The need to ensure appropriate training of PhD students, in preparation for careers both within and outside academia, has been highlighted in a number of recent reviews. As a result of this, in May 2003, HEFCE produced a consultation document in which a number of recommendations for the supervision and training of PhD students were detailed. The probable outcome of these reviews will be the adoption of a HEFCE/QAA code of practice for post-graduate supervision and translational skills training.
The current compliance across 6 University Schools in relation to these standards was investigated and particular discrepancies between Schools’ practices and HEFCE recommendations were highlighted. Student perception of the training they receive and its usefulness, both in terms of providing training for their PhDs and providing transferable skills for future career development, was subsequently investigated through a web-based questionnaire.

32% of PhD students within the 6 Schools (n=148) responded over a 5-day period. The rates were similar across Schools with approximately equal numbers of home and overseas students responding. There was a slightly higher response rate from students in the early stages of their PhDs but this may reflect changes in PhD student intake. There were some differences between Schools in detailed responses to questions but a number of general trends were observed: approximately 25% of students do not have, or are not aware of having, 2 academic supervisors and the same proportion do not achieve the recommended ten formal supervision meetings per year. Whilst the majority of students feel the need for transferable skills training, recognise its value in their future careers, and are encouraged to present results and publish data, their transferable skills training is not discussed with their academic supervisor. Such training is mainly received from the Graduate School and students subsequently have variable opportunities to practise such skills on returning to the research environment.

The results of this study will be made available to the Schools to assist them in providing training and management consistent with HEFCE/QAA recommendations. The main recommendations are that; 1) Schools should ensure that students have 2 supervisors and are aware of them; 2) Schools should formulate a system that ensures students receive a minimum of 10 formal supervisions per year; 3) Supervisors should discuss the value of transferable skills with students, discuss their individual training needs, plan courses to be attended and encourage the use of acquired skills following such courses.