Co-designing doctoral programs to enhance postgraduate students' employability: insights from industry stakeholders

Abstract

Purpose

Doctoral programs play a crucial role in promoting innovation and technology transfer in universities. To design these programs effectively and with a co-design perspective, it is essential to consider all stakeholders involved in the process, including teachers, students and employers. The main objective of this study is to enhance postgraduate programs to improve students' employability.

Design/methodology/approach

This empirical study was conducted over a three-year period and employed semi-structured interviews as its primary research methodology. In the first phase, 21 in-depth semi-structured interviews were conducted with managers from various sectors. The second phase involved 20 interviews, and the final phase of the study included 18 interviews with the same managers from previous phases.

Findings

The study's main results revealed that the international networks, language proficiency and analytical skills of doctoral students were highly valued by employers. The main findings come from companies with doctoral students. Therefore, the skills were identified during the learning experience of the PhD graduates in the companies.

Practical implications

The study's results can guide improvements in postgraduate program curricula and design to enhance students' employability.

Originality/value

This research presents a novel approach to its findings. On the one hand, the study's conclusions may provide valuable insights for business agents, encouraging them to hire PhD students. On the other hand, it aims to drive necessary changes that promote more PhD students' focus on non-academic careers, creating significant value for research and innovation in the private sector.

Citation

Pérez-García, R.M., Erro-Garcés, A., Aramendia-Muneta, M.E. and López Peláez, A. (2024), "Co-designing doctoral programs to enhance postgraduate students' employability: insights from industry stakeholders", Higher Education, Skills and Work-Based Learning, Vol. 14 No. 3, pp. 562-576. https://doi.org/10.1108/HESWBL-04-2023-0097