EVALUATING STAKEHOLDER DESIGNED INTERDISCIPLINARY AND INTERSECTORAL DOCTORAL MODULES

Abstract

"Collaborative doctoral programmes assist the knowledge society in finding innovative ways to address sustainable development goals by asking creative questions and finding creative solutions. The aim of CHAMELEONS (Championing A Multi-Sectoral Education and Learning Experience to Open New Pathways for Doctoral Students, H2020-SwafS-2018-2020), is to develop interdisciplinary, inter-sectoral and international modules that broaden the skills of PhD graduates improving their employability in academic and non-academic environments. Through a co-design process 4 learning outcomes were developed which formed the foundation for 3 modules. Each module advanced the students’ depth of knowledge and understanding. The 4 learning outcomes were as follows: • Develop networking and communication skills; • Understand user-centred design; • Market research capacity and research skills; and • Build an understanding of themselves and others. Fifteen doctoral students from five European universities were recruited. This paper represents evaluation conducted on the first two modules which, due to COVID-19 restrictions, were delivered via Zoom. At the conclusion of each module the students were invited to complete a questionnaire consisting of sixteen questions, thirteen of which were on a five-point Likert Scale, and three of which were free text. The closed questions explored student perceptions of: programme objectives; programme delivery; opportunities to engage; satisfaction; and links between theory and practice. Students were asked to identify three aspects of the module which assisted their learning, three changes they would suggest to enhance their learning, and were offered the opportunity to provide additional comments. Programme content: Students perceived that real-time assessment, reflective learning, engagement with course coordinators and the opportunity to engage with practical research tools (Photovoice, Ecosystem Mapping and Walk My ID) all enhanced their learning. They suggested more group activities, breakout groups (possibly themed), and real-life coffee breaks, to enable them to better network with their doctoral colleagues. There was a desire for more practical activities with some suggesting the development of career-pathway skills (Curriculum Vitae, Interviews). Programme delivery: A theme that frequently appeared was the desire to have more physical face-to-face engagements in Module Three. The students understood the Covid-19 constraints but expressed a strong desire for meeting face-to-face. When given the opportunity to add freeform and unprompted comments, students almost without exception expressed their satisfaction with both modules, and their appreciation for them. Nevertheless, a number of participants reiterated their desire to undertake Module Three in person. Programme outcomes: One student expressed an aspiration to be “more sure” of their skill set and marketability upon completion of Module Three complimenting the focus on practical learning in the programme content review."