1.
Nathalie Duval-Couetil, Purdue University
Liz Kisenwether, Penn State University
Joseph Tranquillo, Bucknell University
Jacob Wheadon, Purdue University
Developing More Relevant Ph.D. Programs
& Enhancing Graduate Employability
Through Entrepreneurship Education
Mandy Wheadon, Purdue University
Nathalie Duval-Couetil, Purdue University
RATIONALE
Research on graduate students has consistently found that “the training doctoral students
receive is not what they want, nor does it prepare them for the jobs they take” (Golde &
Dore, 2001a, p. 3). Graduates employed in government, business, academic, and industry
settings report that competencies not traditionally central in most Ph.D. programs—
including team work, creativity, communication skills, working in interdisciplinary
contexts, and managing people—have proven to be highly valuable in their current jobs
(Duderstadt et al., 2005; Nerad et al., 2007). Contemporary employers also report that
they are seeking graduates who possess a myriad of skills not specifically developed by
many doctoral programs, such as the ability to be leaders capable of creating real-world
value from knowledge and discovery (Benenson Strategy Group, 2009; Etzkowitz et al.,
2000; Murray, 2000; Wendler et al., 2010).
In response to these trends, it is becoming necessary to re-evaluate graduate curricula in
order to more fully equip students with the diverse knowledge and professional skills
necessary for a broader array of careers. The Council of Graduate Schools (2007) has
formally recognized entrepreneurship education as the next logical step in graduate
training for all students, deeming it an effective means of developing broader,
transferable skills and increased employability in all graduates regardless of their chosen
fields of study (Dees, 2001; Kauffman Foundation, 2013; Streeter et al., 2002).
GOALS OF THE RESEARCH
• Examine the disparity between doctoral education skill outcomes and the needs of the
contemporary economy discussed in the literature
• Discover the expectations and perceptions of current doctoral students concerning the
acquisition of relevant professional skills during graduate school, as well as the
obstacles that may prevent them from doing so
• Investigate the ways in which entrepreneurship education can be best implemented to
develop transferable professional skills and enhance employability in Ph.D. graduates
WORK COMPLETED TO DATE
• A literature review was compiled that outlined
- various economic and social factors that contribute to many of the challenges facing
contemporary Ph.D. programs in the United States
- the discrepancy between the discipline-specific skills Ph.D. students are graduating with
and the broader professional skills employers are currently demanding
- the growing demand for entrepreneurship-related skills in the workforce
- how competencies commonly cultivated by entrepreneurship education also foster
outcomes conducive to the further development of professional skills that enhance career
preparation and lifelong employability
• Using a mixed method approach, this study employs a written survey and focus group
interviews with current Ph.D. students to discover and articulate:
- expectations for acquiring relevant career skills during graduate school
- perceptions about their ability to actually do so before graduation
- Thoughts and opinions about the value and feasibility of receiving supplemental training
in interdisciplinary and transferable professional skills (such as management,
entrepreneurship, collaboration, leadership, and communication) as a means of
cultivating a more marketable range of experiences and job skills during graduate school
PROFESSIONAL DEVELOPMENT OUTCOMES
FOSTERED BY ENTREPRENEURSHIP EDUCATION
Questions for the NCIIA Open Attendees:
1. What is the nature of professional development skills training for
Ph.D. students at your institution?
2. Do you believe it adequately prepares Ph.D. students for jobs and
academia and/or industry?
3. What could be done better, in your opinion?
4. Do you know of other program models that are particularly
effective?
5. What type of entrepreneurship courses and programs are offered to
Ph.D. students at your institution?
SIMILIARITIES BETWEEN SUCCESSFUL ACADEMICS
AND ENTREPRENEURS
Seven general themes emerged during the analysis of
the data gathered from the surveys and focus group
interviews:
1. Reasons for seeking a Ph.D.
2. Student career goals
3. Relevance and focus of doctoral degrees
4. Barriers to obtaining supplemental professional skills
5. Types of professional skills desired by students
6. How doctoral programs meet student expectations for
career preparation
7. Suggestions for improving the accessibility and
delivery of transferable professional skills to doctoral
students
PRELIMINARY RESULTS
The skills participants expressed interest in
learning, ranked on a scale of 1 (low interest) to
10 (high interest):
Professional Skill
Average Level of
Interest
Communication 8.9
Ability to work collaboratively 8.3
Grant writing 8.3
Negotiation 8
Intellectual property management 8
Entrepreneurship 7.9
Leadership 7.9
Educational Assessment 7.9
Interpersonal skills 7.8
Managing people 7.8
Ethics 7.7
Time management 7.4
Program administration 7.3
Career preparation and planning 7.1
Social responsibility 7
Teaching 6.9