Preparing UK PhD students towards employability: a social science internship programme to enhance workplace skills

Figures & data

Figure 1. Internship and data collection timeline (2015–2019) – eligible and participating population, and method of data collection.

Table 1. Evaluation questionnaire for student satisfaction: preparatory period only,¹ Version I and Version II internship period results.

Preparatory period only: Version I, part I (N = 2) and some Version II (N = 7) questionnaires (total N = 9)
	Agree	Neutral	Disagree
I felt prepared	5	4	0
I found ESRC workshops and inductions/1-2-1 meetings useful	6	3	0
I got many learning opportunities/the internship was connected to my PhD	8	1	0

Table

Version I, part II: Student (N = 2) satisfaction with supervision and internship
	Agree	Neutral	Disagree
I got adequate support from my line manager	2	0	0
My line manager and I shared good rapport	2	0	0
Colleagues were willing to assist	2	0	0
I felt confident working there	2	0	0
The internship or engagement project met my objectives	2	0	0
The internship or engagement project was connected to my PhD research	1	1	0
My internship project was beneficial for my PhD	2	0	0
My internship or engagement project enhanced my professional skills	2	0	0
My internship supported my professional growth	1	0	1
My internship had a direct positive impact on my first job after I graduated^2	0	0	1
My internship had an indirect positive impact on my first job after I graduated^3	0	0	1
I think the experience would benefit others	2	0	0
I felt my skills were valued and useful during my internship	2	0	0
I have gained professional skills during my internship	2	0	0

Table

Version II: Student (N = 16) satisfaction with supervision and internship
	Outstanding	Good	Average	Below average	Unsatisfactory
SKILLS/KNOWLEDGE
Understands project expectations	9	6	1	0	0
Communication skills	8	7	1	0	0
Leadership skills	9	7	0	0	0
MANAGEMENT STYLE
Maintains professional manner	14	2	0	0	0
Manages time and resources effectively	12	3	1	0	0
Makes informed decisions	12	4	0	0	0
Sets realistic goals	9	5	2	0	0
ATTITUDE
Is flexible and willing to teach	15	1	0	0	0
Demonstrates awareness	11	5	0	0	0
Accepts and gives constructive criticism	9	7	0	0	0
Is courteous and friendly	15	1	0	0	0
Interest in assigned work	15	1	0	0	0
RELATIONSHIPS
Works effectively with student	11	5	0	0	0

Notes

¹Preparatory period captured in Version I, part I and some later Version II questionnaires.

²Recorded as not applicable by one student and the other disagreed on the grounds that she was still doing her PhD (and therefore it was not applicable).

³Recorded as not applicable by one student and the other disagreed on the grounds that she was still doing her PhD (and therefore it was not applicable).

Table 2. Evaluation questionnaires for partner satisfaction: Version I and Version II results.

Version I: Partner (N = 9) satisfaction with student
	Agree	Neutral	Disagree
Student met the skills required for the specific internship	9	0	0
Student could apply academic concepts/approaches to service activity	9	0	0
Student demonstrated recognition of and appreciation for the unique knowledge and/or skills possessed by those s/he worked with	9	0	0
Student exhibited enthusiasm for service activities (positive attitude)	9	0	0
Student demonstrated sensitivity towards the people with whom s/he worked	9	0	0
Student dealt positively with uncertainty and setbacks (adaptable)	7	2	0
Student exhibited a sincere desire to learn	9	0	0
Student appeared motivated	9	0	0
Student exhibited initiative (asked questions, scheduled meetings, came up with ideas, etc.)	9	0	0
Student demonstrated responsibility (time management, attendance, punctuality, reliability, etc.)	9	0	0
Student was able to work independently (accountable, self-directed, etc.)	7	2	0
Student demonstrated commitment (completion of tasks, consistency, etc.)	9	0	0
Student experienced a growth in understanding (depth of awareness, appreciation of complexity, etc.)	8	1	0
Student exhibited decision-making and problem-solving skills (recognising and evaluating options, executing a plan of action, etc.)	8	0	1
Overall, student made a significant contribution to the service	9	0	0
Student responded thoughtfully to critical feedback and suggestions. Student exhibited professionalism (maturity, respect, confidentiality, etc.)	9	0	0
Student developed an understanding of and competency in the unique styles of communication used in the placement context	9	0	0
Student worked and communicated well with individuals from different backgrounds, interests and experiences (including peers, supervisors and community services)	8	1	0
Overall, having a Cambridge Social Science Partnership student as an intern was beneficial to your organisation	9	0	0

Table

Version II: Partner (N = 6) satisfaction with student
	Outstanding	Good	Average	Below average	Unsatisfactory
SKILLS/KNOWLEDGE
Demonstrates skills needed for assigned tasks	5	1	0	0	0
Understands expectations of supervisor	6	0	0	0	0
Communication skills	6	0	0	0	0
Leadership skills	6	0	0	0	0
SELF-MANAGEMENT
Maintains professional manner and appearance	6	0	0	0	0
Manages time and resources effectively	6	0	0	0	0
Makes informed decisions	5	1	0	0	0
Seeks further guidance when appropriate	6	0	0	0	0
Sets realistic goals	5	1	0	0	0
DEPENDABILITY
Job attendance and punctuality	6	0	0	0	0
Completes projects by specified deadlines	6	0	0	0	0
Demonstrated maturity level	6	0	0	0	0
ATTITUDE
Is flexible and willing to learn	6	0	0	0	0
Demonstrates initiative	6	0	0	0	0
Accepts and makes constructive use of criticism	6	0	0	0	0
Is courteous and friendly	6	0	0	0	0
Interest in assigned work	6	0	0	0	0
RELATIONSHIPS
Works effectively with supervisor	6	0	0	0	0
Works effectively with co-workers	6	0	0	0	0
Works effectively with the public/customers^1	5	0	0	0	0

Note

¹Not applicable for one partner.

Figure 2. Themes from the qualitative analysis.

The figure shows the combined results of the analysis of the partner questionnaire free-text boxes, the student case studies and partner interviews. Themes and sub-themes were the same across students and partners.Theme 1: Expectations, knowledge and skills, benefits and performance level. This covers the overridingly positive responses of students and partners. The hierarchy of sub-themes indicates that the high expectations of students and partners were met through the six sub-themes of specific and relevant expert knowledge, research skills and academic rigour, soft professional skills, increased capacity, outputs and making contacts, and led to the outcome sub-theme, performance level.Theme 2: Additional skills and enhancing the programme. This indicates the small number of areas for improvement identified by students and partners under the sub-themes identified as student or opportunity deficits, or areas for improvement of internships.