How to Identify Transferable Skills

How to Identify Transferable Skills

When looking to change industries or careers, it can be hard to know what skills you have that other industries are interested in. That can make choosing a new sector, industry or job difficult.

What Could Make a PhD Program Fail – Part 5

What Could Make a PhD Program Fail – Part 5

The is the final blog in the series on What could make a PhD program fail. This blog covers insufficient data about the program and its operations.

What Could Make a PhD Program Fail – Part 4

What Could Make a PhD Program Fail – Part 4

We’ve already looked at two other failure points – number of students and neglecting participants and knowledge transfer. Here, we look at making sure we plan well in advance of students starting – the fourth point of failure.

What Could Make a PhD Program Fail – Part 3

What Could Make a PhD Program Fail – Part 3

Failure to transfer knowledge We’ve already looked at two other failure points – number of studentsand neglecting participants (students and supervisors alike). Here, we look at the next failure point – failure to transfer (program) knowledge amongst key staff.

What Could Make a PhD Program Fail – Part 2

What Could Make a PhD Program Fail – Part 2

Last week we looked at student or supervisor neglect, this week its critical mass.

What Could Make a PhD Program Fail – Part 1

What Could Make a PhD Program Fail – Part 1

Failure – lack of success; the action or state of not functioning1

Building a PhD Program - So You’ve Got a Research Centre: What Next?

Building a PhD Program - So You’ve Got a Research Centre: What Next?

Cooperative Research Centres, Centres of Excellence, Centres of Research Excellence, Institutes, etc. are all large programs, usually have high (monetary) value

Getting The Most Out of Your PhD Training

Getting The Most Out of Your PhD Training

The predominant method for delivering training within a PhD is through apprenticeship-style approaches. Essentially students are asked to “see-one-do-one”. In an environment where learners are immersed in the culture for large periods of time (40 hours per week for more than three years), […]

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