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An early consensus in the ongoing discourse about graduate student preparation for diverse careers was that graduates lacked competencies relevant to non-academic professional settings. Lists of missing “skills” were developed that universities and agencies sought to address, most commonly by the offering of generic (transferable) skills workshops or courses. In this paper, we critique this framing of the issue and discuss the limitations of the common approaches taken to address it. We propose a more integrated approach, where students’ thesis research itself is oriented to their possible futures (a practice already occurring in many areas), and where assessment of the competencies so developed is integral to the awarding of the degree. We illustrate the concepts through the stories of two students, and discuss policy ramifications and the substantial challenges to its realization presented by a highly competitive research environment and established ways of assessing success in faculty and students. Resume Dans le debat toujours actuel a l’egard de la preparation des etudiants des etudes superieures a leur entree sur le marche du travail, le consensus qui s’en degageait au depart etait que les etudiants diplomes ne disposaient pas des competences pertinentes aux milieux professionnels non universitaires. Devant ces conclusions, les universites et agences de placement ont cherche a combler ce «manque de competences», surtout au moyen de cours et d’ateliers de competences generales (transferables). Nous offrons ici une critique de cette facon de repondre au probleme et nous discutons des limites des facons courantes de l’aborder. Nous proposons une approche plus integree pour perfectionner ces competences, approche par laquelle la these de l’etudiant s’oriente precisement vers l’avenir vocationnel de celui-ci (une pratique deja courante dans plusieurs domaines). L’evaluation des competences ainsi developpees devient indispensable a la remise du diplome. Nous illustrons ces concepts par le truchement de deux etudes de cas. De maniere plus generale, nous discutons des ramifications politiques potentielles de cette approche, ainsi que des defis importants lies a sa realisation dans un milieu de recherche hautement concurrentiel, et mettons en pratique des moyens d’en evaluer la reussite.

Beyond Skills: An Integrative Approach to Doctoral Student Preparation for Diverse Careers