Towards a competency framework for
student work-based learning
Dr Hilary M Jones, University of Sheffield
Dr Lorna Warnock, University of York
September 2014
Contents
Section
Page
1. Rationale
3
2. Draft framework for employers
4
3. Guidance to competencies for students
4
4. Employer feedback
5
5. Responses to questions on employer questionnaire
5
6. Amended framework
7
7. Further work
8
Appendix A
10
A competency framework for undergraduate, Masters and PhD students in
the biosciences – an employer’s guide
10
Appendix B
16
Draft guidance to competencies for students at undergraduate, Masters
and PhD level
16
Appendix C
Employer comments
Appendix D
Employer questionnaire
Appendix E
Acknowledgements
25
25
29
29
30
30
2
1. Rationale
Work experience is growing in importance in both undergraduate and postgraduate curricula, and many
higher education institutions (HEIs) are considering ways of incorporating work-based learning into their
programmes. While so-called sandwich placements have been in existence for a long time, there has recently
been a proliferation in the diversity of forms an internship or placement may take.
For many years, the word ‘intern’ was an American one, with US students undertaking internships with
external organisations as part of their degrees. More recently, UK undergraduate students have taken the
opportunity to complete vacation internships over the Summer vacations periods of their degrees.
The newest development in this area is the PhD internship. This was introduced by the Biotechnology and
Biosciences Research Council (BBSRC) in 2013. The Professional Internships for PhD Students (PIPS) scheme
required PhD students on BBSRC’s Doctoral Training Programme scheme to undertake three-month
internships in areas other than that of their research subject. Other research councils are now following suit
and the new funding model of Doctoral Training Centres which are frequently collaborations between several
organisations (not necessarily exclusively universities) often include some kind of internship as a requirement
of their funding.
Therefore, the word ‘internship’ has more recently taken on a broader meaning. An internship can be an
integral part of a degree programme, employment undertaken during vacation periods, or a period of shortterm employment undertaken immediately after the degree has been completed. Internships, particularly
those taken as part of the degree for university credit, may be unpaid or, increasingly, paid at a level
commensurate with the work being undertaken and the educational level of the intern undertaking it. A more
accurate definition of an internship undertaken by university students in the UK could be:
An internship is a period of work experience offered by an employer to give students and graduates exposure
to the working environment, often within a specific industry, and often related to their field of study. An
internship should be funded by the host, unless it is a credit-bearing part of a degree programme, or if it forms
part of a wage-subsidy scheme.
All of these changes mean that universities are now seeking to engage with employers more broadly and may
be looking for a whole range of opportunities for their students – from short Easter vacation opportunities
through to Summer vacation internships to work-based learning programmes embedded within programmes,
and full year-long sandwich placements. Universities are also reconsidering the nature of their relationship
with their alumni. Over the last decade or so, universities have approached their alumni with the aim of raising
funds to support scholarships, development projects on campus or other financial initiatives. There is a
growing realisation that alumni have more to offer than their financial contributions, and alumni are now more
frequently being invited to return to campus to give skills talks, become mentors or to offer work-based
learning opportunities within their organisations.
This piece of work was undertaken at the Universities of York and Sheffield in order to:
(a) enable employers to decide which level of student may be most suited to the project they have in
mind;
(b) articulate the full range of work-based learning opportunities sought by a university when in
discussion with alumni and other employers;
3
(c) create a skeleton document that can be adapted for different subject areas and different higher
education institutions.
2. Draft framework for employers
The authors are familiar with competency frameworks having devised one for the assessment of Masters
students taking a module in Business and Leadership Skills at the University of York. The Business and
Leadership Skills competency framework was developed with input from employers sitting on the external
advisory board for the Masters programme, and was therefore a useful starting point for the creation of a
competency framework describing students in the Biosciences at the University of York. The initial
competencies identified for the framework were:
● teamworking, working with others;
● leadership and management potential;
● communication skills;
● self-management, motivation and professionalism;
● commercial responsibility and business development;
● professional development;
● ethical and sustainable practice;
● scientific skills.
To create the framework, each of the skill levels was described considering the training students have
received through their courses and potential involvement with extracurricular activities. The skills were
placed into three student categories – undergraduate, Masters and PhD. For example, PhD students have
significant experience of managing a large and complex project, and in some cases of managing the finances
associated with the project. Masters students will have experience of managing a shorter project with more
input from their supervisor, while undergraduates are likely to be working to more established protocols with
a higher level of support and taking fewer decisions relating to the management of the project.
The draft competency framework is given in appendix a, with an alternate layout included in appendix b.
3. Guidance to competencies for students
Alongside the competency framework for employers, guides for students were also created. From the
authors’ work in preparing students for job applications and interviews, it has become apparent that many
students are not familiar with the concept of competencies and are unsure of how to talk about them. Three
guidance documents were created in student-friendly language, one for each of the categories, to enable
students to consider their skills and to prepare for competency-based internship and other interviews.
The three guidance documents to competencies for students are given in appendix c.
4
4. Employer feedback
Initially, we aimed to target 20-30 employers in the Biosciences sector that have experience of hosting
undergraduate, Masters, and/or PhD students studying the Biosciences. We sent the competency framework
to 50 employers and had a 62% response rate. We arranged for the employers to access the competency
framework and the questionnaire electronically, such that the survey was automatically returned to the
authors
https://docs.google.com/forms/d/1lFHF0sTAKvqCWrgaEMGC8uibjAoycQX5Gw5jvtuB1yY/viewform?usp=sen
d_form
or,
http://tinyurl.com/l6oht6r
We included a guide to the thesis of the study and how to complete the survey. Employers were issued with
the competency framework and asked questions to elicit feedback on the structure and usability of the
framework. A full transcript of their comments for improvement is given in appendix c and the original
questionnaire is given in appendix d.
The frameworks defining undergraduate, Masters and PhD student competency levels were very well received
by employers, the feedback was very positive, articulate, and of great value to the evolution of the framework.
5. Responses to questions on employer questionnaire
1. To what extent does the competency framework give you a clear definition of the skills at each of the three levels
(undergraduate, Masters, and PhD)?
Number of responses
To what extent does the competency
framework give you a clear definition of the
skills at each of the three levels?
20
15
10
5
0
Very clear
Clear
Ambiguous
Unclear
50% of employers suggested that the framework provided a very clear definition and 45% a clear definition of the skills
an employer could expect from the three groups of students.
5
2. To what extent could this document help you to decide between offering an undergraduate, Masters or PhD
internship at your workplace?
Number of responses
To what extent could this document help you to
decide between offering an undergraduate, Masters
or PhD internship at your workplace?
15
10
5
0
It would
greatly help
me to decide
It would
somewhat
help me to
decide
It might be
helpful in
deciding
It would not
help me to
decide
Only 7% of employers would not have found the framework helpful, whereas, 28% suggested that it would be
a great help, 48% somewhat helpful and 21% said it might be helpful.
The employer that said it would not help added that as they already worked closely with the university, they
already had an excellent knowledge of the skills of students at each level.
3. To what extent do the skills described here match the skills that you look for in an employee or intern?
Number of responses
To what extent do the skills described here match the
skills that you look for in an employee or intern?
18
16
14
12
10
8
6
4
2
0
There is a close There is a The skills listed The document
match
partial match differ in some
in no way
key ways from reflects the
our own
skills that we
requirements
look for
Only 3% of employers felt that there was a mismatch between the skills they would be addressing and those
outlined in the competency framework. Of the remaining 97% of employers responding to this question, 59%
reported a close match and 38% a partial match of skills.
4. If you have experience of hosting placement students and interns in your workplace, to what extent do you
feel that the descriptions of the skills at each level are accurate?
6
Number of responses
If you have experience of hosting placement students and
interns in your workplace, to what extent do you feel that
the descriptions of the skills at each level are accurate?
14
12
10
8
6
4
2
0
They match well
with the skill
level of students
I have hosted
It matches
somewhat
There is a
The
partial match descriptions do
not match the
skill level of
students I have
hosted.
48% of employers responded to question four saying that the skills were well matched, 45% that skills were
somewhat matched and only 7% suggested that the skills outlined were only a partial match.
Our final question asked employers to comment on how the competency framework document could be
improved to help employers decide between offering an undergraduate, Masters or PhD internship within
their own organisation. Firstly, the employers commented that the initial draft framework document
presented in this study was comprehensive, well defined, cogent, well written, well laid out and accessible.
Employers said that the framework described the competencies expected at the three different levels and that
the framework would be valuable to help employers understand what level of employee they needed given the
specific skills and experience that were required to complete a particular project. One employer stated that
the framework was “an excellent way to marry candidates to a position”. Another employer thought that we
had too high an expectation of our students and their competencies. However, we have based the draft
framework on a competency framework that we initially designed for our Masters students as previously
mentioned and the competencies defined were a really good match for the skill set of these Bioscience
students. A full transcript of employer comments is given in appendix c.
6. Amended framework
Many of the suggestions for improvement of the competency frameworks are ideas that the authors will be
able to incorporate into the final draft of the competency framework and have considered including in
additional information for employers. Suggestions from employers also further support our ideas for the
enhancement of and availability of the competency frameworks which will we discuss in this review.
Employers suggested that the authors prepare such a framework for the students so that they would have a
clearer understanding of the expectation of employers. This has been done and a guide to competencies has
been produced which is accessible for the three levels of students to enable them to look at the skill sets that
would be expected of them during their professional development and to identify their strengths and
weaknesses within this framework.
7
A number of employers thought that we could present the framework in an alternate way to produce a sideby-side comparison of skills in a tabulated format. This alternative version has been completed is included in
appendix a.
Employers also suggested competencies that we could add to the framework such as;







responsibility for health and safety;
responsibility for project management;
quality assurance – ISO 9001;
statistical analysis;
science communication/outreach activities;
professionalism and maturity;
scientific/academic knowledge.
We agree that these competencies could easily be included into the basic framework and we would envisage
that the framework be tailored depending on the employer and the demands of the project to which the
student would be recruited. We will amend the draft framework to include as many comments as possible
from employers.
A number of employers also suggested that we provide case studies as part of the competency framework
defining the impact that students have made during their placement or internships and the opportunity
afforded to develop specific professional skills during the internship. The authors had considered providing
case studies. However, due to the time constraints of this short pilot study we were unable to do so.
7. Further work
Our initial competency framework was designed specifically for the Bioscience sector and we hope that the
reader can see how easily the initial framework could be adapted to other academic disciplines and
employment sectors. Our intention is to write a guide to employers to show how the competency framework
document can be used in conjunction with employers’ existing recruitment criteria and, of course, alongside
an interview which we know is still an invaluable employee selection procedure. This should assuage some of
our responding employers who rightly suggested that the competency framework should not be used in
isolation of other recruitment procedures but that it could enhance the ability to match the student to the
specific internship opportunity.
In the future, we would like to invite undergraduate, Masters and PhD students to comment on the
competency framework so that we can make amendments which are pertinent to students and also invite our
colleagues in the placement and internship sector to help us further hone and adapt the competency
framework. We would also like to work with students to provide case studies which we consider to be a
valuable addition to the competency framework and guide to employers.
Having provided the first basic competency framework for all three levels of students that can be shared and
incorporated into our best practice documents, we would like to progress to further improve the document,
add case studies, identify how the document can evolve, and be adapted to cover different spectrums of
academic study and employability. We will go on to describe how the framework can be tailored to meet the
8
needs of employers and provide a map for the level of competency expected of students at the different
stages of their professional development.
9
Appendix A
A competency framework for undergraduate, Masters and PhD students in the biosciences – an
employer’s guide
Dr Hilary M. Jones and Dr Lorna J. Warnock
Introduction – hosting and employing students and graduates
As internships become more common in university degree programmes at all levels, employers have a greater
choice over the kind of student they may choose to host or employ at their organisation as part of an
internship or in a graduate position. Most universities offer three levels of degree programme:
Undergraduate
The three or four year degree with which most people are
familiar.
Undergraduates may complete a sandwich year in
employment as part of their degree, and may also undertake
internships during the university vacation periods.
Masters
Masters students complete a further one or two years of
study and undertake a substantial research project, which
may be undertaken for an employer.
Doctorate (PhD)
The highest level of study. Doctoral students undertake an
independent research project, of three to four years in
length.
This document outlines the skills and experience typical of undergraduate, masters and doctoral students in
the biosciences.
The skill set
The competency framework consists of descriptions of a set of skills and experiences for students at each of
the three levels. The skills are:
 teamworking, working with others;
 leadership and management potential;
 communication skills;
 self-management, motivation and professionalism;
 commercial responsibility and business development;
 professional development;
 ethical and sustainable practice;
 scientific skills.
10
The competency framework
Format A – to compare skills within student group
Competency:
Teamworking,
working with
others
Expected ability at undergraduate level:
Undergraduate students gain teamworking experience through various group work projects that form part of their degree. Those that have completed an
internship, work experience or extracurricular activities may have further developed these skills, understanding the importance of clear communication and
delegation and challenging inappropriate behaviours.
Leadership and
management
potential
Depending on their experience in the workplace and in extracurricular activities, students should have an understanding of what makes a good leader and should be
willing to begin to develop these skills in themselves.
Communication
skills
The student has good skills in verbal and written communication. The student should be developing strategies and creating opportunities to improve them. The
student should have a bioethical awareness of their study/research and understand that they have a responsibility to communicate science professionally to others.
Selfmanagement,
motivation and
professionalism
Undergraduates work to a structured timetable and are required to meet fixed deadlines and organise their own time for project work and revision. Students may
also fit these tasks around extracurricular activities and employment. Attainment of high academic grades usually indicates success in self-management, organisation
and motivation, owing to the high workload of a science degree. Professionalism may be reflected in the amount of time spent in employment, voluntary work or
extracurricular activities, and may be limited at this stage in their development.
Commercial
responsibility
and business
development
Depending on their work experience and extracurricular activities, students may have some limited experience of commercial and business operation. Some
students may have studied an enterprise module or undertaken other enterprise activities. Many undergraduate students undertake internships or a year-inindustry, which significantly develops their understanding of business operation.
Professional
development
Undergraduate students make limited, short-term career decisions at this stage. They are introduced to the concept of skills and competencies and how to talk and
write about them. Students are encouraged to identify areas of strength and weakness and to look for opportunities to develop them. Students work on their
communication, written and presentation skills. Some high-flying students undertake an employability award such as the York Award. Students undertaking
internships and year-in-industry placements are likely to seek professional development opportunities at their host organisations.
Ethical and
sustainable
practice
Depending on their work and extracurricular activities, undergraduate students should have an awareness of the concepts of ethical and sustainable practice.
Scientific skills
Will have spent 150 hours per year acquiring basic laboratory skills such as aseptic technique, basic molecular biology, basic protein expression techniques,
fieldwork, statistical analysis, basic experimental design. Students should recognise their responsibility to follow Health and Safety guidelines and will understand the
principles of GLP. Final year students complete a ~ten-week research project where they design their own experiments, analyse data, prepare an 8000-word report
and present their results verbally.
11
Competency:
Teamworking,
working with
others
Expected ability at Masters level:
Masters students develop further teamworking experience as part of a group project, building on from their undergraduate experience. They may also have
received training and feedback relating to their performance as part of a team. Students that have completed a work placement, extracurricular or outreach
activities may have further developed these skills Masters students are likely to have had the opportunity to challenge inappropriate behaviours or courses of
action.
Leadership and
management
potential
Some Masters students will have covered transferable and leadership skills and should demonstrate an understanding of leadership capabilities. These students
should be looking for opportunities to further develop these skills. These students may have experience of both good and bad leadership and should be able to
understand how their own leadership skills are developing, particularly within the context of the group work that forms part of their degree.
Communication
skills
Very good verbal and written communication skills, with experience in writing extended reports and critiquing others' work. They will have experience of
delivering assessed verbal presentations and answering questions about their work. Students at this level familiar with interacting with the primary literature.
Selfmanagement,
motivation and
professionalism
Masters students work to a structured timetable with fixed deadlines, and are expected to take more responsibility for the management of their own time, for
example working in groups, reading around their subject and managing their research project. Masters students are usually highly motivated since the workload on
this type of degree is very high. Masters programmes include a longer research project, requiring self-management to plan and write up the project. Students at
this level may have experience of undergraduate placements or internships in which to develop their professionalism, or have spent time in employment before
returning to study.
Commercial
responsibility
and business
development
Building on their undergraduate experience, Masters students are likely to demonstrate a good understanding of enterprise issues such as intellectual property and
the steps involved in commercialisation of a scientific idea. As a significant part of the Masters programme, students will undertake a ~28-week placement, within a
commercial organisation.
Professional
development
Masters students are encouraged to think carefully about their career aspirations and professional development. Many Masters courses include comprehensive
training and transferable and employability skills, the identification of strengths and weakness and the consideration of personality types and learning and leadership
styles. Masters students are likely to aspire to managerial roles, should have a good awareness of their professional development needs and should be seeking
opportunities to develop them within their placement.
Ethical and
sustainable
practice
Masters students should have further developed their awareness of the bioethical implications of their research and may have studied a module on bioethics.
Masters students may also have considered the importance of responsible communication of science to the public.
Scientific skills
In addition to the hours spent at undergraduate level, Masters students will have gained further experimental techniques according to their specialism. They will
have further experience of experimental design and adaptation of protocols/SOPs. Students will work to GLP standards. Masters students are likely to hold
additional IT skills such as programming, graphics, bibliographic systems and others according to their specialism. Masters students will demonstrate a higher level
of numerical skills and statistical analysis than their undergraduate counterparts. Students complete a 28-week research project, often with an industrial partner.
Students prepare an 8000-word report and deliver a presentation on this work.
12
Competency:
Teamworking
, working with
others
Expected ability at Doctoral level:
PhD students should have extensive and well-developed team-working skills on top of their previous experience – particularly when part of a large research group. Those that have
completed an internship, extracurricular activities or outreach programs may have further developed these skills. They should also have an awareness of their integration into their team
and their preferred role, strengths and weaknesses. At this point in their career, PhD students should be giving thought to how they would be developing their own team in the future.
They may also undertake training in teamworking/building and personality types. Many PhD students are involved with committees and professional bodies, further exposing them to teams
and their function. As part of their research, PhD students are likely to have to negotiate over use of resources and to offer or draw support to/from others.
Leadership
and
management
potential
PhD students undertake a range of professional development training to assist them in the development of their leadership skills. They will have first-hand experience of leadership from
working closely with their supervisor and training advisory panel, and will be developing their own skills by working with technical staff, overseeing undergraduate projects and working with
visiting associates. These students may be involved in networking and setting up collaborations outside of their own research group. Students take responsibility for their own research
projects, and learn to take a leadership role, making and defending important decisions and managing risk relating to their work.
Communicati
on skills
Excellent verbal and written communication skills, experienced at writing high-level scientific reports and journal papers. Experienced in delivering professional presentations, to
international audiences and facing robust critique of their work. Experienced in preparing poster presentations and networking with professionals in their field.
Selfmanagement,
motivation
and
professionalis
m
PhD students take responsibility for the successful planning and delivery of their (3-4 year) research projects, requiring high levels of motivation and self-organisation. PhD students schedule
their own working hours and therefore develop excellent time management skills. Most PhD students have excellent levels of professionalism, interacting with sponsors and professional
contacts on top of any workplace experience gained through undergraduate or Masters placements.
Commercial
responsibility
and business
development
Building on their previous experience, some PhD students are sponsored by external organisations and spend time at the business premises of their sponsors. PhD students undertake a
range of professional development training, which includes intellectual property, entrepreneurship and business-orientated skills. Many PhD students are responsible for the financial
planning of their project, developing commercial acuity and may undertake negotiations for equipment and consumables with suppliers.
Professional
development
PhD students undertake an extensive and compulsory professional development programme (the Researcher Development Framework) and are required to reflect on their professional
development over the course of their research degree. PhD students tend to aspire to leadership positions and are looking for opportunities to develop those skills. Depending on their
previous work experience, they may have a limited view of their employability outside of academia, and the PhD internship will stimulate the student to consider a wider application of their
skills.
Ethical and
sustainable
practice
PhD students should have a further developed understanding of their own values and motivations relating to their career aspirations and the work that they currently undertake. As part of
their compulsory professional development programme, they may have studied bioethics and academic integrity. PhD students involved with grant writing will need to describe the ethical
considerations relating to their work. PhD students are frequently involved in the public communication of their science, and may receive specialist training in this area.
Scientific
skills
Extensive experience in experimental design, troubleshooting, and project management. PhD students will have excellent verbal communication skills, having presented and defended their
work nationally and internationally. They will be experienced in engaging with the primary literature and critiquing work from peer-reviewed journals. PhD students will develop novel
techniques and write their own protocols and SOPs. PhD students will contribute to the organisation and functioning of the workplace, and will be experts in the techniques that they use in
their field. They will enforce and adhere to health and safety procedures and are responsible for the implementation of GLP. These students are likely to hold additional IT skills such as
programming, graphics, bibliographic systems and others according to their specialism. They should also demonstrate a higher level of numerical skills and statistical analysis than their
counterparts. PhD students will be involved in the preparation of publications for peer-reviewed journals, posters, grant applications and other reports. They will prepare a ~70,000 word
thesis outlining their research findings, and will defend this verbally in front of external professionals.
13
Format B – to compare skills across the student group
Table 1: Teamworking, leadership and management, and communication skills
Teamworking, working with others
Leadership and management potential
Communication skills
Undergraduate
Undergraduate students gain teamworking experience
through various group work projects that form part of
their degree. Those that have completed an internship,
work experience or extracurricular activities may have
further developed these skills, understanding the
importance of clear communication and delegation and
challenging inappropriate behaviours.
Depending on their experience in the workplace and in
extracurricular activities, students should have an
understanding of what makes a good leader and should
be willing to begin to develop these skills in themselves.
The student has good skills in verbal and written
communication. The student should be developing
strategies and creating opportunities to improve them.
The student should have a bioethical awareness of their
study/research and understand that they have a
responsibility to communicate science professionally to
others.
Masters
Masters students develop further teamworking
experience as part of a group project, building on from
their undergraduate experience. They may also have
received training and feedback relating to their
performance as part of a team. Masters students are
likely to have had the opportunity to challenge
inappropriate behaviours or courses of action.
Some Masters students will have covered transferable
and leadership skills and should demonstrate an
understanding of leadership capabilities. These students
should be looking for opportunities to further develop
these skills. These students may have experience of
both good and bad leadership and should be able to
understand how their own leadership skills are
developing, particularly within the context of the group
work that forms part of their degree.
Very good verbal and written communication skills,
with experience in writing extended reports and
critiquing others' work. They will have experience of
delivering assessed verbal presentations and answering
questions about their work. Students at this level
familiar with interacting with the primary literature.
Doctorate
PhD students should have extensive and well-developed
team-working skills on top of their previous experience
– particularly when part of a large research group. They
should also have an awareness of their integration into
their team and their preferred role, strengths and
weaknesses. At this point in their career, PhD students
should be giving thought to how they would be
developing their own team in the future. They may also
undertake training in teamworking/building and
personality types. Many PhD students are involved with
committees and professional bodies, further exposing
them to teams and their function. As part of their
research, PhD students are likely to have to negotiate
over use of resources and to offer or draw support
to/from others.
PhD students undertake a range of professional
development training to assist them in the development
of their leadership skills. They will have first-hand
experience of leadership from working closely with
their supervisor and training advisory panel, and will be
developing their own skills by working with technical
staff, overseeing undergraduate projects and working
with visiting associates. These students may be involved
in networking and setting up collaborations outside of
their own research group. Students take responsibility
for their own research projects, and learn to take a
leadership role, making and defending important
decisions and managing risk relating to their work.
Excellent verbal and written communication skills,
experienced at writing high-level scientific reports and
journal papers. Experienced in delivering professional
presentations, to international audiences and facing
robust critique of their work. Experienced in preparing
poster presentations and networking with professionals
in their field.
14
Table 2: Self-management, motivation and professionalism, commercial responsibility and business development, and
professional development
Self-management, motivation and
professionalism
Commercial responsibility and business
development
Professional development
Undergraduate
Undergraduates work to a structured timetable and
are required to meet fixed deadlines and organise
their own time for project work and revision.
Students may also fit these tasks around
extracurricular activities and employment.
Attainment of high academic grades usually indicates
success in self-management, organisation and
motivation, owing to the high workload of a science
degree. Professionalism may be reflected in the
amount of time spent in employment, voluntary
work or extracurricular activities, and may be
limited at this stage in their development.
Depending on their work experience and
extracurricular activities, students may have some
limited experience of commercial and business
operation. Some students may have studied an
enterprise module or undertaken other enterprise
activities. Many undergraduate students undertake
internships or a year-in-industry, which significantly
develops their understanding of business operation.
Undergraduate students make limited, short-term career
decisions at this stage. They are introduced to the concept of
skills and competencies and how to talk and write about them.
Students are encouraged to identify areas of strength and
weakness and to look for opportunities to develop them.
Students work on their communication, written and
presentation skills. Some high-flying students undertake an
employability award such as the York Award. Students
undertaking internships and year-in-industry placements are
likely to seek professional development opportunities at their
host organisations.
Masters
Masters students work to a structured timetable
with fixed deadlines, and are expected to take more
responsibility for the management of their own time,
for example working in groups, reading around their
subject and managing their research project. Masters
students are usually highly motivated since the
workload on this type of degree is very high.
Masters programmes include a longer research
project, requiring self-management to plan and write
up the project. Students at this level may have
experience of undergraduate placements or
internships in which to develop their
professionalism, or have spent time in employment
before returning to study.
Building on their undergraduate experience, Masters
students are likely to demonstrate a good
understanding of enterprise issues such as
intellectual property and the steps involved in
commercialisation of a scientific idea. As a significant
part of the Masters programme, students will
undertake a ~28-week placement, within a
commercial organisation.
Masters students are encouraged to think carefully about their
career aspirations and professional development. Many Masters
courses include comprehensive training and transferable and
employability skills, the identification of strengths and weakness
and the consideration of personality types and learning and
leadership styles. Masters students are likely to aspire to
managerial roles, should have a good awareness of their
professional development needs and should be seeking
opportunities to develop them within their placement.
Doctorate
PhD students take responsibility for the successful
planning and delivery of their (3-4 year) research
projects, requiring high levels of motivation and selforganisation. PhD students schedule their own
working hours and therefore develop excellent time
management skills. Most PhD students have
excellent levels of professionalism, interacting with
sponsors and professional contacts on top of any
workplace experience gained through undergraduate
or Masters placements.
Building on their previous experience, some PhD
students are sponsored by external organisations
and spend time at the business premises of their
sponsors. PhD students undertake a range of
professional development training, which includes
intellectual property, entrepreneurship and
business-orientated skills. Many PhD students are
responsible for the financial planning of their project,
developing commercial acuity and may undertake
negotiations for equipment and consumables with
suppliers.
PhD students undertake an extensive and compulsory
professional development programme (the Researcher
Development Framework) and are required to reflect on their
professional development over the course of their research
degree. PhD students tend to aspire to leadership positions and
are looking for opportunities to develop those skills. Depending
on their previous work experience, they may have a limited
view of their employability outside of academia, and the PhD
internship will stimulate the student to consider a wider
application of their skills.
15
Appendix B
Draft guidance to competencies for students at undergraduate, Masters and PhD level
The mysterious language of competencies – what every undergraduate student needs to know
What is a competency?
During your degree, you will be assessed thoroughly on the knowledge of your subject and your ability to critique and
analyse your own work and the work of others. These are excellent skills that prepare you well for your next step, but
employers use the language of competencies.
A competency describes a skill, and your level of ability at that skill. For example the skill of negotiation, of verbal
presentations, or a technical skill such as operating a microscope. When you apply for internships or a job vacancy, you
will need to speak the language of competencies and provide evidence for them, so that employers can understand how
good you are!
Some people feel very uncomfortable about ‘blowing their own trumpet’, but by talking positively about your
competencies, you are helping employers to understand how you can fit into their organisation and the contributions
that you can make – and perhaps getting that dream job offer!
What competencies do I get from my degree?
Depending on the nature of your degree you will be developing a range of competencies all the time – however you may
not realise it, and your lecturers may not speak to you in the mysterious language of competencies.
Some of the competencies that you will be building up are:
 working in a team and understanding best ways of working together with and leading others;
 communicating, whether in writing, by giving a formal presentation or speaking informally with colleagues;
 meeting deadlines and planning your work;
 technical skills such as biology laboratory techniques.
How will an internship help my competencies?
An internship will help you to understand how all of the competencies you have learned so far can be transferred into
workplace situations. You might find that your essay writing skills mean that you can turn out an excellent report for the
boss, or that the presentation skills you developed in tutorials allow you to put ideas across to clients.
Am I assessed on my competencies?
The big difference between university and the workplace is that employers will use competency frameworks almost
exclusively to assess your ability, which will determine your progression and pay. At university your main form of
assessment will be on the subject knowledge and understanding that you can demonstrate in exams, essays and
practicals.
How do I talk about my competencies on a CV or at a job interview?
Therefore, it is very important that you learn the mysterious language of competencies when writing job applications
and talking at interview. Look at the ‘competency framework’ below to get an idea of the kind of competencies that you
should be able to talk to employers about.
16
What are the common competencies that employers look for?
The table below shows you a section of a competency framework – it describes the common competencies that an
undergraduate student should have. Each employer uses a slightly different competency framework, and smaller
organisations may not have a formal framework but are still likely to be looking for the same sort of competencies.
17
Competency:
Teamworking,
working with
others
Expected ability at undergraduate level:
You should be able to provide evidence of teamworking through various group work projects that form part of your degree. If you have completed some
kind of work experience or extracurricular activities you will have further developed these skills, understanding the importance of clear communication,
delegation and challenging inappropriate behaviours.
Leadership and
management
potential
Depending on your experience in the workplace and in extracurricular activities, you should have an understanding of what makes a good leader and
should be willing to begin to develop these skills in yourself.
Communication
skills
You should have good skills in verbal and written communication. You should be developing strategies and creating opportunities to improve them. You
should have a bioethical awareness of your study/research and understand that you have a responsibility to communicate science professionally to others.
Self-management,
motivation and
professionalism
You are working to a structured timetable and are required to meet fixed deadlines and organise your own time for project work and revision. You may
also fit these tasks around extracurricular activities and employment. Attainment of high academic grades usually indicates success in self-management,
organisation and motivation, owing to the high workload of a science degree. Professionalism may be reflected in the amount of time you have spent in
employment, voluntary work or extracurricular activities.
Commercial
responsibility and
business
development
Your work experience and extracurricular activities, may have given you some experience of commercial and business operation. If you have studied an
enterprise module or undertaken other enterprise activities you will have further developed this competency.
Professional
development
A competency in professional development means that you are continually looking for ways to learn and develop yourself. Throughout university you will
have had opportunities to learn new skills, sign up for courses and improve yourself. These are examples of your willingness to develop professionally. If
you do an internship or year-in-industry, you might have further opportunities to take part in training courses or other opportunities at your host
organisation.
Ethical and
sustainable
practice
Depending on your work and extracurricular activities, you should have an awareness of the concepts of ethical and sustainable practice.
Scientific skills
You will have spent 150 hours per year acquiring basic laboratory skills such as aseptic technique, basic molecular biology, basic protein expression
techniques, fieldwork, statistical analysis, basic experimental design. You will understand the principles of Good Laboratory Practice. In your final year you
will complete a ~10-week research project where you design your own experiments, analyse data, prepare a 8000-word report and present your results
verbally.
18
The mysterious language of competencies – what every Masters student needs to know
What is a competency?
During your degree, you will be assessed thoroughly on the knowledge of your subject and your ability to
critique and analyse your own work and the work of others. These are excellent skills that prepare you well
for your next step, but employers use the language of competencies.
A competency describes a skill, and your level of ability at that skill. For example, the skill of negotiation,
verbal presentations, or a technical skill such as operating a microscope. When you apply for internships or a
job vacancy, you will need to speak the language of competencies and provide evidence for them, so that
employers can understand how good you are!
Some people feel very uncomfortable about ‘blowing their own trumpet’, but by talking positively about your
competencies, you are helping employers to understand how you can fit into their organisation and the
contributions that you can make – and perhaps getting that dream job offer!
What competencies do I get from my degree?
Depending on the nature of your degree you will be developing a range of competencies all the time –
however you may not realise it, and your lecturers may not speak to you in the mysterious language of
competencies.
Some of the competencies that you will be building up are:
● working in a team and understanding the best ways of working together with and leading others;
● communicating, whether in writing, by giving a formal presentation or speaking informally with
colleagues;
● meeting deadlines and planning your work;
● technical skills such as biology laboratory techniques.
How will an internship help my competencies?
An internship will help you to understand how all of the competencies you have learned so far can be
transferred into workplace situations. You might find that your essay writing skills mean that you can produce
an excellent report for the boss, or that the presentation skills you developed in tutorials allow you to put
ideas across to clients.
Am I assessed on my competencies?
The big difference between university and the workplace is that employers will use competency frameworks
almost exclusively to assess your ability, which will determine your progression and pay. At university your
main form of assessment will be on the subject knowledge and understanding that you can demonstrate in
exams, essays and practicals.
How do I talk about my competencies on a CV or at a job interview?
Therefore, it is very important that you learn the mysterious language of competencies when writing job
applications and talking at interview. Look at the ‘competency framework’ below to get an idea of the kind of
19
competencies that you should be able to talk to employers about.
What are the common competencies that employers look for?
The table below shows you a section of a competency framework – it describes the common competencies
that a Masters student should have. Each employer uses a slightly different competency framework, and
smaller organisations may not have a formal framework but are still likely to be looking for the same sort of
competencies.
20
Competency:
Teamworking,
working with
others
Expected ability at Masters level:
Having completed your undergraduate degree, your Masters will allow you to further develop your teamworking experience as part of group projects.
You may also receive training and feedback relating to your performance as part of a team. You are likely to have the opportunity to challenge
inappropriate behaviours or courses of action.
Leadership and
management
potential
You will have covered transferable and leadership skills as an undergraduate and should be able to demonstrate an understanding of leadership
capabilities. You could look for opportunities to further develop your leadership skills. You probably have observed both good and bad leadership and
should be able to understand how your own leadership skills are developing, particularly within the context of the group work that forms part of your
degree.
Communication
skills
You should have very good verbal and written communication skills, and experience in writing extended reports and critiquing others' work. You will
have delivered a number of assessed verbal presentations and defended your work. You should be familiar with literature searches.
Self-management,
motivation and
professionalism
As you work to a structured timetable with fixed deadlines, you take more responsibility for the management of your own time, for example working in
groups, reading around your subject and managing your own research project. Masters students are usually highly motivated since the workload on your
degree is very high. Masters programmes include a longer research project, requiring self-management to plan and write up the project. Work experience
that you have so far will have helped you to develop your professionalism.
Commercial
responsibility and
business
development
Building on your undergraduate experience, you are likely to demonstrate a good understanding of enterprise issues such as intellectual property and the
steps involved in commercialisation of a scientific idea. As a significant part of your Masters programme, you will undertake a ~28-week placement,
perhaps within a commercial organisation.
Professional
development
Many Masters courses include comprehensive training and transferable and employability skills, the identification of strengths and weakness and the
consideration of personality types and learning and leadership style – all of these contribute to your professional development.
Ethical and
sustainable
practice
You should have developed an awareness of the bioethical implications of your research and have studied a module on bioethics. You may also have had
an opportunity to consider the importance of responsible communication of science to the public.
Scientific skills
In addition to the hours spent in the laboratory at undergraduate level, you will have gained further experimental techniques according to your specialism.
You will have further experience of experimental design and adaptation of protocols/SOPs and will work to GLP standards. You may also have additional
IT skills such as programming, graphics, bibliographic systems and others according to your specialism. You should be able to demonstrate a higher level
of numerical skills than your undergraduate counterparts. You will complete a 28-week research project, often with an industrial partner and prepare an
8,000-word report and deliver a presentation on this work.
21
The mysterious language of competencies – what every PhD student needs to know
What is a competency?
During your PhD, you will be assessed thoroughly on the knowledge of your subject and your ability to
critique and analyse your own work and the work of others. These are excellent skills that prepare you well
for your next step, but employers use the language of competencies.
A competency describes a skill, and your level of ability at that skill. For example, the skill of negotiation,
verbal presentations, or a technical skill such as operating a microscope. When you apply for internships or a
job vacancy, you will need to speak the language of competencies and provide evidence for them, so that
employers can understand how good you are!
Some people feel very uncomfortable about ‘blowing their own trumpet’, but by talking positively about your
competencies, you are helping employers to understand how you can fit into their organisation and the
contributions that you can make – and perhaps getting that dream job offer!
What competencies do I get from my PhD?
Depending on the nature of your degree you will be developing a range of competencies all the time –
however you may not realise it, and your lecturers may not speak to you in the mysterious language of
competencies.
Some of the competencies that you will be building up are:
● working in a team and understanding the best ways of working together with and leading others;
● communicating, whether in writing, by giving a formal presentation or speaking informally with
colleagues;
● meeting deadlines and planning your work;
● technical skills such as biology laboratory techniques.
How will an internship help my competencies?
An internship will help you to understand how all of the competencies you have learned so far can be
transferred into workplace situations. You might find that your essay writing skills mean that you can produce
an excellent report for the boss, or that the presentation skills you developed in tutorials allow you to put
ideas across to clients.
Am I assessed on my competencies?
The big difference between university and the workplace is that employers will use competency frameworks
almost exclusively to assess your ability, which will determine your progression and pay. At university your
main form of assessment will be on the subject knowledge and understanding that you can demonstrate in
exams, essays and practicals.
How do I talk about my competencies on a CV or at a job interview?
Therefore, it is very important that you learn the mysterious language of competencies when writing job
applications and talking at interviews. Look at the ‘competency framework’ below to get an idea of the kind of
competencies that you should be able to talk to employers about.
22
What are the common competencies that employers look for?
The table below shows you a section of a competency framework – it describes the common competencies
that a PhD student should have. Each employer uses a slightly different competency framework, and smaller
organisations may not have a formal framework but are still likely to be looking for the same sort of
competencies.
23
Competency:
Teamworking,
working with others
Expected ability at this level:
You will have extensive and well-developed team-working skills in addition to your previous experience – particularly when part of a large research group. You should also
have an awareness of your integration into teams and your preferred role, strengths and weaknesses. You might be giving thought to how you could develop your own
team in the future. You may undertake training in teamworking/building and personality types. You may be involved with committees and professional bodies, further
exposing you to teams and their function. As part of your research, you are likely to have to negotiate the use of resources and to offer or draw support to/from others.
Leadership and
management
potential
You may undertake a range of professional development training to assist you in the development of your leadership skills. You will have first-hand experience of
leadership from working closely with your supervisor and training advisory panel, and will be developing your own skills by working with technical staff, overseeing
undergraduate projects and working with visiting associates. You may be involved in networking and setting up collaborations outside of your own research group. You
take responsibility for your own research projects, and learn to take a leadership role, making and defending important decisions and managing risk relating to your work.
Communication
skills
You have excellent verbal and written communication skills and you are experienced at writing high-level scientific reports and journal papers and in delivering professional
presentations, to international audiences, facing robust critique of your work. You are experienced in preparing poster presentations and networking with professionals in
your field.
Self-management,
motivation and
professionalism
You have responsibility for the successful planning and delivery of your (3–4 year) research project, requiring high levels of motivation and self-organisation. You schedule
your own working hours and therefore develop excellent time management skills. You have excellent levels of professionalism, interacting with sponsors and professional
contacts in addition to any workplace experience gained through undergraduate or Masters placements.
Commercial
responsibility and
business
development
Building on your previous experience, you may be sponsored by external organisations and spend time at the business premises of your sponsors. You are likely to
undertake a range of professional development training, which includes intellectual property, entrepreneurship and business-orientated skills. Many PhD students are
responsible for the financial planning of their project, developing commercial acuity and undertaking negotiations for equipment and consumables with suppliers.
Professional
development
You are likely to undertake an extensive and compulsory professional development programme (the Researcher Development Framework) and are required to reflect on
your professional development over the course of your research degree. PhD students tend to aspire to leadership positions and you may be taking opportunities to
develop those skills.
Ethical and
sustainable practice
You should have a further developed understanding of your own values and motivations relating to your career aspirations and the work that you currently undertake. As
part of your compulsory professional development programme, you may have studied bioethics and academic integrity. If you have been involved with grant writing you
will have understood and described the ethical considerations relating to your work. PhD students are frequently involved in the public communication of their science,
and you may have received specialist training in this area.
Scientific skills
You have extensive experience in experimental design, troubleshooting, and project management. You will have excellent verbal communication skills, having presented
and defended your work nationally and internationally. You will be experienced in engaging with the primary literature and critiquing work from peer-reviewed journals.
You will have developed novel techniques, written your own protocols and SOPs. You may have contributed to the organisation and functioning of your workplace, and
will be an expert in the techniques that you use in your field. You are responsible for the implementation of GLP. You will be involved in the preparation of publications for
peer-reviewed journals, posters, grant applications and other reports. You will prepare a ~70,000 word thesis outlining your research findings, and will defend this verbally
in front of external professionals.
24
Appendix C
Employer comments
Employers were asked to comment upon how the competency framework could be improved to make it more useful to
them. The responses are given below.
1. I'm not certain it could. It helps me to understand what an undergraduate, Masters/PhD student should have. I
think one thing that businesses should understand is that PhD students have conducted independent research to
a high standard and that this capability is a differentiating factor.
For me I would always want to interview the individual.
2. This is already a very comprehensive document and forms a helpful guide to the employer.
Project management is partially covered by 'self-management' but is a separate competency. For the interns we
take on, I would expect PhD students to be planning their project (even 3–4 month projects have project plans
at GBL), setting deliverables/milestones, reviewing regularly and doing risk management. MRes should be
following plans provided by line managers but should be able to review and contribute to risk registers and
undergraduates should be capable of following the project plans provided.
Scientific skills: PhD students are not just responsible for implementing GLP but also for understanding and
identifying when, for example, RAs and COSHH forms are required
The document as it stands is comprehensive and covers most of the skills we look for but one way to make it
more useful might be to ask students, before they start their internships, to use this document as a basis to set
themselves objectives. They can then bring that with them to their placement and discuss how to achieve the
objectives with their line manager. We try to give students the opportunity to develop as many skills as possible
but at the moment it is not really student led. One thing we have found with interns (both undergraduate and
MRes) is that when asked what they want out of a placement they very rarely have an answer beyond the
'improve my lab skills' generic response whereas what this document shows them is that there is much more to
a career in science.
3. I think it would be really useful for us
4. Do not use abbreviations as you cannot assume that all employers know what they mean. (Unless it will only be
used by employers in the science sector.)
Although on first glance it looks quite in depth and possibly off-putting for busy employers the layout works well
once you start to read the document. I read the section on teamwork for each level and scrolled up and down
in this way for each competency level.
I think it will be valuable to differentiate the competency level between the three levels.
5. NA – This would not entirely be relevant to us so I could not really comment.
25
We would only take an undergraduate student as part of our year in industry programme as we have our own
Masters and PhD students. We hope by the year in industry scheme that we can identify great students that get
a chance to view us as institutes and then may want to go on and apply to do their PhD with us.
6. Well, the competencies described from the undergraduates are not at all what I recall or experienced. This
applies more to the teamworking section. I think most of the people I was associated with had something to
prove, and teamworking was literally the last thing on their minds.
Though, I have recently been involved with an undergraduate group that are showing better competencies in
this area. The skills described are for real serious students that question everything, and are almost idealistic.
Today I had to tell a Masters project student (a few months away from graduation) to wear gloves while
reaching into an acid cabinet, and then goggles when handling 4M Hydrochloric acid. As designed, it would be a
good reference for an employer to gauge the competency of the student, but to expect most things (or even
50%) on that list would be a far cry.
7. Many of the competencies identified are those we use to sort applicants at all three of these levels already, and
it's good to see we're thinking of similar criteria for internship/job selection.
This is an excellent way to marry candidates to positions. However, it is critical that both the candidates know
that this is what is being looked for and they need to put their abilities across both verbally and in the written
application. It also requires all those involved in the selection process to think these aspects through thoroughly
and how to differentiate the levels of skills being offered.
8. The competency framework document is a clear and well-thought document. I would only amend one
competency: ‘scientific skills’, as it mainly mentions lab-based experience and scientific/academic knowledge is
also important.
Finally, from my experience, the biggest problem with this type of document is that it is impossible to categorise
all undergraduates or PhD students as a single entity. I have worked with undergraduates who had excellent
team working and communication skills and some PhD students who were very poor in both areas. When
looking for someone to cover a position, the main thing for us is the level of independence and scientific skills
they will need (if the position is well supervised and not scientifically challenging we will choose an
undergraduate, if the position requires high scientific skills and independent work, we will choose a PhD).
9. While this framework describes the competencies I would expect at the level, it’s often harder to decipher if
the student meets those criteria. So how can we determine that a prospective PhD student has the
competencies described at the Masters level? I would find it useful to have that additional guidance. Having said
that, the framework looks cogent and well written!
10. A simple side-by-side comparison in a tabulated format would be useful, with skills down the first column and
levels across the top row – it would remove the need for PhD level to explicitly say 'building upon previous
experience at undergraduate and masters', for instance making it easier to discern the correct level at a glance.
11. I think that the framework offers a good indication of what to expect from the ntern and a useful guide for
employers interviewing the intern. We would use it to tease out specific skills and experience that we would
find useful.
12. Some areas you may wish also to consider commenting on their competency in:
- health and safety-risk assessment;
- quality assurance – for example, ISO 9001
- statistical analysis
26
- communication-focused on academia but what about their ability to communicate to
stakeholders as well as outreach activities to citizens?
13. Comments about professionalism and maturity would be helpful in addition to the skills description as these are
really key elements in how the intern adapts to the new environment. YCR has been very fortunate in having
very mature and professional interns this far, hence the weight of importance we have attached to it.
14. The competency framework for each level of student has been defined well and would be of benefit when
considering which level of student would be best suited to placements at FFDB
15. The competency framework as it stands is fine in its own right but from my experience the division between the
undergraduate and Masters capability skill sets is not so clearly delineated. Many of the higher performing
undergraduates clearly display capabilities similar to what is described in the Masters section. Similarly I've
known a number of Masters students who've struggled to meet those described for the undergraduates.
Additional types of capability we assess individuals for are:
- their ability to hold themselves and others accountable for work;
- to act decisively;
- to work collaboratively whilst displaying commitment to others who are dependent
upon their work.
16. From my experience of working with a wide range of science students (at undergraduate, Masters, and PhD),
the framework is very helpful in representing students' skills to employers. One competency that employers
typically cite as desirable is 'adaptability’, that is, the ability to respond positively to change, and to work
effectively in unfamiliar environments. I wonder if some comments on this might be added (perhaps within the
self-management section?).
You may have already considered this, but could each student 'type' also include a couple of case studies from
students, speaking in the first person about themselves in relation to the categories in the framework? It might
help enthuse prospective employers, and bring the framework to life, to have some student cases included as
part of the framework – especially if they are students who in the same short case study can talk about the
impact they had on a company when completing an internship.
I really liked the inclusion of quantitative measures of students' work – that is, 150 hours per year in labs,
preparing a 70,000-word thesis, 28-week work placement, etc. Are there any other such measures that could
be included, including contact time, nature of work submitted, examinations sat, etc.?
Is it worth adding in at the top of each section what students have to do in order to be admitted as
undergraduate, Masters or PhD? Some employers may not be aware how competitive undergraduate admissions
is, or what prior work, etc., needs to be undertaken to be accepted as a Masters of PhD student. This
information may be obvious to some, but will further help to make the case that students are highly desirable!
17. It will be very helpful if you could give some examples about what kind of activities could this students develop
in organisations.
18. In my experience there is so much variation in the experience and abilities of students that the Competency
Framework can only give a broad outline of what would be expected of students based on their formal learning
experience. The variation, perhaps especially at undergraduate level, means that it could never accurately reflect
the abilities of students outside of formal learning. An example might be a mature student who might have
extensive management skills built up over the length of their career.
A summary table comparing competencies between the different academic stages may make the framework
27
easier to use as a decision making tool.
The Competency Framework will have to be used alongside other information such as the likely length and
timing of placement as well as the likely cost to the provider.
19. As some/most of the skills are repeated/replicated a matrix would make it easier to compare side by side
20. This is difficult to answer. We currently employ circa ten sandwich students per year at Kew and another five at
Wakehurst Millennium Seed Bank, and we have quite specific requirements for each placement which cannot be
addressed in a general competency framework. We would not expect much knowledge of IP in an
undergraduate. We do expect a strong interest in the placement on offer and usually some indication either in
choice of courses so far or extracurricular job experience/volunteering that shows a match with the placement.
The supervisors for the placements are different, so there is no single prescriptive set of requirements.
Academic ability and a good explanation by the student of why (s)he wants the placement are important criteria.
21. It looks just fine
28
Appendix D
Employer questionnaire
1. To what extent does the competency framework give you a clear definition of the skills at each of the
three levels (undergraduate, Masters, and PhD)?
a. Very clear
b. Clear
c. Ambiguous
d. Unclear
2. To what extent could this document help you to decide between offering an undergraduate, Masters
or PhD internship at your workplace?
a. It would greatly help me to decide
b. It would somewhat help me to decide
c. It might be helpful in deciding
d. It would not help me to decide
3. To what extent do the skills described here match the skills that you look for in an employee or
intern?
a. There is a close match
b. There is a partial match
c. The skills listed differ in some key ways from our own requirements
d. The document in no way reflects the skills that we look for
4. If you have experience of hosting placement students and interns in your workplace, to what extent
do you feel that the descriptions of the skills at each level are accurate?
a.
b.
c.
d.
They match well with the skill level of students I have hosted
It matches somewhat
There is a partial match
The descriptions do not match the skill level of students I have hosted.
How could this competency framework document be improved to make it more useful to employers?
29
Appendix E
Acknowledgements
The authors would like to acknowledge the support of the Higher Education Academy (HEA) and the project
steering group (Ruth Mewis and Maureen Tibby) in the completion of this work.
We would also like to thank all of the employers who provided feedback on the draft competency
framework.
30
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