Cultivating 21st Century Skills in PhD Students

Abstract

The complex nature of 21st-century challenges requires PhD holders to not only be specialised and independent, but also open-minded and critically reflective. Doctoral training needs to be updated in order to place greater emphasis on key skills such as interdisciplinarity, critical thinking, and collaboration. In this Reflection on Practice (henceforth referred to as ‘Reflection’), I propose three interventions that I believe would help put the “Philosophy” back into “Doctor of Philosophy”. Firstly, a pedagogical model that makes the interdisciplinary research process explicit for students so as to promote effective collaboration and communication, and to facilitate the integration of disciplinary insights. Secondly, a “toolbox” for philosophical dialogue, consisting of questions that would motivate students to articulate philosophical similarities and differences between their respective disciplines, and enable them to implement the above model effectively. Thirdly, applying blended learning as the overall instructional mode to facilitate interdisciplinary critical thinking, collaboration, and communication. My hope is that this approach, which combines the three interventions, will develop individuals who are more creative, critically reflective, and well-prepared for a multitude of careers. I also believe that the interventions proposed herein would fulfill the objectives of lifelong learning by nurturing a labour force that is competent and bold enough to face a volatile, uncertain, complex, and ambiguous (VUCA) world.