Influential Factors and Recommendations: Modeling the Development of Knowledge Transfer Skills

I am hoping that this posting generates some conversation – what factors influence the development of knowledge transfer skills for doctoral students? Below is one model that maps many of the influences that a doctoral student in the biosciences may have on their development of expertise, including their ability to transfer knowledge. This model is supported by many studies of doctoral education, including The Carnegie Initiative on the Doctorate, Center for Research and Innovation in Graduate Education (CIRGE), Council of Graduate Schools Re-Envisioning the PhD, reports by the National Academy of Science (e.g., 1995 COSEPUP report) and other publicly and privately funded initiatives.

Picture1_webExamination of program elements can help to shape students’ specific interactions and determine what experiences foster the development of knowledge transfer skills. Toward this end, I am expanding some particularly relevant aspects of development that students should develop in order to aid in the acquisition of transfer skills. These categories were developed based on extensive interviews with doctoral students, recent graduates and faculty in numerous programs nationwide.

In order to enhance their ability to transfer knowledge, students should be able to: Continue reading