Biologist Emma Kritzberg is leading the work on the faculty’s Core Curriculum. She describes the initiative as both exciting and rewarding, not least thanks to the many interactions with colleagues across the organisation.
Just over a year and a half ago, biologist Emma Kritzberg took on the task of developing the Faculty of Science’s Core Curriculum for doctoral education. The assignment came directly after her time as Director of Doctoral Studies at the Department of Biology, a role she held for six years.
“I have always felt that doctoral education is one of the most rewarding parts of academia. As Director of Doctoral Studies, I gained many perspectives on how doctoral education works, so it felt particularly exciting to continue working with these issues in a broader context,” Emma says.
The work with the Core Curriculum makes up about 20 per cent of her work right now. The rest of her time is devoted to research in aquatic ecology, teaching, and various climate-related projects.
From scattered efforts to a more coordinated support structure
The Core Curriculum is the faculty’s combined offering of courses and activities aimed at strengthening doctoral students’ general competencies during their education.
“These include skills such as project management, academic writing, research communication and data management – competencies that complement the specialist knowledge doctoral students develop through their own research projects,” Emma explains when we meet in her office at the Ecology Building.
“The dissertation project is of course the core of doctoral education, but there are also many broader competencies that doctoral students need to develop in order to carry out their research and take the next step in their careers, whether that is within academia or outside it.”
She emphasises that the Core Curriculum is not intended as a mandatory package where everyone must take every course.
“The goal is not that everyone should take all the courses. The idea is to offer a coherent range of opportunities that are available to all doctoral students and that can support their development, regardless of where in the faculty they are pursuing their doctoral studies.”
Elements that supported doctoral students’ general competencies existed previously, but they were more scattered.
“With the Core Curriculum, we are trying to create a more coherent support structure for doctoral students throughout their education.”
Focus on a strong start
One of the first projects within the Core Curriculum was to further develop the faculty’s introductory course for new doctoral students.
“Both Deputy Dean Karin Rengefors and I felt it was important to start there. Previously, the introduction was more of a compilation of useful information. That could be helpful, but it is not quite the same as a course. So we redesigned it, developed a course syllabus and defined clear learning outcomes.”
At the same time, a so-called "Academic portfolio" was introduced.
“It is a tool where doctoral students can document their development throughout their education. It can function both as a record of experiences and as support when applying for jobs or research funding. But it is also intended as a way for doctoral students to reflect on their own development.”
New courses in the programme
In recent years, several new courses have been added within the Core Curriculum. One of them focuses on project management for research. Another popular course is academic writing.
"The course is taught by linguists who bring a different perspective on writing than what researchers often encounter within their own research environments. During the course, doctoral students work with their own texts and research material, which means the work can directly lead to a scientific article.”
A course in research communication is also planned for the autumn. It was originally developed within the ClimBEco graduate school but will now be offered as part of the Core Curriculum.
Already in high demand
One clear change since the Core Curriculum was brought together under a shared framework is that courses now fill up quickly.
“Courses are almost always full when they are offered. I think it has helped that we can present them more clearly already at the start of doctoral education and explain why they exist and what their purpose is.”
Another effect is that doctoral students from different departments meet each other.
“It creates new connections. Doctoral students often find it very enjoyable to meet others and learn about both similarities and differences in how people work and what research is being conducted.”
General competencies strengthen research
When the faculty follows up with former doctoral students in alumni surveys, the importance of general competencies becomes clear.
“When we ask people who completed their PhD here which competencies they use most in their working lives – both within and outside academia – many highlight these broader skills, such as project management. Specialist knowledge is of course central, but these competencies complement and strengthen it. They go hand in hand. We hear the same message when speaking with industry: project management skills can even determine whether you are invited to a job interview.”
Next steps
The work with the Core Curriculum now continues with new initiatives.
“A course in data management is planned for the autumn. It is still in its early stages and much development work remains, but once everything is in place I very much look forward to seeing it launched. Philosophy of science is also something that is on our wish list for future courses.”
Emma highlights the meetings with colleagues as one of the most rewarding aspects of her assignment.
“In addition to working closely with doctoral students and having the opportunity to support them in their journey and development, the contacts with colleagues across the entire faculty have been one of the most enjoyable parts. There are so many thoughtful and engaged people who want to contribute in different ways, and discussing ideas together has been very rewarding,” Emma concludes with a smile.
The article was written by the author with some assistance from AI-based language tools, including translation.
