phd student skills

The top 3 skills needed to do a PhD are skills employers want too

Senior Lecturer and Academic Lead, University of Sydney

Associate Professor, Macquarie University

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Lilia Mantai is an Executive Member of the Australasian Council for Undergraduate Research (ACUR), a non-for-profit association promoting undergraduate research.

Mauricio Marrone developed the data dashboard and is the founder of ResGap.com.

Macquarie University and University of Sydney provide funding as members of The Conversation AU.

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More and more people are applying to do a PhD. What many don’t know is it takes serious skills to do one – and, more importantly, complete it.

We analysed the selection criteria for PhD candidates on a platform that advertises PhD programs. Our analysis of thousands of these ads revealed exactly what types of skills different countries and disciplines require.

Why do a PhD in the first place?

People pursue a PhD for many reasons. They might want to stand out from the crowd in the job market, learn how to do research, gain a deeper expertise in an area of interest, or pursue an academic career.

Sadly, too many PhD students never finish. The PhD turns out to be too hard, not well supported, mentally taxing, financially draining, etc. Dropping the PhD often means significant financial loss for institutions and individuals, not to mention the psychological costs of other consequences such as low self-esteem, anxiety and loneliness .

Read more: 1 in 5 PhD students could drop out. Here are some tips for how to keep going

Our society and economy can only benefit from a better-educated workforce, so it is in the national interest to manage PhD intakes and be clear about expectations. The expansion of doctoral education led to a more competitive selection process, but the criteria are opaque.

To clarify PhD expectations, we turned to a European research job platform supported by EURAXESS (a pan-European initiative by the European Commission) where PhD programs are advertised as jobs. Required skills are listed in the selection criteria. We analysed 13,562 PhD ads for the types of skills different countries and disciplines require.

We made three specific findings.

1. Top 3 skills needed for a PhD

It turns out that it takes many so-called transferable skills to do a PhD. These are skills that can be translated and applied to any professional context. The top three required skills are:

communication – academic writing, presentation skills, speaking to policy and non-expert audiences

research – disciplinary expertise, data analysis, project management

interpersonal – leadership, networking, teamwork, conflict resolution.

Trending skill categories are digital (information processing and visualisation) and cognitive (abstract, critical and creative thinking and problem-solving).

Previous research shows transferable skills are requested for post-PhD careers, including both academic and non-academic jobs. Our research shows such skills are already required to do a PhD. Those keen to do a PhD are well advised to provide strong evidence of such skills when applying.

2. Skill demands vary by country and discipline

Skill demands significantly differ by country and discipline. For example, 62% of medical science ads mention interpersonal skills. This is twice as often as in biological science ads. Digital and cognitive skills score much higher in the Netherlands than in other countries.

Our research article reports on 2016-2019 data and the top five represented countries (Netherlands, Germany, France, Spain and the UK) and the top five represented disciplines (biological sciences, physics, chemistry, engineering and medical sciences). However, you can use this tool for granular detail on 52 countries – including non-European countries like Australia, New Zealand, the US, etc. – and 37 disciplines included in the data sample. For continuously updated data, please visit https://www.resgap.com/ .

3. PhD expectations are rising

We see a rise in PhD expectations over time (2016-2019) as more skills are listed year on year. The publish or perish culture prevails and rising demands on academics have led to calls for more engaged research, collaborations with industry, and research commercialisation .

PhD students get accustomed early to competitiveness and high expectations.

Read more: Is it a good time to be getting a PhD? We asked those who've done it

Research-based learning needs to start early

These insights have implications for pre-PhD education and pathways. Undergraduate and postgraduate degrees can further promote PhD readiness by embedding authentic hands-on research with academic or corporate partners, either as part of the curriculum or as extracurricular activities.

Many postgraduate degrees offer authentic research project work opportunities but are shorter. Those entering the PhD without a postgraduate degree miss out on developing essential research skills.

Authentic research experiences need to happen early on in higher education. Organisations like the Council on Undergraduate Research ( CUR ), the Australasian Council for Undergraduate Research ( ACUR ) and the British Conference of Undergraduate Research ( BCUR ) are designed to support institutions and individuals to do this effectively. They showcase great models of undergraduate research.

To get a good idea of what undergraduate research looks like, start with this comprehensive paper and catch up on undergraduate research news from Australasia .

We know research-based learning develops employability skills such as critical thinking, resilience and independence.

Embed career development in PhD programs

Doctoral training needs to take note, too, if it is to further build on the skill set that PhD applicants bring with them.

The good news is doctoral education has transformed in recent decades. It’s catching up to the call for better-skilled graduates for a range of careers. The training focus has shifted towards generating practice-based and problem-solving knowledge, and engaged research with other sectors.

Read more: It's time to reduce the number of PhD students, or rethink how doctoral programs work

Some institutions now offer skill and career training. Generally, though, this sort of training is left to the graduates themselves. Many current PhD candidates will attest that the highly regulated and tight PhD schedule leaves little room for voluntary activities to make them more employable.

Most PhD candidates also know more than half of them will not score a long-term academic job. Institutions would serve them better by formally embedding tailored career development opportunities in PhD programs that prepare for academic and non-academic jobs .

It’s not only PhD graduates’ professional and personal well-being that will benefit but also the national economy.

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10 PhD Transferable Skills You Can Use in Most Jobs

“No one wants to hire PhDs because they are overqualified and too independent!”

This is one thing PhDs are tired of hearing. How can your PhD be a liability to your career? Rather, recruiters prefer PhD candidates over others not just for their qualification but for their PhD transferable skills.

Table of Contents

What are PhD Transferable Skills?

PhD Transferable skills are exactly what the name suggests! These are skills other than technical skills that you develop in your academic program. Furthermore, these skills are so versatile that they can be used everywhere, irrespective of the designation or field. Transferable skills are desirable because if you already have them, your employer will not have to train you on them. Consequently, you can make positive contributions in any career with these skills.

Which are the PhD Transferable Skills that You Must Develop?

Considering that a doctorate degree is the highest degree in most fields, the skills that are required to excel in the same are impeccable. Undoubtedly, researchers pursuing their Ph.Ds. or postdocs develop technical skills related to their research. However, what they also need to develop is a host of research transferable skills they can use as they progress in their careers.

Which are 10 PhD Transferable Skills You Can Use in Most Jobs?

With the surge of jobs for PhD in STEM, recruiters struggle to fill those positions with talented candidates. They are always in need of trained professionals who know how to create information from scratch, and not just recreate it in a tinkering manner.

While your work experience and education during PhD is an asset, you’d be surprised to find out that employers in most sectors pay close attention to your skill set. According to a recently published survey report by LinkedIn, 57% of respondents identified soft transferable skills as more important than hard skills (technical knowledge).

Here, we list 10 significant PhD transferable skills students can use in most jobs.

1. Project Management

The most apparent thought that comes to anyone’s mind while thinking about PhD is “project management” skills. A successful research experience goes hand-in-hand with a well-planned project. As simple as it may sound, the management skills of a PhD graduate are not confined to his/her project. It starts right from ideation of the research project to final submission, which results in an ultimate success of the project. Different stages of a PhD’s journey demands customized planning and organizing to ensure that deadlines are met and projects are completed efficiently and effectively. Furthermore, a PhD makes sure that all plans are duly incorporated. Employers seek candidates with PhD transferable skills as they want someone who can not only see a task through, but can visualize what needs to happen on a project from start to finish.

2. Accelerated Learning

As a doctor of philosophy, the ability to ascertain knowledge runs thick in the veins of a PhD researcher. An inquisitive mind and quick comprehension of technical things is interlinked to your accelerated learning ability. Moreover, being a PhD, you attend conferences and read papers to stay on top of the latest trends in your field. Consequently, PhD transferable skills ensure employers of your ability to understand technical procedures, protocols, and methodologies.

3. Time Management

Time waits for none! The key to a tension-free and smooth workflow is effective time management . While planning is important, defining your deadlines, setting realistic and achievable goals, and adhering to them takes you a long way! At a job, every moment spent on an unfocused or frivolous task, is a waste of money. Contradictorily, time management may not be viewed similarly in academia. However, as a PhD your motive has been to complete your program in time. This acts as a serious motivation to develop excellent time management skills.

4. Attention to Detail

One of the essential core skills of a PhD is paying attention to the details. To the best of your experience as a researcher, you are aware that mistakes can be missed in the bat of an eye. Therefore, it is a known fact that PhDs are one of the finest people to make sure that each project runs through a fine-tooth comb. As a result, employers can count on you for detail-oriented assignments that require critical assessment and corrections.

5. Ability to Collaborate

As stated earlier, PhDs are not new to working in groups to achieve common goals. Your significant contribution in research groups, as a researcher and author during your PhD program demonstrates your ability to collaborate . Employers seek candidates who are team players making positive contributions to the success of a group.

6. Writing Proficiency

Given the nature of modern technology, writing may not be a primary task of most job profiles. However, it sure is an essential element for academic and allied knowledge dissemination careers. In due course of pursuing a PhD, you come across countless reading material from authors all around the world. This subsequently stocks up your bank of vocabulary and enhances your writing skills for an unambiguous conveyance of messages and information.

7. Leadership Skills

Leadership skills aren’t only your ability to supervise and manage a team, but to take the lead on a project and get a team to follow through and achieve goals. As a PhD you’re the “lead” for your project. While it doesn’t necessarily involve leading other people, it still means being responsible for major decisions to accomplish targets. Additionally, it is common for PhD students to work in research groups and collaborate on shared projects. Nonetheless, they also demonstrate leadership while organizing conferences and seminars for their department or university. PhDs are also seen showing leadership skills while advising students and mentoring peers.

8. Critical Thinking and Analysis

As a PhD, it’s a given that you are able to analyze data and provide logical reasoning to it. Throughout your program, you collect data, analyze it, and draw conclusions. The ability of a PhD to critically examine everything and deliver logical reasoning behind it is not new to anyone. A PhD is well versed with 360-degree logical thinking without being biased. Employers seek these research transferable skill of a PhD to consider alternative solutions to a problem and suggest next steps for efficient functioning.

9. Communication Skills

This is the master of PhD transferable skills. Even if you decide to step into a career that is a 180-degree sweep from your PhD, you’d still need to communicate! Your ability to communicate efficiently is developed right from preparing for your PhD interview, presenting papers and posters at academic conferences, defending your thesis, etc. As verbal communication affects your ability to work with your peers, it is one of the most sought after research transferable skills by employers.

10. Adaptability

A PhD isn’t only about specialization. Rather, it’s about the ability to specialize. During your PhD you learn to tackle a new topic, solve it, and move on to the next problem. Almost all careers require employees to focus on specific topics and projects in detail to achieve a specific goal. Your ability of in-depth specialization in academic research project demonstrates adaptability and flexibility —quite literally!

So the next time you are asked, “What skills do you bring to this position?”, you certainly know how to answer that! Brush up your PhD transferable skills to help you make the right career switch. Remember that your PhD isn’t a liability after all. In fact, it’s an asset! Let us know how you acquired these valuable skills that are highly sought after by employers today.

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The 7 Essential Transferable Skills All PhDs Have

During your PhD, you’re not just learning about your research topic. You’re also learning core skills that apply to jobs both in and out of academia. Most institutions don’t teach you to articulate these transferable skills in a way that aligns with how they’re described in the business world. Knowing your skills increases your value as a candidate.

Written Communication

It takes practice to become a good writer. Fortunately, as PhD student you have years of practice writing papers, conference abstracts, journal manuscripts, and of course your dissertation. The feedback you receive from your supervisor and peer reviewers will help improve your communication skills.

Research skills are valuable even in many fields outside of academia. As a trained researcher, you are able to determine the best approach to a question, find relevant data, design a way to analyze it, understand a large amount of data, and then synthesize your findings. You even know how to use research to persuade others and defend your conclusions.

Public Speaking                   

Strong oral communications skills are always valued, and PhD students get more public speaking opportunities than most. Through conference talks, poster presentations, and teaching, you will learn to feel comfortable in front of a larger audience, engage them, and present complex ideas in a straightforward way. Winning a teaching award or being recognized as the best speaker at a conference is a concrete way to prove your public speaking skills.

Project Management

Even if you’re not working as a project manager, every job requires some degree of project management. Fortunately, a PhD is an exercise in project management. Finishing your dissertation requires you to design a project, make a realistic timeline, overcome setbacks, and manage stakeholders. During this time, you will also have to manage long-term projects at the same time as short-term goals which requires strong organizational skills.

Mentoring and teaching are the two main way PhD student can learn leadership and management skills. As a teacher or mentor, you have to figure out how to motivate someone and help them accomplish a goal. You also get experience evaluating someone’s performance (grading) and giving constructive feedback.

Critical Thinking

Every PhD student learns critical thinking skills whether they realize it or not. You are trained to approach problems systematically, see the links between ideas, evaluate arguments, and analyze information to come up with your own conclusions. Any industry can benefit from someone who knows “how to think”.

Collaboration

Very few jobs require you to work completely independently, and academia isn’t one of them. Your dissertation is a solo project, but on a day to day basis you work with other people on your experiments or preparing a journal manuscript. Doing these tasks successfully requires knowing how to divide up a task, get along with others, communicate effectively, and resolve conflict.

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7 resources to help phd students succeed on their doctoral journey.

It takes a village and a variety of skills to succeed in the doctoral world. Here are a few of the many resources Wharton Doctoral Programs offers to help.

Like most of our doctoral students, perhaps you’re preparing to go into academia after completing your PhD. Being a professor and researcher today often involves opportunities to share your research with a larger audience than a classroom of students. The doctoral journey is meant to prepare you with the wide array of skills you’ll need to be effective whether you’re in front of the classroom or a conference stage.

That includes the polish to present and speak publicly with ease, the writing and communication skills to craft your dissertation and journal articles, the analytical know-how to research thoroughly and gather meaningful data, and the ability to teach — colleagues, pupils, or the general public, whatever the case may be. And, if you have family, you’ll need support in getting them through this journey with you.

Wharton Doctoral Programs offers a wide range of resources to help you thrive in the PhD program and prepare you for life beyond it. Here are a few of the top Wharton resources our students have highlighted as most beneficial:

1. 5 Slides 5 Minutes

Researchers often have the opportunity to share their work with a larger audience through social media and mass media outlets — but it requires nuanced communication skills. How do you take complex findings and communicate them to a general audience concisely without oversimplifying the message?

That’s the focus of 5 Slides 5 Minutes. Launched in 2014, this low-stakes, high-potential event enables PhD students to present an abstract to students, faculty, and staff to practice engaging non-experts in their research topic. Students receive an invitation to participate via email from the Doctoral Programs Office.

After students present, they can work with Wharton Communications Program to review their presentation and get tips on how to improve their communication skills. Wharton’s renowned faculty also share valuable insights with students about these presentations.

“We focus on individuals. We help them convey their research content most effectively given their style and personality,” said Lisa Warshaw, Director of the Wharton Communications Program.

2. Dissertation Boot Camp

The name might sound intimidating, but some students think of Dissertation Boot Camp as a two-week writers’ retreat. Hosted twice a year by the Graduate Student Center, it’s designed for students who have dissertation status but haven’t presented their proposal yet.

The camp offers an environment and support for intense, focused writing time as well as a review on the steps, deadlines, and University policies. Limited to 20 students, the small group gives writers a chance to make connections with others who are going through the dissertation process and provides participants with the structure and motivation to overcome typical roadblocks along the way.

3. Wharton Communications Program

The Wharton Communication Program helps Wharton PhD students become more effective communicators and thus better presenters, public speakers, and writers — all critical skills in academia. All doctoral students are provided with access to on-site, one-on-one writing coaching during the academic year.

Wharton PhD students are required to attend two workshops: First-Year Communications Workshop in the fall and First-Year Writing Workshop in the spring. The skills-based approach adopted in the workshops helps students develop their personal style and strengthen their confidence as communicators.

Through multiple practice opportunities, video recording of speeches, and rigorous feedback, the program provides students with a thorough foundation in communication theory and for doctoral students, focuses on research presentations and job talks.

4. Teacher Development Program Workshop

Offered in conjunction with the Center for Teaching and Learning , the Teacher Development Program is a four-session course. It gives doctoral students a foundation in core teaching practices to support their teaching at Penn.

By helping with presentation skills and academic job placement, the workshop prepares students to become faculty in the future. Ian Petrie , Senior Associate Director, Center for Teaching and Learning described the workshop as “a collective, collaborative program.” Each week features “microteaching” demonstrations, where participants conduct a brief lesson and get feedback from their peers and the directors.

The intent is that faculty and graduate students will engage and learn from each other to master fundamental teaching methods. “Every PhD student can leave the program having gained some new tools for teaching,” Petrie said. This exchange happens when doctoral students observe “talented colleagues from other departments to get a glimpse of how they teach.”

Students also have the opportunity to enroll in the CTL Teaching Certificate program to hone teaching skills and grasp a commitment to developing as teachers.

“I’d like everyone to come out of the experience feeling more confident about their skills as an instructor or presenter,” Petrie said. “Anything I can do to support doctoral students in achieving their goals is extremely gratifying.”

5. Wharton Research Data Services (WRDS)

With more than 50,000 corporate, academic, and government users, Wharton Research Data Services (WRDS) is the global gold standard in data management, research analytics, and thought leadership. Researchers at more than 450 institutions in 36 countries across the globe depend upon this award-winning research platform and business intelligence tool — and researchers are doing the work to grow it right here on Wharton’s campus.

“The fact that the people who create the data, research analytics, and tools are here is super important,” said Prof. Cathy Schrand, Vice Dean of Wharton Doctoral Programs. “I’ve had early access to WRDS before it even became available to other subscribers. Top universities all over the world that have subscriptions to WRDS may only have access to certain elements of it, but we have access to all of it and it’s here on site which does provide an advantage.” The platform allows researchers to access more than 350 terabytes of data in one location that spans across multiple disciplines, including accounting, banking, economics, ESG (environmental, social, and governance), finance, health care, insurance, marketing, and statistics. “WRDS is by far the most important source of datasets for academic researchers. As a Wharton PhD student, you automatically get unrestricted access to every one of these databases,” said Itamar Drechsler, associate professor of finance at Wharton and NYU’s Stern School of Business, who has experience on both sides of the classroom – he earned his PhD from Wharton in 2009.

6. Wharton Behavioral Lab

A shared resource for all Wharton faculty, the Wharton Behavioral Laboratory (WBL) provides a variety of services that support data collection for behavioral research on business-related topics. The primary goal is to enhance the research productivity of Wharton faculty by minimizing the operational costs, both time and money, of conducting research. With two locations — one in Steinberg Hall Dietrich Hall and another in Jon Huntsman Hall, doctoral students can gather original data through lab experiments and panels, instead of using secondary data created by others. Each year, the lab collects about 23,000 subject hours of data. Research from WBL can consistently be found in national and international publications such as the Journal of Behavioral Decision Making, the Journal of Experimental Psychology: General, Proceedings of the National Academy of Sciences, the Journal of Neuroscience, Psychology, and Economics, and the Journal of Business Ethics .

7. Support for Families

For some PhD students, attending Wharton means relocating their families to a new city. To help students and their families ease the transition to PhD life, the Wharton Doctoral Program Office hosts the Maternity/Paternity Workshop , an annual event that talks about the resources available to PhD students with families.

Here are a couple of the key resources they highlight in the workshop:

• The Doctoral Programs Office allows eligible students to apply for up to one year of additional school-level funding beyond their allotted funded year. Furthermore, students are eligible for up to eight weeks of time-off for childbirth and adoption and have the option of taking unpaid Family Leave of Absence.
• At Penn, the Family Resource Center provides additional resources and facilities, such as a children’s playroom and two private lactation rooms, which cater to the needs of students with families. The Center also has two grant programs for PhD students to help offset the cost of childcare and family expenses, and health insurance for dependents.
• Wharton Doctoral Partners & Families is a student-run online resource created to communicate the resources at Penn and Philadelphia to partners and families. Its mission is to empower members to transition and settle into their new lives.

Posted: November 6, 2018

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Start your doctoral journey.

Whether you’re just starting your research on PhD programs or you’re ready to apply, we’ll walk you through the steps to take to become a successful PhD candidate.

Deciding to get a PhD

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Is an Academic Career for You ? What Makes a Successful PhD Student

Preparing for the Doctoral Path

The skills, relationships, and knowledge you need to prepare yourself for a career in academics.

How the PhD Program Works How to Become a Successful PhD Applicant

Choosing the right program

What’s the difference between PhD programs? Find out how to choose one that fits your goals.

What to Consider When Choosing a Doctoral Program

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Application Requirements Preparing Your PhD Application

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PhD transferable skills

Sometimes it's difficult for PhD students to identify what skills they have since the academic experience is not necessarily focused on articulating skill sets. We also often find that PhD students struggle, understandably, to present the transferability of their academic experiences to non-academic contexts. Here are examples of PhD skill sets and ways to describe them.

• Define a problem and identify possible causes
• Comprehend large amounts of information
• Form and defend independent conclusions
• Design an experiment, plan, or model that defines a problem, tests potential resolutions and implements a solution
• Facilitate group discussions or conduct meetings
• Motivate others to complete projects (group or individual)
• Respond appropriately to positive or negative feedback
• Effectively mentor subordinates and/or peers
• Collaborate on projects
• Teach skills or concepts to others
• Navigate complex bureaucratic environments
• Manage a project or projects from beginning to end
• Identify goals and/or tasks to be accomplished and a realistic timeline for completion
• Prioritize tasks while anticipating potential problems
• Maintain flexibility in the face of changing circumstances
• Identify sources of information applicable to a given problem
• Understand and synthesize large quantities of data
• Design and analyze surveys
• Develop organizing principles to effectively sort and evaluate data 
• Work effectively under pressure and to meet deadlines
• Comprehend new material and subject matter quickly
• Work effectively with limited supervision
• Prepare concise and logically-written materials
• Organize and communicate ideas effectively in oral presentations to small and large groups
• Write at all levels — brief abstract to book-length manuscript
• Debate issues in a collegial manner and participate in group discussions
• Use logical argument to persuade others
• Explain complex or difficult concepts in basic terms and language
• Write effective grant proposals

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What makes a good PhD student?

Study tips Published 31 Mar, 2022  ·  3-minute read

Thinking about pursuing a PhD but worried you might not excel in such a research-intensive program? We believe you can do it – especially if you cultivate some of the top traits of successful PhD candidates.

It takes a special type of person to spend countless hours researching and writing about a niche topic. While all our higher degree by research candidates have unique personalities and interest areas, there are some attributes they tend to have in common – traits that make them a “good” PhD student and help them on their path to completing their thesis.

Here we’ll look beyond just how to be a PhD student and instead talk about what makes a good PhD student. What skills, attitudes and behaviours can you develop or practise now to set yourself up for success in the next 3-4 years?

What do PhD programs look for?

The criteria for getting a PhD scholarship provide some useful clues as to what makes a good PhD student in the eyes of an advisory board. In particular, you’ll benefit from having a strong academic record and proven abilities to conduct effective research . The academic transcript from your honours or postgraduate program can help demonstrate this.

More important, though, are the traits you developed in order to get those academic results:

• enduring curiosity and a love of learning
• conscientiousness and attention to detail
• organisational and time-management skills
• ability and willingness to collaborate with anyone
• persistence and resilience (pushing through challenges and bouncing back from failures)
• intrinsic motivation and self-discipline (the drive to set your own goals and follow them through).

To thrive in a PhD program, you’ll want to maintain and strengthen these attributes. The good news is anyone can practise or work on these traits to some extent, even if they don’t always come naturally to you.

Keep in mind that every candidate is different, so there’s no “correct” balance of the above attributes guaranteed to make you a good PhD student. On your research journey, you’ll quickly realise your existing strengths and any areas you might need to work on.

Some of the qualities that I find are key are being inquisitive, loving to learn and question the status quo, and being an independent and self-directed worker.

What makes a good PhD student: it isn’t a simple formula

We asked UQ PhD candidate Sarah Kendall for her advice on what makes a good PhD student. While she had some attributes to suggest, she also pointed out that candidates bring unique strengths and skillsets to their research – and this is something that can’t be quantified.

“Good PhD candidates can have many different qualities,” says Sarah.

“Some of the qualities that I find are key are being inquisitive, loving to learn and question the status quo, and being an independent and self-directed worker.”

Sarah acknowledges that some of these factors are inherent for some people more than others. But she’s also quick to remind us that completing research in a previous program can help you identify if you’ve got what it takes.

“Doing something like an honours project can definitely help you figure out whether these are qualities you have, as well as to prepare you for the kinds of behaviours you’ll need as a PhD candidate.”

Chelsea Janke, another UQ PhD candidate, adds the following behaviours and qualities to the list of what PhD programs look for:

• ability and interest to learn
• critical thinking
• problem solving
• resourcefulness
• resilience.

So, if you’re wondering how to be a PhD student, there’s clearly no one-size-fits-all answer. But if you possess a healthy combination of some of the attributes discussed above, there’s a good chance you’ll fit the bill.

Does this sound like you (or at least someone you’d like to be with some practice)? We’d love to have you contributing to the groundbreaking research projects here at The University of Queensland.

Learn more about doing a PhD at UQ

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Leveraging Your PhD: Why Employers Value Your Skills

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Guest post by Heer Joisher (Griffin GSAS Candidate in Developmental Biology) for MCS.

Harvard’s Mignone Center for Career Success recently hosted an insightful discussion spotlighting the remarkable journeys of a select group of GSAS alumni who have masterfully leveraged their Ph.D. degrees to forge unique and gratifying career paths. Their experiences not only illuminate the expansive landscape of career possibilities for graduate students but also stand as beacons of inspiration for Ph.D. students and recent graduates navigating their own professional journeys.  Here are some reflections I’ve summarized from the panel discussion on exploring non-academic career paths: the motivations, the timing, and the process.

Why? – A Multitude of Motivations

Dean Emma Dench’s opening remarks for the panel, noting that approximately 50% of Harvard PhDs become intellectual leaders outside academia, set the stage for a discussion on the motivations driving individuals to explore non-academic career paths. These motivations are as diverse as the individuals themselves, ranging from financial considerations to differing interpretations of job satisfaction and expectations.  Moreover, panelists emphasized the presence of abundant opportunities available beyond academia and the importance of gaining a comprehensive understanding of the broader professional landscape. Embracing this perspective involves stepping outside the traditional academic paradigms, challenging preconceptions about career paths dictated by one’s degree or department. Instead, it involves introspectively questioning what truly fosters personal fulfillment and utilizing one’s unique background and expertise to craft a career trajectory that aligns with individual aspirations.

When? – The Sooner, the Better

The panel collectively emphasized the importance of early exploration into non-academic career paths, highlighting the immense value in stepping beyond conventional trajectories and embracing diverse experiences. Their insight underscores that this journey isn’t solely about finding a different career path; it’s about broadening perspectives and building a vibrant professional community, irrespective of the ultimate career trajectory.   While transitioning out of academia may be smoother for some fields or labs compared to others, actively delving into learning about alternative career paths enables individuals to challenge norms and foster connections with mentors who can offer invaluable support along the way. The environment at Harvard, with its diverse peers and alumni network, facilitates this exploration and openness to new opportunities, acting as a catalyst for personal and professional growth.

How? – Navigating the Process

Drawing from their diverse career paths, the panelists offered valuable strategies and frameworks to guide individuals through the transition process. Each insight struck a chord with attendees, offering relatable anecdotes and invaluable guidance. Below is a compilation of key takeaways distilled from the discussion:

• Embrace Career Exploration and Experimentation:
• Explore diverse opportunities and pathways even if they seem unconventional or outside your comfort zone
• Recognize that your first job doesn’t have to be perfect, and that career progression often involves trying different roles and industries
• Utilize resources like alumni and LinkedIn to learn about different careers, and experiences
• Identify the transferable skills gained during your academic journey and identify your strengths. Introspect on how your strengths align with roles outside academia, consider doubling down on skills you excel in and enjoy.

• Cultivate Meaningful Professional Relationships:
• Approach networking with a mindset of curiosity and growth, fostering genuine relationships that support your career development.
• Articulate your accomplishments and expertise with confidence to bolster your credibility and draw opportunities towards you.
• Engage in informational interviews to gain valuable insights into various job responsibilities, organizational cultures, and career paths, allowing you to assess your fit within different professional contexts.
• Take a proactive approach to relationship-building by categorizing connections based on shared interests and goals. Remember, networking is a two-way street; look for opportunities to offer support, share insights, and connect others within your network.

• Invest in Your Professional Growth:
• View informational interviews, hands-on learning opportunities and internships as pivotal investments in shaping your future career path.
• Proactively seek out opportunities that foster continuous learning, cultivate enduring professional relationships, and steer your career in desired direction.
• Hone the art of articulation and effective communication to confidently convey your skills, experiences, and achievements, aligning them with the needs of different roles and organizations.
• Conquer decision paralysis by taking action: apply for open positions and initiate conversations with new connections. Embrace the interview process as an opportunity for growth and learning, gaining valuable insights along the way.

In conclusion, the panel discussion offered profound insights into navigating non-academic career paths. These key takeaways underscore the significance of charting one’s unique path with confidence and purpose in the dynamic landscape of non-academic careers.

Meet the Panelists:

• Elias Bruegmann, PhD : Head of Product Data Science at Stripe
• Victoria Tillson Evans, PhD : Founder & President of Distinctive College Consulting
• Marinna Madrid, PhD : Co-Founder and Chief Product Officer at Cellino
• Jessica Paige, PhD : Social Scientist at RAND
• Paul Schwerda, PhD : Investment Manager at Baillie Gifford
• Roger Vargas, PhD : Computational Scientist at Moderna

Quotes from Attendees:

“As an upper-level PhD student, the seminar provided valuable information and insights on careers outside of academia. It was great to hear from a diversity of people with different perspectives and who followed various career paths.” – Stephan Foianini, G5, Department of Molecular and Cellular Biology, Harvard University

• What Can You Be with a PhD
• Beyond the Professoriate

• Transferable PhD Skills You Can Use in Any Career
• After a PhD
• Having a PhD demonstrates that you have a host of skills desirable for employers, allowing you to pursue a non academic career path.
• Transferable skills from a PhD include interpersonal skills, work ethic, problem-solving, time management, independence & responsibility, adaptability and report writing.
• It is important to sell yourself to potential employers by identifying and relating these transferable skills to the job you are applying for.

This page will explain how your PhD has prepared you for a career outside of academia, and how to make the most of your transferable skills when looking for a job.

Can PhD Doctorates Work in Any Role?

A common misconception we hear is that individuals with PhDs must pursue a career in academia. This is usually due to a lack of industrial work experience PhD students have upon obtaining their doctorate. However, this is not the case as one of the key benefits of a PhD is the transferable skills it brings.

Transferable Skills from A PhD

By completing a PhD you will have demonstrated several skills which make you desirable for employers. It is essential that you recognise these skills and can use them to sell yourself in your CV .

Transferable skills from a PhD include:

Communication

Throughout your PhD, you will have been required to work with others, be it supervisors or examiners. You will also have been required to communicate your ideas (often complex and detailed theories) succinctly and to those with less background knowledge than you. Communication skills are essential in the workplace, regardless of the job, as it shows the ability to work in a team effectively .

Completing a PhD is no easy task. In doing so, you have shown a drive to ‘ get the job done ’.

Problem Solving

Throughout your PhD, you will have encountered several problems you overcame. Use these as examples to show your ability to use creative thinking  to devise  solutions  to these problems.

Data Analysation

Most PhD research projects will involve some degree of data analysation. The ability to interpret complex information and identify relevant data is a valuable skill in numerical fields such as science and engineering. You are also likely to have developed your research skills which shows you can identify types of bias, anomalies and trends which is useful in statistical roles such as accounting.

Time Management

An important skill in the workplace is the ability to  prioritise and organise   tasks . With your PhD degree, you should be able to convince potential employers that you can establish realistic timelines and remain to deadlines. You are also able to engage in both short and long term planning . Time management skills are particularly useful for those pursuing project management or leadership roles.

Independence & Responsibility

Perhaps one of the most important things you have shown throughout your research project is your ability to take responsibility  for your  development . A potential employer should see you as someone who does not need constant instructions, but someone who can take ownership of problems and resolve them using their own  independent judgement .

Adaptability

It is unlikely that you will have stuck to your original plan. Things happen and you will have been required to adapt on the fly during your PhD. This is common transferable skill employers are looking for if they operate in volatile markets.

Report Writing

You have been able to summarise approximately three years or more worth of work in a single thesis. This shows your ability to filter through massive amounts of information, identify the key points , and get these points across to the reader. The ability to ‘cut out the waffle’ or ‘get to the point’ is a huge asset in the professional industry.

Useful Phrases To Demonstrate Your Skills

From the above list, it’s clear that a PhD provides you with a host of transferable skills employers look for in candidates. The key is to relate these skills to the job you are applying for.

To help you with this, we’ve put together a few common examples of phrases we hear from doctorates that can be refined for job-seeking purposes. It’s imperative not to stretch the truth or to mislead them but focus on convincing your potential employers how your PhD has prepared you for the role you are applying for.

Other Specialist Skills

Aside from these PhD transferable skills, you may have also developed expertise in more specialised areas of knowledge . For example, as part of your PhD were you required to use Computer Programming? Were you required to use Medical Equipment? Did you organise events? Not only are these skills in themselves, but they have inherent  soft skills  too.

Make sure you get these skills across to your potential employer as they will help demonstrate how valuable you are.

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The PhD student experience – What is it really like for PhDs?

Are you curious about what it’s really like to be a PhD student, navigating the world of academia and research?

In this article, we’ll dive deep into the lesser-known aspects of the PhD journey, from the profound impact of your supervisor to the competitive environment you’ll face.

Discover the truth about the importance of publishing papers and the realities of funding and job security in academia.

We’ll also give you a glimpse into the daily life of a PhD student, and explore the highs and lows of this challenging yet rewarding experience.

So, buckle up and join us as we uncover the secrets of the PhD student experience that no one else will tell you!

The little known-facts that you need to know about the PhD experience,

This is what no one else will tell you!

What does the daily life of a PhD student look like?

Embarking on a PhD journey can be a thrilling yet demanding experience, as a doctoral student is constantly immersed in:

• academic responsibilities,
• and professional development.

From the early morning, the life of a PhD student begins with checking emails, planning the day, and setting priorities.

A typical day usually involves conducting experiments or research in the laboratory, analyzing data, and reading scientific literature to stay up-to-date with their field.

PhD students often participate in regular meetings with their supervisors, who provide guidance and advice on their research projects.

These meetings are crucial for maintaining momentum and ensuring a productive working relationship.

A typical daily schedule for a PhD student might look like this:

7:00 AM – Wake up, morning routine, breakfast

7:45 AM – Check emails, plan the day, and set priorities

8:30 AM – Arrive at the laboratory, set up experiments or research tasks

9:30 AM – Attend a class or seminar (if applicable)

11:00 AM – Conduct experiments or research in the laboratory

12:30 PM – Lunch break, socialize with fellow graduate students

1:30 PM – Analyze data and read scientific literature relevant to the research project

3:00 PM – Meeting with supervisor to discuss research progress and receive guidance

4:30 PM – Continue working on experiments, data analysis, or literature review

6:00 PM – Dinner break

8:00 PM – Draft or edit thesis, work on conference presentations or publications

10:00 PM – Wind down and engage in a hobby or leisure activity for mental health and work-life balance

11:00 PM – Bedtime routine, sleep

In addition to their primary research, many PhD students assist and mentor undergraduate students, contributing to a diverse and dynamic academic community.

Balancing the demands of coursework, research projects, and administrative responsibilities can make for long working hours, which is why it’s important for doctoral students to maintain their mental health and work-life balance.

Attending conferences, participating in social events, and engaging in professional development opportunities are important aspects of the PhD experience.

Given the commitment and dedication required, full-time PhD students often rely on funded positions to support their education and living expenses.

Despite the inherent difficulties, the experience equips students with a range of new skills and expertise, setting them on a path to contribute significantly to academia and the world beyond.

How stressful is being a PhD student?

Being a PhD student can be quite stressful due to the unique challenges and demands of the program.

It varies from person to person and the supervisor will have a huge impact on how stressful a PhD will be for a student.

Here is a case study of the highs and lows of a PhD from a PhDs student’s perspective:

This PhD student experienced frustration with experiments not working or yielding results, leading to feelings of imposter syndrome and demotivation. A lack of progress was a significant source of stress during this time, as well as comparing oneself to peers who seemed to be achieving more success.

However, there were also numerous highlights throughout the PhD experience. Attending conferences and presenting research offered opportunities to gain feedback, collaborate with others, and even travel. Engaging in scientific discussions and exploring the significance of one’s work provided a sense of purpose and satisfaction.

Furthermore, working with cutting-edge equipment, such as advanced microscopes, allowed the student to appreciate the unique and privileged nature of their research.

The pressure to produce significant contributions to one’s field and the uncertainty of achieving results within a limited time frame can induce anxiety.

For instance, many students find themselves constantly juggling various responsibilities, such as conducting experiments, analysing data, attending meetings with their supervisor, and writing their thesis or papers.

Aside from academic pressure, managing work-life balance can be difficult as well. It’s not uncommon for PhD students to work long hours, often sacrificing personal time and relationships.

The lack of a structured schedule and the need for self-motivation can add to the stress and the competitive environment in academia and the constant pursuit of funding can further exacerbate stress levels.

PhD student workloads and holidays

The life of a PhD student is often characterized by heavy workloads and limited opportunities for holidays.

In a typical PhD program, students juggle numerous responsibilities, including research projects, coursework, and professional development activities, such as attending conferences and training.

This is particularly true for funded PhD students, who are expected to adhere to strict timelines set by their supervisors and the university’s academic calendar.

In the science field, the workload can be even more demanding due to the nature of research, which often involves conducting experiments that can take months or years to complete.

This commitment means that even during holidays, PhD students may feel the need to work in order to meet deadlines, leading to burnout and stress.

Later Stage PhD ( Doctorate Candidates )

When PhD students reach the later stages of their doctorate program, they become PhDs preparing to complete their research project and thesis.

This stage comes with an intense academic workload, with high demand for researcher-level skills and scientific knowledge.

A typical day for a PhD at this stage involves conducting research, analysing data, and editing their findings to complete their thesis.

In my experience it is WRITING, WRITING and more WRITING…with a touch of editing.

There are deadlines to meet, and students may face pressure, but the reward of completing a doctorate degree is worth it.

At this point, a PhD is expected to demonstrate their ability to conduct independent research and contribute to their field of study.

The latter stages of the doctorate program offer a rigorous and rewarding challenge for students who want to pursue a career in science, education, and research.

Wrapping up – PhD and Doctoral Student experience

The PhD student experience is a complex and multifaceted journey that offers a unique blend of challenges and triumphs.

As we have explored in this blog, the road to obtaining a PhD is filled with personal growth, professional development, and numerous hurdles to overcome.

But, for those who persevere, the rewards can be immense, leading to a sense of accomplishment, increased expertise, and the potential to make a significant impact in their chosen field.

In navigating this adventure, it is essential for PhD students to maintain a healthy work-life balance and develop strong support networks to help them manage stress and maintain motivation.

The journey may be demanding, but with the right mindset and guidance, the experience can be truly transformative.

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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PhD student- What Skills and Qualities One Should Acquire?

Doctor of philosophy is a topmost academic degree or more precisely we can say, a kind of honor in any education system. Thus for acquiring a PhD degree, one should learn many skills before becoming a PhD student. 

If you are very disorganized and not studious, trust me, a PhD becomes a bad nightmare for you. You can’t behave like you in graduation or masters. And no one will teach you how to behave in PhD.

Doctor of philosophy is something different than the tradition grading and education system. Once you enroll in it, you realize that everything is different, even though you don’t have to carry a heavy bag still there is a lot of burden on your shoulder.

A burden of work, research paper, filed work and obviously your supervisor.

If you don’t prepare yourself earlier, you got frustrated and hopeless. In the present article, I will share with you what I Learnt during my PhD, as a PhD student and that will help you.

Documentation: 

If you are disheveled, be regular and organized in your work because as a PhD student you have to save and document each and every data you collected during your reading, research and fieldwork and that is the ‘mantra’ to success in PhD.

If I want to define PhD in one line then I can say,

“You are riding a boat without direction.”

Make a field book in which document all your visits, all your trips and what you collected. In addition to this, construct a daily diary to note down your daily progress in it.

Besides making documentation, it is also very important to save the documents properly and for that make one copy of all your documents in computational formats. 

You can save it on your computer, cloud or other mobile devices so that you can get access easily anytime. Try to save docs in different file formats as well.

Three-dimensional thinking: 

A PhD student should have “ out of the box ” thinking abilities, as you are in the topmost degree, your thinking and intellectual abilities must be far higher than other students.

You know as I told in every article, PhD is not a cup of tea for all, one must have a unique and broader sense of thinking. and that’s why you need to develop an out of the box thinking abilities and a different prospectives to solve various problems.

Remember, you have to face failures every day during your PhD, henceforth, every time you must have to extract something positive from all experiments or research you do. 

Now what to do to develop an incredibly different thinking sense? the answer is,

Read more, I can say. 

Read what your heroes, scientists of your field done during their PhD period. Meet them, meet your guide, their colleagues and hear their stories. Ask them about their failures and how they had overcome them. Read failure stories and learn how they resolve their problems. 

Just read things, that is all about you have to do as a PhD student. The more you read, the more your thinking abilities build and you can smoothly do your research. And that is why the next skill you should learn is “reading.”

Reading habits:

Books are the best friends, we all know that but no one likes to read. 

“What you read makes you what you are” 

If you dig into the world’s greatest leaders and persons, books were their friends and companion. Reading makes you a different person with different emotions and gives you a different angle to see things differently. 

And bingo! That’s what you required as a PhD student. 

Approximately, 2000 literature, PhD students have to read during the entire tenure of his or her work. But besides this, as a doctoral fellow, you should read other inspirational books too to be self-confident and to be more positive.

You have to be updated every day what is going on in your field, which scientist is doing what type of research and what innovative research is ongoing. Each and everything you have to read.  

Journals, research papers , reviews, books, and stories must be read every day by a doctoral fellow. But that doesn’t mean you have to work and read day and night. Design your daily routine which includes at least 2 to3 hours reading.

And that’s the next skillset you need- zero-date planning.

Zero-date planning: 

On a blackboard or wall, write date and year at when you wish to complete your PhD. Even if you know that it can not be achievable, just plan it. 

This will inspire you to do your work-time to time. Do zero-date planning for all your works and targets. Planning and plotting must require in PhD, you know because we are floating in a pond, whose shore is unknown to us, planning things properly. For example; 

In a week, do lab work for two days, do literature review and reading for two days and field trips for two days. Isn’t it easy? 

If you getting bored with reading, plan half-day for reading and literature review and half-day for lab work. But planning is must require. Hafehazard working and reading will not take you anywhere and in the end, you will get nothing. 

Trust me because of not planning their works and just walking here and there; many of my PhD colleagues are now left a degree in between.   

Writing: 

Besides reading, another mandatory skill must require for persuing PhD is “writing”. Good writing makes your PhD thesis stand above all, even if you find less during your research work, how you present it in your thesis makes a difference for you. 

You have to learn skills to write precisely, accurately and attractively. If you are planning to go for a PhD, evaluate your English language skills, if your English is not powerful enough, trust me you will face problems. Because except PhD in language, English is mandatory in all fields.

Here is a good news!

If your English skills aren’t good enough, don’t worry. An online platform, ‘Grammarly’ will help you to learn things properly.

You just need to add an extension to your chrome browser and then, Grammarly will take care of all your writing. It will notify and autocorrect all your English errors. We have covered an amazing article on Grammarly. Read it here: Grammarly: Your PhD writing assistant.

Inspiration: 

Doing a PhD or doctoral is not as easy as completing the masters or bachelors because no fixed time duration is allowed for that. One has to work until and unless he/she has done their job or research work. 

Therefore continuous self-inspiration must be required each year. Being a PhD student you have to work with enthusiasm every day, without losing hope or getting discouraged. 

Positive attitude: 

Yet another important characteristic one should grow as a PhD student is a positive attitude . From the first day of your PhD, you have to be hopeful and positive with your works. You have to develop that attitude to complete your work in any situation, and trust me this attitude helps you to complete your doctoral faster. 

Whatever the situations, ups or downs, positives or negatives, complete your work every day with a positive attitude, tell yourself, “It’s ok to fail, it happens- not all days are same.” 

Just complete your daily routine, keep a small smile on your face and go to your family. Positive attitude and energy really help you to achieve your highest academic respect.

And as I said in the above section, it’s a kind of out of the box thinking.

Besides doing your own research and study work, you should read the inspirational lives of others. Get inspired by other scientists’ life and rejuvenate every day your soul to do your work. 

Conclusion:

Besides all these skills as a PhD student, you have to develop a different attitude, the attitude of responsibilities. You have to be responsible, leader, polite, honest and respectful person to achieve a PhD degree. 

Change is everything, you are a PhD fellow because you choose a different direction than your friends. PhD isn’t a degree only, it’s self-development, it makes you a different person. after completing your PhD, you will find a better version of you.

• PhD Horizons: Exploring Career Paths Post-Doctorate
• 8 Criteria To Select The Best PhD Coaching
• 20 Amazing Websites and/or Resources For PhD Students
• What is Scientific Writing? + Features + Examples
• Determination is the Motivation– A PhD story of Khushbu Trivedi

Dr. Tushar Chauhan is a Scientist, Blogger and Scientific-writer. He has completed PhD in Genetics. Dr. Chauhan is a PhD coach and tutor.

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20 good skills to put on resume for new grads

Looking for the top skills to include on your resume as a new grad? This guide highlights 20 essential skills to showcase your value to employers.

As a new graduate, it can be challenging to know which skills to highlight on your resume. Employers are looking for candidates who can bring a diverse set of skills to the table, and it's essential to show that you have the skills that are in demand in today's job market. Here are the top 20 skills that new grads should consider including on their resumes:

1. Critical thinking

Employers expect candidates to have strong critical thinking skills to solve problems and make informed decisions. Demonstrate your ability to analyze complex situations, evaluate different perspectives, and develop creative solutions that meet business goals. Provide examples of how you have used critical thinking to improve processes, increase efficiency, or solve complex problems.

2. Creativity

Employers appreciate candidates who can bring fresh ideas to the table and find innovative solutions. Highlight your creativity by sharing examples of how you have solved problems in unconventional ways or how you have introduced new processes that have led to positive results. Provide specific examples of how your creative approach has positively impacted your previous roles or projects.

3. Leadership

Leadership skills are highly sought-after by employers as they demonstrate the ability to motivate and manage others effectively. Highlight your experience in leading teams or projects, and provide examples of how you have inspired team members to achieve common goals. Share specific examples of how you have created a positive work environment, delegated tasks, and provided constructive feedback to team members.

4. Teamwork

Employers value team players who can collaborate, communicate effectively, and support their colleagues. Highlight your ability to work in a team by sharing examples of how you have contributed to a team's success and how you have handled conflicts or disagreements. Demonstrate how you have actively participated in team meetings, brainstorming sessions, and collaborative projects.

5. Time management

Effective time management is crucial in the workplace, and employers look for candidates who can manage their workload efficiently. Demonstrate your ability to prioritize tasks, meet deadlines, and handle multiple projects simultaneously. Share specific examples of how you have managed your time effectively to complete projects on time and handle unexpected challenges.

6. Organization

Employers seek candidates who are organized and can manage multiple tasks and projects effectively. Highlight your organizational skills by providing examples of how you have kept track of details, managed projects, and met deadlines consistently. Share specific examples of how you have organized your workday, kept track of project timelines, and prioritized tasks to meet deadlines.

7. Attention to detail

Employers look for candidates who pay attention to detail, especially in industries such as healthcare, finance, and law. Showcase your ability to catch errors, maintain accuracy, and deliver high-quality work. Highlight specific instances where your attention to detail has resulted in positive outcomes, such as catching errors before they become costly mistakes, ensuring compliance with regulations, or improving the quality of deliverables.

8. Adaptability

The job market is constantly evolving, and employers want candidates who can adapt to new situations and challenges. Highlight your flexibility by sharing examples of how you have adjusted to changes in your previous roles or how you have learned new skills quickly. Demonstrate your ability to be open to new ideas, take on new responsibilities, and adjust your approach to achieve results in a changing environment.

9. Customer service

Employers want candidates who can provide exceptional customer service to build strong relationships with clients. Highlight your experience in providing customer service and showcase how you have handled challenging situations to ensure customer satisfaction. Share specific examples of how you have handled difficult customers, resolved complaints, and exceeded customer expectations.

10. Communication

As a new graduate, it's essential to showcase your communication skills through your resume and interview. Employers seek candidates who can communicate effectively, both verbally and in writing, to convey ideas, collaborate with team members, and interact with clients. Highlight your ability to tailor your communication style to different audiences, use active listening skills, and convey complex information in an easy-to-understand manner. Share specific examples of how you have effectively communicated in your previous roles or projects.

11. Data analysis

Data analysis is becoming increasingly important in many industries. Highlight your ability to collect and analyze data by showcasing your experience in data analysis tools and techniques. Share specific examples of how you have used data analysis to inform decision-making, identify trends, and solve complex problems.

12. Technical skills

Depending on your field, you may need to have technical skills, such as coding or proficiency in specific software programs. Highlight your technical skills by providing examples of how you have used them in previous roles or projects. Showcase your ability to learn new technical skills quickly and adapt to changes in technology.

13. Project management

If you've managed projects in the past, be sure to highlight your experience. Employers want candidates who can manage projects from start to finish. Showcase your project management skills by sharing specific examples of how you have planned, executed, and monitored projects, managed resources, and delivered successful outcomes. Highlight your ability to collaborate with stakeholders and communicate project progress effectively.

If you've worked in sales, highlight your experience. Sales skills are valuable in many industries. Showcase your sales skills by providing examples of how you have achieved sales targets, built relationships with customers, and closed deals. Highlight your ability to prospect, negotiate, and communicate effectively with clients.

15. Marketing

If you've worked in marketing, highlight your experience. Marketing skills are valuable in many industries. Showcase your marketing skills by providing examples of how you have developed and executed marketing campaigns, managed social media platforms, and analyzed market trends. Highlight your ability to create compelling content, work with cross-functional teams, and measure the success of marketing initiatives.

16. Public speaking

Public speaking is a valuable skill that requires confidence, preparation, and effective communication. Showcase your ability to speak in front of an audience by highlighting your experience in delivering presentations, leading discussions, or participating in public speaking events. Emphasize your ability to connect with the audience, deliver messages with impact, and handle questions and feedback.

17. Interpersonal skills

Interpersonal skills are essential in the workplace and involve communication, collaboration, and relationship-building. Highlight your ability to build positive relationships with colleagues, clients, and stakeholders by providing examples of how you have worked with diverse teams, managed conflicts, and demonstrated empathy and respect. Emphasize your ability to listen actively, provide feedback constructively, and communicate effectively in different settings.

18. Research

Research skills are valuable in many industries and involve gathering, analyzing, and interpreting data to inform decisions and solve problems. Highlight your ability to conduct research by showcasing your experience in designing and implementing research studies, collecting and analyzing data, and synthesizing information. Emphasize your ability to use various research methods, tools, and technologies, and to present findings in a clear and compelling way.

19. Writing

Writing skills are essential in many industries and involve communicating ideas, information, and messages through various media. Highlight your ability to write by showcasing your experience in writing different types of documents, such as reports, proposals, emails, or social media posts. Emphasize your ability to write clearly and concisely, adapt to different audiences and purposes, and use correct grammar, syntax, and punctuation.

20. Presentation skills

If you've given presentations in the past, highlight your experience in delivering effective and engaging presentations. Emphasize your ability to plan and prepare presentations, use visual aids and multimedia effectively, and deliver messages with clarity and impact. Provide examples of how you have adapted your presentation style to different audiences, managed time effectively, and received positive feedback.

Hard Skills vs soft skills

When crafting your resume or preparing for an interview, it's important to understand the difference between hard skills and soft skills. Both types of skills are valuable, but they serve different purposes in the workplace. Here's a breakdown of hard skills vs. soft skills and how to showcase them effectively:

Hard Skills:

Hard skills are specific, technical skills that can be taught and measured. Examples of hard skills include programming, data analysis, or graphic design. These skills are typically learned through formal education, training programs, or on-the-job experience. Hard skills are often used to demonstrate proficiency in a particular area or to qualify for a specific job.

To showcase your hard skills, it's important to be specific and provide concrete examples of how you have used these skills in past roles or projects. Use relevant keywords and include any certifications or training programs you have completed to demonstrate your expertise in these areas. You can also highlight any technical tools or software programs you are proficient in.

Soft Skills:

Soft skills, on the other hand, are personal attributes that are often harder to measure or quantify. Examples of soft skills include communication, teamwork, and leadership. Soft skills are often considered to be just as important as hard skills because they can affect how well you work with others and adapt to new situations.

To showcase your soft skills, provide examples of how you have used them to achieve specific goals or overcome challenges. Use specific examples to demonstrate your ability to work well with others, communicate effectively, or lead a team. Soft skills can also be highlighted in your cover letter or personal statement, where you can discuss your personal values and work ethic.

Common Questions

What skills should i include on my resume.

It depends on the job you are applying for and the industry you want to work in. Generally, you should include skills that are relevant to the job and showcase your strengths and abilities.

How many skills should I include on my resume?

You should include the skills that are most relevant to the job, but try to keep it to around 10-15 skills. Including too many skills can make your resume look cluttered and unfocused.

Should I include soft skills on my resume?

Yes, soft skills such as communication, teamwork, and time management are highly valued by employers. These skills can demonstrate your ability to work well with others and adapt to new situations.

How should I format my skills section on my resume?

You can format your skills section as a bullet list or a table. Use bullet points to list your skills and highlight the ones that are most relevant to the job. You can also group similar skills together and use subheadings to make the section more organized.

How can I showcase my skills on my resume?

You can showcase your skills by providing examples of how you have used them in past roles or projects. Use action verbs and specific examples to demonstrate your achievements and show how your skills can benefit the company.

Can I include skills that I don't have much experience in?

It's okay to include skills that you are still developing, but make sure to be honest about your level of experience. You can also highlight your willingness to learn and improve in these areas.

Should I customize my skills section for each job application?

Yes, you should customize your skills section for each job application to highlight the skills that are most relevant to the job. Use keywords from the job description to ensure that your resume passes the initial screening process.

Should I include certifications or training in my skills section?

Yes, you can include relevant certifications or training in your skills section to demonstrate your expertise in a particular area. This can also show that you are committed to continuous learning and professional development.

In conclusion, as a new graduate, it's essential to highlight the skills that are in demand in today's job market. By including the skills listed above on your resume, you'll be able to show employers that you have the skills and abilities they're looking for in a candidate. Good luck with your job search!

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Investment in advanced talent key to Canada’s success in the knowledge economy: U of T study

(photo by Xavier Lorenzo/Getty Images)

Published: May 15, 2024

By Adina Bresge

PhD graduates are experiencing growing demand for their knowledge and skills across multiple sectors – further evidence that strategic investments in advanced talent support Canada’s global competitiveness.  

A new  Career Outcomes study , led by the University of Toronto’s School of Graduate Studies, finds that while U of T continues to be Canada’s leading generator of academic talent, an increasing number of PhD graduates are also finding success in the private sector.

Employers now recognize that universities are both generating new discoveries and training the industry leaders they need, says  Joshua Barker , vice-provost, graduate research and education and dean of the School of Graduate Studies.

“What we’re seeing is that U of T is playing a role in bringing advanced researchers, with their specialized knowledge and skills, into the workforce,” says Barker, who recently joined academic, industry, government and other leaders to discuss the study at an event hosted by the Munk School of Global Affairs & Public Policy and U of T’s Government Relations Office – part of the New Frontiers for Policymakers policy discussion series.

“The more pathways there are to move back and forth between university, industry and non-profit, the better it is for a robust, resilient and competitive economy.”

The Career Outcomes study shows that professional paths for U of T’s PhD graduates are expanding, based on a survey of publicly available data on roughly 16,000 alumni over the past two decades .

While the post-secondary sector remains the primary employer for PhD graduates, the study shows a nearly 10-per-cent rise in private sector employment for PhD grads when comparing the 2000-2015 and 2016-2021 cohorts – from 19 per cent to 27 per cent. 

The top industries hiring PhD graduates include life sciences, engineering, trades and transportation and health and information technology. 

PhD graduates in the physical sciences, meanwhile, were the most likely to find employment in the private sector, amounting to nearly 43 per cent of all alumni as of 2022. Major employers included Google, Intel and Royal Bank of Canada.

At present, only about one per cent of Canadians have a PhD degree. But this number may rise following the federal government’s recent commitment to invest  $825 million over the next five years to increase the value and number of scholarships for master’s students, PhD students and post-doctoral fellows .

“The recent investment that the federal government made has a huge impact for us, and I think it will help accelerate some of the trends that we’re seeing,” says Barker, adding that sustained support is necessary to develop the pipeline of advanced research talent to fuel Canada’s innovation ecosystem.

That includes startups such as Toronto-based Xanadu , founded by former U of T post-doc  Christian Weedbrook , which is working to build the world’s first photonic-based, fault-tolerant quantum computer. 

“We still have a long way to go from a research perspective,” says  Rafal Janik , Xanadu’s chief operating officer, who attended the New Frontiers event and talked about why the company recruits PhD graduates. “I think our entire team has post-graduate degrees. I think everybody has some connection to U of T from that space as well.”

The study also finds a notable uptick in private sector employment among PhD graduates in the life sciences, with nine per cent more graduates from 2016-2021 in industry jobs compared to the previous cohort.

The non-profit adMare BioInnovations is playing a role in moving PhD graduates’ research out of the lab so it can be turned into new treatments and therapies.

"The adMare Academy offers programming that enables PhD graduates and others to see the commercial potential in their research and to understand what it takes to translate that research into commercially viable therapeutics,” says  Ann Meyer , director of adMare’s BioInnovation Scientist Program.

It’s not only STEM fields where PhD grads are finding private sector employment.

The study shows that nine per cent of humanities graduates worked in the private sector in 2022, with many in this group exploring fields outside academia including media and publishing (15 per cent), arts and culture (35 per cent), education (10 per cent) and banking and finance (seven per cent). 

At the same time, the post-secondary employment pattern for social sciences graduates remains steady. More than half are in tenure-track roles at Canadian universities, and a fifth are in teaching-focused positions at universities and colleges.

Overall, 47 per cent of all PhD graduates over the study period were employed in the post-secondary sector.

With about 1,000 PhD graduates a year, U of T trains one in seven of Canada’s doctorate holders and plays a pivotal role in advancing the exchange of ideas that drives Canada’s prosperity and progress. 

“U of T is continually replenishing and rejuvenating the workforce across higher education,” Barker says. “These institutions, in turn, train the next generation of undergrad and graduate students who will go out and work across the economy.”  

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The Digital CoLab: Elevating skills, building community 

Jose Beduya, Cornell University Library May 14, 2024

Home to Cornell University Library’s Digital Scholarship Services, the Digital CoLab on the 7th floor of Olin Library stimulates innovation in research and teaching while building connections among scholars across campus. It follows one simple formula: “People over projects.” 

It’s an approach adapted from influential digital humanities scholar Miriam Posner, explained Eliza Bettinger, the director of Digital Scholarship Services and head of the Digital CoLab. 

“We prioritize people, and that means helping them learn how to learn digital skills and tools and helping them feel connected to each other,” Bettinger said. “What’s fulfilling about this work is really keeping the human in the digital.” 

With an emphasis in the humanities and interpretive social sciences, the Digital CoLab provides Cornell students and faculty with consultations, workshops, teaching support in the classroom, and individualized assistance on digital tools and methods—from computational text analysis (also known as text mining) to creating online exhibits and collections. 

The Digital CoLab also runs the Summer Graduate Fellowship in Digital Humanities , an immersive program where selected Ph.D. students explore digital scholarship through collaborative workshops, readings, discussion and co-working on independent projects. 

“We’re a hub for supporting a wide range of digital methods for research,” said Iliana Burgos, emerging data practices librarian. 

“We strive to build community among practitioners across campus,” she said. “We practice a co-learning model to support skill-building. As students learn digital skills, they share insights with each other and with us instructors. We all learn alongside each other as we work through the highs and lows of creating digital work.” 

Partnering in the classroom 

Since the Digital CoLab was establishled in 2017 , it has offered instructional support for classes in a range of disciplines—from anthropology to history, from classics to comparative literature.  

Upon instructors’ invitation, Bettinger and Burgos give general introductions to digital scholarship as well as lessons on specific topics and methods. 

“The instructional support provided by Eliza has been absolutely invaluable for my Early American Cartography seminar,” said Jon Parmenter , an associate professor from the Department of History.  

“She has worked tirelessly to assist the students in their creation of digital portfolios on the Omeka platform—both in classroom teaching sessions and via in-person consulting,” Parmenter said, referring to his students’ final projects published through an open-source program. 

“The Digital CoLab is a vital resource for bridging the gap between faculty teaching objectives and their implementation by students,” he said. 

Co-working in the Digital CoLab 

The Digital CoLab offers walk-in consultations and hosts weekly 3-hour long co-working sessions throughout the semester, where students can focus on their projects while also having a chance to share ideas with peers. 

A second-year Ph.D. student investigating the history of colonial Latin America and the Carribean, Maria Paula Corredor attended these sessions religiously during her first year at Cornell.  

“In that time, I knew I had all this support from Iliana and Eliza, but also from other scholars working on their digital humanities project,” she said.  

With no prior knowledge about creating a website and online database, she started building “Atlantic Seascapes Project,” a digital archive about maritime history in the 19th century in the Caribbean, as seen in primary source documents of port workers, privateers, sailors, and pirates. (When asked about her research, Acosta would often joke that she was studying the real pirates of the Caribbean.) Corredor continues to build the archive with her advisor Ernesto Bassi in the Department of History and her other collaborators in Colombia .

A history teacher and scholar before pursuing her Ph.D. at Cornell, Corredor has been digitizing and cataloging historical documents from various locations, including the national archives of Colombia, her native country. She sees the online archive project as benefiting not only scholars in the U.S. but also communities abroad, including her former students in the Colombian city of Cartagena on the Caribbean coast.  

“In Cartagena, the archive is really poor, but for my students to travel to the national archives in Bogota requires a lot of money that they didn’t have,” she said. “For me, it was really important that they could have access to these materials.” 

Immersed in innovation: The Summer Graduate Fellowship in Digital Humanities 

Through a partnership between Cornell University Library and the Cornell Society for the Humanities, the Digital CoLab runs the Summer Graduate Fellowship in Digital Humanities, its flagship program.  

The fellowship selects eight fellows from an applicant pool of Ph.D. students engaged in digital projects in the humanities. The small cohort is provided a stipend and immersed in workshops, readings, discussions, and coworking sessions over the course of six weeks, culminating in public presentations.  

Crossing disciplines 

Collaborating across disciplines and building a sense of community are hallmarks of the summer fellowship. 

A second-year Ph.D. student in the Spanish section of the Department of Romance Languages, Waleska Solórzano said that she remains in touch with her peers from last summer’s fellowship who come from different fields, including music, art history, Southeast Asian studies, and computing and information sciences. 

“It was really helpful to meet people outside of my department and have their input on my project, because academia can be really insular and it’s hard to see outside of how you’re trained,” she said. For her project, Solórzano built a still-growing digital directory called “The Venesporan Artists Project,” which she envisions as a resource for studying the Venezualan diaspora through the lens of creative practice.  Its aim is “to bring together Venezuelan artists from all backgrounds, identities, and locations in one (digital) space to delve into diasporic experiences beyond definitions, distinguish patterns, form connections, and ignite conversations across a vast space,” she wrote on her website.

Learning to teach, teaching to learn 

“If you can teach something, then you actually know it,” said sixth-year anthropology Ph.D. student Dusti Bridges , a fellow in 2022 who became a teaching assistant for following year.

“It allowed me to have such a solid foundation,” she said about her time learning different digital tools and skills during her fellowship. These included creating a searchable electronic database for the thousands of Indigenous artifacts she was studying for her dissertation on carved combs, and building upon her previous work with an online collection called “Onöndowa’ga:’ (Seneca) Haudenosaunee Archaeological Materials, circa 1688-1754,” a project that was supported by the library’s digitization program. 

“I learned so much and was able to do so much that, now, any time someone is daydreaming or brainstorming with me about a project and they say ‘Oh, it’d be so great if we had a website for this or if we could recreate this virtually,’ I’m able to say, ‘Yeah, I know how to do that. That is possible,’” she said.   More importantly, Bridges learned how to think through obstacles. “As a T.A. you have your knowledge, but half of this is knowing how to figure things out, so if someone comes to you with a problem you might not know how to fix, you have the skills to walk things through and troubleshoot,” she said. “That was a huge confidence boost.” 

Advancing their fields 

A scholar of African literature in the Department of Literatures in English, 4th year Ph.D. student Farah Bakaari applied for the summer fellowship in 2022 to address a huge gap. 

“In African literature, there’s not really any centralized place where you can find metadata on works by period, region, year, etc.,” she said. “I wanted to compile a data set of some kind that gave me a good sense of what was published in the large terrain of thriving African literature field in the 20th century—very little of which makes its way into the cultural imagination of the present.”

Citing a study , Bakaari also bemoaned the lack of African literature in teaching curricula. “African literature is not making it into the classroom, and if it does, it’s always a pre-deterministic, predictable way of teaching two most famous texts,” she said.

During her fellowship, Bakaari started building an online database and interactive catalog called “Teaching African Literature,” and she was paired with librarian Fred Muratori, who provided expert help in compiling African authors and publications.

Bakaari plans to launch the website soon and make it possible for other scholars and teachers to upload their own teaching guides. As with other former fellows, she sees her project as an evolving work that will expand over the years.  

“I think of it as like a service that I am doing for my field and for my profession,” she said. 

Growing the Digital CoLab

From the summer fellowship program to daily one-on-one consultations, the Digital CoLab is committed to connecting with the intellectual life at Cornell while keeping abreast of important technological developments beyond it, according to Bettinger and Burgos.

“We’re really engaged with a lot of different issues that matter to our campus community,” Burgos said, mentioning issues and topics such as digital privacy, algorithmic literacy, and different ways technology impacts research. 

Digital scholarship is constant and ever-evolving. “Even if we aren’t necessarily consulting, we’re always in touch with students and faculty in different units, not just across the humanities and social sciences, but also in information science,” Bettinger said. “To build capacity to enhance those connections on campus is very exciting.” 

For more info about Digital Scholarship Services and the Digital CoLab , visit their website .  For inquiries on how to make financial gifts to support the Digital CoLab and its programs, email Michelle Houle Hitz ’98, Cornell University Library’s director of Development, at  [email protected] .   

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The Charger Blog

Graduate Student Reflects on ‘Unforgettable Moments of Joy and Unity’ as a Charger

Kriston Pal ’24 M.S., who graduated with his master’s degree in business analytics, has been an active member of the Charger community. Whether he was engaged in service or conducing important research, he appreciated the many opportunities he had to get involved.

May 15, 2024

By Renee Chmiel, Office of Marketing and Communications

For Kriston Pal ’24 M.S., his time as a Charger meant immersing himself in exciting and meaningful experiences. Whether he was conducting research, playing table tennis with his friends, or exploring machine learning, he was excited to take full advantage of every opportunity the University had to offer.

Pal accepted his master’s degree in business analytics as part of the University’s 2024 Commencement. As he wrapped up his final semester as a Charger, Pal reflected on the wonderful memories he has of connecting with his classmates. He says many of his most cherished memories stem from the University’s “vibrant” campus life.

“Late-night study sessions with friends were not only productive, but they were also filled with laughter and camaraderie,” recalls Pal, an international student from Nepal. “Participating in campus events such as Homecoming and graduate nights brought the community together in celebration, creating unforgettable moments of joy and unity.”

‘Hone my IT networking skills’

Dedicated to service, Pal helped organize the University’s Spirit of Pink Month, a campaign to raise awareness of breast cancer and to offer support to those facing the disease. He found it gratifying to encourage his fellow Chargers to get involved and to organize events that highlighted the importance of early detection while recognizing the strength of survivors.

A provost graduate assistant in information technology, Pal collaborated with several clubs and organizations on campus, especially at the University’s Orange Campus . Whether he was supporting the University’s Women in Business Club , Entrepreneurship Club , or Marketing Club , Pal enjoyed connecting with his fellow Chargers while helping to foster a sense of community.

“This added significant responsibility, enhancing my communication skills and collaboration with top-level administrators,” explains Pal, who is also a member of the Beta Gamma Sigma business honor society . “Overseeing smart classrooms and computer labs allowed me to hone my IT networking skills, resulting in a decrease in reported technical issues.”

‘The necessary tools for success’

Pal calls his role as a research assistant in data visualization at Quinnipiac University one of his most “transformative” experiences. The internship revolved around an ongoing research project focused on gender equality and economic transformation. He immersed himself in clusters of data, delving deep into exploring complex patterns across more than a dozen African nations.

The opportunity enabled Pal to build his skills managing datasets, visualizing correlation results, and implementing data mining techniques. He also honed his soft skills, including problem-solving and communication.

“It seamlessly integrated academic knowledge with practical application, fostering transformative learning in my field,” he said. “The experience served as a pivotal moment for my personal and professional growth, refining my expertise in data handling, analysis, and visualization.”

Looking ahead, Pal plans to expand the tourism and hospitality startup he began five years ago in Nepal. He endeavors to pursue his doctorate in healthcare data analytics. Ultimately, he aspires to become a data scientist.

“I am confident the experiences and skills acquired during my time at the University have equipped me with the necessary tools for success in these endeavors,” he said. “I am poised to embark on this journey with determination and enthusiasm. The outstanding faculty, with their versatile expertise, have enriched my understanding, blending both business and technical perspectives for the modern world.”

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As Toyin Folorunso ’24 M.S. reflects on his time as a graduate student at the University of New Haven and considers the future, he offers inspiration and advice to his fellow graduates.

Critical Training Prepares Students to Respond to Opioid Overdoses with Lifesaving Care

A training session held recently at the University brought together Chargers and a community nonprofit, teaching students how to administer NARCAN to reverse the effects of an opioid overdose. The session helped them learn how they can be changemakers in a nationwide crisis, teaching them how to offer support while also reducing the stigma of opioid addiction.

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2024 ACES (Academic Culture and English Skills) Summer Program for ITAs

Graduate Directors and Advisors

ACES is a three-week (July 15 - August 2, 2024) intensive English and academic culture program aimed at helping incoming international teaching assistants (ITAs) adjust to the American university teaching and learning context prior to their first semester at MSU.

The online program is highly interactive, consisting of both synchronous and asynchronous sessions that focus on strengthening oral communication skills in English and developing an understanding of the American educational system and the roles and expectations of TAs and undergraduate students at MSU. FAQs and additional information can be found at  2024 ACES Program . 

ACES is open to incoming international graduate teaching assistants at the request of their departments.  Registration must be completed by the department (not the student).  Registration will remain open until May 21 or until all spaces are filled. 

For information on registration, departments can contact Alissa Cohen, ITA Program Coordinator, at [email protected] . 

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Southern Sweeps Medals at SkillsUSA

For the third year in a row, students from Southern Adventist University took home top honors in the SkillsUSA collegiate division state championship in Web Design and Development in April. According to Richard Halterman, PhD, dean and professor in the School of Computing, three teams from Southern competed and placed first, second, and third in the Tennessee state championship.

Beginning in September, the students met weekly and put in many hours of practice to improve before the competition. The practices included receiving various prompts and building a web design for desktop and mobile devices with a specific time limit. Junior computer science majors Sam Tooley and Caeden Scott were the first-place winners and qualified for the national championship, which will be held this summer in Atlanta, Georgia. Scott and Tooley are excited to participate in the national competition this summer.

“We’re going to keep training and practicing and try to improve on what we did at state so we can make an even better design,” Tooley says. He adds that learning how to work and design faster gives them the ability to create and include more features on the sites they design.

Tooley also shares that the skills he’s honing for the competition translate directly as career preparation. “Everybody wants responsive layouts, and I’ve even come across some big websites that are lacking some of the features for mobile design. So, these are great skills to have for anyone who wants to work as a website developer.

Second place in the competition went to Noah Norwood, sophomore computer science major, and Mark Moskalenko, sophomore information technology major. In third place were Logan Gardner, sophomore computer science major, and Shinny No, junior computer science major. Computing master’s candidate Dakota Cookenmaster trained and coached the three teams from Southern.

By Alexis Dewey, senior mass communication major

Published: May 15, 2024

Last Edited: May 14, 2024

The views and opinions of campus guests do not necessarily reflect the official policy or position of Southern Adventist University. An individual's or group's invitation to speak or present on campus should not be regarded as a university endorsement of their philosophies and beliefs.

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