language of the person or field in which you're communicating.
• Add transferable skills goals to your Individual Development Plan (IDP) .

+ Communication

Communication as a broad objective.

Skillfully express, transmit, and interpret knowledge and ideas.

Specific Skills

• Communicate across cultural backgrounds
• Communicate to a wide audience
• Communicate to a non-specialist audience
• Speak effectively
• Write concisely
• Listen attentively
• Express ideas
• Facilitate group discussion
• Provide appropriate feedback
• Perceive nonverbal messages
• Report information
• Describe feelings

+ Research & Planning

Research & planning as a broad objective.

Successfully search for specific knowledge and conceptualize future needs and solutions.

• Forecast, predict
• Create ideas
• Identify problems
• Imagine alternatives
• Identify resources
• Gather information
• Solve problems
• Extract information
• Define needs
• Develop evaluation strategies

+ Human Relations

Human relations as a broad objective.

Use interpersonal skills to resolve conflict, relate to, and help people.

• Develop rapport
• Be sensitive
• Convey feelings
• Provide support for others
• Share credit
• Delegate with respect
• Represent others
• Perceive feelings, situations

+ Management & Leadership

Management & leadership as a broad objective.

Supervise, direct, and guide individuals and groups to complete tasks and fulfill goals.

• Initiate new ideas
• Handle details
• Coordinate tasks
• Manage groups
• Delegate responsibility
• Promote change
• Sell ideas or products
• Make decisions with others
• Manage conflict

+ Work Survival

Work survival as a broad objective.

Use day-to-day skills to promote productivity and work satisfaction.

• Implement decisions
• Enforce policies
• Be punctual
• Manage time
• Attend to detail
• Enlist help
• Accept responsibility
• Set and meet deadlines
• Make decisions

Get Started!

Download a Transferable Skills Checklist

This Transferable Skills Checklist was first developed by the University of Minnesota Duluth's Career & Internship Services .

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PhD Transferable Skills

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While at Yale, seek out additional experiences that develop these skills. They will benefit your future career, whatever course it takes. Note that to employers, relevant experience does not have to be a paid job. It can be any experience that develops skills that are important to their work.

The resources below can help you identify your particular skill set. These skills are a key input into the professional narrative that you will employ in your resume, cover letter, and interviews.

• Exploring Your Skills , Inside HigherEd
• PhD Transferable Skills (courtesy of the University of Michigan)
• Transferable Skills and How to Talk About Them , from Connected Academics (MLA)
• Making the most of your transferable skills , from CellPress

Looking for ways to enhance your transferable skill set while at Yale?  Below is a list that can get you started.

• Consider teaching a class or becoming a research or teaching assistant.
• Digital Humanities Lab
• Yale Center for Science and Social Science Information (CSSSI)
• Yale Center for Collaborative Arts and Media (CCAM)
• Center for Engineering Innovation and Design
• Mentor students
• Manage lab supplies and equipment
• Take a leadership role in a GSAS student organization
• GSAS students are invited to become a McDougal Fellow  or GPE Fellow
• Seek out an internship or part-time opportunity either on or off campus
• Perform volunteer work
• Hone your writing skills
• Work on a consulting project through the Yale Graduate Consulting Club or Tsai CITY
• Improve your Excel skills, learn Python or master basic accounting by taking an online course! Check out the offerings on LinkedIn Learning  (free to Yale students, staff and faculty through this portal

Office of Career Strategy

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• CAREER BRIEF
• 08 May 2019

Toolkit: How to transition from academia to industry

Focus on skills.

A healthy publication record may not impress many industry employers. Instead, they will be looking for transferable skills.

Recognize the skills you already have

PhD students have valuable experience when it comes to critical thinking, using the scientific method, technical writing, data modelling and independent working. Make sure that you highlight all your skills in your job application and CV.

Rank your skill set

Your key skills fit into three broad areas:

1. Technical academic: these are the very specific skills you will have developed during your PhD that are probably not useful elsewhere. Such skills will be specific to your research programme or the specialist equipment you used.

Collection: Careers toolkit

2. Technical applicable: these are the technical skills that will be useful elsewhere. Programming, problem solving and technical writing are examples.

3. Non-technical applicable: these are skills that are useful for almost every job. Time management, collaboration and communication skills fit within this bracket.

Think about how to gain additional skills

Work out what skills you lack. Recruiters identify three skills that PhD students typically lack after graduating:

• Leadership

• Commercial awareness

• Interpersonal skills

By demonstrating you have the three skills — even from a part-time job, hobby or similar — you will stand out from the crowd.

Do your homework

• Practise for the interview

• Be prepared to answer difficult interview questions that focus less on science and more on you. Practise giving answers to the following questions:

• Give an example of a time that you overcame a frustration with a colleague

• Explain how you handle criticism

• Why should we hire you rather than someone else?

• Talk about a time you failed

Research the company

Tailor your CV and all other material to each application. Read about the company and the job they are recruiting for to make sure you are the right fit.

Find out more

Check out  this article in Nature

doi: https://doi.org/10.1038/d41586-019-01332-1

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10 Transferable Skills from Your PhD that Employers Want

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Source: Beyond the Professoriate  

In a job interview, an employer may ask you:  “What skills do you bring to this position?”

Do you know how to answer this question?

You may be surprised to find out that your PhD may not be your most important asset. In addition to your work experience and education, employers in the private sector pay close attention to your core skill set.

The good news is that you have valuable skills as a PhD. You have transferable skills that employers want. A transferable skill is a skill you have used in one work context (in this case, in higher education), and that you can use in a different work context (e.g. in government, at a non-profit, in a corporate setting).

When speaking with employers or when crafting job documents, you need to clearly articulate your skills and illustrate how they are relevant to the specific role you are seeking.  You will be translating your academic experience using language that is familiar to the employer.

Here is a list of 10 transferable skills that you have developed during your PhD and that are valuable to employers:

1. Communication skills

Written and oral communication skills are extremely valuable in today’s workplace. Employers seek job candidates who can:

• adapt and clarify complex information for non-technical audiences
• communicate with clients effectively to manage expectations
• train other team members
• persuade others (e.g. sales and marketing)
• write a variety of content from social media posts to technical reports

Think about the ways in which you did this during your PhD.

You wrote business communications (so many emails!), recommendation letters, course syllabi and calendars, course assignments, lectures, slides, conference papers and posters, and/or grant proposals. Perhaps you ran your department’s social media, edited papers for publication, and wrote articles in the university newspaper. Don’t forget your book-length dissertation and the various articles you published in peer-reviewed journals.

In your free time, you may have volunteered at the university radio station, created blogs or podcasts, wrote poetry or novels, tutored, or performed in concerts or in plays.

2. Presentation and facilitation skills

Businesses are always on the lookout for people with storytelling skills who can take their customers or employees on a journey. They want candidates who can present ideas in a compelling format, in scenarios or case studies. They value applicants who can “think on their feet” while facilitating discussions.

As an instructor you practice presentation and facilitation skills every day in the classroom. You had to lead discussions and train members in your lab. You defended project proposals and your dissertation, you chaired sessions, gave guest lectures, and presented conference papers and posters to expert audiences.

3. Organizational skills

To function as a teaching assistant you needed to stay organized. You kept track of your students’ records, attendance, and grades. You also maintained a syllabus calendar and set deadlines for assignments and research projects. You kept a lab notebook. You took notes to organize your research materials and ideas. You certainly juggled multiple projects at once, perhaps teaching several courses while also conducting research projects and writing your dissertation.

In the fast-paced environment of industry jobs, employers seek candidates who can stay on top of their various projects while respecting deadlines.

Organizational skills are project management skills. To make this skill even more marketable, consider learning how to use a task management software (e.g. Trello, Asana) to manage your own projects.

4. Feedback and evaluation skills

As a PhD or faculty member, you are used to giving and to receiving feedback from students, advisors, colleagues, and reviewers. You know how to make appropriate changes to your work or processes after reviewing feedback.

In the age of online reviews, employers want to collect and monitor customer or client satisfaction feedback to make positive changes to their business. They want job candidates who know how to resolve conflict when clients or teammates are unhappy.

You certainly have exercised your feedback and evaluation skills numerous times during your PhD:

• when you had to explain to a student why they received a certain grade
• when you had to intervene to solve interpersonal issues during student group projects
• when you edited your manuscript after receiving reviewer comments
• when you made changes to your syllabus or teaching style after reading your teaching evaluations

Show the employer that you are adaptable.

5. Critical thinking skills

As a PhD, you know how to solve problems and how to analyze and interpret data. You are able to consider alternative solutions to a problem and suggest next steps.

Employers look for candidates who demonstrate 360-degree thinking, who can see a problem from various angles.

During interviews, employers evaluate your ability to think critically when asking certain behavioral questions. For example, they may ask you, “What was your most challenging job situation?” or “Tell me about a problem you solved at work.”

Brainstorm examples that you could share in an interview or conversation with an employer. Perhaps you coached a colleague who faced a difficult classroom situation or perhaps you had to help a student solve a problem with an assignment.

The employer will be paying attention to your decision-making process. Explain why you took each step. Choose an example with a positive outcome.

6. Leadership and mentoring skills

Today’s employers want to hire leaders and mentors, candidates who demonstrate empathy, patience, flexibility, and adaptability. They want candidates who know how to create and share a vision or plan, and who have guided employees through a process.

During your PhD, you have shown leadership and mentoring skills while advising students, holding office hours, and mentoring peers. You have created a vision for the semester with your syllabus, in which you outline the goals and outcomes for the course. You have guided your students through a 16-week process to meet their learning objectives.

You were flexible and adaptable when you had to adjust the course calendar to account for university closure on snow or ice days. If you had to conduct research internationally, you had to adapt to a new environment and perhaps even learn a new language.

7. Management and supervision skills

A manager and supervisor helps the team move towards a common goal by following up on the progress of a project and making adjustments when things get off course.

There are no grades in the corporate world, but you may be managing and supervising employees’ work.

During your PhD, perhaps you had to supervise a team of teaching assistants as a lead TA. As a faculty member, you likely acted as an advisor to a student club, supervised theses, coordinated course sections, and mentored teaching assistants. In the classroom and in extra-curricular activities, you have overseen work, supervised people, and kept them on task.

Employers seek candidates who are able to self-manage. If you wrote a dissertation, you had to manage your time and a project on your own.

8. Creativity and innovation skills

Employers look for creative and innovative candidates. Think of ways in which you taught in a creative, open-minded way. During your PhD, did you create a piece of art, invent something, write a piece of music? Perhaps you came up with a new process to solve problems, or an alternative approach to completing a task. Use these examples in your job documents and interviews. Demonstrate that you are not afraid to try new things.

9. Listening and reflection skills

Companies need to listen to their customers to stay in business, and many positions now pay attention to the “voice of the customer”. Companies struggle to keep their most talented employees and realize that they also need to pay attention to what their employees and team members are saying. They want employees who show empathy.

You refined these skills during your PhD since teaching is a customer-facing position. You have listened to feedback from your students and from your supervisor, and have reflected on what works and what doesn’t in the classroom. Thanks to your experience, you can tell if a student is frustrated by the way in which they ask questions. You have the skills to help solve problematic situations.

10. Learning skills

Your PhD proves that you are a master at learning.

Employers seek job candidates who are willing to learn and who are intellectually curious. If you go to networking events in your desired industry and ask questions, employers will take notice. Attend conferences and read industry papers to stay on top of the latest trends.

You want to show that you are not afraid to learn new things. You can sign up for day workshops to learn how to use software that is required for industry jobs. On LinkedIn Learning, you can take short courses and post these certificates of completion on your profile.

Employers want self-directed learners who can find resources to help solve a problem for the team and for the company. Show how you translate theory into practice in the examples you give the employer.

The top 3 skills needed to do a PhD are skills employers want too

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Associate Professor, Macquarie University

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More and more people are applying to do a PhD. What many don’t know is it takes serious skills to do one – and, more importantly, complete it.

We analysed the selection criteria for PhD candidates on a platform that advertises PhD programs. Our analysis of thousands of these ads revealed exactly what types of skills different countries and disciplines require.

Why do a PhD in the first place?

People pursue a PhD for many reasons. They might want to stand out from the crowd in the job market, learn how to do research, gain a deeper expertise in an area of interest, or pursue an academic career.

Sadly, too many PhD students never finish. The PhD turns out to be too hard, not well supported, mentally taxing, financially draining, etc. Dropping the PhD often means significant financial loss for institutions and individuals, not to mention the psychological costs of other consequences such as low self-esteem, anxiety and loneliness .

Read more: 1 in 5 PhD students could drop out. Here are some tips for how to keep going

Our society and economy can only benefit from a better-educated workforce, so it is in the national interest to manage PhD intakes and be clear about expectations. The expansion of doctoral education led to a more competitive selection process, but the criteria are opaque.

To clarify PhD expectations, we turned to a European research job platform supported by EURAXESS (a pan-European initiative by the European Commission) where PhD programs are advertised as jobs. Required skills are listed in the selection criteria. We analysed 13,562 PhD ads for the types of skills different countries and disciplines require.

We made three specific findings.

1. Top 3 skills needed for a PhD

It turns out that it takes many so-called transferable skills to do a PhD. These are skills that can be translated and applied to any professional context. The top three required skills are:

communication – academic writing, presentation skills, speaking to policy and non-expert audiences

research – disciplinary expertise, data analysis, project management

interpersonal – leadership, networking, teamwork, conflict resolution.

Trending skill categories are digital (information processing and visualisation) and cognitive (abstract, critical and creative thinking and problem-solving).

Previous research shows transferable skills are requested for post-PhD careers, including both academic and non-academic jobs. Our research shows such skills are already required to do a PhD. Those keen to do a PhD are well advised to provide strong evidence of such skills when applying.

2. Skill demands vary by country and discipline

Skill demands significantly differ by country and discipline. For example, 62% of medical science ads mention interpersonal skills. This is twice as often as in biological science ads. Digital and cognitive skills score much higher in the Netherlands than in other countries.

Our research article reports on 2016-2019 data and the top five represented countries (Netherlands, Germany, France, Spain and the UK) and the top five represented disciplines (biological sciences, physics, chemistry, engineering and medical sciences). However, you can use this tool for granular detail on 52 countries – including non-European countries like Australia, New Zealand, the US, etc. – and 37 disciplines included in the data sample. For continuously updated data, please visit https://www.resgap.com/ .

3. PhD expectations are rising

We see a rise in PhD expectations over time (2016-2019) as more skills are listed year on year. The publish or perish culture prevails and rising demands on academics have led to calls for more engaged research, collaborations with industry, and research commercialisation .

PhD students get accustomed early to competitiveness and high expectations.

Read more: Is it a good time to be getting a PhD? We asked those who've done it

Research-based learning needs to start early

These insights have implications for pre-PhD education and pathways. Undergraduate and postgraduate degrees can further promote PhD readiness by embedding authentic hands-on research with academic or corporate partners, either as part of the curriculum or as extracurricular activities.

Many postgraduate degrees offer authentic research project work opportunities but are shorter. Those entering the PhD without a postgraduate degree miss out on developing essential research skills.

Authentic research experiences need to happen early on in higher education. Organisations like the Council on Undergraduate Research ( CUR ), the Australasian Council for Undergraduate Research ( ACUR ) and the British Conference of Undergraduate Research ( BCUR ) are designed to support institutions and individuals to do this effectively. They showcase great models of undergraduate research.

To get a good idea of what undergraduate research looks like, start with this comprehensive paper and catch up on undergraduate research news from Australasia .

We know research-based learning develops employability skills such as critical thinking, resilience and independence.

Embed career development in PhD programs

Doctoral training needs to take note, too, if it is to further build on the skill set that PhD applicants bring with them.

The good news is doctoral education has transformed in recent decades. It’s catching up to the call for better-skilled graduates for a range of careers. The training focus has shifted towards generating practice-based and problem-solving knowledge, and engaged research with other sectors.

Read more: It's time to reduce the number of PhD students, or rethink how doctoral programs work

Some institutions now offer skill and career training. Generally, though, this sort of training is left to the graduates themselves. Many current PhD candidates will attest that the highly regulated and tight PhD schedule leaves little room for voluntary activities to make them more employable.

Most PhD candidates also know more than half of them will not score a long-term academic job. Institutions would serve them better by formally embedding tailored career development opportunities in PhD programs that prepare for academic and non-academic jobs .

It’s not only PhD graduates’ professional and personal well-being that will benefit but also the national economy.

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You’re spending three years, or more, writing your PhD. And why? Hopefully, for the love of the subject. But then what?

At the end of our PhD, most of us hope to find work which relates to our research area. This might be in academia, either as a researcher or in teaching. Many of us will end up working in industry, or for a government or charity. On the other hand, you might be fed up with your research area and want to work outside it , or perhaps your research is in a field with few job opportunities, and working elsewhere is common.

The image of a PhD student can be someone working in a narrow field, gaining knowledge and learning techniques with limited application. But this isn’t true. As specific as your research questions may be, you are inevitably developing skills which are valued in the workplace, in or out of academia . And your time at university offers opportunities to gain additional experience and skills.

Which skills are employers looking for?

Some employers will be impressed that you have a doctorate. For many academic jobs, it’s an expectation. For many non-academic jobs, it may be regarded as inessential, or even as a waste of time. Whether you are trying to stand out from a crowd of other PhD-holders, or demonstrate that your time studying was valuable, you need to be able to point to the skills you have developed .

Job adverts usually set out essential and desirable skills. While these obviously vary by industry and by post, certain things are almost always valued: being able to manage your own workload or a whole project , being able to work with or manage others , being able to interpret and analyse information, good communication skills, and being able to work under pressure and to deadlines. If these sound familiar, it’s because they are skills you need to complete your PhD.

If you’re targeting a job in a particular position, or at a specific company, look at recent job adverts they’ve posted, and see how many of the skills they list you could confidently demonstrate. For those where you’re not sure, think about how you might get the experience through, or alongside, your PhD.

What transferable skills can you develop through conducting your research?

A PhD is a major undertaking: you conduct your research, then produce a lengthy thesis with limited supervision, meeting specific requirements, by a set deadline. You have to develop skills in project management, self-management and problem-solving. Depending on your research area, you might also develop specific skills which can be applied elsewhere, like the use of specific software , a strong understanding of the scientific method or interview techniques.

If you’re hoping to work in academic or industrial research, it’s clear how the skills you gain will be transferable. But almost any job will value your skills, if you describe them in the right way.

Every organisation wants to appoint someone reliable, someone who will show up to work and meet the expectations of their post, without requiring micro-management. If you have completed your PhD, where the expectations can be vague, there may be little pressure to show up to work on any particular day, and your deadline is years away, meeting the requirements of a regular job should be a breeze ! Similarly, whether you will be managing whole projects in the job you’re applying for, a group of people, or just your own workload, the experience from your PhD will be invaluable. And regardless of what sort of problems might crop up in a post, your experience of analysing problems and solving them is transferable.

What transferable skills can you develop through writing your thesis?

Your thesis is a long and complicated document, in which you are describing and presenting your research and your contribution to your field. You might also get the opportunity to write journal articles, or even news articles. By the end, you have proven that you have strong skills in written English, in communication and presentation , and in project management. You can produce work which meets some very specific requirements, but which also conforms to fairly vague expectations.

While you might never again write anything quite like your thesis, you will have plenty of transferable skills. Being able to write to a high standard is vital in academic research and expected in academic teaching, but is also necessary in a wide range of other jobs. In some cases, you might need to convince prospective employers that your experience is in writing clearly , not using complex and impenetrable language. You could do this by pointing to things you’ve written for a general audience, or even just producing a great cover letter which uses straightforward language to show how your skills and experience meet all the requirements of the job.

If you’ve not yet had a chance to write anything other than sections of your thesis, it’s worth looking at opportunities to do so. Is there a student-run journal at your institution? You could write a short article for LinkedIn, or an academic blog in your area, or pitch something to a news organisation, like The Conversation. (If that’s of interest, take a look here .)

What transferable skills can you develop through presenting your work?

As a PhD student, you will almost certainly be asked to present your work. It might be to a panel of advisers, to a departmental seminar or at a conference . Wherever it is, you are developing presentation skills . You can explain a complex subject in a clear way, for a variety of audiences . You can put together a slideshow, or a poster, using graphics and text together to communicate your ideas in an appealing and well-structured manner.

If you are hoping to go into academic research, good presentation skills will be invaluable. But the same is true of many other jobs. If you are confident at presenting, you can communicate your ideas to your colleagues, or you can sell your ideas to stakeholders . Even your job interview is a type of presentation; with your experience, you can be that bit more confident than those applicants without your presentation skills.

If you’re not yet feeling confident in this area, start small. Take up the offer to present to fellow PhD students, or look for opportunities through your institution to get training. If you have a chance to present to the public, perhaps through events like A Pint of Science, TEDx, or the Three Minute Thesis, be brave and say yes to them.

What transferable skills can you develop through teaching?

There are lots of voluntary activities you can get involved with while at university, and teaching is one of the most valuable. If you can teach, not only do you have experience of presenting, but you also show that you can work with people, often from diverse backgrounds. You can understand people’s needs, and you can engage and inspire people.

If you’re hoping to go into academic teaching, getting this experience while you’re doing your PhD is invaluable. Some people love teaching, and others don’t, and now is the time to find out how you feel about it . But even if you don’t love teaching, the people skills you gain will be useful in any job where you work with trainees, with colleagues who might want to learn from you, or even with the public in general.

If you’ve not yet done any teaching, give it a go. Find out what opportunities there are in your department; these might range from demonstrating or assisting in a lecture, to leading a seminar or a lecture, or even developing your own course for your institution’s outreach programme. Even if you don’t love it, you’ll have a great new skill to add to your resume.

You are picking up and developing useful skills simply by conducting your research and writing your thesis. There are also great opportunities to gain additional skills by undertaking some voluntary activities. We’ve discussed chances to write, present and teach, but there are more. You could get involved with running a student journal or seminar series, get some relevant work experience, make connections with people in your field at conferences or through your research, or undertake voluntary work which builds on your research or interests.

Gaining skills so that you can have the career you want after your PhD needn’t feel like hard work. Find out what opportunities there are at your institution, or online, think about what would interest you, and what would help meet the requirements of the job you want, and then just give things a go. Your PhD is the perfect time to try some new things and gain skills which will benefit you in the future.

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Have you ever wondered if you possess any “transferable skills” as a graduate student or postdoc? If so, you’re not alone. The moment we see this term many of us become uncertain. Questions start to creep into our inquiring minds! What are transferable skills? How do I identify them? How do I develop them? As trainees, most of us are so engrossed in our research that we fail to realize we possess many transferable skills. It is essential that we identify and develop these skills for a successful transition into our dream jobs after graduation. Here’s a quick guide for graduate students and postdocs to help identify and develop transferable skills.

First, why are transferable skills important?

In today’s job market, a successful job candidate stands out in the applicant pool not by just listing accomplishments, but by identifying how their own experiences and skills match the specific job requirements.

Now, what are transferable skills?

Transferable skills are a set of qualities that can be transferred from one job to another. For example, problem-solving is a common skill that most PhDs acquire during graduate training that can be transferred to a new job in any field.

Top seven transferable skills for PhDs

Most graduate students and postdocs possess abilities that fit within the following seven main transferable skill areas.

• Communication
• Creativity and innovation
• Critical thinking
• Collaboration and teamwork
• Leadership and mentoring
• Problem-solving and decision making
• Project management

How do I identify the transferable skills I possess?

First, make a list of skills you have acquired as a graduate trainee or postdoc performing various tasks, and come up with specific examples. Then match each acquired skill to one or more specific transferable skills. Here are some examples.

Graduate students and postdocs tend to have good oral and written communication skills . Many of us present posters and give talks about our research at conferences, lab meetings, etc., which are examples of good oral communication skills. Many of us are also involved in writing papers, which fits well into written communication skills. Other communication skills can be obtained through outreach activities, communicating research to the general public, writing blogs, etc.

There is always creativity and innovation involved in designing research projects (e.g., coupling two different methods to answer a research query or developing a new technique to improve an existing one).

Being able to analyze and evaluate the data in research articles as well as in your own research projects to reach conclusive results makes PhDs excellent critical thinkers.

Graduate students and postdocs often work in a team-based lab setting and some of us also collaborate with researchers in other labs to accomplish the goals of a project.

Many of us supervise and train undergrads, other graduate students, and technicians. This kind of training helps us gain leadership and mentoring experience.

Graduate student and postdoc life is filled with problems in research, experiments, etc. We get trained to tackle such situations by developing our problem-solving and decision-making skills.

Graduate students and postdocs manage projects , including designing experiments, looking for resources, managing timelines, and meeting deadlines.

How do I develop or improve transferable skills during graduate school?

One way to develop/improve these skills is to first recognize them and then rate them on a scale to identify your strengths and weaknesses. The next step is to fill in the gaps and strengthen your skills by gaining more experience, either in the skill sets mentioned or through other extra-curricular activities such as getting involved in ASCB through the Committee for Postdocs and Students (COMPASS) , local science groups, organizations in universities, etc.

Take the opportunity during your graduate student and postdoc training to work toward gaining and further developing your transferable skills.

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Transferable skills from your PhD

During your PhD, you become an expert in your field. You will gain a deeper understanding than most of your peers on a very specific topic. This knowledge is valuable for research, as well as when an expert opinion on this particular topic is required.

Besides the technical knowledge you obtain during your PhD, you also learn a large number of transferable skills. Indeed, the doctoral journey with its large research component is different from the previous degrees. The research project addresses a complex research problem and stretches out over various years. Certainly, tackling doctoral research is a different league than solving homework.

Given the complexity of doctoral research, you don’t only learn highly specialised laboratory or computer programming skills, but you also pick up a number of skills that will serve you for the rest of your life: in research, in your career, and in life in general.

Top 10 transferable skills

Today, we are going to discuss the ten most important transferable skills that you develop during your PhD. These skills will help you in a wide variety of circumstances. I’ll explain each of these skills to you, and will show you how your PhD gave you these skills.

• Writing: Clear and concise writing is a key communication skill that serves us in many aspects of life: from drafting a business report for your boss at work to redacting a clear email, written communication is key in any job as well as in life.

The final product of your PhD is your doctoral dissertation: a long work of writing in which clear argumentation of a hypothesis is key. To get to the end of the PhD, you certainly need to learn how to write for your intended audience.

• Presenting: Orally presenting insights is a second key communication skill that is crucial in research as well as in any job. If you can present your insights in an accessible way to inform your audience, or if you can convince them through a short talk, you will influence and access others in your organisation.

During your PhD, you give various presentations for different audiences. You learn how to communicate your insights in a way that suits the situation and audience, as well as how to express your thoughts clearly.

• Visualising information: Your presentations and written documents come to life when you illustrate them with clear visualisations . Being able to draw well and show graphs in a clear way is a crucial complimentary communication skill.

No doctoral thesis consists of text alone. You will develop visualisations, and typically discuss with your supervisor and lab mates on how you can present the data in a more accessible manner – as such, you learn how to make clearer visualizations.

• Time management: In research as well as in a modern office setting, we have various demands on our time and several sources of communication that can distract us . Being able to prioritise important tasks so that all projects move forward, is an important skill in the digital age.

The many years of the doctoral journey may seem like an ocean of time, but ask a current doctoral candidate, and they certainly feel pressed for time. Learning how to manage your time is an important skill to learn during the PhD to graduate in a timely manner and meet all deadlines.

• Analytical thinking: Solving complex problems in research, business, and life requires analysing the problem in depth, comparing potential solutions, and making decisions about ways forward along the way. Being able to think in a structured manner is an attribute that can be applied in many situations.

Analytical thinking is also a key skill you learn during the PhD as you work through the research process and learn the scientific method. You combine various sources of information from the literature as well as your own data to answer your research questions.

• Teamwork: Our relations to others define how well we do in research, in our job, and in life. No man is an island, and no researcher is an island. The ability to work with others, with different opinions and different working habits, is a key skill in many settings.

From working together in the laboratory to exchanging ideas with your cohort mates in the PhD, you will certainly have learned that research is much more collaborative than you would have thought before.

• Resilience: Being able to recover quickly after setbacks and looking for a plan B is something that can set you apart from others. If you are resilient, you know how to persist and get the project done or the goal achieved regardless of the headwinds you faced.

Failure is a common component of research : a lab setup doesn’t function, a manuscript gets rejected, or your code won’t run. As you are responsible for your research, you learn to step up your game and try other solutions until you fix your problem, or you rework your manuscript until you think it is ready for resubmission.

• Creativity: Being able to think out of the box, or generate a variety of solutions is a skill that is appreciated by many. If you are the one on the work floor who comes up with fresh ideas, those around and above you will notice quickly.

Research is inherently creative. You need to answer a research question nobody addressed before, so you need to think creatively on how to study the question. Moreover, as you deal with various failures and setbacks, you train yourself in creativity and coming up with new solutions.

• Negotiating: If you are able to satisfy various stakeholders in a project, you show leadership skills that will advance your career.

Negotiating may not be a skill you associate with your PhD research but think again. Have you had to balance various opinions of committee members, or reconcile demands of your funding agency, teaching schedule, and requirements of your supervisor? In those cases, you’ve learned to balance the demands of various voices around you and negotiate a solution.

• Autonomy: If you are self-directed in your work and don’t have to ask your boss continuously what to do next, they will appreciate your ability to do so.

The long years of the PhD require research work that is carried out under the supervision of a professor, but their input is usually limited to a weekly meeting or another type of regular review. You learn how to carry out your research without needing your professor to present you with a task list to complete.

How to market your transferable skills

When you are finalising your doctorate or post-doc and looking to expand your horizons, you may first focus on positions that are very similar in expertise to what you were doing before.

But think again. With your variety of transferable skills, you have many options you could explore. The key lies in how you communicate your abilities to potential employers .

Don’t brand yourself as the expert in your research topic. Instead, focus on the company and your skills. What can you bring to the table? How can you show them that you are a great fit? Focus on the match between you and the company, based on your skills and goals, not based on who you are narrowly as a researcher.

In this post, you learned how you gather many transferable skills during the PhD on top of the expert technical knowledge you develop as a researcher. You learned how these transferable skills can serve you in research, at work, and in life, and how you obtained these skills during the PhD. Finally, you also learned how you can communicate your skillset to a variety of companies.

Related article:

Transferable Skills: The Secret of Success

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Dr Eva Lantsoght

Dr. Eva Lantsoght is a Full Professor in Civil Engineering in Ecuador and tenured assistant professor in the Netherlands. Her blog PhD Talk addresses the mechanics of doing research, PhD life, and general academic matters. Find her @evalantsoght or at evalantsoght.com.

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Leveraging Your PhD: Why Employers Value Your Skills

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Guest post by Heer Joisher (Griffin GSAS Candidate in Developmental Biology) for MCS.

Harvard’s Mignone Center for Career Success recently hosted an insightful discussion spotlighting the remarkable journeys of a select group of GSAS alumni who have masterfully leveraged their Ph.D. degrees to forge unique and gratifying career paths. Their experiences not only illuminate the expansive landscape of career possibilities for graduate students but also stand as beacons of inspiration for Ph.D. students and recent graduates navigating their own professional journeys.  Here are some reflections I’ve summarized from the panel discussion on exploring non-academic career paths: the motivations, the timing, and the process.

Why? – A Multitude of Motivations

Dean Emma Dench’s opening remarks for the panel, noting that approximately 50% of Harvard PhDs become intellectual leaders outside academia, set the stage for a discussion on the motivations driving individuals to explore non-academic career paths. These motivations are as diverse as the individuals themselves, ranging from financial considerations to differing interpretations of job satisfaction and expectations.  Moreover, panelists emphasized the presence of abundant opportunities available beyond academia and the importance of gaining a comprehensive understanding of the broader professional landscape. Embracing this perspective involves stepping outside the traditional academic paradigms, challenging preconceptions about career paths dictated by one’s degree or department. Instead, it involves introspectively questioning what truly fosters personal fulfillment and utilizing one’s unique background and expertise to craft a career trajectory that aligns with individual aspirations.

When? – The Sooner, the Better

The panel collectively emphasized the importance of early exploration into non-academic career paths, highlighting the immense value in stepping beyond conventional trajectories and embracing diverse experiences. Their insight underscores that this journey isn’t solely about finding a different career path; it’s about broadening perspectives and building a vibrant professional community, irrespective of the ultimate career trajectory.   While transitioning out of academia may be smoother for some fields or labs compared to others, actively delving into learning about alternative career paths enables individuals to challenge norms and foster connections with mentors who can offer invaluable support along the way. The environment at Harvard, with its diverse peers and alumni network, facilitates this exploration and openness to new opportunities, acting as a catalyst for personal and professional growth.

How? – Navigating the Process

Drawing from their diverse career paths, the panelists offered valuable strategies and frameworks to guide individuals through the transition process. Each insight struck a chord with attendees, offering relatable anecdotes and invaluable guidance. Below is a compilation of key takeaways distilled from the discussion:

• Embrace Career Exploration and Experimentation:
• Explore diverse opportunities and pathways even if they seem unconventional or outside your comfort zone
• Recognize that your first job doesn’t have to be perfect, and that career progression often involves trying different roles and industries
• Utilize resources like alumni and LinkedIn to learn about different careers, and experiences
• Identify the transferable skills gained during your academic journey and identify your strengths. Introspect on how your strengths align with roles outside academia, consider doubling down on skills you excel in and enjoy.

• Cultivate Meaningful Professional Relationships:
• Approach networking with a mindset of curiosity and growth, fostering genuine relationships that support your career development.
• Articulate your accomplishments and expertise with confidence to bolster your credibility and draw opportunities towards you.
• Engage in informational interviews to gain valuable insights into various job responsibilities, organizational cultures, and career paths, allowing you to assess your fit within different professional contexts.
• Take a proactive approach to relationship-building by categorizing connections based on shared interests and goals. Remember, networking is a two-way street; look for opportunities to offer support, share insights, and connect others within your network.

• Invest in Your Professional Growth:
• View informational interviews, hands-on learning opportunities and internships as pivotal investments in shaping your future career path.
• Proactively seek out opportunities that foster continuous learning, cultivate enduring professional relationships, and steer your career in desired direction.
• Hone the art of articulation and effective communication to confidently convey your skills, experiences, and achievements, aligning them with the needs of different roles and organizations.
• Conquer decision paralysis by taking action: apply for open positions and initiate conversations with new connections. Embrace the interview process as an opportunity for growth and learning, gaining valuable insights along the way.

In conclusion, the panel discussion offered profound insights into navigating non-academic career paths. These key takeaways underscore the significance of charting one’s unique path with confidence and purpose in the dynamic landscape of non-academic careers.

Meet the Panelists:

• Elias Bruegmann, PhD : Head of Product Data Science at Stripe
• Victoria Tillson Evans, PhD : Founder & President of Distinctive College Consulting
• Marinna Madrid, PhD : Co-Founder and Chief Product Officer at Cellino
• Jessica Paige, PhD : Social Scientist at RAND
• Paul Schwerda, PhD : Investment Manager at Baillie Gifford
• Roger Vargas, PhD : Computational Scientist at Moderna

Quotes from Attendees:

“As an upper-level PhD student, the seminar provided valuable information and insights on careers outside of academia. It was great to hear from a diversity of people with different perspectives and who followed various career paths.” – Stephan Foianini, G5, Department of Molecular and Cellular Biology, Harvard University

• What Can You Be with a PhD
• Beyond the Professoriate

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Peer-reviewed

Research Article

An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs

Contributed equally to this work with: Melanie Sinche, Rebekah L. Layton

Roles Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Supervision, Writing – original draft, Writing – review & editing

Affiliation The Jackson Laboratory for Genomic Medicine, Farmington, Connecticut, United States of America

Roles Conceptualization, Data curation, Formal analysis, Supervision, Visualization, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliation Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America

Roles Conceptualization, Data curation, Funding acquisition, Visualization, Writing – review & editing

Roles Conceptualization, Visualization, Writing – review & editing

Roles Conceptualization, Writing – review & editing

Roles Conceptualization, Project administration, Writing – review & editing

¶ ‡ These authors also contributed equally to this work.

Affiliations Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America, Department Biochemistry & Biophysics, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America

Affiliations Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America, Department of Cell Biology & Physiology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America

• Melanie Sinche, 
• Rebekah L. Layton, 
• Patrick D. Brandt, 
• Anna B. O’Connell, 
• Joshua D. Hall, 
• Ashalla M. Freeman, 
• Jessica R. Harrell, 
• Jeanette Gowen Cook, 
• Patrick J. Brennwald

• Published: September 20, 2017
• https://doi.org/10.1371/journal.pone.0185023
• Reader Comments

PhD recipients acquire discipline-specific knowledge and a range of relevant skills during their training in the life sciences, physical sciences, computational sciences, social sciences, and engineering. Empirically testing the applicability of these skills to various careers held by graduates will help assess the value of current training models. This report details results of an Internet survey of science PhDs ( n = 8099) who provided ratings for fifteen transferrable skills. Indeed, analyses indicated that doctoral training develops these transferrable skills, crucial to success in a wide range of careers including research-intensive (RI) and non-research-intensive (NRI) careers. Notably, the vast majority of skills were transferrable across both RI and NRI careers, with the exception of three skills that favored RI careers (creativity/innovative thinking, career planning and awareness skills, and ability to work with people outside the organization) and three skills that favored NRI careers (time management, ability to learn quickly, ability to manage a project). High overall rankings suggested that graduate training imparted transferrable skills broadly. Nonetheless, we identified gaps between career skills needed and skills developed in PhD training that suggest potential areas for improvement in graduate training. Therefore, we suggest that a two-pronged approach is crucial to maximizing existing career opportunities for PhDs and developing a career-conscious training model: 1) encouraging trainees to recognize their existing individual skill sets, and 2) increasing resources and programmatic interventions at the institutional level to address skill gaps. Lastly, comparison of job satisfaction ratings between PhD-trained employees in both career categories indicated that those in NRI career paths were just as satisfied in their work as their RI counterparts. We conclude that PhD training prepares graduates for a broad range of satisfying careers, potentially more than trainees and program leaders currently appreciate.

Citation: Sinche M, Layton RL, Brandt PD, O’Connell AB, Hall JD, Freeman AM, et al. (2017) An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs. PLoS ONE 12(9): e0185023. https://doi.org/10.1371/journal.pone.0185023

Editor: Frank J. van Rijnsoever, Utrecht University, NETHERLANDS

Received: January 27, 2017; Accepted: September 5, 2017; Published: September 20, 2017

Copyright: © 2017 Sinche et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: All data presented in this manuscript are also provided as S3 Data File as part of the Supporting Information files, with the exception of identifying information which has been removed. As noted in the 'Response to Reviewers' the specified software needed to open S3 file is now noted in the manuscript as well.

Funding: National Institutes of Health (NIH) award number DP7OD020317 ( https://commonfund.nih.gov/workforce/fundedresearch ) supported work on this manuscript in the form of salary support for R.L.L. and P.D.B. while writing this manuscript. Co-Pricipal investigators on the grant included P.D.B., J.G.C., and P.J.B. The content contained herein does not reflect the views of the NIH and the authors are solely responsible for its content. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Competing interests: The authors have declared that no competing interests exist.

Introduction

The original academic training model was designed as an apprentice model for a single career pathway. In that model, the faculty advisor served as a mentor, guiding each trainee towards a future position as a tenure track faculty member. Old assumptions regarding the natural progression of PhD scientists into faculty careers are rapidly changing to reflect a job market where only a small percentage of PhDs will follow in their academic advisors’ footsteps (e.g., [ 1 , 2 , 3 , 4 ]). Over time, the number of PhDs conferred in scientific disciplines in the U.S. [ 3 ] has risen substantially, increasing the pool of applicants for tenure-track faculty positions [ 5 ]. Hence, career progression for today’s PhD graduates is quite different. Instead of resembling a continuous pipeline, training outcomes have been compared to a branching career pipeline [ 1 , 6 ].

Because of the traditional structure of the academy, an outdated perception still persists that the best academic trainees in the sciences pursue faculty careers [ 7 ], and that the traditional tenure-track career path represents the true path to job satisfaction. Furthermore, a perception persists that doctoral trainees in the sciences and related fields develop discipline-specific skills that are relevant only to field-specific research, limiting options for other career choices. This study aimed to test these assumptions. We have chosen to focus broadly on disciplines which place an emphasis on employing the scientific method to engage in research, including life sciences, physical sciences, computational sciences, social sciences, and engineering disciplines. Social sciences are included because of their common reliance on the scientific method for research and training. Sometimes these disciplines are collectively referred to as “STEM” (science, technology, engineering, and mathematics); while there is merit to considering some of these academic areas separately [ 8 , 9 ], this broad focus is consistent with Science and Engineering Indicators published by the National Science Foundation which includes all of the disciplines outlined herein [ 10 ]. For the purposes of this study, we will refer to this group collectively as “science PhDs.” First, we identify skills developed by these PhD-level trainees. Next, we highlight similarities and/or differences in the development of transferrable skills for those who pursue research-intensive (RI) versus non-research-intensive (NRI) careers. Finally, we explore potential job satisfaction differences between the two broad career groups.

Many graduate institutions struggle to adjust to new job market realities, continuing to provide training primarily for tenure-track faculty positions. However, there are an increasing number and range of opportunities for PhD-trained scientists that lead to distinguished careers in both RI and NRI career pathways (i.e., [ 11 , 12 , 13 ]). This evolution of the career landscape challenges the apprentice model for doctoral training wherein PhDs are prepared primarily for faculty research positions instead of the wide variety of jobs available to them.

Despite recent reports of doctoral program alumni entering NRI careers [ 2 , 14 , 15 ], empirical data related to transferrable skill development and associated career outcomes are lacking. Trainees have limited familiarity with rapidly evolving hiring trends and the wide range of job opportunities available; this could be remedied by greater visibility of PhD career outcomes data [ 16 ]. Previous research has focused on faculty positions (e.g., comparing the number of faculty positions available to graduate school enrollment numbers), or is limited to specific disciplines rather than cross-disciplinary samples (e.g., biomedical fields) [ 15 , 17 ]. We have therefore engaged in an extensive study of skills developed during PhD training across scientific disciplines, and of the contribution of these skills to career outcomes and job satisfaction for PhDs employed in a variety of careers. The results of this analysis can inform efforts to improve professional development in doctoral training programs. The current analysis begins to address this knowledge gap by: examining skill development during training relative to skill importance in actual positions obtained, and examining job satisfaction for PhDs in their post-training employment role.

The purpose of this study is to identify skills important to the success of both major career trajectories (RI and NRI) and to determine whether transferrable skills for both were developed during PhD training. We define RI careers as those careers where the scientist is conducting research as a primary function of the job. NRI careers include research-related careers, which require scientific knowledge but are not directly related to conducting research (see Materials and methods for listed example careers in each category). Our sample includes respondents who indicated they were in the following disciplines: life sciences, physical sciences, computational sciences, social sciences, and engineering, allowing us to identify a core set of skills developed in scientifically-based doctoral training. The analysis draws on recently-collected survey data to determine skill attainment for those entering both RI and NRI careers and also examines job satisfaction for each career group.

We hypothesized that many skills acquired during doctoral training correspond with the needs of employers in both RI and NRI careers, yet we anticipated that development of certain skills may be preferentially beneficial to certain career fields. We further hypothesized that some skills important for career success are inadequately developed through doctoral training, and we term these “skill gaps.” To identify these classes of competencies, we examined the development of transferrable skills during doctoral training and compared ratings of self-assessed skill development with ratings of the importance of those same skills for job performance in subsequent employment. In this manner, we measured and tested how effectively graduate training prepares PhDs for a wide range of careers. Furthermore, we evaluated whether there were any differences between RI and NRI careers in job satisfaction. Finally, we discuss the implications of our findings for graduate training in the sciences and provide specific recommendations that address development of skills that are especially important in all careers available to PhDs.

Materials and methods

Ethics statement..

In compliance with ethical standards of research, all research was conducted under the auspices of the Harvard University Committee on the Use of Human Subjects, IRB#15–063. All participants were provided with an opportunity to review and agree to an informed consent as part of the online survey. All data is reported in aggregate or with identifiable information removed [ 7 ].

Data collection.

The sample includes graduates who earned a PhD in life, physical, computational, and social sciences or engineering, at any institution between 2004–2014, and who had worked, trained, or studied in the U.S.

The sample was developed using qualitative and quantitative methods of data collection and analysis. An online survey was constructed first as a pilot, with embedded cognitive questions. The survey was then pilot tested with a small sample of respondents, revised, and a large-scale survey was launched. This large-scale data collection effort took place in the spring of 2015.

Outreach to build the sample was conducted electronically via social media channels and direct emailing to potential respondents. The total number of complete responses to the final online survey was 8,099. The current analyses include a subset of relevant questions and responses. For more detailed information on sampling techniques and survey construction, see [ 7 ].

Participants

Demographics..

Eighty-three percent of respondents were US Citizens or permanent residents; seventeen percent were not, and less than one percent indicated that they preferred not to respond. Seventy-seven percent identified as Caucasian, followed by thirteen percent Asian American. Underrepresented minority respondents included four percent Hispanic/Latino, two percent Black/African American, two percent other, and less than one percent Native Hawaiian/Pacific Islander or American Indian/Alaska Native (the remaining three percent preferred not to respond). Females made up fifty-seven percent of the sample; males forty-three percent; transgender, other, or those indicating a preference not to respond comprised less than one-percent.

The final survey instrument took approximately 15 minutes to complete and included questions about career interests, activities, current employment, and motivations for career choices, and job satisfaction ratings (for additional information see [ 7 ]). The instrument consisted of four major sections: Education, Postdoctoral Training, Employment, and Demographics. The current research included a subset of these data as detailed in the measures section (see S1 File ).

Education, training, & employment.

In the Education section, participants were asked to identify the field/discipline/academic program of their PhD by selecting from a list of academic program options (including “other” write in; see S2 File ). The list of doctoral programs was generated (requested by MS) using the publicly available database of the Integrated Postsecondary Education Data System (IPEDS), a division of the National Center for Education Statistics, and includes disciplines in the life sciences, physical sciences, computational sciences, social sciences, and engineering. Participants indicated whether they had completed or were currently in a postdoctoral position. Those who had postdoctoral training experience were asked to indicate the total number of years of postdoctoral training across all locations and research institutes, from 0–29 years (intervals of 1, up to 29; or 30 and above; for the purpose of analyses, this variable approximated an interval variable and was treated as such). Respondents were asked to select their current job title from a multiple-choice list (including “other” and “I don’t know”; see S3 File for full list of options), and to identify their current employer using an open-response text box. For all list options (e.g., doctoral discipline, job title) an open-response “other” text box option was provided for any answers not included on the list.

Academic programs represented.

Respondents represented over 500 doctoral academic programs in scientifically-based fields. Selections were made from an extensive drop down list of 485 academic program options, and an additional 56 “other” options were identified in the open response section (see S2 File for full list). Respondents were grouped into five categories to examine the representativeness of the sample. All five of these programmatic areas were represented (see Table 1 ). A representative sample drawn from the 2015 iteration of the National Science Foundation’s Survey of Earned Doctorates suggests that the numbers of life, physical, and computational scientists in this sample are representative of the national breakdown, although the numbers of social scientists and engineers in this sample is quite low [ 18 ]. Nonetheless, a sizeable number from each group are represented.

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https://doi.org/10.1371/journal.pone.0185023.t001

Job categories represented.

Respondents selected the job title category most applicable to them from multiple-choice selections provided. Each multiple choice job title was later categorized as either RI or NRI, and further subdivided into one of thirteen general job categories (recoded using syntax in the IBM SPSS statistics/data management program). The four RI categories included tenure track, non-tenure track academic, government, or industry research. The eight research-related NRI categories included: administrative, business development, consulting, intellectual property, regulatory affairs, science writing and communication, teaching intensive, or science policy. Respondents who indicated that their primary job duty focused on teaching (education at a liberal arts college, community college, or K-12 institution) were included in an NRI “teaching-intensive” category, rather than in the RI category, although they may also conduct research in some cases. The remaining category consisted of “other” entries, which were binned manually into the pre-selected multiple-choice categories where applicable (of the 635 free-response text answers, 481 were sorted into existing categories, leaving 154 “other” job titles remaining). A bivariate proxy variable was created for RI versus NRI (including the research-related careers plus other responses) for use as the dependent variable for the binary logistic regression. The distribution of respondents in each of the thirteen career categories is included in Table 2 .

https://doi.org/10.1371/journal.pone.0185023.t002

Transferrable skills.

Skill-based questions consisted of fifteen specific transferrable skills, developed from previous work by the National Postdoctoral Association and the Career Success Program at Michigan State [ 7 ]. Each of the fifteen transferrable skill items developed during doctoral training were rated by asking respondents to indicate their level of agreement with the following statement: “I developed/continue to develop this skill during my doctoral program.” Respondents rated each skill on a 5-point Likert-type scale (1 = lowest, 5 = highest) from “strongly disagree” to “strongly agree.” A comparable rating scale was used to evaluate each skill’s importance for success in each respondent’s current position, using the following statement: “Which skills are important for success in your current position?” Respondents rated each skill on a 5-point, Likert-type scale (1 = lowest, 5 = highest) from “not at all important” to “extremely important.” Examples of transferrable skills included items like communication skills, time management, teamwork, decision-making, creativity/innovation, etc.

Job satisfaction.

One item assessed this construct, namely “How satisfied are you in your current position?” Respondents indicated their job satisfaction on a 5-point scale (1 = lowest, 5 = highest) from “very dissatisfied” to “very satisfied.”

Transferrable skills: Development & importance

To evaluate skill acquisition during graduate school, we first asked respondents to rate their own development of the fifteen transferrable skills during doctoral training on a five-point scale (a value of five corresponded with “strongly agree”). All means were above neutral (e.g., greater than 3.0), indicating that for nearly all of the transferrable skills, trainees generally agreed that they had developed the skill during doctoral training ( Table 3 ). Notably, the means for the majority of skills developed during doctoral training were higher than neutral (e.g., closer to or above 4.0, indicating agreement), suggesting that PhDs across scientific disciplines do indeed build essential skills beyond discipline-specific knowledge.

https://doi.org/10.1371/journal.pone.0185023.t003

We then asked respondents to rate the importance of each skill for their current job (rated on a five-point scale; a value of five corresponded with “extremely important”). A skill gap was identified as the average difference between how well a given skill was acquired during doctoral training and the corresponding rating of the importance of that skill during employment (see Table 3 ). No skill gaps were greater than or equal to one point, suggesting that skill acquisition during doctoral training was generally commensurate with job requirements post-PhD training. If the importance of a skill for a particular job was rated higher than the development of that skill during doctoral training, this is indicated by a negative number. Consequently, if a particular skill was developed to a greater extent during graduate training than its perceived importance to a particular job, this is indicated by a positive number. Hence, a positive value indicates that the skill was highly developed during training and/or may not have been as necessary during employment. A negative value of larger magnitude (e.g., gaps of magnitude greater than or equal to -0.5 which would round to a deficit of -1) we identified as indicating potential areas for improvement in graduate training programs.

In addition to trends noted in the means displayed in Table 3 , additional analyses produced the same trends when examining the skill gaps within subjects. Trainees were well prepared during doctoral training for the top three skills (mean differences ranged from 0.13 to 0.58; Table 3 ), whereas they were not as well prepared for the remainder of the skills (mean differences ranged from -0.12 to -0.89). Paired-sample t-tests for all skills were statistically significant at p < 0.05, df = 3718 to 3800, t s = 30.16 to -41.20. Yet based on our minimum criteria of difference (a skill gap of greater than or equal to one point), we identified five skills as those showing a substantial differences of interest. Concurring with our descriptive data, the five skills that showed both significant and substantial differences were the same five skills identified with the lowest developmental ratings, replicating the pattern visible in Table 3 .

Transferrable skills between career groups: RI and NRI skill importance & development

To further examine the differences between doctoral skill training and employment skill importance relative to career groups, both RI and NRI employment skills were compared with doctoral skill training ( Fig 1 ). Fig 1 illustrates that generally the skill importance ratings were consistent between career categories. As in Table 3 , which indicated only small skill gaps for the majority of skills, Fig 1 illustrates that skill development and importance means were quite similar. We continued our investigation by examining the data using further analyses to determine whether specific skills were particularly well developed for these two groups (RI and NRI; Table 4 ).

https://doi.org/10.1371/journal.pone.0185023.t004

Fig 1 Skills ordered from left (highest) to right (lowest) using transferrable skill ratings acquired during doctoral training as the reference category.

https://doi.org/10.1371/journal.pone.0185023.g001

Logistic regression model.

We used a logistic regression model to determine whether particular transferrable skills were associated preferentially with one of the two major career categories (e.g., RI or NRI). Logistic regression is a statistical procedure that allows for comparison of the odds of two events, in which 1.0 means that the odds of either event are equally likely, using a model of parameters entered (e.g., factors researchers believe impact the outcomes; [ 19 ]). While a few skills associated specifically with one career category versus the other (three each for RI and NRI), the majority of the skills were not associated more with either RI or NRI careers, indicating their wide applicability. To control for possible effects of postdoctoral training on skill development, we included years of postdoctoral experience as a control variable. (There was a significant positive association with length of postdoctoral experience and RI careers).

The level of association between skill acquired during training and subsequent career choice is presented in rank order from most likely to be in RI positions, to most likely to be in NRI positions ( Table 4 ). Skills related to an RI career choice are indicated by significant odds ratios greater than one, whereas skills related to an NRI career are indicated by significant odds ratios less than one. Non-significant odds ratios (the majority of odds ratios are in the middle, close to 1.0) indicate approximately equivalent relevance for either career category. Further, the logistic regression model provided a good fit for the data, χ 2 (16, N = 3579) = 268.48, p < .001, Cox & Snell r 2 = .07, Naglekerke r 2 = .10.

Nine of the fifteen skills developed in training showed no differential association with career category, suggesting the value of most skills irrespective of career category. However, three skills were specifically associated with one or the other career category (RI vs. NRI). Creativity/innovation, career planning/awareness, and ability to work with others outside the organization were positively associated with RI careers. In other words, respondents who rated themselves as proficient in these skills were more likely to be employed in research intensive careers. On the other hand, respondents who had high ratings for project management, learning quickly, and time management skills were more likely to be employed in NRI careers.

In addition to career differences in transferrable skills developed during doctoral training, we wanted to examine the importance of transferrable skills during employment. To examine transferrable skill distinctions at the more granular level of career tracks, we created a dot-plot (see Fig 2 ) of the importance of employment skills for four key RI careers, and eight common NRI research-related careers contained in the sample. Mean employment skill ratings of these twelve sub-categories were plotted as colored dots, on grey bars representing mean acquired doctoral skills. Two conclusions emerge: First, the importance of discipline-specific knowledge and ability to manage others varied the most widely across the careers. Second, while the majority of careers suggested the need for a broad skill set (e.g., tenure track, administrative, consulting), the data suggested that some careers may call for specialization in more narrow essential skill sets (e.g., science writing), although this should be interpreted with caution. It is also possible that the skills selected do not represent the totality of important skills pertinent to each career in question, with some key constructs left unassessed. Despite the small differences at this very granular level, the data points of most employment needs per skill set clustered fairly closely together reinforcing the conclusion that transferrable skills gained during PhD training prepare scientists broadly for many careers.

Currently employed PhDs rated the importance of each skill for their current role (“Other” responses not included on the plot above). The overall mean importance rating for each transferrable skill during employment is represented by a corresponding grey bar, ordered from left (highest) to right (lowest). Each career track mean is represented by a color-coded dot overlaid on the grey bar corresponding to each transferrable skill.

https://doi.org/10.1371/journal.pone.0185023.g002

Career choice and job satisfaction

Between the two major career categories for PhDs (RI and NRI), job satisfaction was relatively high, meaning that most respondents were satisfied or very satisfied in their current position (RI: 4.04 M, .99 SD; NRI: 4.08 M, 1.00 SD). We used an independent means t -test to examine whether there was a significant difference in job satisfaction between the two career groups. We found no significant difference in satisfaction between the two, t (3728) = 1.19, p >.234 (CI 95%: -0.03–0.10). This result suggests that scientists in NRI positions ( n = 1741) were equally satisfied with their career compared with scientists in RI positions ( n = 1989).

There are three overarching conclusions of this work. First, these results broadly suggest that doctoral programs provided trainees with a wide variety of transferrable skills. Second, the majority of those skills were transferrable across RI and NRI careers, with a few exceptions. Third, PhD-trained employees reported a high degree of job satisfaction, regardless of career choice. These findings are encouraging and lend support to ongoing efforts to broaden scientific training and career exploration opportunities during graduate education.

Development of transferrable skills during doctoral training

Areas of strength..

Our findings indicate that doctoral training programs in the sciences are providing trainees with transferrable skills that are valuable for a multitude of career paths. These skills include: discipline-specific knowledge, ability to gather and interpret information, ability to analyze data, oral communication skills, ability to make decisions and solve problems, written communication skills, ability to learn quickly, ability to manage a project, and creativity/innovative thinking.

Areas for improvement.

There were, however, areas for which trainees ranked skill acquisition barely above neutral during their graduate training, indicating that there could be room to improve training in these areas during graduate school. The following skills were identified as less well-developed: the ability to set a vision and goals, time management, ability to work on a team, ability to collaborate outside the organization, ability to manage others, and career planning and awareness skills. Particularly of note, career planning and awareness ranked the lowest of all skills, suggesting an area for targeted growth in graduate education. Importantly, improvements in these skills are likely to be highly beneficial across a broad spectrum of both RI and NRI careers.

Transferrable skills and career choices

The majority of skills we analyzed were not associated preferentially with either career category, suggesting that there is substantial overlap in the relevant skills needed for trainees who chose either RI or NRI careers.

Transferability of skills (RI and NRI).

Our study demonstrates that many transferrable skills are being developed in PhD training that are equally relevant across career paths. This finding suggests that doctoral programs in science fields are in many ways meeting the increasing demand to prepare graduates for a wide variety of careers. The majority of transferrable skills (66%) were similarly associated with both RI and NRI career choices. However, three skills were associated more with RI careers (career planning and awareness, creativity/innovation, and the ability to collaborate outside the organization) and three skills were associated more with NRI careers (project management, quick learning, and time management). Aside from these few exceptions, trainees who choose RI and NRI careers seem to share many of the same transferrable skills.

Research-intensive skills.

Three skills were favorably associated with RI careers: creativity/innovation; career planning and awareness; and the ability to work with others outside the organization. The finding that creativity/innovation was positively associated with RI careers was not surprising. Both of these skills are crucial when developing new projects or using novel approaches, which are important aspects of a research intensive career.

Career planning and awareness shared a positive association with RI careers as well. One explanation for this association is that doctoral candidates interested in pursuing RI careers may be more likely to receive career guidance because their chosen career closely aligns with the training of their mentors, colleagues, and coworkers within the graduate training environment. Additional investigation could better examine the relationship between career planning with RI careers to determine what factors contribute to this association.

Ability to work with others outside the organization was also more highly associated with RI careers. Given the increased necessity for cross-disciplinary (and cross-institutional) scientific collaborations in academia and industry, this skill has become increasingly important and could explain the association with RI careers. It is worth noting that in addition to this skill being associated with an RI career, it also rises to the top of the skill gap list. Stated in different terms, finding ways to incorporate cross-sector collaborations into graduate training is likely to have significant positive outcomes for trainees on an RI career path.

As expected, postdoctoral experience was a significant predictor that associated positively with RI careers. This is likely because most RI careers expect independent research, demonstrated ability to attain grant funding, and a sustainable research program, which are central elements for a successful postdoctoral experience.

Non-research-intensive skills.

Strengths in three skill categories were positively associated with NRI careers: project management; the ability to learn quickly; and time management. It is likely that individuals with research intensive graduate experiences who are transitioning to NRI careers need to adapt quickly to new settings, situations, and roles. This aspect of career transition could explain the positive association with the ability to learn quickly.

Likewise, the data suggest project management is a skill that is particularly well-developed by those who enter NRI careers. This skill is valued across a wide range of occupations because much work in the knowledge economy is project-based.

Another area for which higher skill ratings were associated with NRI careers was time management, which may be a part of the expectation for employees to complete work on time and by deadline in structured work environments. Time management is also fundamental to project-based work, signifying the importance of both of these skills to NRI careers.

Comparing skill acquisition during training and skill importance for employment.

Skill importance during employment was compared with skill acquisition during doctoral training (e.g. Fig 1 ). Skill development during the PhD illustrated a similar pattern to the skill importance for employment when separated by broad career categories (RI and NRI): ratings of transferrable skills developed during graduate training were generally commensurate with the corresponding ratings of skill importance for employment. Further, skill importance ratings for most career types clustered near the means (e.g., Fig 2 ). These findings support the hypothesis that doctoral training programs in the sciences are generally preparing trainees well for the workforce across career pathways.

Job satisfaction

PhDs who are employed in RI and NRI employment categories reported comparable levels of job satisfaction, challenging the prevailing notion that RI careers provide maximal career fulfillment for PhDs. Our data suggest that, for the most part, graduate training is preparing PhDs for both RI and NRI career fields, enabling them to be successful and satisfied in a wide variety of careers. This level of satisfaction is consistent with other recent national data sets (e.g., the 2013 Survey of Doctorate Recipients) which shows that scientists across the country and across occupations are largely satisfied with their work [ 9 ].

Limitations

It is possible that some of the areas for potential improvement of graduate training identified in this study could simply represent skills where trainees lack confidence or awareness of their skill levels rather than an actual deficiency in skill-building opportunities during graduate school. Scientists who are accustomed to focusing on discipline-specific and technical expertise may be unaware that they have also acquired transferrable skills not directly related to their research pursuits. One potential solution to this lack of awareness would be to increase access to career counselors/coaches or other mentors who can help trainees identify the transferrable skills they already possess but may not recognize. For example, most scientists have collaborated with a range of colleagues including senior scientists (sometimes across departments or even institutions) and junior trainees (mentoring undergraduate research assistants, training new graduate students, etc.). These types of activities build communication, leadership, and teamwork skills. Many trainees may not recognize the degree of teamwork ability they have developed as part of a successful collaboration and fail to identify it as a personal strength until it is identified by another person. Similar reasoning may also apply to other acquired skills.

Furthermore, trainees may underestimate some skills they have acquired simply because additional improvements to the skill are desired. For example, no matter how proficient one becomes at time management, there is always room for improvement. This desire could result in a trainee’s perception of a time management deficiency that appeared as a skill gap in our analysis, when in fact, the trainee had indeed gained time management skills during their graduate training period. Nonetheless, it is still possible that more formal training in goal-setting and prioritization would improve time management skills for those engaged in graduate training in the sciences, as well as improving self-efficacy regarding time management.

Another limitation of our data is that we do not know the direction of causality between skill acquisition and career choice. We acknowledge that career choice represents an interplay between personal interests and skills, along with availability of jobs. Skills and techniques learned in a particular discipline may influence the feasibility of pursuing certain careers. Hence, it is possible that skills attained may encourage one to pursue a field where a particular skill is highly valued, or conversely that one’s career options may be limited if a highly valued skill is not a personal strength. In some cases, however, availability of jobs may strongly influence career choice. More research is needed to better understand the complex interaction of how skills, interests, and job availability interact to affect job choice.

Another methodological limitation of the sampling methods used is sample selection bias, since these methods largely assume online activity through the professional networking site LinkedIn, scientific societies, and other online networks. Furthermore, this sampling method may miss PhDs who are unemployed or not seeking employment and thereby less active on electronic or social media channels linked to this survey. Nonetheless, we believe these data are widely representative, inclusive of a large sample of PhDs from a variety of academic disciplines, and who hold a multitude of job types.

An additional concern, given the potential sampling bias, is that self-ratings of skill importance during employment may not match the actual skills employers are looking for. However, our employment skill rankings are quite similar to those collected from employer sources. The National Association of Colleges and Employers (NACE) Job Outlook 2014 survey reported similar means rated by employers for comparable transferrable skills [ 20 ]. This similarity suggests that the self-reported employee skill importance in our sample is representative of skills employers seek. While not all of the transferrable skills rated in the current sample overlapped with those in the 2014 NACE survey, those skills included in both samples showed similar patterns. This concurrence suggests that the skill gaps evident in our data set likely represent actual skill deficits in employees.

A related critique is that skills at higher levels on any organization chart may converge on managerial and leadership-relevant skills. However, our survey sample includes only those earning their PhDs within the ten-years prior to responding to the survey, thereby limiting the amount of career progression in the respondents. While this concern is a limitation (e.g., the current data are unable to address progression along a career path), the sample parameters nonetheless reduce the potential concern that career distinctions among fields could converge because senior PhDs may attain high-level leadership positions. In fact, this critique supports our conclusion that many skills are important to both RI and NRI career paths in that over time, those differences might diminish even further, again emphasizing the importance of most skills across career paths generally.

Recommendations for graduate training programs

For those skills identified as possible areas for improvement in graduate training, our recommendation includes both expanding opportunities for trainees to gain awareness of skills developed as well as a greater programmatic focus on transferrable skill building. Therefore, we make two recommendations for graduate training programs: offer opportunities to a) improve trainee skill awareness, and b) enhance trainee skill acquisition.

First, improved skill awareness could be facilitated by an experienced career coach, counselor, or mentor who can help trainees to identify transferrable skills acquired during doctoral and postdoctoral training. Additionally, each trainee could learn to use terminology specific to the field to which they plan to apply. As a result, trainees will appropriately highlight the skills developed during their own training that are required for their chosen career. This process could also help graduates identify best fit careers which may lead to higher success in acquiring desired positions. Furthermore, recognizing their own abilities may improve trainees’ confidence in skills they have already developed (e.g., ability to learn quickly, ability to solve problems).

Second, increased resources for directed career training through an office responsible for graduate career and professional development is crucial for providing skill acquisition opportunities. An intentional focus on identifying and developing transferrable skills could be: 1) embedded into existing research experiences and program coursework, 2) developed by adding supplemental opportunities to existing training as a la carte programs, or 3) provided through one-on-one career counseling/coaching sessions with a professional. It is important to note that each institution may find specific combinations of these solutions most relevant and practical to implement. A recent initiative by the National Institutes of Health known as Broadening Experiences in Scientific Training (BEST) has a website [ 21 ] with resources and best practices that have emerged from 17 different institutions that have received BEST grants to develop new professional development programming.

In addition to improvements in these targeted skill growth areas for all trainees, institutions and programs may also consider providing specialized training experiences for those focused on RI careers (e.g., encouraging creativity/innovation) and for those targeting NRI careers (e.g., project management). We recognize that principal investigators are sometimes reluctant to support their trainees’ attendance at professional and career development events. However, the skills developed during training can benefit the trainee and their research projects immediately (e.g., communications, teamwork, problem-solving). Hence, administrators, faculty, and staff of doctoral training programs and related offices can be confident that building career and professional development training into the doctoral training period is a worthwhile investment and compatible with the overall doctoral training mission.

The outdated assumption that successful training for should exclusively prepare early career scientists for academic faculty positions has been challenged [ 17 ]. This expectation is a holdover from a time when a large proportion of junior scientists were expected to enter academic research positions, and when becoming a principal investigator was seen as the sole pinnacle of a science career. Successful transferrable skill development in conjunction with skill importance ratings by employees suggest that trainees are very competitive for and are highly successful in a multitude of careers. Given the intense competition for funding opportunities and limited positions available in the academic workforce compared to the number of trained scientists matriculating into the workforce, the apprentice-only model is particularly important to reexamine.

Our data on the connection between skill development and skill importance on the job, combined with the knowledge of comparable job satisfaction across careers, suggest that PhD programs should create, expand, or maintain professional development opportunities for trainees. Continued offerings that enhance career exploration and training for a broad range of RI and NRI careers should be considered as well. Trainees should be encouraged to pursue careers that align with their interests and skills, since we now know that rigorous training in scientific inquiry is vital for a range of occupations. Institutions and the scientific community should embrace this broader training model as central to their mission.

Conclusions

These findings suggest that science PhDs enter the workforce equally well-prepared for both RI and NRI careers and remain equally happy in their chosen fields. Comparison of mean skill preparation with mean employee skill ratings suggests that doctoral training provides experiences that correspond to skill competency, as measured across all fifteen transferrable skills. Future directions of research could investigate discipline-specific differences in skill development—and the corresponding likelihood of entering RI vs. NRI careers—compared across academic fields of specialization. The conversation around broadening scientific career awareness, as well as increasing self-awareness among PhD graduates of their inherent skills, persists nationally and we hope for its continued evolution.

Supporting information

S1 file. supporting data file (ibm spss file format)..

https://doi.org/10.1371/journal.pone.0185023.s001

S2 File. List of academic program survey options.

https://doi.org/10.1371/journal.pone.0185023.s002

S3 File. Job title survey options.

https://doi.org/10.1371/journal.pone.0185023.s003

Acknowledgments

The authors thank the staff and faculty of the Labor and Worklife Program at Harvard Law School, The Jackson Laboratory, and the University of North Carolina’s Office of Graduate Education for their ongoing support of this research. In addition, we thank Chelsea G. Nehler for her valuable comments on earlier versions of this draft. Finally, we are appreciative of the Howard W. Odum Institute for Research in Social Science at the University of North Carolina at Chapel Hill for consultations on our statistical analyses.

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4 Best Transferable Skills for PhD in Biomedicine Applicants

• May 26, 2021
• Post graduate , Study Abroad

Getting a fully-funded PhD abroad as an international student is no mean feat. When it comes to Biosciences, it could be even more competitive as compared to other STEM fields like Computer Science, Data Science, or Engineering. In this post, we will look at the top transferable skills to develop while applying for PhD in Biosciences ( biomedical science, biomedical engineering, biotech & life sciences, etc. ) abroad.

Be it a structured, advertised, or open PhD position, there is immense competition to stand out in the applicant pool. Technical skills and soft skills are indeed essential. However, mastering a few transferable skills would be great too.

What are Transferable Skills?

Transferable skills are skills and abilities that are relevant and helpful across different areas of life: socially, professionally and at school. They are ‘portable skills’.

People usually think about their transferable skills when applying for a job or when thinking about a career change.  Employers often look for people who can demonstrate a good set of transferable skills.

Here are the best transferable skills that can improve your admission chances for PhD in Biosciences abroad.

Related Article:

How to Find and Contact Potential Supervisors for PhD Abroad

How to Choose a Master’s Dissertation (Thesis) Topic to Improve Post-MS Job Prospects

1. Data Analysis & Programming

With the increasing popularity of computational biology, a tremendous amount of biological research is now happening in silico . So, whether it is wet-lab or dry-lab, you can’t ignore data analysis and programming anymore.

Modern biological and biomedical researchers create computer models to simulate a biochemical reaction within the human body. They may also use computational mathematics to examine an experiment’s results to determine the best compound for a particular drug.

Key skills for data analysis in biomedical science include  SQL programming , statistical programming for large data sets using languages such as Python and R, and the development of algorithms for complex machine learning or artificial intelligence. Read more about the role of programming in modern biology and medicine .

Building data visualization skills and learning to present research findings will also benefit individuals in these roles, as analysts are commonly called upon to explain an experiment’s findings to non-technical audiences.

Hence, it’s only wise to pick up the programming & data science skills in order to stand out in the PhD applicant pool.

2. Foreign Language

Knowing more than one language is nearly vital in today’s world. But, is it that important while applying for PhD abroad? Let’s have a look at the benefits of knowing a foreign language .

Advantages of Knowing a Foreign Language

When you are looking for a PhD position in Europe, knowledge of a foreign language is always handy.

• It will help you to integrate socially into the new country. Secondly, it also helps the process of networking and collaboration easier, which are critical in academic research.
• If you are in the US, and you can speak Chinese, Hindi, or Spanish, you can bag a few part-time jobs on the campus that requires interacting with new international students. Additionally, you can also gain an edge to secure a Teaching Assistantship (TA) or a tutoring/mentoring role.
• One of the key attributes that PhD supervisors and graduate schools look for is adaptability and open-mindedness to learning new things. If you are someone who has spent time (and effort) learning a new foreign language, that automatically sends a positive signal to the admissions committee.
• It makes you stand out and helps to demonstrate intellectual curiosity, cross-cultural intelligence, and emotional intelligence.
• Last but not the least, apart from international research collaborations, a foreign language could also open up avenues for transnational research funding.

Best Foreign Languages to Learn to Improve PhD Admission Chances

Germany is the most widely spoken language throughout Europe, as Germany remains Europe’s most dominant economy. 

Germany has got some of the best structured PhD programs in biosciences in the world. Additionally, there are several opportunities for advertised and open PhD positions as well.

German is the official language in Germany, Austria, and Switzerland. Additionally, it’s widely spoken in Belgium, Switzerland, Luxembourg, and Liechtenstein.

Even if you end up in an English-speaking country like the UK, US or Canada, chances are high that you would come across a German-speaking researcher.

So, it would be a great decision if you start learning German language (say from Goethe Institute).

With 20 Spanish-speaking countries, It is one of the most widely spoken languages globally.

Spain has got a few great PhD programs in biosciences. Spain also hosts one of the largest biotech-pharma hubs in the world .

In addition, due to a large number of Spanish speakers in the US, if you end up pursuing your PhD in the US, Spanish is definitely the language to learn.

You can learn the Spanish language from Duolingo and local institutes or trainers. However, the easiest and most enjoyable way of learning a new language is certainly with Lingopie.

Lingopie provides thousands of hours of foreign language TV episodes with interactive subtitles. You learn the language by binging TV series, rather than hours of lessons. See this Lingopie review for more info.

France is still quite the economic powerhouse, and a popular travel destination. France has also got several top-notch research institutes for biosciences.

Historically, French has been the most popular international and diplomatic language for centuries (until English took over).

Apart from France, you can also leverage French language in the Quebec province in Canada.

So, as you can see, if you learn any of the above three foreign languages, you can maximize your PhD admissions chances in Europe to a great extent.

There are many options for learning Frech language – Duolingo, Busuu, etc.

If you are looking for PhD positions in Asia, then Korean, Japanese, Chinese Mandarin, and Arabic would be the best foreign languages to learn.

Learning a new language might not seem easy to someone who has never tried to do so before. In fact, the very thought of it can stress some people out. However, there are ways to go about the process that are not only easy but fun.

The world is enamored with Duolingo for this reason. The app gives you short ten to twenty-minute lessons a day and you can learn a lot of words and phrases without ever exerting yourself more than you can manage.

3. Digital Communication & Marketing

Blogging & Podcast and social media marketing skills are gaining huge popularity these days.

Quite often PIs need people to look after their blog/webpage along with the maintenance of social media pages.

Podcast and YouTube skills can also help with outreach and crowdfunding.

Lastly, you can become an asset for the department or the university, who might be looking for an Instagram Photographer, YouTuber, Graphic Designer (who knows Canva & Photoshop), or WordPress blogger. So, as you can see, there is always an opportunity to stand out in the crowd if you pick up the right skills at teh right time.

4. Business and Commercialization

Basic science is good. But, if you can tie up your research with a commercialization opportunity, you could be gold in the applicant pool.

After information technology, biotechnology and life science are increasingly recognized as the next wave in the knowledge-based economy.  Within the biotechnology sector, the protection of intellectual property and commercialization of the research is the core of the business . The increase in the number of patents in the life sciences and biotechnology is primarily due to the importance given by the sector to intellectual property, and particularly patents.

Bioentrepreneurship is the process of creating value from life science innovation. It is referred to by several names including bioscience entrepreneurship, life science entrepreneurship or bioscience enterprise. Whatever the descriptor, the fundamental notion is about moving a life science discovery or invention from the research phase through development to a commercial market.

Why Business Sense & Commercialization are Important in Biosciences?

Bioscience sector is a research-intensive domain.

The biotech & life sciences domain is largely a research-intensive and product-based industry. In comparison to the other industries, the biotech industry invests a higher proportion (40 – 50%) of the revenues in the R&D activities (on average, 5% in the Chemical industry, and 13% in the Pharmaceutical manufacturing industry). So, for such a research-based industry with so much investment at stake, the protection of the research outcomes is a very critical issue.

High Risk is invloved in R&D

Secondly, the discoveries of new products and methods (or processes) are very expensive. But, copying those discoveries (imitations, reverse engineering, and generic drugs) is relatively very cheap.

So, conducting biotechnology research is not only expensive but very risky as well. It is also tough to predict if several years of research is going to lead to any breakthrough innovation with great market demand (and earning revenues).

Basic Research and Applied Research Go Hand-in-Hand

Thirdly, in the other sectors, usually, there is a clear distinction between basic research (doing by universities and academic or public sector R&D institutes) and applied research (by the private sector). But, in the life sciences and biotechnology domain, basic and applied research is extremely inter-linked.

In the majority of cases, the research activities at the universities and academic research institutes are the basis for the spin-off companies. Likewise, biotech companies are often actively involved in basic research. 

Lab to Market Lifecycle is Long and Complex

Finally, the majority of spin-offs and start-ups in the biotech segment are comparatively very new, with not a very huge team like big companies. In order to maximize output, they partner with universities and research institutes to initiate the research work.

Once the final product is ready, they patent them and license the product (or process) to big pharma-biotech companies. The big companies obviously possess more resources to launch the product in the market. So, apparently, the spin-offs and start-ups are not selling any product. But, they make money by developing, protecting, and licensing their research and innovations.

Hence, it’s very critical for the interns and employees at those companies to understand the process in and out. Additionally, they want a workforce that can not only come up with ideas and/or perform research but can commercialize the ideas and see through the innovation from conceptualization to completion.

More Resources:

• Graduate Student Transferable Skills  (courtesy of Northwestern University)
• Exploring Your Skills , Inside HigherEd
• PhD Transferable Skills  (courtesy of the University of Michigan)
• Transferable Skills and How to Talk About Them , from Connected Academics (MLA)
• Making the most of your transferable skills , from CellPress

Featured Image Source: DiscoverPHDs

Sources: 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 .

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From Tenure to Tech: How Ginger Lockhart, Ph.D. Transformed Academic Skills into Startup Success When Science Speaks

• Natural Sciences

Episode Summary: This week, host Mark Bayer sits down with Ginger Lockhart, Ph.D. founder of Quantfish, to delve into the world of startups and career transitions. Ginger shares her journey from tenured professor to successful entrepreneur, offering valuable insights for PhDs considering similar shifts. Discover how to leverage academic skills for startup success and overcome challenges in non-academic job markets. Key Topics Covered: Strategies for effectively communicating research to non-scientists Overcoming challenges in academic careers, including debt and work-life balance Transitioning from academia to entrepreneurship: myths vs. reality Recognizing the transferable skills of PhDs in diverse industries Practical advice for navigating career transitions and maximizing potential Throughout the conversation, Ginger shares valuable insights into the emotional complexities of transitioning careers, especially for individuals with caregiving responsibilities. She emphasizes the importance of setting boundaries and learning to say "no" in order to maintain a healthy work-life balance. Despite the challenges, Ginger's entrepreneurial journey has been fueled by her passion for creativity and innovation. She shares her excitement for building Quantfish, an online school dedicated to advanced statistical methodologies for researchers. Through Quantfish, Ginger empowers individuals worldwide with the skills they need to succeed in academia and beyond. Join us as Ginger reflects on the joys and struggles of entrepreneurship, offering inspiration for anyone navigating life's transitions. Conclusion: Whether you're a PhD considering a career change or an academic looking to enhance your communication skills, this episode provides valuable insights and practical advice from Dr. Ginger Lockhart's personal journey.  Resources Mentioned: Quantfish: Expert statistics training for health and social scientists through on-demand workshops from the world's leading methodologists  Ginger Lockhart, Ph.D. Stay Connected: Become a Friend of the Show and have new episodes delivere to your inbox without having to go out and get them yoursel

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Best universities for biomedical science in the UK - A New Scientist Careers Guide

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Best universities for biomedical science in the UK

Biomedical science is extremely diverse as it encapsulates all scientific disciplines that can be applied to human health. It primarily involves laboratory research to study biological processes to enhance our understanding of health and disease, ultimately contributing to the development of new diagnostic and therapeutic methods.

Biomedical science degrees tend to receive one of the highest number of applications per place in the UK. The University of Oxford, for instance, had 11.2 applications per place in 2023. This is understandable as the UK is at the forefront of biomedical research, housing seven of the 50 top universities worldwide for life sciences and medicine according to QS World University Rankings.

This article outlines the best UK universities for biomedical sciences in 2024, as ranked by The Complete University Guide, one of the most reputable national university rankings. Its league tables give an overall score based on the following parameters: entry standards, student satisfaction, research quality and graduate prospects.

The top 20 universities in the UK to study biomedical science:

• University of Oxford

The course at Oxford is taught by world experts in biomedical science. The first year covers a diverse range of topics in human biology and medicine. You will also develop professional, research and quantitative skills . Over the following two years, students can delve into specialised areas, e.g. pharmacology, physiology or genetics .

As you progress through the course, you will pick up advanced scientific research methods. You have the option to either graduate after three years with a BA in your chosen specialisation such as neuroscience or systems biology , or complete an additional fourth year dedicated to conducting an advanced research project, leading to a Master's degree. 

Entry requirements: A*AA, including two in biology/chemistry/physics/mathematics; Biomedical Admissions Test (BMAT)

• University of Bath

Bath enjoys global recognition as one of the top universities in the country, particularly due to its research centres in evolution and mathematical biology. The uni provides two pathways for biomedical sciences: a BSc (three years) and an MBiomed (four years), each offering an additional placement year.

While the curricula for both are identical, MBiomed has a greater emphasis on research skills . Optional modules are available in later years. 

Entry requirements: AAA or A*AB, including A in biology and chemistry

• Lancaster University

Lancaster differentiates between biomedical sciences and biomedicine. The former teaches a set curriculum and is accredited by the Institute of Biomedical Sciences (IBMS), enabling graduates to pursue careers within the NHS. Optional modules are only available in the final year. 

Biomedicine, on the other hand, offers flexibility in subject selection from the second year to match individual aspirations, priming students for an academic or industrial career. Additionally, students can transition to the MSci biomedicine programme or complete an additional year with a placement or studying abroad.

Entry requirements for both: AAB with A in biology and chemistry/ mathematics / physics

• University of St Andrews

At St Andrews, biomedical science is exclusively taught at postgraduate level in the form of its MSc(Res) in biology (biomedical sciences). This 12-month Master's degree involves completing a supervised research project. The biomedical sciences research department is equipped with state-of-the-art technologies and led by world-renowned faculty.

Entry requirements: undergraduate honours degree at 2:1 or above in a relevant discipline, e.g. biochemistry, molecular biology or microbiology

• University College London (UCL)

UCL’s biomedical sciences course is recognised for generating highly employable graduates in life sciences . Transferring to its MSci programme can further enhance your job prospects in academia.

In year 1, all modules are mandatory, offering excellent exposure to various types of biomedical science. During the second year, you can specialise in specific streams, such as molecular biology or neurosciences. Year 3 involves a research project, as well as the opportunity to delve deeper into highly specialised optional courses, such as space medicine.  

Entry requirements: AAA in biology and chemistry , and preferably mathematics; GCSEs at grade B/6 in English and mathematics 

• University of Edinburgh

Edinburgh houses world-class research facilities and ranks highly for its impressive research output every year, particularly for its contribution to biomedical sciences. Its four-year BSc is a well-structured programme that offers great flexibility. 

The first two years cement core knowledge and principles, with a range of biomedical and non-biomedical modules to choose from. The teaching of fundamental concepts continues in years 3 and 4, when you can gain expert knowledge in specific areas of interest, as well as develop transferable skills. 

Moreover, the degree allows you to switch onto other specialised programmes after year 2 or 3, such as BSc anatomy and development, BSc physiology or BSc neuroscience.

Entry requirements: ABB with at least a B in biology and chemistry; maths or physics are recommended; GCSE English at 4/C and maths at 6/B

• University of Aberdeen

The third Scottish university in the top 10 has produced several impactful biomedical scientists, most notably John Macleod, the Nobel prizewinning scientist who co-discovered insulin. Aberdeen offers five biomedical science bachelor’s degrees: anatomy, developmental biology , molecular biology, pharmacology and physiology. 

The curriculum over the first two years is identical across all five courses, with a focus on general principles. The latter half of each degree focuses on its respective specialism. BSc biomedical sciences (anatomy) and BSc biomedical sciences (developmental biology) additionally offer a fifth year in industry or research. Aberdeen was ranked 1st for anatomy and physiology in 2024.

Entry requirements: ABB, including AB in chemistry and maths/another science, preferably biology

• Loughborough University

Loughborough’s three-year BSc in biomedical sciences is accredited by the Royal Society of Biology (RSB). The course also offers an additional placement year in industry or abroad, which comes with an extra qualification each, a diploma in professional studies (DPS) and diploma in international studies (DIntS), respectively. The university has strong industry links with organisations such as GSK and Pfizer.

The programme starts off with mostly compulsory modules to build a strong foundation and gradually introduces more choices over the years to tailor your degree. In the final year, all modules are optional along with your mandatory research project.

Entry requirements: AAB, including biology and maths/another science

• University of Bristol

Bristol is renowned for its state-of-the art research facilities, including human patient simulators. Its course provides insight into various sectors, including biotechnology, the food industry and pharmaceuticals, with graduates going on to study for a PhD, work in industry, study medicine or apply their transferable skills in non-scientific fields.

The first year consists of compulsory modules introducing broad topics. Year 2 introduces more optional modules with three distinct pathways: cells and molecules, molecules and systems, and systems. There is also a focus on transferable skills and employability. Year 3 largely comprises optional modules along with your research project.

Entry requirements: AAA, including chemistry and maths/another science

• University of Manchester

Manchester’s BSc highly values flexibility and a wide range of transferable skills for its students, maximising employability. You have the option to extend the course by one year with an integrated Master’s, placement year, entrepreneurship or a modern language. You can also transfer onto other related courses within the university’s medical bioscience division.

As with most biomedical science degrees, you start with a broad range of compulsory subjects in year 1, specialising in areas of interest from year 2 onwards.

Entry requirements: AAA-AAB, including AA in two of chemistry/biology/physics/maths

• University of Birmingham

Birmingham’s biomedical sciences course is RSB-accredited. Similar to Manchester, it puts great emphasis on transferable skills and employability, allowing you to graduate with a BSc in biomedical science with biomedical entrepreneurship or a BSc in biomedical science with biomaterials. The university also offers an optional MSci year in industry or a clinical setting.

The course follows the same general outline as most biomed courses: a compulsory set of core modules in the first year with the introduction of optional courses in later years.

Entry requirements: AAB with AA in two of chemistry/biology/physics/maths

• University of Warwick

Warwick graduates are some of the most sought after by the UK’s top 100 employers. The university’s course is also accredited by the RSB and offers an optional year in industry or abroad between the second and third year. Although the course structure is similar to that of other universities, you can transfer to other related programmes at the end of the first year.

Entry requirements: AAB, including biology and maths /another science or AAA, including biology

• Swansea University

Swansea’s course is titled BSc applied medical sciences and offers a combination of compulsory and optional modules from year 1. In the second year, you can select from one of three “employability strands”: medical science in practice, enterprise and innovation, and medical science in research. 

The first strand is ideal for those wishing to pursue medicine afterwards, as you will be guaranteed an interview for its graduate entry medicine programme. The second is designed for entrepreneurial individuals interested in biotechnology, pharmaceuticals or product development. The final strand is suited for students with more of a pure academic focus.

Entry requirements: AAB-ABB, including biology/chemistry and maths/another science

• Queen’s University Belfast (QUB)

As with Lancaster’s course, QUB’s BSc in biomedical sciences is IBMS-accredited, thus allowing you to work in the NHS. As such, the course is mostly geared towards clinical medicine and diagnostics, comprising only compulsory modules throughout. Furthermore, QUB has a partnership with the University of Nevada, which offers an opportunity to complete a year in research between years 2 and 3.

Entry requirements: ABB, including AB in biology and chemistry, and GCSE maths grade C/4, or AAB, including A in biology or chemistry and a second science, and GCSE biology and chemistry grade C/4

• Newcastle University

Newcastle’s course is RSB-accredited and offers a year in industry or abroad. At the end of year 1, you also have an opportunity to transfer to other degrees, including medicine or dentistry.

The course itself follows the traditional path of a biomed degree, with set core modules in the beginning followed by more optional courses, including a compulsory module designed to enhance professional skills, e.g. business enterprise for the bioscientist.

Entry requirements: AAB, including biology/chemistry and maths/another science

• University of Sheffield

Sheffield offers its biomed course in four different formats: a standard three-year course, a four-year course with a year in industry, a four-year course with a year in research and a five-year course with one year in industry and another in research. The programmes with added years - which can be done abroad - will award you with an MBiomedSci.

Sheffield’s biomed courses offer optional modules from year 1. These provide exposure to not just the human body, but also those of other species if you wish, such as zoology or plant science .

Entry requirements: AAB, including two sciences

• King’s College London (KCL)

KCL has contributed greatly to medical science. One example is Rosalind Franklin’s crucial research at the university that helped us understand our DNA. The university has multiple industrial links with companies such as GSK and Pfizer, as well as partnerships with universities in Australia, Sweden, Singapore and the US. If you opt for its four-year MSci in biomedical science, you can spend a year in industry or abroad at these places.

Its course teaches a set of mandatory modules in year 1, followed by more options in the second and third years. You can transfer onto specialised biomed degrees, such as the molecular genetics BSc or the pharmacology BSc.

Entry requirements: AAA, including biology and chemistry

• University of Strathclyde

Strathclyde’s BSc in biomedical sciences is accredited by the IBMS as well as the RSB. The course has a strong focus on biomolecular science and teaches a set of compulsory modules through all years, with year 4 allowing you to choose one module from the biochemistry, immunology or microbiology curriculum. You also have the flexibility to switch to other biomolecular courses throughout.

Entry requirements: BBB, including biology or chemistry and another science

• University of Dundee

Dundee’s RSB-accredited BSc in biomedical sciences offers great flexibility as you can choose from a range of optional modules from year 1 along with a set of compulsory subjects. Optional courses include subjects that can help enhance your employability, such as an introduction to scientific enterprises.

You can also transfer to other degrees, including neuroscience or pharmacology . The course offers opportunities to study abroad in industry or academia too.

Entry requirements: BBB, including biology and chemistry plus GCSE maths at grade B/6

• University of Glasgow

As with St Andrews, Glasgow only offers biomedical sciences at a postgraduate level. In contrast, however, you can apply to either an MSc in biomedical sciences or an MRes in biomedical sciences. Both are accredited by the RSB. 

Although the core taught modules are the same, the latter course includes more extensive research projects in defined specialisms such as biotechnology or cell engineering , while the former offers a wide range of optional taught courses, e.g. neuroinflammation or genome editing.

Entry requirements: 2:1 honours degree in a relevant subject

Studying biomedical science opens many doors, not just within the realm of medical sciences, but also in other sectors. You can choose to pursue an academic career and undertake a PhD in areas of interest, such as cell biology, molecular biology or anatomy and physiology.

Alternatively, you could transition into professional and regulated healthcare careers such as medicine or dentistry. If you enjoy lab work exclusively, you could become a biomedical lab technician in the NHS.

If you are hoping to apply your transferable skills in the tech sector - or even in a completely unrelated field where you can provide a unique perspective - you could complete a relevant Master’s or gain exposure with internships or placements.

Whichever route you take, higher education in biomedical sciences is only the first step, but it shapes you into a highly employable professional with excellent analytical thinking, problem-solving and numerical skills.

Biomedical science is a great degree to study as it provides excellent exposure to the vastness of medical sciences, offering something for everyone. With such breadth, you are likely to find a particular niche you are passionate about. You also get to learn a wide range of skills, all while developing specialist knowledge.

While all universities on the list are renowned for their biomedical science courses, some may be more aligned with your interests than others. You should consider course structure, the range of optional courses, industrial or research opportunities and the location of the university when choosing the best place to study biomedical science for you.

• Biomedical Sciences Rankings 2024 [Internet]. The Complete University Guide. Available from: https://www.thecompleteuniversityguide.co.uk/league-tables/rankings/biomedical-sciences
• Biomedical Sciences | University of Oxford [Internet]. Available from: https://www.ox.ac.uk/admissions/undergraduate/courses/course-listing/biomedical-sciences
• Biomedical Sciences BSc (Hons) [Internet]. 2024. Available from: https://www.bath.ac.uk/courses/undergraduate-2024/biosciences/bsc-biomedical-sciences/
• Biomedical Science BSc HonS (B990) - Lancaster University [Internet]. Lancaster University. Available from: https://www.lancaster.ac.uk/study/undergraduate/courses/biomedical-science-bsc-hons-b990/2024/
• Biomedical Sciences MSC (REs) - School of Biology - University of St Andrews [Internet]. Copyright ©  University of St Andrews. Available from: https://www.st-andrews.ac.uk/biology/prospective/pgr/biomedical-sciences-mscres/
• Biomedical Sciences BSc [Internet]. Prospective Students Undergraduate. 2024. Available from: https://www.ucl.ac.uk/prospective-students/undergraduate/degrees/biomedical-sciences-bsc/
• BSc Biomedical Sciences [Internet]. The University of Edinburgh. 2024. Available from: https://www.ed.ac.uk/studying/undergraduate/degrees/index.php?action=programme&code=C190
• Biomedical Sciences | Undergraduate Subject areas | Study here | The University of Aberdeen [Internet]. Available from: https://www.abdn.ac.uk/study/undergraduate/subject-areas/343/biomedical-sciences/
• Biological Sciences BSc | Undergraduate study | Loughborough University [Internet]. Available from: https://www.lboro.ac.uk/study/undergraduate/courses/biological-sciences-bsc/#modules_final_year
• BSc Biomedical Sciences [Internet]. University of Bristol. Available from: https://www.bristol.ac.uk/study/undergraduate/2024/biomedical-sciences/bsc-biomedical-sciences/#entry-requirements
• BSc Biomedical Sciences (2025 entry) | The University of Manchester [Internet]. The University of Manchester. Available from: https://www.manchester.ac.uk/study/undergraduate/courses/2025/00532/bsc-biomedical-sciences/#course-profile
• Biomedical Science BSc [Internet]. University of Birmingham. Available from: https://www.birmingham.ac.uk/undergraduate/courses/med/biomedical-science
• Biomedical Science BSc (UCAS B900) [Internet]. Available from: https://warwick.ac.uk/study/undergraduate/courses/bsc-biomedical-science
• Applied Medical Sciences, BSc (Hons) - Swansea University [Internet]. Available from: https://www.swansea.ac.uk/undergraduate/courses/medicine/applied-medical-sciences-bsc-hons/#bbq=on
• Biomedical Science [Internet]. Courses | Queen’s University Belfast. 2024. Available from: https://www.qub.ac.uk/courses/undergraduate/biomedical-science-bsc-b940/#overview
• Biomedical Sciences BSc Honours | Undergraduate [Internet]. Newcastle University. Available from: https://www.ncl.ac.uk/undergraduate/degrees/b940/
• Biomedical Science [Internet]. The University of Sheffield. Available from: https://www.sheffield.ac.uk/undergraduate/courses/2025/biomedical-science-bsc#keydetails
• King’s College London. Biomedical Science [Internet]. King’s College London. 2023. Available from: https://www.kcl.ac.uk/study/undergraduate/courses/biomedical-science-bsc
• BSc Hons Biomedical Science Degree Course | University of StrathClyde [Internet]. Available from: https://www.strath.ac.uk/courses/undergraduate/biomedicalscience/#entryrequirements
• Biomedical Sciences BSc (Hons) [Internet]. University of Dundee. Available from: https://www.dundee.ac.uk/undergraduate/biomedical-sciences
• University of Glasgow - Postgraduate study - Taught degree programmes A‑Z - Biomedical Sciences (MSc) [Internet]. Available from: https://www.gla.ac.uk/postgraduate/taught/biomedical-science-msc/#programmestructure,whythisprogramme,entryrequirements
• University of Glasgow - Postgraduate study - Taught degree programmes A‑Z - Biomedical Sciences (MRes) [Internet]. Available from: https://www.gla.ac.uk/postgraduate/taught/biomedical-sciences-mres/#whythisprogramme,programmestructure,entryrequirements
• Tracey I. UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT | 2023 [Internet]. 2023. Available from: https://www.ox.ac.uk/sites/files/oxford/AnnualAdmissionsStatisticalReport2023.pdf

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20 Transferable Skills to Put on Your Resume — and How to Do It

Posted: April 26, 2024 | Last updated: April 26, 2024

Whether you are a high school or college student, a recent graduate, a seasoned professional, or looking to make a career change, understanding and developing transferable skills is essential in today’s evolving and competitive job market.

Most companies require specific technical skills to perform the job’s functions, such as medical imaging software for jobs in radiology or point-of-sale systems for retail jobs.

More and more, potential employers are looking for job candidates who are agile and adaptable and have a broader range of skills, including transferable skills such as problem-solving and active listening.

Here, we will examine transferable skills and why they are vital in the modern workplace.

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What are transferable skills and why are they important?

Transferable skills, also known as portable skills, are abilities and traits that can be applied to any job or industry and are, therefore, highly valuable, especially if you don’t have work experience in a particular industry.

They include hard skills like writing and using Microsoft Office and soft skills like teamwork and communication.

Employers look for applicants with transferable skills as they demonstrate adaptability, resilience, and versatility, which are significant in our rapidly changing job market.

Transferable skills allow you to easily pivot between different roles and industries and are essential for career growth and advancement.

Examples of transferable skills for your resume

The following transferable skills list includes some of the most highly sought-after skills in today’s job market.

• Communication: Effectively conveying information, ideas and feedback.
• Leadership: Inspiring and guiding others towards a common goal.
• Problem-solving : Analyzing issues and finding creative solutions.
• Time management: Prioritizing tasks and meeting deadlines efficiently.
• Adaptability: Being flexible and open to change in dynamic environments.
• Teamwork: Collaborating with others to achieve shared objectives.
• Critical thinking: Evaluating information objectively to make informed decisions.
• Attention to detail: Ensuring accuracy and precision in work tasks.
• Organization: Structuring workflows and resources for optimal productivity.
• Customer service: Meeting the needs of clients or customers effectively.
• Project management: Planning, executing and overseeing projects from start to finish.
• Negotiation: Reaching mutually beneficial agreements through discussion and compromise.
• Creativity: Thinking inventively to develop new ideas or solutions.
• Data analysis: Interpreting data to draw meaningful insights for decision-making.
• Emotional intelligence: Understanding and managing one’s emotions and those of others.
• Networking : Building relationships with colleagues, clients, or industry contacts for mutual benefit.
• Research skills: Gathering information from various sources for informed decision-making.
• Conflict resolution: Resolving disagreements or disputes in a fair and constructive manner.
• Presentation skills: Delivering information effectively through verbal or visual means.
• Financial literacy: Understanding basic financial concepts relevant to business operations.

How to identify your transferable skills

Before using your transferable skills in your resume and cover letter, you need to identify what they are. Reflect on past experiences where you excelled in certain tasks or projects and analyze the skills instrumental in your success.

For example, if you have experience working in customer service roles, you may have developed strong communication and problem-solving skills through handling customer inquiries and resolving issues efficiently.

Similarly, if you have held leadership positions in student organizations or volunteer groups, you likely possess skills in team management, decision-making and conflict resolution.

You can also identify your transferable skills by getting feedback from colleagues, supervisors, or mentors who can provide insights into your strengths and areas for improvement. By gathering feedback from others, you can gain a more comprehensive understanding of the skills that set you apart and are valued in the job market.

Additionally, consider taking online assessments or career quizzes to help you identify your key strengths and transferable skills.

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Emphasizing transferable skills in your resume

Tailor your resume to your target role by reading the description closely and highlighting the skills that match your proficiencies. If you don’t have experience in the field and lack the required technical skills, then focus on your transferable skills.

For example, if you are a human resources manager applying for a position as a business operations manager, you might highlight your leadership, management, verbal and written communication, strategy and research, budgeting, knowledge of business processes, and interpersonal skills.

When updating or writing your resume , display your transferable skills in each section and make them stand out by showing how you have used them.

Here is a breakdown of how to emphasize transferable skills in each section of your resume.

1. Professional summary or objective statement

Your summary or objective statement is your opportunity to tell hiring managers why you are a viable candidate for the job you want. Introduce yourself and focus on transferable skills that are relevant to the position.

For example, if you are a seasoned home health aide and you are applying for a job as a nursing assistant, you might write a resume objective that stresses your related work experience and relationship-building, teamwork, empathy, and conscientious summarize your job qualifications and goals in a resume like so:

“Dedicated and compassionate home health aide with extensive experience providing personalized care to patients in their homes. Skilled in assisting with daily living activities, medication management and monitoring vital signs.

“Seeking to leverage my strong caregiver background and skills in patient care to excel as a nursing assistant. Proven ability to establish rapport with patients, collaborate with health care teams, and ensure the highest level of comfort and well-being for those under my care.

“I aim to contribute my expertise and passion for helping others support the nursing team at Jefferson Hospital in delivering exceptional patient-centered care.”

2. Skills section

Create a dedicated skills section on your resume where you list out your transferable skills in bullet points. Include both hard skills (e.g., software proficiency, language fluency) and soft skills (e.g., negotiation, resilience) that apply to the job requirements.

3. Work experience section

When describing your work experience , use specific examples to demonstrate how you have applied your transferable skills in previous roles.

Highlight achievements that showcase your ability to successfully transfer skills from one job to another, such as leading cross-functional teams or implementing process improvements.

For example, a personal trainer applying for a job as a wellness director might add the following to their work experience section:

• Increased client retention rate by 20% through personalized training programs and effective communication, improving client satisfaction and loyalty to the fitness center.
• Led a team of trainers to achieve a 15% increase in overall gym membership sales by implementing targeted marketing strategies and providing exceptional customer service, showcasing leadership and sales skills.
• Developed and implemented a wellness program that resulted in a 10% decrease in employee absenteeism and a 15% increase in employee morale, demonstrating strong program development and employee engagement skills.

Education section

In the education section of your resume, mention any coursework, projects, or extracurricular activities that have helped you develop transferable skills relevant to your target job. Emphasize relevant certifications or training programs that have enhanced your skill set and prepared you for diverse roles.

For example:

Bachelor of Science in Business Administration

XYZ University, Brattleboro, VT

Expected Graduation: May 2025

Relevant Coursework:

• Business Communication: Developed strong written and verbal communication skills through presentations, reports and group projects.
• Marketing Principles: Acquired skills in market research, strategic planning and customer relationship management.
• Organizational Behavior: Enhanced teamwork, leadership and conflict resolution skills through group discussions and case studies.

This sample resume education section not only highlights the student’s academic achievements but also emphasizes the transferable skills gained through coursework that apply to various professional settings.

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5. Optional sections

Include additional sections on your resume, such as volunteer experience or professional development, to further showcase your transferable skills. Describe how these experiences have helped you develop valuable skills in various contexts and emphasize achievements whenever possible.

For example, a former security guard applying for their first role as a police officer might include a volunteer section like the following:

Community Patrol Volunteer

Local Neighborhood Watch Program

Sioux Falls, SD

September 2023 — January 2024

• Patrolled designated areas to ensure the safety and security of residents.
• Assisted in reporting suspicious activities and potential security threats to local law enforcement.
• Participated in community outreach events to promote crime prevention and safety awareness.
• Collaborated with fellow volunteers to coordinate neighborhood watch meetings and training sessions.

Editor's Note: This story originally appeared on MyPerfectResume .

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PhD Position Tectonic Geomorphology: Evolution of Northern Africa for the Next 1000 Years

Job Information

Offer description.

This PhD project, hosted by the Geoscience and Engineering Department of the TUDelft, is a unique opportunity to shape our understanding of geological evolution and the impact it will have on future landscapes and water resources in northern Africa (in this project: above the equator). Positioned at the intersection of tectonic geomorphology and hydrogeology, this project is not just about forecasting; it's about forming practical findings for mitigating the challenges of demographic growth and climate change. Through a multidisciplinary approach that makes use of landscape evolution modelling (BADLANDS), you will lay the groundwork for pivotal policy-making and sustainable resource management strategies that may have impact in the centuries to come. This project links to the UN Sustainable Development Goal #6 ‘clean water and sanitation’ as well as forecasting impacts on one of the Planetary Boundaries, namely ‘land-system change’.

Key Responsibilities:

• Develop a multi-scale GIS-based timeline(s) for northern Africa, encompassing geological surface and subsurface processes, components (rocks – water – and other natural resources), and spatio/temporal scales, in alignment with research objectives.
• Utilize available datasets to initiate and support the project.
• Conduct extensive landscape evolution modelling (based on the code BADLANDS), with a focus on understanding implications of landscape evolution on fresh surface water (and possibly groundwater) quality and availability.
• Investigate the impact of factors such as, but not limited to, the increase of wildfire in landscapes at large temporal scales, the important demand for mining the critical minerals present in the region, and/or the ethical aspects around the water resources and their usage.
• Apply tools developed in remote sensing to answer some of the key research questions of this project, such as inferring sediment yield potential of exposed rocks.
• Having affinities with activities of impacted communities, stakeholders, policy makers, and other academic departments to enhance the relevance and impact of the research.
• Stay updated on the latest developments in the field of geoscience, hydrogeology, and landscape evolution modelling.

Why This Role Matters:

The research undertaken will address critical questions concerning the future landscapes of northern Africa and the sustainability of water resources, vital for both environmental conservation and the well-being of local populations. The work will not only inform our understanding of geological landscape evolution but also provide insights into the influence on forecasted demographic growth and climate change, offering potential solutions to mitigate future challenges (~4D stress maps/climate resilience mapping)

If you are passionate about geoscience, hydrogeology, predictive modelling, and about applying your knowledge to give answer to societal problems, this role offers the chance to make a significant impact on our shared future.

Work environment:

We believe innovative science requires continuous development, a healthy work-life balance, and a collaborative team spirit. You will enroll in the TUDelft Graduate School programme to develop research, discipline-related, and transferable skills. In addition, we encourage all employees to take time off for family, friends, sports, holidays, and/or relaxation to support their wellbeing.

You will be supervised by researchers of the Applied Geology Section. Our group is active, with weekly informal talks, strong support, and other social activities. Finally, you will be welcome in a very collegial group of PhD candidates who organize regular social activities.

Requirements

Need to have:

An M.Sc. in a relevant field, such as Geology, Hydrogeology, Geomorphology, Environmental Geology, Physical Geography, or Geo-modelling. We also encourage you to apply if you come from another quantitative background as geological training may be provided.

Good to have:

• Proficiency in programming
• Basic GIS skillset
• Previous experience in Landscape Evolution Modelling
• Affinity with the studied region

Doing a PhD at TU Delft requires English proficiency at a certain level to ensure that the candidate is able to communicate and interact well, participate in English-taught Doctoral Education courses, and write scientific articles and a final thesis. For more details please check the Graduate Schools Admission Requirements .

Additional Information

Doctoral candidates will be offered a 4-year period of employment in principle, but in the form of 2 employment contracts. An initial 1,5 year contract with an official go/no go progress assessment within 15 months. Followed by an additional contract for the remaining 2,5 years assuming everything goes well and performance requirements are met.

Salary and benefits are in accordance with the Collective Labour Agreement for Dutch Universities, increasing from € 2770 per month in the first year to € 3539 in the fourth year. As a PhD candidate you will be enrolled in the TU Delft Graduate School. The TU Delft Graduate School provides an inspiring research environment with an excellent team of supervisors, academic staff and a mentor. The Doctoral Education Programme is aimed at developing your transferable, discipline-related and research skills.

The TU Delft offers a customisable compensation package, discounts on health insurance, and a monthly work costs contribution. Flexible work schedules can be arranged.

For international applicants, TU Delft has the Coming to Delft Service . This service provides information for new international employees to help you prepare the relocation and to settle in the Netherlands. The Coming to Delft Service offers a Dual Career Programme for partners and they organise events to expand your (social) network.

We are committed to fostering a diverse and inclusive research environment. We encourage applications from individuals of all backgrounds.

Are you interested in this vacancy? Please apply no later than May 31st 2024 via the application button and upload your extended CV (only one pdf file, in English; free form but Europass CV encouraged) containing at least:

• a short motivation text of maximum one page with all that you think will convince us that you are the best candidate,
• a list of relevant courses you have taken,
• your Master’s Thesis summary, and
• a reference and contact detail.

Please note:

• You can apply online. We will not process applications sent by email and/or post.
• A pre-employment screening can be part of the selection procedure.
• Please do not contact us for unsolicited services.

Fieldworks and conferences to the studied region may be involved in the project, but only after agreement between the candidate and the supervisory team.

For information about the position and/or the application procedure, please contact, e-mail: [email protected] .

Work Location(s)

Where to apply.