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The Wellcome Trust has reviewed the provision of PhD training from the viewpoint of the students and supervisors it funds; this paper presents evidence from these reviews. A number of factors affect the “success” of the PhD training experience; what is considered good (i.e. fit for purpose) PhD research training may be different for the student and the supervisor. Compares and contrasts the views of PhD students and PhD supervisors on a number of issues including reasons for doing a PhD, the purpose of PhD training and perceptions of the quality of PhD research training. Suggests that to support the different needs of students, supervisors and the science base, a flexible yet quality assured approach to PhD research training is required.

Morgan State University (Morgan) is a leading undergraduate institution for black science and engineering doctoral degree recipients. Morgan also is a leader in the production of black engineering degree recipients in the United States. This chapter provides a historic overview of the major programs with a tie to the impact on the institutional metrics, a discussion of the process for developing researchers in science and engineering, and alumni perspectives. The undergraduate research development models used in engineering at Morgan are compared and contrasted with the life sciences and physical sciences. The programs focus on developing communities of engineering practice and communities of science, thereby enhancing students’ self-efficacy and resilience, shaping disciplinary identity, and creating learning communities. These approaches are critical for the success of minority students and are supported by the social science literature. Best practices have been adopted at varying levels by the School of Engineering, the School of Computer Mathematics and Natural Science and the Behavioral Science departments that have netted these Ph.D. outcomes including multiyear mentored research, research training courses, and participation in professional meetings. Multiple approaches to student development, when matched with the disciplinary culture, are shown to result in national impact.

Researchers’ competencies are directly related to the quality and effectiveness of the research they produce. However, training opportunities for education and conducting research seem to be limited for the growing research culture in Pakistan. The purpose of this study is to assess the research-related training needs of postgraduate researchers (PGRs) of Pakistan.

A quantitative research approach was used to conduct the study using a questionnaire. Non-random sampling technique was used to collect the data from the postgraduate (MPhil/MS and PhD) researchers enrolled in the two well renowned Pakistani Universities.

Results of the study confirmed that PGRs were interested in developing their skills in various areas of a research project such as topic selection, research design and use of data analysis software. Findings also highlighted that respondents were interested in learning reference management tools for citing and managing the sources of information in their research work.

This is the first study, which investigated the training needs assessment of PGRs enrolled in two major Pakistani universities. The results may help in designing training programs, promoting a conducive research culture in the country and improving the quality of research being produced. This study provided a framework likely to be beneficial for quality enhancement cells, universities and organizations in organizing effective research training and development programs for researchers of Pakistan.

This paper presents the findings from a UK study of one hundred part‐time research students. The participants were students attending one of a series of training days provided specifically for part‐time research students. Free text responses were collected on: what it’s like being a part‐time research student; what they would like from training events; and what they thought of this series of training days. The students were particularly appreciative of the opportunity to meet fellow part‐time research students, albeit in different disciplines and at different stages of their PhD. Rather than solely listing specific research skills they would like covered, most of their ideas for future training sessions concerned more nebulous personal and emotional aspects of the experience of studying for a PhD on a part‐time basis. Four dimensions of training need were identified: research techniques; research skills; engagement with the part‐time PhD process; and engagement with their part‐time peers. It is suggested that research training involving part‐time research students, could usefully build in time to focus explicitly on some aspect(s) of the more personal and emotional elements of the parttime doctoral experience, as well as on technical aspects of research work.

Training in both employability and discipline‐specific skills has been provided and expanded over a number of years for post‐graduate research students, (PGRs) in the Faculty of Physical Sciences administered by the Physical Sciences Graduate School (PSGS) at the University of Glasgow. This project explored the training provided in 2005/06 with a view to further developing a programme that students and faculty alike consider appropriate, timely and developmental for the needs of research students. The training provided by the PSGS had grown over a number of years in response to suggestions from academic staff in the Faculty of Physical Sciences. Data were collected from Postgraduate Research students (PGRs) from all the stages of the 3 year PhD process to enable a complete map of views to emerge. In particular, the way PGR students perceive the training they undergo in relation to their core PhD research and career progression was examined. The students in our study also identified clearly where they perceived they were developing such transferable skills, and training sessions are not seen as the sole or even major source; the research group itself would appear to play a major role. The authors believe the finding could inform the provision of PGR training in other UK institutions.

Each of the four objectives can be applied within the military training environment. Military training often requires that soldiers achieve specific levels of performance or proficiency in each phase of training. For example, training courses impose entrance and graduation criteria, and awards are given for excellence in military performance. Frequently, training devices, training media, and training evaluators or observers also directly support the need to diagnose performance strengths and weaknesses. Training measures may be used as indices of performance, and to indicate the need for additional or remedial training.

In the context of higher education and further education, scientific research plays a major role in the development and quality of teaching and careers (research active teachers). However, this opportunity is denied to most teachers of languages for specific purposes (LSP) who find themselves teaching their subject without any prior training in a specialized field with which they are not familiar. To compensate for the lack of specific training for these teachers, a training experiment including a component devoted to an initiation to scientific research was conducted (TRAILs, 2021). The arrival of the pandemic forced us to change the project to a distance learning format shortly before its implementation, which was planned for a summer session at the university. We describe the innovative online training module for developing a research career that focused on action research and empowerment of participants.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The paper explores the extent to which degree‐based postgraduate training programmes contribute to the development of individual skills and careers in agricultural science as well as towards institutional capacity for national agricultural research in Africa. In the case of the International Livestock Research Institute’s Graduate Fellowship Programme it was concluded that advanced agricultural science training in Africa provides a vital process of human and institutional development. The results of this study indicate the success of degree‐based training in terms of achieving improved gender equity, rapid employment, and a high rate of return to the country of origin. These results stand out against the “brain drain” commonly associated with capacity building in national agricultural research systems (NARS). The paper recommends strategies to be adopted by ILRI and its partners for future degree training and capacity building in sub‐Saharan Africa.

For a variety of reasons (some good, others not so) “research” has almost become a dirty word. To many people it smacks of intellectual aloofness; to others it appears the plaything of arrogant academics; whilst by some it is regarded as a luxury which can seldom be enjoyed just to let boffins pursue fallacious flights of fancy. Some people say that research has no real role therefore, and at worst must be tolerated; it is not the practical way of life.