Redefining Research Excellence: Predictive study on future transversal skills for researchers

Redefining Research Excellence: Predictive study on future transversal skills for researchers

In today’s world, where the demands on researchers are constantly evolving, the skills they acquire during their academic journey are becoming more essential than ever. It’s no longer enough to be an expert in a specific field; success now centers on a broader set of competencies, such as communication, collaboration, effective project management, and societal impact. Traditional academic training has long focused on specialized knowledge, often overlooking the broader skills needed in today’s job market. As researchers find themselves working across disciplines and engaging with sectors beyond academia, there’s a pressing need to equip them with skills that extend beyond their immediate field of study.

Recognizing these shifting expectations, the CATALISI project, through one of its Acceleration Services, conducted a predictive study on skills anticipation. The goal was to evaluate how well Europe’s young researchers are being equipped for the future and to identify critical areas where further development is needed, helping Higher Education Institutions (HEIs) better prepare their students and young researchers for successful careers in a variety of fields.

Methodology and Key Findings

The study, led by the EY Advisory team in collaboration with a consortium of European universities and research institutions, utilized a comprehensive methodology, reaching over 1,700 young researchers (R1 and R2) with more than 820 respondents from across Europe who participated in detailed surveys to assess their own transversal skills and competencies. To gain deeper insights, the study also included interviews with more than 50 academic leaders, such as vice rectors and research supervisors, who provided valuable perspectives on the strengths and shortcomings of current training programs. Additionally, the study analyzed job postings through advanced text mining techniques to identify the most trend skills in the job market and evaluate how well these align with the training that young researchers receive during their doctoral studies.

To guide and shape our study and recommendations for this study we utilized the European Competence Framework for Researchers, (ResearchComp). ResearchComp provides a comprehensive structure for identifying and nurturing the essential transversal competencies required during a researcher’s career. The framework categorizes these transversal competencies into seven key areas: cognitive abilities, self-management, teamwork, research execution, research management, research tool management, and impact creation. By focusing on these areas, the study aimed to ensure that researchers are well-equipped to contribute effectively to both academic and non-academic sectors. This approach allowed us to identify specific gaps and opportunities for enhancing researcher training and professional growth.

Significant Insights from the Study

The predictive study revealed several important findings that gave important insights on both the strengths and weaknesses of young researchers in Europe:

  • Strengths in Cognitive and Technical Skills: Young researchers typically display strong cognitive abilities, such as critical thinking and analytical reasoning, which are foundational to their research roles. These skills are essential for conducting rigorous research and advancing knowledge in their fields.
 
  • Gaps in Interpersonal and Project Management Skills: Despite their technical expertise, many researchers struggle with interpersonal skills. Areas like teamwork, effective communication, and project management are often underdeveloped, even though these skills are increasingly valued in both academic and non-academic settings. The study found that these gaps can impact the researchers’ ability to collaborate effectively, manage multidisciplinary projects, and communicate their findings to non-specialist audiences.
 
  • Digital Literacy and Entrepreneurial Thinking: The study highlighted a growing demand for digital literacy and entrepreneurial skills. As digital tools and technologies become more important to research, proficiency in data analytics, digital communication, and online collaboration platforms is essential. Moreover, the ability to think entrepreneurially, whether it’s about commercializing research findings or applying innovative solutions to real-world problems, is increasingly seen as a critical competency. However, many young researchers are not receiving sufficient training in these areas, putting them at a disadvantage in a competitive job market.
 
  • Mismatch Between Academic Training and Employer Expectations: One of the most important findings of the study was the mismatch between the skills emphasized in doctoral programs and those expected by employers, particularly in non-academic sectors. Employers are looking for candidates who can not only conduct high-quality research but also manage projects, engage with policy frameworks, and work effectively across disciplines. Unfortunately, these competencies are not always prioritized in current academic training programs.

Recommendations for Higher Education Institutions

Based on the study’s findings, several key recommendations were made for HEIs, with the main focus:

  • Integrate Comprehensive Digital Skills Training: As digital tools become central to research, it is important for HEIs to include advanced digital skills training into their doctoral programs. This should go beyond basic computer literacy, including training in data analytics, digital communication, and the use of digital platforms for research collaboration and dissemination.

  • Promote Entrepreneurial Mindsets: HEIs should encourage entrepreneurial thinking by providing opportunities for researchers to learn about innovation management, intellectual property rights, and the commercialization of research. This can be achieved through workshops, mentoring programs, and partnerships with industry.

  • Foster Interdisciplinary Collaboration: Given the complexity of today’s global challenges, it is essential for researchers to be able to work across disciplines. HEIs should create more opportunities for interdisciplinary projects and collaborations, fostering a holistic approach to problem-solving that is crucial for addressing multifaceted societal issues.

  • Enhance Training in Project Management and Communication: To bridge the gap between academic training and the demands of the job market, HEIs should place a stronger focus on developing interpersonal and project management skills. This includes training in leadership, team dynamics, and effective communication strategies that enable researchers to convey their ideas clearly and persuasively to a wide range of audiences.

  • Align Academic Programs with Market Needs: Finally, HEIs must ensure that their training programs are aligned with the evolving needs of the job market. This can be achieved through ongoing dialogue with industry stakeholders, regular reviews of curriculum content, and the integration of skills assessments that mirror those used in the hiring processes of non-academic employers.

By implementing these recommendations, Higher Education Institutions can better prepare the next generation of researchers for the dynamic and evolving landscape of the global job market. Equipping young researchers with a broad range of transversal competencies will not only enhance their career prospects but also ensure that they can contribute meaningfully to addressing the complex challenges of our time. The future of research excellence lies in adaptability, collaboration, and the ability to translate knowledge into impactful solutions, and it starts with a comprehensive rethinking of how we train and support our researchers today.

First set of Policy implications and recommendations: A step forward for the ERA

First set of Policy implications and recommendations: A step forward for the ERA

The CATALISI project, together with its sister initiatives aUPaEU and Accelerate Future HEI, has undertaken a critical task: identifying key policy gaps and formulating recommendations aimed at the European Commission. The primary objective of this first policy brief is to align high-level European Research Area (ERA) policies and their practical application within Higher Education Institutions (HEIs). 

The results of this brief are based upon the activities of the first year of implementation of the three projects. The insights presented in this brief are drawn from extensive data collection, the design and testing of methodologies, and the implementation of acceleration services across various European HEIs and alliances.  

Identified Gaps in the ERA Policy Agenda

  • Lack of definition for “Acceleration Services: The overall aim of the Higher Education Institutions acceleration services is to help institutions to successfully implement a strategy and roadmap for transformation, but the term “acceleration services” lacks a clear, universally accepted definition. This ambiguity complicates the application and target audience identification. 
 
  • Challenges in open knowledge sharing: The diversity of national regulations concerning public information sharing obstructs a cohesive approach to listing and sharing research infrastructures across Europe. This inconsistency challenges the integration and use of the European Open Science Cloud (EOSC), essential for fostering a collaborative research environment. 
 
  • Disconnect between ERA policy’s “high-level” principles and HEI implementation: There is a significant gap between the overarching principles outlined in the ERA policy agenda and the practical realities of its implementation at the HEI level.  
 
  • Need for a European Community of R&I professionals: Establishing a dedicated community of professionals in research and innovation (R&I) transformation is crucial. This network could facilitate reforms and ensure sustainable change, bridging the gap between policy development and practical application. 
 

The brief aims to ensure that, by addressing these gaps, ERA policies are not only theoretically sound but also practically implementable, thereby enabling HEIs to contribute more effectively to Europe’s research and innovation landscape. 

Actions in the ERA Policy Agenda requiring additional support

Many of the key points of the ERA Policy Agenda 2022-2024 underscore the importance of institutional transformation within Universities and HEIs as key contributors to the ERA (European Commission, 2021). The work of CATALISI, aUPaEU, and Accelerate Future HEI supports HEIs transformation in a number of areas such as promoting Open Science and Inclusiveness, strengthening and linking research infrastructures.  However, drawing from the insights of all three projects, it is crucial to underscore the importance of ongoing assessments to determine whether individual institutions possess the necessary resources and infrastructure to sustain the implementation of changes over the long term.  

 Additional support will be needed for 

  • Open sharing of knowledge (ERA policy action 1): To mitigate the challenges posed by varied national regulations, there needs to be greater harmonization and clear guidelines. This effort could be supported by specialized legal services or networks that assist HEIs in compliance and knowledge-sharing initiatives. 
 
  • Research assessment reform (ERA policy actions 3 and 7): Reforming research assessment systems to recognize a broader range of academic achievements beyond traditional metrics is essential. This shift would promote greater innovation and alignment with ERA priorities. 
 
  • Transition from macro to micro level (ERA policy action 13): HEIs require more tailored support to adapt broad ERA policies to their specific contexts. This includes providing resources and infrastructure necessary for effective implementation at institutional level. 
 

These recommendations represent preliminary insights, with more comprehensive suggestions to be detailed in our second policy brief, expected in December 2025. 

 

The three projects—CATALISI, Accelerate HEI, and aUPaEU— complement each other through their unique approaches to acceleration services and institutional transformation. The project´s complementarity is particularly focused on: 

  • Stakeholder engagement and co-creation at each phase of the project activities, to ensure involvement of different perspectives and ownership of the process. 
  • Data and evidence-based approach to identify the key challenges and opportunities for transformation. 
  • Institutional transformation and roadmap development regarding becoming entrepreneurial and innovative HEIs, including the identification of opportunities and challenges to address in acceleration services and coaching activities. 
  • Iterative and agile process methodology has ongoing monitoring mechanisms built in to adapt to the new findings and gaps identified. 
  • Networking and collaboration through workshops, events and training activities, partners are presented with opportunities to network and build collaborations. 

Throughout the first year, the projects have collaborated closely through joint actions, including communication and dissemination efforts, mutual learning events, and policy workshops. They’ve also shared resources and expertise, like by opening coaching and learning events to all partners and collaborating on evaluation and impact assessment. A This collaboration aims to enhance the practical impact of ERA policies on HEIs by leveraging the strengths of each project. 

As we continue our work through the CATALISI, aUPaEU, and Accelerate Future HEI projects, we will update and enrich refine these recommendations based on ongoing research and pilot testing.   

Stay tuned for further updates as we work towards a more integrated and effective European Research Area. 

CATALISI participates in the REINFORCING Conference:

CATALISI participates in the REINFORCING Conference:

Great success for the participation of APRE at the Reinforcing Conference held in Vienna on the 7th and 8th of October!

CATALISI Capacity Building Acceleration Service for European HEIs

Laura Mentini and Stefania Laneve, part of the coordinating team of the CATALISI project, presented the CATALISI Capacity Building Acceleration Service for European HEIs in a dedicated workshop, where they had the opportunity to share the methodology and first successful results of mutual learning, peer learning and Twinning activities carried out with the aim to support transformational pathways of European HEIs.

The lively discussion with participants after the presentation helped advance in reflecting about the sustainability of the acceleration services after the end of the project. Moreover, reflections about the process of organizational and institutional changes in universities, its challenges and contradictions, the necessary actors to involve and the need to scale up the project’s activities by liaising with European alliances and associations was particularly useful and inspiring.

The forum was also an opportunity to discuss together with key actors in the Open RRi field about the gaps and challenges of mainstreaming ORRI practices, and collectively think about how to better implement and operationalize these principles, at different levels and in different contexts and sectors. Discussions and active reflections also focused on the policy recommendations needed to integrate RRI in society and support sustainable and just transitions.

The event was overall a great opportunity to meet other inspiring projects and actors in the field of Open RRI policy and governance and advance together towards making research always more transparent, open and responsible, thus meeting the needs and challenges of society.

AGENDA of the event 

Accurately Addressing Lifelong Learning: Insights from the CATALISI 6th Webinar

Accurately Addressing Lifelong Learning: Insights from the CATALISI 6th Webinar

On 4th of October, the CATALISI project hosted a webinar titled “Accurately Addressing Lifelong Learning,” featuring key contributions from Prof. Ass. Dr. Florim Gallopeni and Prof. Ass. Dr. Bujar Gallopeni. Both experts delved into the pressing importance of lifelong learning (LLL) in today’s dynamic professional landscape and highlighted practical approaches to fostering continuous education, emphasizing the necessity of LLL for personal, professional, and societal growth.

The necessity of lifelong learning in the modern world

 

Prof. Florim Gallopeni stressed that lifelong learning is no longer optional but a critical part of personal and professional development. In a world that is rapidly evolving due to technological advancements and shifts in societal needs, formal education alone cannot equip individuals with the tools required for long-term success.

Gallopeni defined lifelong learning as “a self-initiated education focused on personal growth,”. He noted that beyond degrees and certificates, experiential learning through internships, continuous training programs, and self-guided education is vital for remaining competitive in the workforce.

 

A key theme from the webinar was the importance of transversal skills, which extend beyond technical knowledge and are critical for career adaptability. Gallopeni explained that skills such as communication, emotional intelligence, problem-solving, and critical thinking allow individuals to thrive in various professional settings. He emphasized that these abilities are not only beneficial for personal career advancement but also for contributing to societal innovation and problem-solving.

 

Lifelong learning in Higher Education: A focus on flexibility

Prof. Bujar Gallopeni shifted the discussion towards the role of higher education institutions in promoting lifelong learning. As industries evolve rapidly, universities are now tasked with offering flexible, shorter learning formats, such as certification programs and micro-credentials, to address the widening skills gap. Formal education systems, while necessary, often cannot keep pace with the technological and economic shifts occurring globally. Therefore, lifelong learning programs serve as a dynamic solution for upskilling.

 

One of the most discussed topics during the webinar was the Recognition of Prior Learning (RPL), a process that acknowledges skills and competencies gained through nonformal education or work experience. According to Dr. Bujar Gallopeni, many institutions struggle to implement effective RPL mechanisms, which creates barriers for individuals seeking to transition into new career roles or educational pathways.

RPL enables learners to receive credit for prior achievements, allowing them to bypass redundant coursework and focus on developing new skills. However, the lack of standardized processes for recognizing nonformal education makes this a challenging area for many universities, which limits opportunities for professionals looking to build on their prior experiences.

Inclusivity and equity are also central to the lifelong learning conversation. Gallopeni highlighted the importance of designing LLL programs that target marginalized groups, ensuring that learning opportunities are accessible to all, including those who may face barriers to traditional education. The role of universities in fostering social responsibility through these programs cannot be understated, and a concerted effort is required to make LLL inclusive for all social strata.

Universities must monitor program delivery, learning outcomes, and alignment with industry needs to ensure that lifelong learners gain valuable, practical skills. Institutions are encouraged to adopt both internal and external quality assurance procedures to continually evaluate and enhance their LLL offerings. This guarantees that learners receive an education that is relevant, timely, and applicable in real-world contexts.

The rise of microcredentials offers an exciting pathway for lifelong learners. These short, focused qualifications provide learners with specific skills in areas such as digital literacy, project management, or data analysis. They are particularly beneficial for professionals who want to upskill without committing to lengthy degree programs. Furthermore, microcredentials are often stackable, allowing learners to accumulate them over time, eventually leading to larger qualifications.

For those who missed the live webinar, there’s good news. The recording is available on the CATALISI Learning Hub repository. This resource will provide valuable insights and guidance for HEIs looking to enhance their role in local innovation systems.

Stay tuned to the CATALISI Learning Hub for more updates and resources.