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.