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					     Using PRES results
to evaluate the impact of our
“Roberts Skills” development
        programme.


         Elaine Walsh
    Imperial College London
         Why opt for PRES?
• Fuller questionnaire than existing internal
  surveys
• To allow benchmarking with other
  institutions
• Flexibility provided by option of institutional
  questions
            Imperial Context
•   About 2700 PGR students
•   Science, Engineering, Medicine, Business
•   50%:20%:30% home:EU:non-EU resident
•   60%:40% Male:Female
•   Mostly full-time students
•   Comprehensive programme of
    transferable skills development
    workshops, including a 3 day residential
    for first year PGRs
      Institutional Questions
• “I have found the transferable skills
  development courses offered by the
  Graduate Schools to be useful”
• “Have you attended the Research Skills
  Development Course (the residential
  course delivered by the Graduate
  Schools)?”
• Campus, frequency of supervision,
  advocacy, etc
              PRES results
• Response rate of about 32%
• Extracts of our results
  – Relevant to the transferable skills agenda
  – Sample benchmarking with Russell group
  – Using institutional questions to explore local
    issues
         Cf Russell Group (sci / med/ eng only)
     “Please rate the following in terms of how your
         experience of them has met with your
                     expectations”
            Opportunities to develop a range of transferable skills (Q14c)

70.00%

60.00%

50.00%

40.00%
                                                                        Imperial
                                                                        Other Russell Group
30.00%

20.00%

10.00%

0.00%
         < expectations
               1                Neutral
                                  2                 > expectations
                                                         3
     Link between Advocacy and
       Attendance of residential
       transferable skills course
• More likely to recommend Imperial if they
  attended (91.4% vs 88.3%)
• Difference is statistically significant for
  non-home students
  – 93.3% vs 85.9 %, p < 0.05
     “I have found the transferable skills
development courses offered by the Graduate
            Schools to be useful”
• Those who attended residential course
  agreed more strongly, p < 0.001
• Population differences emerged
      • (discipline related?)
             All         Home     EU     Overseas

  Females 3.35         3.29       3.29   3.65
  Males     3.17       3.03       3.18   3.40
  Stat Sig? p < 0.05   p < 0.01   No     No
Q2d: As a result of my experience so far I
   have improved my ability to learn
     independently (RTIF level 3 Q)



                                     p<0.05
Q2a: As a result of my experience so far I feel
confident about managing a research project
                 (RTIF level 3 Q)




                                         p<0.005
Q2a: As a result of my experience so far I feel
confident about managing a research project
               RTIF level 3 Q




                                             p < 0.05
    “I have found the transferable skills
    development courses offered by the
       Graduate Schools to be useful”
• Relationship with PhD motivation
                       Mean
                       response
 Interest in subject   3.17
                              P< 0.05
 Academic /            3.40
 research career
 Outside career        3.18
 A natural step        3.21
            Ongoing work
• Exploration of differences between
  populations
• Triangulation with a recent survey of end-
  stage PhD students
• Internal dissemination to boost profile of
  our work
               Conclusion
• PRES has provided an invaluable source
  of data about our PhD population
• It has generated persuasive evidence for
  the effectiveness of our transferable skills
  development programme
• Exploration of the data highlights where
  further research might be most worthwhile

				
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