The skills required for transition to university and study in biological sciences: A student perspective

In preparation for a university-wide Curriculum Transformation project across the University of Bath, a survey of student opinions of the skills training they received, required and developed during their bioscience studies was undertaken. Separate focus group discussions with first and final-year students defined the parameters of initial and follow-up questionnaires used to determine perceived confidence in 16 different transferrable skills. With responses to the first questionnaire from 204 students (23% of the cohort) the sample size was sufficient to perform statistical analysis on the results. The responses to both questionnaires showed, that by the end of their course the students valued having improved their academic/transferrable skills more than their practical laboratory skills. The survey data and focus group discussions revealed that teamwork, study, time management and organisational skills were perceived to be well developed before arrival at university. While some skills were recognised as having improved through formal teaching (Academic and scientific writing, research, laboratory, analytical and presentation skills), other more transferrable skills were thought to have improved as they are inherent to successful independent living at university and on placement. Actionable suggestions were made for enhancements to formal teaching of important transferrable skills that are not addressed in the current provision such as leadership (through role rotation in group work), resilience and problem-solving (e.g. in practical classes requiring adjustment to succeed). This work suggests that many important transferrable skills are acquired inherently, allowing formal skills training to focus on communication, laboratory, research, leadership, resilience and problem-solving.