Development of multi-site teamworking skills in scientific interdisciplinary doctoral training: a case study

Purpose Doctoral graduates are now expected to possess a range of teamworking and interdisciplinary collaboration skills beyond their disciplinary subject area. However, robust research about implementation and effectiveness of training is not often available to support wider improvement in the sector. This study aims to present findings from a comprehensive exploration of an established, seven-month intensive, interdisciplinary doctoral training programme, investigating the degree to which training contributed to achieving the programme’s aims of developing teamworking skills and a multi-site working mentality for students. Design/methodology/approach A concurrent mixed-methods design collected data longitudinally using surveys, reflective journals, focus groups and interviews with staff and students. Changes in students’ perceived confidence and skill were analysed using Wilcoxon signed-rank testing. Qualitative data were analysed using inductive thematic analysis. Findings were interpreted within a Contribution Analysis framework. Findings The authors found strong evidence that the intensive seven-month, interdisciplinary training programme contributed to students developing teamworking skills and in seeing the potential benefits of multi-site working for engaging with expertise and facilities across their wider networks to support their research. Originality/value The authors make recommendations relevant to an international audience for maximising opportunities for students to develop depth and breadth of skills and knowledge in intensive doctoral training programmes. They also present the use of a Contribution Analysis framework as a pragmatic but rigorous research design for exploring the implementation and effectiveness of teaching and learning with the small cohort sizes often present in doctoral education.