Applying Behaviour Change Theory to Understand PhD Supervisors' Barriers and Enablers to Supporting PhD Students with Academic and Other-Sector Careers

Abstract

Most PhD graduates work in sectors beyond academia. However, only 15% of PhD students report discussing other-sector careers with supervisors. The extent to which supervisors feel capable, motivated and have the opportunity to provide support for academic versus other-sector careers is unknown. This project applied behaviour change theory (COM-B; Michie, van Stralen & West, 2011) to assess and compare PhD supervisors’ capability, opportunity and motivation to provide careers support to PhD students for academic versus other-sector careers. An online survey of 39 science-based PhD supervisors at a UK-based University assessed capability, opportunity and motivation to discuss and signpost students to University careers services for academic and other-sector careers (pre-registered: LINK [https://osf.io/hgwdq/]-ANONYMISED). Open-ended questions assessed barriers/enablers to providing support for other-sector careers. However, most reported no training on careers, were unaware of specific University careers resources, and less than one third thought there were sufficient reminders to discuss careers. Supervisors reported significantly greater confidence (_p_<.001), ease (_p_=.002) and enthusiasm (p=.03) to discuss academic careers compared to other-sector careers. Open-ended responses indicated that generally supervisors were motivated to support the career development of students for academic and other-sector careers, and that a quick supervisor guide would be useful. It is recommended that strategies which target supervisors’ capability (training, guide) and opportunity (e.g. reminders) to provide careers support to PhD students are adopted, to ensure students are sufficiently supported for careers within and beyond academia.