On pedagogy of a Soil Science Centre for Doctoral Training
نویسندگان
چکیده
Here we describe and evaluate the success of a multi-institutional Centre for Doctoral Training (CDT), which was established to address UK skills shortage in Soil Science. The government-funded ‘STARS’ (Soils And Research Studentships) CDT 2015 across range universities research institutes UK. It recruited 41 PhD students equitably split institutions under four core themes identified as being central national need, namely, (1) Understanding soil–root interface, (2) Soils delivery ecosystem services, (3) Resilience response functions soil systems (4) Modelling at different spatial temporal scales. In addition, STARS provided diverse programme, including: Holistic training soils, promotion collegiality joint working, strategies promote science generate impact, internships with end users (e.g., policymakers, industry), personal wellbeing, ways lasting soils legacy. Overall, both supervisors have reported positive experience comparison conventional doctoral programmes, less discipline focus little chance scientifically interact their cohorts or undertake activities. also allowed freely access infrastructure partner long-term field trials, specialised analytical facilities, high-performance computing), breaking down traditional institutional barriers thus maximising students' potential high-quality research. legacy can be evidenced many ways; however, it is exemplified by large number diversity journal papers produced, collaborations, final career destinations, creation web-based portal including new reflective video material. Highlights having scientific A dedicated (CDT) this gap. multi-institutional, discipline-focused proved more successful than generic programmes. model provides critical mass provide effective scientists.
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ژورنال
عنوان ژورنال: European Journal of Soil Science
سال: 2021
ISSN: ['1365-2389', '1351-0754']
DOI: https://doi.org/10.1111/ejss.13184