Presentation on theme: "30-4-2015 Challenge the future Delft University of Technology Join us for a brighter future! A reflection on the well being of TPM PhD’s and a discussion."— Presentation transcript:
Challenge the future Delft University of Technology Join us for a brighter future! A reflection on the well being of TPM PhD’s and a discussion on how to improve this The TPM PhD Council Nicole Huijts Shirin Tabatabaie Chris Detweiler Marieke Kluin
2 The programm About the PhD council Outcomes of the questionnaire & discussions on improvements Group discussion on a graduate school Drinks!
3 The TPM PhD Council Represents all TPM PhD’s Has regular meetings with Michel van Eeten, responsible for PhD education and future head of the TPM graduate school Sometimes requests meetings with Theo Toonen to address concerns or questions Is at the moment mainly a sound board, but can have a new position in the upcoming graduate school Would like to hear from your concerns as a PhD
4 The Questionnaire Held in February this year Filled in by 73 PhD’s Majority full time PhD’s (74%) Mainly Dutch (53%), other Europeans (18%), and Asian PhD candidates (19%), others (10%)
5 The Questionnaire
6 The outcomes: supervision
7 Reasons for satisfaction: he/she is helpful, approachable, knowledgeable, inspiring Reasons for dissatisfaction: he/she is not much available, not knowledgeable about the topic, not critical enough, or not involved Conclusion: in general it is going quite well, but there certainly is room for improvement! SupervisorPromotor Not satisfied8%9% Medium satisfied23%30% Satisfied69%62%
8 The outcomes: supervision Questions: How can we improve supervision? Should supervision be the responsibility of a single person (the supervisor) or the whole faculty (in a graduate school)?
9 The outcomes: time spent on teaching 43%
10 The outcomes: division of time Conclusions The teaching is not well-divided over the PhDs There is potential for more teaching to be done by PhDs PhDs do enough administration tasks according to themselves TeachingAdministrative tasks Less than I prefer22%7% Just right48%66% More than I prefer11%7%
11 The outcomes: division of time Questions: What are the main barriers for teaching? How can the distribution of tasks be improved?
12 The outcomes: worries Are you on schedule? 41% is behind schedule The majority is up to 6 months behind About half of those delayed is worried Conclusion: The worries worry us!
13 The outcomes: worries Question: How can delays in PhD research be reduced?
14 The outcomes: preparation for future Ending up? % yes Prepared % good/very good Academia75%86% Consultancy51%73% Governmental organizations40%52% NGO’s23%32% Industry22%25% I have no idea12% Conclusions: Most people expect to end up in academia Most people also think they are well prepared for academia
15 The outcomes: preparation for the future Questions: We conclude that we are well prepared for our future, do you agree with that? How can we prepare ourselves better for a future outside academia?
16 The outcomes: preparation for future % important/very important Having a thesis with a good quality 96% Gaining knowledge 95% Having personal development 88% Publishing articles 78% Gaining educational skills 56%
17 The outcomes: preparation for future Additional things that you found important: Networking Gaining skills in research and project management Gaining general communication skills. Question: Do you get enough opportunities to reach these goals?
18 The outcomes: education Both Prom courses and BKO courses are not very known by PhDs The PROM courses are well evaluated by those who took them The majority of PhDs thinks that BKO courses increases chance of getting another job in academia
19 The outcomes: education Questions: Does your section encourage or discourage you to take PROM or BKO courses? Should there be more courses that help you prepare for the future, rather than help you prepare getting your PhD? Which courses should we have more availability to? (some people suggested more methodology courses) Is there a need for more communication on available courses?
20 1.How can we improve supervision? Should supervision be the responsibility of a single person (the supervisor) or the whole faculty (in a graduate school)? 2.How can delays in PhD research be reduced? 3.What are the main barriers for teaching? How can the distribution of teaching tasks be improved? 4.Does your section encourage or discourage you to take PROM or BKO courses? Which courses should we have more availability to? Is there a need for more communication on available courses? 5.Are you well prepared for your future? How can we prepare ourselves better for a future outside academia? Do you get enough opportunities to network, gain project management skills and communication skills? Should there be more courses that help you prepare for the future, rather than help you prepare getting your PhD?
21 Graduate school’s rough idea Overarches all departments Provides obligatory courses (e.g on methodology, skills, etc) and elective courses Emphasize on networking & community building Provides broader support for PhDs rather than the current single supervisor oriented approach
22 Graduate School Question: If you were to design the graduate school what would the IDEAL graduate school look like for you?
23 Vacancies Both the PhD council and the mini-defense working group are looking for new members. Let us know if you are interested or feel free to ask us for more information.
24 Coming up The questionnaire told us that: Many of you are not aware of the VENI-grant Many of you are interested in the VENI-grant Some of you think it can help your career in academics 19 October we organize the next event, which will be on the VENI grant and other grants that can help you build a career in science.