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During their PhD research, students work for 4-5 years to deepen their knowledge in an often very specific discipline or field, generally under the guidance of one or two supervisors. At the time they defend their thesis, they’ve become experts on a very narrow scientific topic. Their training in Utrecht will give them an excellent academic basis for a career in, or adjacent to, science.

But additional skills are needed to become successful. Employers require, and thus assume, that a newly minted graduate will have other skills to successfully navigate a job: establishing collaborations, working in a team, mentoring or supervising co-workers, writing project proposals and reports, presenting convincing ideas and results.

The non-scientific side of a science education

According to Wouter Dhert, Chair Board of Studies Graduate School of Life Sciences (GSLS) and Jos van Strijp, Director of GSLS, developing leadership skills and learning how to personally deal with tough times are important part of the PhD training in Utrecht.  “We’re one of, if not the largest graduate school in Europe,” says Wouter, “and we have a responsibility to our students to care for their personal growth and development as human beings. This is what’s most inspiring for me.” As an organisation, the GSLS has an obligation to foster true leaders and that no matter where a student is, he or she will experience a high level of excellence and quality. As an indication of success, more than 99% of all PhD graduates of Utrecht ľ�ϸ���Ӱ�� are employed.

This is why the university decided to convene the education of three faculties, Science, Medicine and Veterinary Medicine, under the leadership of the GSLS.  The advantage of centralising all life sciences graduate programmes means that the school can push innovative ideas faster and quickly adapt to changes and demands in society.

Introducing new teaching elements and online courses, together with the establishment of the PhD Course Centre  are examples of how the GSLS is helping PhD students build non-scientific knowledge and skills, and thoughts on alternative careers. Most importantly, the school poses a central question to every student: How do you want to develop yourself and what do you need to do this? Every student has a right to a well-rounded education, along with professional and personal development, and the GSLS is defending the right of PhD students to get these courses at no additional cost.

Growing and strengthening our school

Over the next few years, the GSLS will open up more opportunities for both Master’s and PhD students, for example with e-learning and blended learning, and with networking and career guidance workshops. In addition, it will broaden its reach internationally and evaluate itself within the context of other schools in Europe. “We’ve already evaluated our programmes internally and made some adjustments,” explains Jos, “The next step is to look at great initiatives at other schools and figure out if and how we could implement these here, to assure that Utrecht GSLS maintains its top place as the best academic environment for students to thrive.”

The GSLS will also look how it can present its strengths to the outside world. “We’re proud of what we’ve accomplished and we shouldn’t pass on the chance to mature the school,” agree Wouter and Jos, “It’s immensely rewarding to contribute to a young person’s development.”