Knowledge ecosystems in the new ERA : using a competence-based approach for career development in academia and beyond.
Date: 2022-09-08
Institutions: Directorate-General for Research and Innovation
Subjects: EU research policy, EU strategy, Framework Programme for Research and Development, innovation, job mobility, knowledge management, organisation of research, professional qualifications, promotion, report, research and development

Knowledge ecosystems  
in the new ERA  

Using a competence-based approach for  
career development in academia and beyond 

Independent 
Expert 
Report 

 
 
 
 
 
 
 
 
 
 
 
Knowledge ecosystems in the new ERA,  
Using a competence-based approach for career development in academia and beyond 

European Commission 
Directorate-General for Research and Innovation 
Directorate A — ERA & Innovation 
Unit A.3 — R&I Actors and Research Careers 
Contact   Dario Capezzuto 
Email  

Rtd-actors-and-careers@ec.europa.eu  
Dario.Capezzuto@ec.europa.eu 
RTD-PUBLICATIONS@ec.europa.eu 

European Commission 
B-1049 Brussels 

Manuscript completed in August 2022  
First edition. 

This document has been prepared for the European Commission, however it reflects the views only of the 
authors, and the European Commission shall not be liable for any consequence stemming from the reuse. 

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doi: 10.2777/150763 

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EUROPEAN COMMISSION 

Knowledge ecosystems in the 
new ERA  

Using a competence-based approach for career 
development in academia and beyond 

edited by 

IDEA Consult: An De Coen (Coord.), Lidia Núñez 

With contributions from: 

Technopolis Group: Mikaela Almerud, Maria Ricksten, Gareth O’Neill 

CWTS: Inge van der Weijden, Wolfgang Kaltenbrunner 

2022 

Directorate-General for Research and Innovation 
European Research Area 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
TABLE OF CONTENTS 

EXECUTIVE SUMMARY ..................................................................... 3 
1 – INTRODUCTION ................................................................................................................ 7 
2 – COMPETENCES FOR RESEARCHERS IN COMPETENCE FRAMEWORKS ................ 11 

2.1 Existing competence frameworks ................................................................................. 11 
2.2 Towards a European Competence Framework for Researchers .................................. 12 
3 – NEED FOR TRAINING TO DEVELOP TRANSFERABLE SKILLS .................................. 16 
4 – MAPPING RESEARCH JOBS IN AND OUTSIDE ACADEMIA ........................................ 22 
5 – TENURE TRACKS AS A TOOL FOR CAREER DEVELOPMENT ................................... 24 

5.1 – Implications of tenure tracks systems in the literature ............................................... 26 
5.2 – Challenges related to the implementation of tenure track systems ............................ 28 
6 – RECOMMENDATIONS ...................................................................................................... 28 

6.1 – Next steps regarding the European Competence Framework for Researchers ......... 28 
6.2 – Optimising training in transferable skills ..................................................................... 31 
6.3 – Tenure tracks: an interesting tool to be considered under a broader set of actions 
fostering the attractiveness of the research profession ...................................................... 33 
6.4 – Recommendations on monitoring and indicators to measure progress ..................... 36 

ANNEX 1 - GLOSSARY ...................................................................... 43 

ANNEX 2 – METHODOLOGY ............................................................. 44 

ANNEX 3 – CONGRUENCE BETWEEN THE COMPETENCE 
FRAMEWORK FOR RESEARCHERS AND THE RESEARCH  
SKILLS INCLUDED IN ESCO ............................................................. 48 

ANNEX 4 – DEFINITIONS USED IN RESEARCHCOMP ................... 51 

ANNEX 5 – RESEARCHCOMP - COMPETENCE DESCRIPTIONS .. 53 

ANNEX 6 – RESEARCHCOMP – ILLUSTRATIVE  
EXAMPLES OF LEARNINGS OUTCOMES ....................................... 57 

ANNEX 7 – CASE STUDIES ............................................................... 61 

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EXECUTIVE SUMMARY 
Strengthening researchers’ skills to improve research careers  

Improving research careers and promoting the attractiveness of the research profession is 
increasingly  important  both  at  EU  level  and  in  the  Member  States.  In  this  respect,  two 
complementary initiatives have been developed based on the Skills Agenda  and the ERA 
the  European  Skills,  Competences, 
communication,  namely 
Qualifications and Occupations (ESCO) classification and the development of a European 
Competence Framework for Researchers that is linked to ESCO.  

the  recent  update  of 

In the new ERA communication, the European Commission announced, amongst others, the 
delivery  of  a  toolbox  of  support  for  researchers’  careers,  including  a  Researchers 
Competence  Framework,  thereby  confirming  one  of  the  measures  put  forward  by  the 
European Skills Agenda. Moreover, the Skills Agenda highlighted the need to develop a core 
set of skills for researchers. The Competence Framework should support this by promoting 
the  recognition  of  researchers’  skills,  foster  intersectoral  mobility  and  develop  more 
targeted training opportunities. 

The  Council  Conclusions  on  “Deepening  the  European  Research  Area:  Providing 
researchers with attractive and sustainable careers and working conditions and making brain 
circulation  a  reality”  of  28  May  2021  welcomed  the  work  on  the  development  of  the 
Competence Framework and the update of the ESCO classification. More specifically, ESCO 
has been updated in January 2022 to include a set of skills and occupations for researchers. 
The aim of ESCO is to support job mobility across Europe by offering a “common language” 
on occupations and skills. This explains why the set of skills used for the ESCO update were 
used as a starting point to develop ‘ResearchComp’, the draft Competence Framework for 
Researchers presented in this policy brief. 

Updated ESCO classification defines skills and occupations for researchers 

In January 2022 the European Commission has published the updated version (v1.1) of the 
European classification of Skills, Competences, Occupations and Qualifications (ESCO). In 
the  context  of  this  update,  a  set  of  skills  and  occupations  for  researchers  have  been 
developed based on a literature study, an analysis of the Euraxess database, support from 
an expert group, and interactions with stakeholders through interviews and surveys.  

The ESCO v1.1 update will be transposed at national level and therefore vacancies will be 
adapted  accordingly.  Moreover,  by  defining  skills  and  occupations  for  researchers,  the 
updated ESCO classification will allow better and more targeted monitoring. 

ResearchComp offers a European reference framework for researchers 

The  European  Competence  Framework  for  Researchers,  which  has  the  provisional  title 
‘ResearchComp’, creates a shared understanding of competences that researchers need 
for a successful research career, both inside and outside academia. Building on existing 
competence  frameworks  and  stakeholder  consultation,  ResearchComp  is  made  up  of  38 
interrelated  and  interconnected  competences  that  are  clustered  in  7  competence  areas: 
cognitive  abilities,  self-management,  working  with  others,  doing  research,  managing 
research, managing research tools, and making an impact. 

3 

 
For each competence, the Framework includes four levels of proficiency that specify where 
researchers can position themselves and what is required to progress to the next level. At 
each level, the learning outcomes suggest what researchers should know, understand and 
be  able  to  do  to  demonstrate  a  certain  level  of  proficiency  in  a  particular  research 
competence. Researchers can progress to the next level through dedicated training courses, 
on-the-job training, peer-to-peer learning, coaching and mentoring. 

The ambition of ResearchComp is to enable widespread  recognition of the competences 
and career development of researchers in various stages of their careers. It will be a useful 
tool to support self-assessment, education and  training (e.g. curricula development) as 
well as job seeking. 

Need for training to develop transferable skills 

While  the  MORE  studies1  revealed  that  nearly  9  out  of  10  EU  researchers  consider 
transferable skills to be important for recruitment and career progression, only a minority 
of PhD candidates in the EU receive training in transferable skills during their PhD and the 
MORE  studies  do  not  show  a  positive  evolution.  Moreover,  PhD  candidates  who  receive 
training during their doctorate most frequently follow training modules closely related to core 
research activities. 

An  online  survey  among  researchers  that  provided  input  for  this  policy  brief  shows  that 
research  skills,  cognitive  skills  and  communication  skills  are  the  most  highly 
rewarded. Consistently, research skills and communication skills were identified as the skills 
that  researchers  would  like  to  acquire  or  further  develop  to  improve  their  future  research 
career  opportunities  in  or  outside  academia.  In  order  to  facilitate  intersectoral  mobility, 
training programmes and associated policy instruments should be tailored to the specific 
needs of the researchers. Still, the organisation of researchers’ training and assessment 
varies considerably between the Member States. 

Mapping research jobs in and outside academia 

Recent research points out that 66% of PhD candidates in the EU plan to stay in academia 
while less than 15% end up in an academic research position2. PhD candidates’ expectations 
to pursue an academic career indicate that they are not always aware of alternative career 
options. Moreover, most researchers leave academia involuntarily since they are forced 
to drop out when funding runs out and thus end up unprepared in a labour market lacking 
transparency. 

To address the fragmentation of the EU’s internal labour market for researchers, four broad 
career  profile  descriptors  ranging  from  First  Stage  Researcher  (R1)  to  the  positions  of 
Leading Researcher (R4) were introduced in the EU3. Nonetheless, an analysis of the 79.285 
vacancies  published  in  the  2020  Euraxess  database  reveals  that  half  of  the  vacancies 
were not linked to one particular career stage. Moreover, the analysis also revealed that 
each  employer  has  its  own  terminology  to  define  a  job,  which  stresses  the  need  to 
develop a common language by defining skills and occupations for researchers in ESCO. 

1  https://www.more-4.eu/  
2  Source: Chameleons project (https://www.chameleonsproject.eu/). This is a Horizon 2020 project under the ‘Science with 

and for Society’ (SwafS-08) programme. 

3  https://cdn5.euraxess.org/sites/default/files/policy_library/towards_a_european_framework_for_research_careers_final.pdf  

4 

 
                                                
Tenure tracks as a tool for career development 

Too strengthen the ERA and its attractiveness, it is highly important to support attractive 
career trajectories for researchers in Europe. In this respect, the tenure track system has 
been  identified  as  an  academic  career  model  which  arguably  increases  the  appeal  of  the 
academic  profession,  and  contributes  to  a  more  mobile  research  workforce:  it  gives 
researchers  a  transparent  career  path  and  a  perspective  of  a  permanent  employment 
contract at a research university, provided that their performance is evaluated positively. 

The attractiveness of these systems lies in part in their capacity to provide a projectable and 
transparent career path, but also in the stronger capacity of research institutions to attract 
foreign  talent  while  international  competition  for  research  talent  is  increasing.  Moreover, 
tenure track systems may help to promote gender equality in academia.  

However, at the same time, several challenges hamper the implementation of tenure track 
systems. For instance, they may not be allowed under the current legislation, they may be 
difficult to introduce because of cultural barriers when they are at odds with the traditional 
system, or a discipline specific bias may arise when they are funded by third parties, as some 
research fields would attract more private sector funding than others. 

Recommendations 

Next steps regarding the European Competence Framework for Researchers 

It  is  highly  recommended  to  further  refine  ResearchComp  based  on  feedback  from 
practitioners and end-users as the competence framework has not been tested or applied in 
real-life settings yet. Furthermore, learning outcomes need to be developed indicating what 
researchers in the academic sector and beyond should know, understand and be able to do 
to demonstrate a certain level of competence in research.  

When refining ResearchComp it is highly recommended to invest in  co-creation and keep 
both the supply (academic institutions) and demand (public policy, industry) side involved. 
For the competence framework to remain relevant, effective and user-friendly, it needs to  be 
dynamic,  future-proof  and  inclusive,  but  also  non-binding  and  inspirational  for  end 
users.  Furthermore,  in  addition  to  the  direct  link  with  the  ESCO  classification,  the 
Competence Framework for Researchers could also be referred to in other EU guidelines, 
frameworks or initiatives that link to researchers’ careers and competences. It would also be 
advisable to assess the extent to which the Competence Framework could be integrated into 
the application and evaluation of future funding programmes. 

Optimising training in transferable skills 

As training in transferable skills may increase the employability of researchers both within 
organisations  and  across  the  labour  market,  it  is  advisable  to  foster  training  and 
development  initiatives  seeking  to  develop  researchers’  transferable  skills.  In  this 
respect, it is recommended to broaden the scope of training in transferable skills, ideally, by 
using ResearchComp as a benchmark instrument that shows which competence areas could 
be integrated into the education and training curricula. Additionally, researchers should have 
access to training and career services during the entire career, starting during PhD training, 
to identify transferable skills and be aware of all possible career options in the labour market. 
Furthermore,  future  revisions  of  the  Innovative  Doctoral  Training  principles  should 
include guidance with respect to providing information on alternative job prospects as there 
are  no  principles  addressing  researchers’  positioning  in  the  labour  market.  In  addition, 

5 

 
supporting  PhD  training  in  collaborative  settings  with  industry  would  have  a  positive 
impact on researchers’ competences.  

Moreover, it is advisable to assess if and how  to document acquired competences as 
ResearchComp  could  be  used  as  a  self-evaluation  tool  for  researchers  or  to  show  future 
employers the level that they have reached for specific competences in the Framework. This 
could be inspired by ongoing initiatives on the validation of prior learning (VPL). Finally, since 
many inspiring initiatives have been implemented over the past few years, efforts could be 
made to foster the sharing of best practices and lessons learned among the research 
community.  

Tenure  tracks:  an  interesting  tool  under  a  broader  set  of  actions  fostering  the 
attractiveness of the research profession  

Initiatives  promoting  the  use  of  tenure  track  systems  should  be  encouraged  provided  that 
they are encompassed under a broader strategy aiming at increasing the attractiveness of 
the research profession, strengthening research careers and reducing precarity.  

The  introduction  of  a  model  tenure  track  system  at  EU  level  is  a  promising  avenue  to 
encourage the use of this type of system. However, the development of such a system would 
require  actions  in  other  fields,  most  notably  in  terms  of  the  development  of  a  common 
framework/glossary of researchers´ career paths in EU Member States to ensure both 
the compatibility of the model tenure track system and the national systems.  

Recommendations on monitoring and indicators to measure progress 

There is a lack of EU level comparative and longitudinal data related to research occupations 
and  skills.  In  order  to  address  this  gap,  this  report  includes  recommendations  for  future 
monitoring initiatives along three main dimensions: 1) Skills and training at the institutional 
level; 2) Research occupations; and 3) Skills and training at the individual level (researchers). 
These  recommendations  identify  existing  indicators  and  suggest  concrete  indicators  for 
future  monitoring  initiatives.  They  are  aligned  with  the  recommendations  made  for  the 
upcoming  EU  Researchers´  Careers  Observatory4  and  the  upcoming  Observatory  for 
Institutional Transformation of HEIs5.  

4   Recommendations on how to set up the Researchers´ Career Observatory are being developed in the context of the work 
package “Contribute to the development of an observatory for research careers and talent circulation” of the Knowledge 
Ecosystems in the New ERA project. 

5   Recommendations on how to set up the Observatory for Institutional Transformation of HEIs are being developed within the 
work package on the “Development of an observatory to monitor progress on the institutional transformation agenda” of the 
Knowledge Ecosystems in the New ERA project. 

6 

 
 
                                                
1 – INTRODUCTION 

  Policy context 

In  September  2020,  the  European  Commission  adopted  a  Communication  on  a  new 
European  Research  Area  for  Research  and  Innovation.6  Having  as  a  primary  aim  to 
improve Europe's research and innovation landscape, the Commission defines four strategic 
objectives for the new ERA: 

1.  Prioritise investments and reforms in research and innovation; 

2. 

Improve access to excellent facilities and infrastructures for researchers across the EU; 

3.  Transfer results  to  the  economy  to  boost  business  investments  and  market  uptake  of 

research output; 

4.  Strengthen mobility of researchers and free flow of knowledge and technology. 

In  this  communication,  the  European  Commission  announced  the  delivery  of  a  toolbox  of 
support for researchers’ careers by the end of 2024. This toolbox is to be developed by the 
Commission in partnership with Member States and research organisations, and includes, (i) 
a Researchers Competence Framework, (ii) a mobility scheme to support exchange between 
industry and academia, (iii) targeted training under Horizon Europe and (iv) a one stop shop 
portal. The Framework should support the recognition of researchers’ skills, foster mobility 
between academia and industry, and develop more targeted training opportunities. 

The  European  Skills  Agenda  for  Sustainable  Competitiveness,  Social  Fairness  and 
Resilience, published by the Commission in 2020, foresees the development of a European 
Competence Framework for Researchers as a tool to support the development of a set of 
core skills for researchers and to foster the mobility of scientists across Europe.  

In May 2021, the Council of the European Union adopted conclusions on "Deepening the 
European  Research  Area:  Providing  researchers  with  attractive  and  sustainable 
careers  and  working  conditions  and  making  brain  circulation  a  reality".7  These 
conclusions confirmed  the  importance  of  developing  a  European  Competence  Framework 
for Researchers to accomplish the recognition of the research profession at European level. 
Moreover, the Council stressed the need to develop a taxonomy of skills for researchers for 
monitoring purposes. In this respect, the European Skills, Competences, Qualifications and 
Occupations (ESCO) classification (see Box 1 on page 9) has been updated to include a set 
of skills and occupations for researchers. The set of skills used for the ESCO update was 
used  and  adapted  where  necessary  to  develop  the  draft  Competence  Framework  for 
Researchers  presented  in  this  policy  brief.  Hence,  the  development  of  the  European 
Competence Framework for Researchers will serve multiple purposes and is directly related 
to  other  initiatives  initiated  by  the  European  Commission  and  politically  supported  by  the 
Council.  

6   European Commission, A new ERA for Research and Innovation, Brussels, 30.9.2020, COM(2020) 628 final, available 

here: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM:2020:628:FIN 

7  

Council Conclusions on "Deepening the European Research Area: Providing researchers with attractive and sustainable 
careers  and  working  conditions  and  making  brain  circulation  a  reality",  28  May  2021,  available  here: 
https://www.consilium.europa.eu/media/49980/st09138-en21.pdf. 

7 

 
                                                
Furthermore,  the  Council  Recommendation  on  a  Pact  for  Research  and  Innovation  in 
Europe8 published in November 2021 supports the implementation of the objectives of the 
new  ERA  by  setting  out  values  and  principles  for  research  and  innovation  in  Europe  and 
identifying a set of priority areas for joint action. In doing so, the Pact seeks to achieve a level 
playing  field  to  promote,  among  others,  attractive  and  sustainable  research  careers.  More 
specifically,  the  Pact  highlights  the  importance  of  equipping  researchers  with  the  skills 
required to meet the changing needs of research occupations across the EU and of providing 
targeted training initiatives to match supply and demand in the labour market. Moreover, the 
Pact  stipulates  that  joint  action  is  required  to  offer researchers  clear, more diverse  career 
paths and guidance to make informed career choices. 

The ERA Policy Agenda9 annexed to the November 2021 Council Conclusions on the “Future 
governance of the ERA”, sets out ERA actions for the period 2022-2024 to which Member 
States  will  voluntarily  commit,  to  contribute  to  the  priority  areas  defined  in  the  Pact  for 
Research  and  Innovation  in  Europe.  This  includes  an  action  to  “promote  attractive  and 
sustainable research careers, balanced talent circulation and international, transdisciplinary 
and  intersectoral  mobility  across  the  ERA”.  In  this  context,  the  Commission  and  Member 
States will work towards the development of a European Framework for Research Careers, 
where the skills dimension will have an important role. 

  Challenges related to research careers 

These policy initiatives are vital to address key challenges that researchers are confronted 
with such as a substantial lack of recognition of the research profession in the general 
labour market, and an insufficient matching of demand and supply of professions linked 
to research.  

There is an imbalance between the number of positions in academia and the number 
of  PhD  degrees  awarded.  At  the  same  time,  there  is  a  natural  tendency  among  PhD 
candidates  and  recent  graduates  to  stay  in  academia,  which  makes  them  less  aware  of 
alternative job paths for researchers outside this sector and less prepared for this move10.   

Additionally,  the  labour  market  is  evolving  and  so  are  occupations  for  researchers:  the 
diversity  of  research  careers  is  increasing  as  more  and  more  researchers  are  following 
alternative career paths. However, these paths are still unknown, and while researchers tend 
to  be  unaware  of  alternative  career  options  beyond  academia,  employers  outside  the 
academic sector seem to miss the knowledge to assess the added value researchers can 
bring  to  their  organisation.  While  there  is  an  urgent  need  to  foster  international  and 
intersectoral mobility in times of labour shortages, the MORE studies11 show there is still a 
lack of attention for, or recognition of transferable skills, entrepreneurship and experiences 
outside the academic sector in the training and careers of researchers. 

Council  Recommendation  (EU)  2021/2122  on  “A  Pact  for  Research  and  Innovation  in  Europe”,  26  November  2021, 
available here: https://data.consilium.europa.eu/doc/document/ST-13701-2021-INIT/en/pdf 

8  

9 

https://ec.europa.eu/info/sites/default/files/research_and_innovation/strategy_on_research_and_innovation/documents
/ec_rtd_era-policy-agenda-2021.pdf 

10   More information on this topic and the policy options to address this imbalance is included in the Policy Brief “Precarious 
Careers in Research”    (page  15-16).  This  report  was developed in the  same project as this  policy  brief,  namely  the 
‘Knowledge ecosystems in the new ERA’ project. 

11  

Ibid. 

8 

 
                                                
Furthermore,  current  assessment  systems  for  researchers  focus  to  a  large  extent  on 
researchers’  publication  records,  while  they  need  to  consider  a  wide  range  of  research 
outputs  and  activities  as  confirmed  by  the  Pact  for  Research  and  Innovation  in  Europe. 
Assessment systems that are too limited may have a negative impact on researchers’ career 
progression.  

Finally, there are large differences in the working conditions and social security systems 
across EU countries. As a result, some researchers spend years in insecure situations and 
are faced with economic and social insecurity. Therefore, it is highly important to improve the 
attractiveness of and reduce the precariousness of careers.  

  Scope of this report 

This  policy  brief  presents  the  development  of  a  European  Competence  Framework  for 
Researchers  (Chapter  2)  and  the  observed  training  needs  to  develop  researchers’ 
transferable skills (Chapter 3). It also maps research jobs in academia and beyond (Chapter 
4) and elaborates on tenure tracks as a tool for career development  (Chapter 5). The key 
observations are used to develop recommendations (Chapter 6). The methodology used to 
develop this policy brief is discussed in Annex 2. 

This  policy  brief  is  part  of  the  project  ‘Knowledge  ecosystems  in  the  new  ERA’  that  is 
commissioned by the Commission's Directorate-General for Research and Innovation. The 
project is designed to analyse the state of play, design monitoring mechanisms and create a 
toolbox of support measures at the levels of the ecosystem, the ecosystem actors and the 
individual  R&I  talent.  This  policy  brief  relates  to  the  analysis  at  the  individual  level.  While 
working  conditions,  social  security  and  brain  drain  were  also  analysed  within  the  project, 
these topics are beyond the scope of this policy brief. 

Box 1: Introduction to ESCO (European Skills, Competences, Qualifications and 
Occupations) 

ESCO is the European multilingual classification of Skills, Competences, Qualifications and 
Occupations. It is part of the Europe 2020 strategy and is managed by Directorate General 
Employment,  Social  Affairs  and  Inclusion  (DG  EMPL).  The  ESCO  classification  identifies, 
describes and categorises skills, competences, qualifications and professional occupations 
relevant  for  the  EU  labour  market  and  education  and  training.  Those  concepts  and  the 
relationships between them can be understood by electronic systems, which allow different 
online platforms to use ESCO for services like matching jobseekers to jobs on the basis of 
their skills and suggesting trainings to people who want to reskill or upskill.  

ESCO  aims  to  support  job  mobility  across  Europe  and  therefore  a  more  integrated  and 
efficient labour market, by offering a “common language” on occupations and skills that can 
be  used  by  different  stakeholders  on  employment  and  education  and  training  topics.  In 
particular, ESCO helps people understand what knowledge and skills are usually required 
when working in a specific occupation, what knowledge, skills and competences are obtained 
as a result of a specific qualification, and what qualifications are demanded or often requested 
by employers from those searching for work in a specific occupation. 

ESCO  provides  descriptions  of  3,008  occupations  and  13,890  skills  linked  to  these 
occupations,  translated  into  27  languages.  It  is  available  in  an  online  portal12  and  can  be 

12  

https://ec.europa.eu/esco/portal/ 

9 

 
                                                
freely consulted. The latest update (ESCO v1.1) was published online in January 2022 (cf. 
Figure 1). The occupations are divided into 10 categories13. In ESCO, each occupation is 
mapped to exactly one ISCO-08 code and comes with an occupational profile that lists the 
knowledge, skills and competences considered relevant. The ESCO skills pillar consists of 
concepts related to 1) knowledge, 2) skills (also referred to as competences in ESCO), 3) 
attitudes and values, and 4) language skills and knowledge.  Qualifications are the formal 
outcome of an assessment and validation process which is obtained when a competent body 
determines that an individual has achieved learning outcomes to given standards. 

Figure 1: Changes in the updated ESCO classification 

Source: https://ec.europa.eu/esco/portal/news  

13  

0 - Armed forces occupations; 1 – Managers; 2 – Professionals; 3 - Technicians and associate professionals; 4 - Clerical 
support workers; 5 - Service and sales workers; 6 - Skilled agricultural, forestry and fishery workers; 7 - Craft and related 
trades workers; 8 - Plant and machine operators and assemblers; 9 - Elementary occupations 

10 

 
 
 
                                                
2 – COMPETENCES FOR RESEARCHERS IN 
COMPETENCE FRAMEWORKS 

The  European  Competence  Framework  for  Researchers,  which  will  be  part  of  the  ERA 
toolbox,  will  create  a  shared  understanding  of  the  knowledge,  skills  and  attitudes  that 
researchers need for a successful research career, both inside and outside academia. By 
making  visible  what  competences  researchers  need  and  how  these  competences  could 
evolve from a foundational to an expert level, competence frameworks provide a  valuable 
tool for researchers’ career development.  

The  development  of  a  European  Competence  Framework  for  Researchers  can  build  on 
existing  competence  frameworks.  Therefore,  key  observations  regarding  a  set  of  best 
practices are discussed before the conceptual model for the Framework is presented. 

2.1 Existing competence frameworks  

  Competence frameworks are rather scarce and scattered 

The analysis shows that, in general, only a few fully developed competence frameworks for 
researchers could be identified in the  Member States. Competence frameworks consist of 
multiple dimensions or areas in which a set of competences14 are described, in contrast to 
competence profiles, which are documents describing the requirements for a job in concrete, 
measurable terms. Competence frameworks, insofar as they exist, appear to be very diverse 
across  the  EU  Member  States.  While  several  examples  are  implemented  and  used  in 
Europe15, there is a clear need for further alignment, for instance, regarding the link between 
competences and different career stages and occupations. 

Interestingly,  several  of  the  identified  competence  profiles  and  frameworks  have  taken 
inspiration  from  the  Vitae  Researcher  Development  Framework  (RDF)16,  an  international 
competence framework that has proven to be particularly successful in terms of its content 
and applicability. The RDF is being used for a wide variety of purposes, such as researcher 
training,  employment,  and  mobility  of  researchers,  detecting  transferable  skills,  self-
assessment  and  career  planning  for  researchers  and  can  therefore  be  considered  as  a 
comprehensive framework. Another important aspect of the RDF is that it defines proficiency 
levels in a coherent and transparent way to show researchers how they can progress from a 
beginner to an expert level. Outside Europe, the Researcher Development Skills Framework 
(RDSF) issued by the University of Canberra provides a similar example.  

Thus, both the RDF and RDSF can be viewed as good practice examples and front runners 
in  identifying  the  necessary  knowledge,  skills,  and  personal  attributes  of  successful 
researchers based on desk research and input from stakeholders. Still, the analysis revealed 
that existing frameworks are mainly used in academia and miss a clear link with policy and 
monitoring. Moreover, the consulted stakeholders expressed a need for a common language 

14   As indicated in Annex 4 competences are defined as a combination of knowledge, skills and attitudes. 

15  

16  

The analytical report of this work package ‘Define a European competence framework for R&I talents’ describes four 
best  practice  examples;  one  at  national  level:  the  job  classification  system  (UFO)  in  the  Netherlands,  and  three  at 
university level: the professional development programme for researchers at the Universitat Autònoma de Barcelona, 
the competence framework for PhD holders at the University of Hasselt in Belgium and the competence compass at 
Goethe University in Frankfurt. 

Included  in  Annex  7.4  +  available  on  https://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-
researcher-development-framework 

11 

 
                                                
at  EU  level  to  support  career  development  and  mobility  of  researchers.  These  concerns 
highlight  the  value  of  the forthcoming  European  Competence  Framework  for Researchers 
(discussed in section 2.2), which is defined at EU level and linked to the ESCO classification. 

  Scope has broadened in terms of target group and usage 

In the past decade, Higher Education Institutions (HEI) initiated a development towards the 
use  of  competence  profiles  and  frameworks,  marking  a  shift  towards  mapping  and 
acknowledging the importance of researchers’ skills development. Since then, the following 
evolutions can be observed: 

‒  Most of the identified examples in the selected Member States were initially focused 
on early-stage researchers. However, over time, most of them have been broadened 
in scope to include researchers in diverse stages of their careers.  

‒ 

In  terms  of  their  use  and  applicability,  the  analysis  indicates  that  the  use  of 
competence profiles and frameworks has also developed over time; they started as 
a  tool  to  communicate  researchers’  skills  to  employers  in  non-academic  sectors, 
then  became  a  self-assessment  tool  to  recognise  any  skills  gaps,  especially 
transferable  skills,  and  now  also  serve  as  a  blueprint  for  university  training 
programmes. 

  Need for harmonisation 

The best practice examples identified in the analysis display a wide and dispersed range of 
researcher competences and competence clusters. While there is no general structure, all 
examples cover variants of the following four clusters that were meticulously evaluated in the 
development of the European Competence Framework for Researchers:  

1.  academic research skills;  

2. 

interpersonal skills;  

3.  personal effectiveness skills;  

4. 

influence and impact skills.  

In  addition  to  this,  there  are  considerable  differences  between  and  within  Member  States 
regarding  the  use  of  competence  frameworks  for  researchers.  This  further  calls  for policy 
action  at  the  EU-level  to  provide  recommendations  and  guidelines  aiming  to  harmonise  a 
common  set  of  researcher  competences,  promote  a  competence-based  approach  for 
researchers’ career development and to further establish a unified direction for researchers´ 
training.  The  development  of  a  European  Competence  Framework  for  Researchers, 
discussed in the section below, will provide an answer to these challenges. 

2.2 Towards a European Competence Framework for Researchers 

The  development  of  the  Competence  Framework  for  Researchers  is  being  led  by  the 
European Commission’s Directorate General for Research and Innovation (DG RTD), with 
support  by  the  European  Commission’s  Joint  Research  Centre  (JRC).  This  paragraph 
presents  the  aim  and  the  key  components  of  the  conceptual  model  for  the  European 
Competence  Framework  for  Researchers,  as  well  as  guidelines  for  the  future  use  of  the 
Framework.

12 

 
  Aims of developing a European Competence Framework for Researchers 

The  ambition  of  the  Competence  Framework  for  Researchers  is  to  enable  widespread 
recognition of the competences and career development of researchers in various stages of 
their  careers.  By  clustering  the  competences  in  a  manageable  set  of  categories,  the 
Framework  will  be  a  useful  tool  to  support  self-assessment,  education  and  training  (e.g. 
curricula development) as well as job seeking. By establishing a common basis, the ultimate 
goal is to contribute to the full recognition of the research profession, support comparable 
and interoperable research careers across countries, and facilitate intersectoral mobility and 
employability for researchers.  

- 

- 

To achieve its aim, the preparatory analysis for the development of the Framework has 
been therefore designed to: 

Identify  a  set  of  key  competences  that  researchers  need  for  a  successful  research 
career, both inside and outside academia;  

-  Describe these competences to establish a shared conceptual model that all players in 
the  field  of  research  can  refer  to  and  to  increase  visibility  and  awareness  of  the 
transferable skills researchers have; 

- 

Identify  cases  that  illustrate  how  a  competence  framework  and  other  tools  can  be 
successfully  used  to  promote  and  support  researchers’  training  and  assessment,  to 
communicate  competences  related  to  researchers’  occupations  to  employers  outside 
the academic sector and to identify diverse job opportunities for researchers. 

  Key components of the ResearchComp Framework 

The conceptual model, which has the provisional title ‘ResearchComp’, is inspired by other 
competence  frameworks  developed  by  the  Joint  Research  Centre  (JRC),  such  as  the 
the  Digital 
European  Entrepreneurship  Competence  Framework 
Competence  Framework  for  Citizens  (DigComp)18  and  the  Competence  Framework  for 
‘Evidence for policy’, directed at researchers, which is currently under development19.  

(EntreComp)17, 

As ResearchComp aims to establish a common understanding of the competences that are 
related to researchers’ careers, it is highly important to define the key concepts that are at 
the basis of the Framework. These definitions are included in Annex 2 and support the goal 
of  ResearchComp  to  become  a  reference  for  a  broad  spectrum  of  initiatives  that  aim  to 
strengthen research careers, support intersectoral mobility and employability for researchers, 
and make research careers more attractive.  

ResearchComp  is  made  up  of  two  main  dimensions:  7  competence  areas  and  38 
competences  that,  together,  make  up  the  building  blocks  of  the  key  competences  for 
researchers’ careers (see Figure 2). Each competence is defined by a descriptor (included 
in Annex 5), which breaks it down into its core aspects and is formulated in the most general 
way to capture the diversity of researchers. When defining these descriptions, efforts were 

17   See https://ec.europa.eu/jrc/en/entrecomp ; Bacigalupo M, Kampylis P, Punie Y and Van Den Brande L. EntreComp: 
The Entrepreneurship Competence Framework. EUR 27939 EN. Luxembourg (Luxembourg): Publications Office of the 
European Union; 2016. JRC101581 

18  

19  

https://ec.europa.eu/jrc/en/digcomp 

The competence framework is published on the Knowledge4Policy platform 

13 

 
                                                
made  to  –  wherever  possible  –  match  up  to  other  existing  competence  frameworks  that 
universities are already using in order to avoid conflicting descriptions. 

While  the  38  competences  are  interrelated  and  interconnected,  it  is  not  suggested  that 
researchers should acquire the highest level of proficiency for all 38 competences or have 
the same proficiency across all the competences. The Framework does, however, suggest 
that researchers need to develop competences in all 7 areas. These areas represent multiple 
perspectives  on  research  competences,  including  both  hard  and  soft  skills  related  to  the 
entire research cycle (from identifying research topics to sharing results). 

The competences used in the Framework derive from the list of transversal skills linked to 
researchers’  occupations  that  were  identified  in  the  context  of  the  update  of  the  ESCO 
classification20. While there is no distinction between skills and competences in ESCO, the 
Framework  describes  each  competence  in  one  single  description  containing  knowledge, 
skills and attitudes, which are the three interrelated components of a competence as defined 
in Annex 4. Hence, the Framework creates a shared understanding of the knowledge, skills 
and attitudes that researchers need for a successful research career, both inside and outside 
academia.  

Figure 2: ResearchComp 

The table in Annex 5 provides a detailed overview of the ResearchComp conceptual model 
and  describes  the  competences  included  in  each  area.  The  competences  are  shown  in 
random  order:  they  are  equally  important,  as  indicated  by  the  circular  visualisation. 
Depending  on  the  use  of  the  Framework,  some  of  the  competences  may  be  more 
emphasised than others. Each stakeholder can use it as a starting point to address their own 

20   ResearchComp is the first European Competence Framework that is directly linked to the ESCO classification. Annex 3 

maps the list of skills of researchers in ESCO against the competences included in ResearchComp.  

14 

 
 
                                                
needs. Note that the version of ResearchComp presented in this policy brief is a prototype 
that will be further developed as it has not been tested or applied in real-life settings yet (as 
discussed below in the recommendations section). 

  How to use ResearchComp 

As this conceptual model is in line with other competence frameworks developed by the Joint 
Research Centre (JRC), it follows a similar structure, including four levels of proficiency for 
each  of  the  38  competences  that  specify  where researchers  can  position  themselves  and 
what is required to progress to the next level:  

‒  Foundational: developing expertise with guidance;  

‒ 

Intermediate: building independence;  

‒  Advanced: taking responsibility and guiding others; 

‒  Expert: driving transformation, innovation and growth. 

Annex 6 illustrates these four levels for each competence area by means of a few illustrative 
examples of learning outcomes. Learning outcomes suggest what researchers should know, 
understand  and  be  able  to  do  to  demonstrate  a  certain  level  of  proficiency  in  a  particular 
research competence. The learning outcomes for the Framework are still to be developed. 
They  will  offer  inspiration  and  insight  for  designing  interventions  in  different  domains  of 
application (cf. infra).  

The four proficiency levels could relate to the diverse stages in a research career (e.g. for 
R1-R4 researchers21), but that is not necessarily the case. It is up to the users to apply the 
progression model to their own organisation and to decide on the level of proficiency required 
for junior and more senior researchers. 

‒  As  responsibilities  related  to  management  and  supervision  tend  to  grow  through 
research careers, R1 researchers can be expected to be at the foundational level 
and R4  researchers should be more advanced, while expectations tend to be the 
other way around when it comes to managing research data.  

‒  Non-academic 

research  environments  could  have  other 

for 
researchers,  since,  for  instance,  teaching  may  be  less  important  than  in  higher 
education  institutions.  As  a  result,  they  may  not  expect  senior  researchers  to  be 
advanced at teaching in academic or vocation contexts. 

requirements 

Researchers can progress to the next level through dedicated training courses, on-the-job 
training, peer-to-peer learning, coaching and mentoring. This Framework is an inspirational 
tool  that  can  be  used  at  both  organisational  and  individual  level,  for  example,  serving  the 
following purposes:  

‒  Recognise  the  competences  required  in  jobs  for  researchers  in  and  outside 

academia;  

21  R1: First Stage Researcher (up to the point of PhD) 

R2: Recognised Researcher (PhD holders or equivalent who are not yet fully independent) 

R3: Established Researcher (researchers who have developed a level of independence.) 
R4: Leading Researcher (researchers leading their research area or field) 

15 

 
                                                
‒  Show  the  value  of  research  experience  by  highlighting  those  activities  that 

successfully address the competences in the Framework; 

‒  Create awareness both at the demand (employers) and supply (researchers) side; 

‒  Draw  up  job  descriptions  and  assess  job  applications  from  a  common  reference 

base; 

‒ 

Identify diverse job opportunities for researchers; 

‒  Map an individual researcher’s set and level of research competences to develop a 
personal training plan including the correct starting point, and to monitor the progress 
made (or lack thereof); 

‒  Map a team’s collective set and level of competences to determine if there are any 
missing or redundant competences to achieve the mission/project objectives; 

‒ 

Identify  skills  needs/shortages  at  regional,  national  and  European  levels  through 
monitoring; 

‒  Support the planning and design of education and training programmes and learning 

outcomes; 

‒  Tailor career counselling programmes to researchers’ needs; 

‒ 

(Re)designing evaluation of researchers towards more diverse criteria to focus on 
merit and excellence. 

Furthermore, at the European level, in addition to the direct link with the ESCO classification, 
the Competence Framework for Researchers could also be referred to in other EU guidelines, 
frameworks or initiatives that link to researchers’ careers and competences (for example, the 
Euraxess portal, the upcoming framework for research careers, the principles of Innovative 
Doctoral Training, the Human Resources Strategy for Researchers, the Charter and Code, 
and the OTM-R package). 

3 – NEED FOR TRAINING TO DEVELOP TRANSFERABLE 
SKILLS 

  Researchers find transferable skills important for career development 

Standard research output or publication performance typically impacts researchers’ career 
development. However, according to MORE4 (2019)22, transferable skills are also vital in this 
respect: nearly 9 out of 10 EU researchers (86%) consider transferable skills  important for 
recruitment and career progression (Table 1). Other factors that are at least as important are 
project-related work experience, knowledge transfer and international mobility. Interestingly, 
a much lower share of researchers believes that intersectoral mobility has a positive impact 
on recruitment and career progression (6 out of 10). 

22  

https://www.more-4.eu/ 

16 

 
 
                                                
Table 1: Positive factors for recruitment and career progression in the EU28 among 
researchers in higer education (2019) 

Recruitment 

Career progression 

91.8 

88.4 

86.6 

85.8 

75.1 

73.5 

68.5 

59.7 

58.9 

Project-related work experience 

Knowledge transfer 

International mobility 

Transferable skills 

Interdisciplinary mobility 

Public awareness activities 

Publication(s) in open access journals 

Intersectoral mobility to government sector 

Intersectoral mobility to private industry 

91.3 

87.8 

85.7 

86.2 

76.1 

76.7 

71.3 

62.1 

61.1 

Source: MORE4 EU HE Survey (2019), MORE3 EU HE survey (2016) – Figure 24 and Figure 36 in MORE3 EU HE report  
Note:  
- Share of researchers agreeing that these factors are positive for recruitment or career progression (EU28 average).  
- Based on question 39: “In your experience, would you say the following factors are regarded as positive or negative factors 
for recruitment in your home institution?”, and question 40: “In your experience, would you say the following factors are 
regarded as positive or negative factors for career progression in your home institution?” Note that in 2016 a smaller range 
of options were given.  
- Sample size: 2019: n=7,570-8,540; 2016: n=8,483-9,421  

  A minority of PhD candidates receives training in transferable skills 

At the same time, the MORE4 data show that only a minority of PhD candidates in the EU 
(32%) receive training during their PhD in transferable skills such as research skills, people 
and project management. Moreover, in 2019 the share of PhD candidates receiving training 
in  transferable  skills  in  the  EU  had  remained  unchanged  compared  to  2016,  with  strong 
decreases in some of the countries. The lack of a positive evolution is problematic given the 
importance of transferable skills for researchers’ career development. 

17 

 
 
 
 
 
Figure 3: Share of researchers receiving training in transferable skills during PhD, by country  

Source: MORE4 EU HE survey (2019) and MORE3 EU HE Survey (2016) 
Notes:  

 

 

 

 

 

Only R1 PhD candidates and R2 PhD holders. 

Less than 30 observations in Cyprus, Greece, Iceland, Malta, therefore not displayed in graph. 

Share of researchers receiving training in transferable skills per country of PhD (i.e. the country where one obtained a 

PhD or is currently enrolled in a PhD programme). 

Based on question 50: “Which of the following statements are applicable to your PhD training?” 

Sample size: 2019: n=1,936; 2016: n=2,810  

  Training focuses on skills related to ‘core research activities’ 

Evidence from MORE4 (2019) reveals that PhD candidates who receive training during their 
doctorate most frequently follow training modules closely related to core research activities, 
such  as  research  skills,  communication  and  presentation  skills,  decision  making  and 
problem-solving, and critical and autonomous thinking (>80%).  Figure 4 reveals that more 
than 80% of PhD candidates either received training or had already acquired these skills. On 
the other hand, less than 40% indicated that training modules in transferable skills focused 
on IPR, collaboration with others, negotiation and entrepreneurship.  

18 

 
 
 
 
Figure 4: Training modules in transferable skills (EU28) 

Source: MORE4 EU HE survey (2019) 
Notes:  

- 

Only R1 PhD candidates and R2 PhD holders who indicate that they have received any training in transferable 

skills during their doctorate. The illustrated shares thus refer to PhD candidates who obtained any kind of 

structured training - which equates to 31.3% of all PhD candidates. This calculation is based on question 50: 

“Which of the following statements are applicable to your PhD training?” and refers to R1 PhD candidates and R2 

PhD holders. 

Reasons why researchers did not receive training on different types of transferable skills (based on question 54). 

The possible reasons are: No need, skills already required; No availability of this kind of training; No support to 

allocate time to this kind of training; Others. 

Based on question 54: “You indicated that you did not receive training on the following transferable skills during 

your doctorate. Why not?” 

Sample size: n= 540-626  

- 

- 

- 

  Researchers mainly want to develop skills that are rewarded in their current job 

In  spring  2021,  researchers  from  the  academic  and  non-academic  sectors  were 
consulted through an online survey that provided input for this policy brief23. One of the 

23   The  analytical  report  of  the  work  package  on  “Mapping  of  practices  in  ERA  regarding  employment  contracts,  social 
security  coverage,  remuneration,  and  career  development  models”  describes  the  survey  methodology.  This  work 
package is part of the same project as this policy brief, namely ‘Knowledge ecosystems in the new ERA’. It is important 

19 

 
 
 
                                                
questions asked researchers to what extent their skills are rewarded in their current main 
job. The results reveal that research skills, cognitive skills and communication skills are 
the most highly rewarded. Consistently, when researchers were asked which skills they 
would  like  to  acquire  or  further  develop  to  improve  their  future  research  career 
opportunities  in  or  outside  academia,  most  respondents  selected  research  skills  and 
communication  skills  (Figure  5).  These  are  the  skills  which,  according  to  the  MORE4 
study, also tend to be included in available training in transferable skills. However, in this 
respect, it is important to note that skills can be developed through alternative forms of 
learning24. 

  On the other hand, mobility skills, Open Science skills and enterprise skills are the skills 
that researchers consider to be the least rewarded in their current job. Yet, this does not 
reflect the perceived importance of these skills: mobility skills are considered to be very 
important  on  average,  while  the  average  score  of  Open  Science  skills  and  enterprise 
skills  reveals  that  they  are  considered  to  be  very  to  moderately  important.  Moreover, 
mobility of researchers and Open Science are identified as priority areas for joint action 
in the “Pact for Research and Innovation in Europe” (presented in the introduction). 

Figure 5: Percentage of researchers who would like to acquire or further develop their skills  

Source: Researcher survey (2021) that provided input for this policy brief (see footnote 23) 

Notes:  

- 

- 

Based on question G11: ‘Which skills would you like to acquire or further develop to improve your future research 
career opportunities in or outside academia?’ Multiple Choice 

Sample size: 2021: n= 1,474 

to keep in mind that the survey was not designed to be representative. This section presents the results of the researcher 
skills questions, section D of the survey. In total 1474 researchers, 59% males and 39% females, who were employed 
in more than 29 countries participated in the survey.  

- 

- 

- 

Respondents  were  working  in  various  scientific  fields:  natural  sciences  (30%),  social  sciences  and  humanities 
(26%),  engineering  and  technology  (24%),  medical  sciences  and  health  (13%),  agricultural  sciences  (4%)  and 
other fields (3%).  

Almost 3 out of 4 respondents (73%) were currently employed as researcher in a public institution. The remaining 
researchers  were mainly employed in  private institutions (6%), knowledge intensive services (5%), foundations 
and civil society organisations (4%) and high-tech manufacturing (4%).  

Respondents were in different career stages of the European Research Careers Framework: 21% R1 (n=251), 
42% R2 (n=503), 27% R3 (n=297) and 10% R4 (n=112). 

24   Non-formal learning is an intentionally chosen learning that takes place outside the formal education and training system. 
Informal learning refers to activities carried out in every-day life, at work, at home and in leisure time, even without an 
intentional choice. 

20 

 
 
                                                
  Training and development differ greatly among EU countries 

MORE4 (2019) also concluded that the supervision  structures and content of PhD training 
vary  greatly  within  the  EU.  The  MORE4  survey  asked  PhD  candidates  and  recent  PhD 
graduates to describe their PhD in terms of supervision structure, finding that the supervision 
by single researchers is the most frequent option (60%), followed by far by those that are 
supervised  by  a  supervisory  committee  (28%)  and  those  that  are embedded  in  a  doctoral 
school(12%).  However,  these  averages  conceal  a  large  variation:  for  instance,  while  in 
Poland 80% of all PhD candidates are supervised by a single researcher, this is only true for 
31% of cases in the Netherlands. Likewise, the share of early-stage researchers receiving 
training in transferable skills differs greatly between countries. Desk research also showed 
that the organisation of researchers’ training and assessment varies considerably between 
the Member States. Furthermore, satisfaction with the quality of training and education (in 
the  academic  sector25)  and  with  opportunities  for  training  and  development  (in  the  private 
sector26) is higher in the non-widening countries, although the differences are limited27. 

While  few  examples  of  skills  training  programmes  exist  in  general,  the  best  practice 
examples28  indicate  that  the  most  developed  researcher  training  initiatives  identified  are 
comprehensive  in  scope.  The  comprehensive  nature  refers  to  both  the  set  of  transferable 
skills  and  their  applicability;  these  programmes  aim  to  train  researchers  in  a  broad  and 
diverse  set  of  skills  that  stretch  beyond  the  core  research  skills,  but  they  also  intend  to 
enhance researcher mobility and professional networks in industry. 

  Need to tailor training to individual needs 

During three online working group meetings with diverse stakeholders29, it was explored how 
training  could  facilitate  intersectoral  mobility.  One  of  the  key  findings  is  that,  at  all  times, 
training  programmes  and  associated  policy  instruments  should  be  tailored  to  the  specific 
needs  of  the  researchers  and  the  context  of  their  mobility  path.  For  example,  different 
instruments and training would be required for early-career researchers who leave academia 
right  after  their  PhD  when  compared  to  more  senior  researchers  with  a  longer  academic 
biography or also compared to researchers in corporate R&D who seek to re-enter academia 
after being laid off by their companies. 

  Most researchers are not aware of the Principles for Innovative Doctoral Training 

In  2011  the  European  Commission  published  seven  Principles  of  Innovative  Doctoral 
Training30  as  a  coordinated  framework  to  achieve  excellent  doctoral  training,  namely:  (1) 

25   Source: MORE4 EU HE survey (2019) 

26   Source: Researcher survey (2021) that provided input for this policy brief (cf. footnote 23 on page 21). 

27   Cf.  findings  in  the  work  package  on  “Mapping  of  practices  in  ERA  regarding  employment  contracts,  social  security 
coverage, remuneration, and career development models” in the context of the Knowledge Ecosystems in the New ERA 
project. 

28  

29  

30  

Three best practices were mapped, namely: (1) The Goethe Research Academy for Early-Career Researchers (GRADE) 
in Goethe University, Frankfurt, (2) Aalto University Career Services for Researcher Training (Finland), and (3) Science 
Foundation Ireland - SFI Centres for Researcher Training 

The first meeting featured participants from the ‘demand side’ of the research labor market, namely supervisors, R&I 
employers and funders from both academic and non-academic sectors. The second consultation meeting focused on 
the research labor ‘supply side’ with a group of researchers in various parts of Europe, working either in academia or 
industry. The third meeting was conducted with HR  Managers, recruiters and representatives from career centers at 
universities. These actors develop and use competence profiles and career models for researchers and are thus key 
players in matching job seekers and employers. 
https://www.euraxess.be/belgium/jobs-funding/doctoral-training-principles 

21 

 
                                                
Research excellence, (2) Attractive Institutional Environment, (3) Interdisciplinary Research 
Options, (4) Exposure to Industry and other relevant employment sectors, (5) International 
networking, (6) Transferable skills training, and (7) Quality Assurance.  

However, in 2019, only 17% of R1 and 11% of R2 researchers were aware of these principles 
according to MORE4. Despite the increase of 8 percentage points among R1 researchers 
compared with MORE3 (2016), these shares remain very low. Moreover, while the principles 
stress  the  importance  of  transferable  skills  training,  there  is  no  guidance  with  respect  to 
providing information on job market prospects.  

4 – MAPPING RESEARCH JOBS IN AND OUTSIDE 
ACADEMIA 

  Most researchers leave the academic sector involuntarily 

Recent research points out that 66% of PhD candidates in the EU plan to stay in academia 
while  less  than  15%  end  up  in  an  academic  research  position31.  PhD  candidates’ 
expectations  to  pursue  an  academic  career  indicate  that  they  are  not  always  aware  of 
alternative career options, i.e., beyond traditional academic positions. Moreover, they tend to 
be unaware of the skills and added-value they can bring to research positions other than the 
traditional academic ones. 

The  consulted  stakeholders  pointed  out  that  the  decision  to  leave  academia  is  often  not 
voluntary. A lot of researchers thus do not intentionally opt to leave academia, but are forced 
to drop out when funding runs out. This generally means that they tend to be unprepared, 
since they did not really plan for that scenario (despite the uncertain nature of an academic 
career). Besides the provision of career support services, the existence of comparable career 
structures and transparent labour  markets are required  in order to foster international and 
intersectoral interoperability of research careers. However, the labour market for researchers 
lacks  transparency  and  that  not  only  has  implications  for  researchers,  but  also  for  policy 
makers as presented below.  

  The European Framework for Research Careers defines four career stages 

To  address  the  fragmentation  of  the  EU’s  internal  labour  market  for  researchers  and  to 
establish  transparent,  open,  and  comparable  research  career  structures,  the  European 
Framework  for  Researchers’  Career  was  designed  in  201132.  In  brief,  the  framework 
describes four broad career profile descriptors ranging from First Stage Researcher (R1) to 
the  positions  of  Leading  Researcher  (R4).  Moreover,  the  framework  outlines  specific 
characteristics  and  responsibilities  that  researchers  may  have  throughout  their  career 
trajectory and is intended to be sector-neutral applying to all researchers whether they are 
employed in the public or private sector (e.g., NGOs, private companies, research institutes, 
research universities or university of applied sciences).33 

31   Source: Chameleons project (https://www.chameleonsproject.eu/). This is  a Horizon 2020 project under the ‘Science 

with and for Society’ (SwafS-08) programme. 

32 https://cdn5.euraxess.org/sites/default/files/policy_library/towards_a_european_framework_for_research_careers_final.pdf  

33   See: https://euraxess.ec.europa.eu/europe/career-development/training-researchers/research-profiles-descriptors  

22 

 
                                                
Table  2:  R1-R4  Research  Profile  Descriptors  in  the  European  Framework  for 
Researcher Careers 

Career Stages 

Examples of Career Stages Descriptions 

R1:  First  Stage 
(PhD 
Researcher 
Candidate) 

R2: Recognised 
Researcher 
(Postdoc) 

R3: Established 
Researcher 
(Assistant/Associate 
Professor) 

R4: Leading 
Researcher (Full 
Professor) 

Carry  out  research  under  supervision,  have  ambitions  to  develop 
knowledge of research methods. 

Has demonstrated a systematic understanding of a field of study and 
mastery of research associated with that field. 

Makes a positive contribution to the development of knowledge, 
research and development through co-operations and collaborations. 

Leads research in his/her area or field. He or she leads a team or a 
research group or is head of an industry R&D laboratory.  

  R1-R4 do not necessarily comply with structures at institutional level 

Within the EU, the R1-R4 profile descriptors are widely used and referred to in the recruitment 
of researchers. As an example of this, the Euraxess jobs portal frequently uses the R1-R4 
profile descriptors when posting job vacancies for researchers.34 The R1-R4 categorisation 
is  also  used  for  monitoring  purposes.  Nonetheless,  an  analysis  of  the  79.285  vacancies 
published  in  the  2020  Euraxess  database  reveals  that  half  of  the  vacancies  published  in 
Euraxess in 2020 were not linked to one particular career stage. As this information is self-
reported by employers, this may indicate that the difference between R1-R4 career stages is 
not entirely clear to them, that there are little incentives to apply the framework, or that the 
framework differs from internal career frameworks tailored to the organisation’s needs. 

  The Framework for Research Careers (R1-R4) does not provide a shared taxonomy 

to reflect jobs for researchers in the labour market 

The analysis of vacancies published in the 2020 Euraxess database also revealed that each 
employer  has  its  own  terminology  to  define  a  job  title.  This  makes it  challenging  to define 
different types  of  jobs  for researchers.  Yet,  at  the  same  time,  it  also  stresses  the  need  to 
develop a common language by defining research occupations in ESCO, as it was done in 
the recent update of the ESCO classification. In 2020, the European Commission (DG RTD) 
conducted with the support of an expert group an initial analysis of the research occupations 
included  in  ESCO,  in  view  of  the  update  of  the  classification  and  the  development  of  the 

34   See: https://euraxess.ec.europa.eu/  

23 

 
 
                                                
European Competence Framework for Researchers. This analysis resulted in a list of 117 
occupations in numerous disciplines that are highly likely to be related to research activities. 
However,  this  extensive  list  (including  the  alternative  ESCO  labels  for  these  occupations) 
only covers a minority (27%) of the job titles posted on Euraxess in 2020. The most frequently 
used job titles contain one of the following key words (or related labels): 

‒  Professor (visiting professor, associate professor, assistant professor);  

‒  Lecturer (instructor, teacher, academic visitor);  

‒  Researcher (scientific associate, fellow researcher, visiting research associate);  

‒  Postdoctoral fellow (postdoctoral researcher, postdoctoral position);  

‒  PhD (doctor, phd student);  

‒ 

(Under) graduate (early-stage researcher, junior researcher, research collaborator);  

‒  Administrative (dean, head, director);  

‒  Professional roles (specialist doctor, laboratory technician, postgraduate). 

The  unsystematic  use  of  job  titles  can  be  explained  by  the  lack  of  a  shared  taxonomy  of 
occupations  for  researchers.  The  heterogeneous  use  of  job  titles  does  not  promote  the 
transparency of the job market and makes it difficult to monitor supply and demand in the 
labour  market.  There  is  a  clear  need  for  a  shared  language  between  employers  in  the 
academic sector and other private and public sectors.  

Moreover, the vacancy analysis does not allow for the identification of new occupations for 
researchers,  such  as  data  stewards,  since  the  job  titles of  these  new  occupations  are  not 
consolidated or widespread enough to be detected in a large sample of vacancies35. 

5 – TENURE TRACKS AS A TOOL FOR CAREER 
DEVELOPMENT 

Global competition for highly talented researchers is increasing and the ability to recruit and 
retain  researchers  is  essential  for  the  future  of  the  ERA.36  Against  this  background,  the 
asymmetric international mobility of researchers has been well documented in the literature, 
and previous research has shown that the international mobility of researchers has risen over 
the last few decades, especially among PhD candidates and postdoctoral researchers.37 This 
may  be  the  result  of  growing  imbalances  in  academic  career  opportunities  and  working 
conditions  on  a  European  and  global  scale,  but  also  deliberate  policies  to  stimulate  such 
mobility  (e.g.  the  MSCA  grants  that  require  geographic  and  intersectoral  mobility  of 
researchers).38   

35   Each organisation uses its own terminology to define job titles, thereby preventing the identification of commonly used 

labels that could serve as key words in the analysis. 

36   European Commission. 2017. MORE3 Study: Support Data Collection and Analysis Concerning Mobility Patterns and 

Career Paths of Researchers. Luxembourg: Publications Office of the European Union. 

37   Stephan, P., Franzoni, C., & Scellato, G. (2013). Choice of Country by the Foreign Born for PhD and Postdoctoral 

Study: A Sixteen-Country Perspective (No. w18809). National Bureau of Economic Research. 

38   Geuna, A. (Ed.) Global Mobility of Research Scientists, Academic Press, 2015. 

24 

 
                                                
At  the  same  time,  previous  reports39  have  indicated  that  the  imbalance  between  available 
positions and the number of researchers is pushing researchers to look for job options outside 
academic settings (see, for instance, the evidence collected in the surveys and workshops 
organised  during  this  project).  The  fact  that  researchers  often  feel  forced  to  leave  their 
desired  career  option  (i.e.  staying  in  academia)  or  their  country  of  origin  diminishes  the 
research  and  innovation  potential  of  the  countries.  At  EU  level  it  entails  that  there  is  still 
potential for the ERA to become stronger and more attractive. 

In  this  context,  and  despite  the  positive  developments  of  the  ERA,  there  is  a  continuing 
asymmetric international researcher mobility within Europe.40 Traditional researcher mobility 
patterns  from  the  south  to  the  north,  and  the  east  to  the  west,  are  also  significant  within 
Europe. Specifically, the pattern of asymmetric flow of researchers is prevalent when looking 
at the widening EU Member States  41, where the financial investments in R&D have been 
below  EU  average.42  Regardless  of  a  discussion  of  the  positive  benefits  of  international 
mobility  43,  there  are  concerns  at  policy  making  level  about  the    possible    negative 
consequences  of  brain  drain.  Additionally,  national  policy  makers  in  the  EU  are  also 
concerned because potentially serious deficiencies are becoming evident in the European 
research and innovation system, such as poor employment conditions - including precarity - 
narrow career prospects, and mobility opportunities still hampered by structural, institutional, 
and national boundaries.44 

Hence, to strengthen the ERA, its attractiveness and career paths in academia, it is important 
for  policy  makers,  national  research  universities  and  higher  education  institutions  across 
Europe to invest in the human capital of researchers and to implement policy measures that 
ensure a stable, competitive, and attractive career trajectory for researchers in Europe.45 In 
this respect, a number of major European umbrella and policy advocacy organisations within 

European Commission (2017) Current challenges in fostering the European innovation ecosystem, EUR 28796 EN, 
Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73862-3, doi:10.2760/768124, 
JRC108368. 

39   Hasgall, A., Saenen, B., Borrell-Damian, L., Van Deynze, F., Seeber, M., & Huisman, J. (2019). Doctoral education in 

Europe today: approaches and institutional structures. 
https://eua.eu/downloads/publications/online%20eua%20cde%20survey%2016.01.2019.pdf  

40  

Iammarino, S., Rodriguez-Pose, A. and Storper, M. (2018), Regional inequality in Europe: evidence, theory and policy 
implications, Journal of Economic Geography, 19(2), https://doi.org/10.1093/jeg/lby021. 

41   Widening Member States are Bulgaria, Croatia, Cyprus, Czech Republic, Estonia, Hungary, Latvia, Lithuania, 

Luxembourg, Malta, Poland, Portugal, Romania, Slovakia and Slovenia.   

42   See : European Commission (2020). European innovation scoreboard 2020 - main report. 

https://ec.europa.eu/docsroom/documents/42981  

43   C. R. Sugimoto, N. Robinson-Garcia, D. S. Murray, A. Yegros-Yegros, R. Costas, V. Lariviere, Scientists have most 

impact when they’re free to move. Nature 550, 29–31 (2017). 

Franzoni,C., Scellato,G., & Stephan, P. (2012). The Mover's Advantage. Scientific Performance of Mobile Academics. 

NBER Working paper n. 18577, November 2012.   

Jonkers, K. and Cruz-Castro, L. (2013), Research upon return: The effect of international mobility on scientific ties, 
production and impact, Research Policy, 42 (8), 1366-1377,https://doi.org/10.1016/j.respol.2013.05.005. 

44   ERAC (2020) Opinion on the Future of ERA, Adopted at the ERAC Plenary on 17 December 2019, ERAC 1201/20. 

45   Pietälä, M (2019) Incentivising Academics: Experiences and Expectations of Tenure Track. Studies In Higher 

Education, VOL. 44, NO. 6, 932–945. 

25 

 
                                                
the  higher  education  sector  have  focused  on  the  implementation  of  alternative  academic 
career models as a means to enhance the appeal of the research profession and to stimulate 
researcher mobility in Europe.46  Specifically, the tenure track system has been identified as 
an academic career model, which arguably increases the appeal of the academic profession, 
and contributes to a more mobile research workforce.47   

The term “tenure track” might be understood in different ways. For the purposes of this policy 
brief, we use the following definition: a tenure track career system is characterised by “a fixed-
term contract advertised with the perspective of a tenured, i.e., permanent position at a higher 
level, subject to positive evaluation, but without renewed advertising of and application for 
the next position48”.  

This  type  of  system  has  been  identified  as  an  important  tool  to  attract  early-career 
researchers  since  it  signals,  at  an  early  stage  of  the  researcher’s  career,  that  junior 
researchers  have  the  perspective  of  a  permanent  employment  contract  at  a  research 
university,  provided  that  their  performance  is  evaluated  positively.  In  addition  to  this,  the 
tenure track system is argued to provide secure, reliable, and projectable career paths for 
early-stage  academics  who  must  consider  other  important  aspects  of  their  lives,  such  as 
family and children.49      

5.1 – Implications of tenure tracks systems in the literature 

  Tenure  tracks  provide  predictable  and  transparent  career  paths  to  early-stage 

career researchers  

Recent studies have shown how the implementation of a tenure track system at a national 
level can account for research universities’ competitiveness, defined in terms of their ability 
to attract and retain early-career researchers in academia. This would be, for instance, one 
of the explaining factors that account for the asymmetric researcher mobility to US research 
universities.50 The attractiveness of these systems lies in part in their capacity to provide a 
projectable and transparent career path, from the point of a fixed-term employment contract 
to academic tenure at a later career stage.51 

  Tenure  tracks  strengthen  the  capacity  of  research  institutions  to  attract  foreign 

talent  

Furthermore, previous research with in-depth case studies investigating the  driving factors 
behind  introducing  a  tenure  track  system  at  three  research  universities  in  Sweden,52  
confirmed that the introduction of such a system represents a new recruitment strategy in a 

46  

47  

48  

League of European Research Universities (LERU), (2014), Tenure and Tenure Track at Leru Universities; Models for 
Attractive Research Careers in Europe. 

(Ibid.) 

(Ibid.) 

49   See, for instance: League of European Research Universities (LERU), (2014), Tenure and Tenure Track at Leru 

Universities; Models for Attractive Research Careers in Europe.  

50  

Janger, J. (2019). Attractiveness of Jobs in Academia: A Cross Country Perspective. Higher Education, NO 78, p. 99–
101. 

51   Pietälä, M. (2018). Tenure Track as a Strategic Instrument for Academic Leaders. European Journal of Higher 

Education. 

52   Malin Henningsson, Anders Jörnesten & Lars Geschwind (2018) Translating tenure track into Swedish: tensions when 

implementing an academic career system, Studies in Higher Education, 43:7, 1215-1226. 

26 

 
                                                
context where the international competition for research talent is increasing. Specifically, the 
system strengthened the ability of universities to recruit talented researchers early in their 
career (e.g., at the Assistant Professor level) which is argued to be the best way to attract 
international talent. The emphasis of recruiting early-career researchers through the tenure 
track system, also represents a significant “recruitment strategy shift”. As another implication 
of this,  external recruitment at the national and international level became more prominent 
after the introduction of the tenure track as an academic career system.53   

  Tenure track systems promote the recruitment of women  

Research  findings  have  pointed  out  the  gender  bias  in  academia  when  it  comes  to 
appointments  to  academic  positions,  promotion  to  higher  academic  positions  and  income 
levels  at  equal  positions.54  To  address  this  issue,  different  solutions  and  strategies  for 
increased gender equality in academia have been brought forward, one of these being the 
implementation of tenure track systems in higher education institutions, which is seen as a 
potential  remedy  to  gender  inequality  in  higher  education  institutions.  In  this  regard,  the 
tenure  track  system  is  acknowledged  for  its  meritocratic  principles  regarding  promotion 
procedures  whereby  appointments  to  higher  academic  positions  are  based  on  research 
performance and productivity. Indeed, a positive impact of the tenure track system on female 
promotion rates in academia has been observed in research studies, at least compared to 
systems  based  on  less  objective  criteria  for  recruitment  or  promotion.55  However,  the 
language used in tenure track recruitment and promotion criteria would need to be gender-
sensitive:  studies  have  shown  that  the  use  of  certain  terms  can  trigger  unconscious 
prejudices hindering women’s opportunities.56 

  A more widespread access to positions under tenure tracks systems can increase 

job satisfaction  

These  types  of  positions  offer  predictable  career  paths  and  lower  the  uncertainty  of 
researchers, particularly among R1 and R2 positions, and this, in turn, can have a positive 
effect on researchers’ job satisfaction. For example, a Dutch study looking at the determining 
factors  for  job  satisfaction  of  postdoctoral  researchers  found  that  most  postdoctoral 
researchers included in the survey (85%) wished to pursue an academic career. However, 
only a few (3%) were offered a tenured research position. This uncertainty regarding their 
prospects of an academic career significantly lowered their job satisfaction.57   

53  

Ibid. 

54   Shen H (2013) Inequality quantified: Mind the gender gap. Nature 494: 22–24. doi: 10.1038/495022 

Brink, Brouns M, Waslander S (2006) Does excellence have a gender? A national research study on recruitment and 
selection procedures for professorial appointments in The Netherlands. Employee Relations 28: 523–539. 

 Van den Besselaar P, Sandström U (2015) Gender differences in research performance and its impact on careers: a 
longitudinal case study. Scientometrics: 1–20. 

55   Bakker MM, Jacobs MH (2016). Tenure Track Policy Increases Representation of Women in Senior Academic 

Positions, but Is Insufficient to Achieve Gender Balance. PLoS ONE 11(9): e0163376. 
doi:10.1371/journal.pone.0163376 

56   Marchant, A., Bhattacharya, A., & Carnes, M. (2007). Can the language of tenure criteria influence women's academic 

advancement?. Journal of women's health, 16(7), 998-1003. 

57   Van Der Weijden, I et.al. (2016). Career Satisfaction of Postdoctoral Researcher in relation to their expectations for the 

future. Higher Education. 72:25–40. 

27 

 
                                                
 
  
Considering these research findings, developing EU-wide common tenure track guidelines 
would  foster  transparency  and  predictability  of  career  paths  and  hence  strengthen  the 
attractiveness of academic research positions in Europe. This, in turn, can have a positive 
effect in terms of ensuring more balance in the flows of mobility of researchers within Europe.  

5.2  –  Challenges  related  to  the  implementation  of  tenure  track 
systems 

Universities in Europe over the last years have implemented variations of the tenure track 
systems.  These  systems  are  however  far  from  becoming  the  norm.  Several  challenges 
hamper their implementation. 

  Legislative  barriers:  In  some  countries,  the  introduction  of  such  systems  is  not 
allowed  under  the  current  legislation,  although  there are  positive  evolutions  in  this 
sense (in France the possibility for tenure track was introduced in recent years). 

  Cultural barriers: In others, according to some interviewees, the tenure track system 
is  assessed  as  being  at  odds  with  the  traditional  system  and  hence  difficult  to 
introduce. 

  Financial barriers: Most of the stakeholders that were consulted raised questions on 
how  this  type  of  career  path  would  be  funded.  Some  of  them  indicated  that  if  the 
funding comes from third parties (e.g. private sector), it is likely that funding would be 
mainly driven towards funding tenure tracks in those fields that are closer to business´ 
interests. Other stakeholders also expressed concerns on the potential impact that 
increasing the number of tenure track systems would have on the number of positions 
available under traditional/standard career paths. These stakeholders indicated that 
reforms aiming to increase the number of tenure track positions in the system need 
an ex-ante analysis of the funding options for this type of system, as well as of the 
impact on the broader system. 

6 – RECOMMENDATIONS 

The  development  of  a  toolbox  to  support  research  careers  (including  a  European 
Competence Framework for Researchers and related applications such as training) is key to 
strengthening the position of the European Research Area in an ever more competitive global 
landscape, but also to reduce the heterogeneity within the European Union regarding training 
and  development  of  researchers,  and  the  use  of  competence  frameworks  and  career 
structures for researchers (including tenure track systems).  

In  what  follows,  we  first  outline  the  next  steps  that  are  advisable  to  further  develop 
ResearchComp,  i.e.  the  conceptual  model  for  the  European  Competence  Framework  for 
Researchers. Next, we describe the main pathways to optimise training in transferable skills 
for researchers, before we list specific principles for future tenure track systems. Finally, the 
implications  for  future  monitoring  of  researchers’  competences  and  occupations  are 
discussed.  

6.1 – Next steps regarding the European Competence Framework for 
Researchers 

  Further refine the Competence Framework based on feedback from practitioners and 
end-users.  The  version  of  ResearchComp  presented  in  this  policy  brief  is  a  prototype 
that  has  not  been  tested  or  applied  in  real-life  settings  yet.  Furthermore,  learning 

28 

 
outcomes need to be developed indicating what researchers in the academic sector and 
beyond  should  know,  understand  and  be  able  to  do  to  demonstrate  a  certain  level  of 
competence in research.  

When  refining  ResearchComp  it  is  highly  recommended  to  invest  in  co-creation  and 
keep both the supply (academic institutions) and demand (public policy, industry) side 
involved.  It  is  important  to  pay  attention  to  the  following  elements  when  developing  a 
competence framework for it to remain relevant, effective and user-friendly: 

- 

- 

- 

- 

It needs to be dynamic: since competences are constantly evolving over time, 
the  Framework  will  need  to  be  adapted  on  a  regular  basis  to  reflect  those 
changes. Therefore, it will be a ‘living’ document. The case studies in Annex 7 
emphasise the need to develop a dynamic process through which the content 
and applicability of the Competence Framework can be updated (e.g. through 
tracking surveys, see further recommendations on this below). 

It  needs  to  be  future-proof  and  inclusive:  the  Framework  should  apply  to 
researchers in all academic fields (not only “scientific” disciplines) and sectors 
(both academic and non-academic). Several case studies described in Annex 7 
point out that the perspectives of the non-academic sector should be integrated 
into the Framework and its application (such as training initiatives) in order to 
make it inclusive. Likewise, participants in the validation workshop voiced the 
need to take diversity and equality issues into account (for instance regarding 
gender issues).  

It should be non-binding: the Framework should leave freedom and flexibility 
to  HEI  and  MS  to  decide  how  to  use  it  as  local  labour  markets  differ  widely 
across Europe and the Competence Frameworks should fit the local contexts. 
Moreover,  the  wide  diversity  of  doctoral  education  programmes  across 
academic  fields,  universities  and  countries  should  also  be  taken  into 
consideration,  while  developing  a  European  Competence  Framework  for 
Researchers with specific learning outcomes. 

It  should  be  inspirational:  several  universities  already  have  competence 
frameworks in place and have embedded these frameworks in their activities. 
The European Competence Framework for Researchers may be used to check 
if any additional competences are relevant for the institution and if the internal 
policies in the institutions need to be updated since ResearchComp is linked to 
EU  policy  and  the  updated  ESCO  classification.  That  way,  the  European 
Framework  could  promote  more  convergence  at  EU  level.  Moreover,  an  EU-
wide Competence Framework is important to establish a common language on 
skills  and  raise  awareness  on  transferable  skills,  as  illustrated  by  the  case 
studies  in  Annex  7.  In  doing  so,  it  could  contribute  to  strengthening  the 
ecosystem at regional, national and EU-level as it facilitates multi-stakeholder 
dialogue around skills and competences and brings together different sectoral 
policy agendas. 

  Refer  to  the  Competence  Framework  in  EU  Policy.  European  Competence 
Frameworks are robust, based on solid scientific underpinning and on consensus. They 
often  act  as  reference  documents  for  the  development  of  further  initiatives,  including 
numerous EU-funded projects.  

- 

In  addition  to  the  direct  link  with  the  ESCO  classification,  the  Competence 
Framework  for Researchers  could  also  be  referred  to  in  other  EU guidelines, 

29 

 
 
 
 
- 

- 

- 

frameworks or initiatives that link to researchers’ careers and competences 
(for  example,  the  Euraxess  portal,  the  European  Framework  for  Research 
Careers,  the  principles  of  Innovative  Doctoral  Training,  the  Charter  and  Code, 
the Human Resources Strategy for Researchers, and the OTM-R package).  
These examples illustrate the relevance of the Competence Framework for the 
implementation of the ERA actions announced in the Council Conclusions on the 
future governance of the European Research Area (ERA)58. More specifically, a 
stronger  focus  on  skills  and  training  would  need  to  be  introduced  in  the 
revision of the European Charter for Researchers and the Code of Conduct for 
the Recruitment of Researchers, as well as of the Human Resources Strategy 
for  Researchers  (HRS4R).  In  this  sense,  the  Competence  Framework  for 
Researchers can be used as a common basis in the update of these documents, 
therefore  contributing  to  the  interoperability  of  researchers  ‘careers  across 
Europe and to fostering the development of skills and training at institutional level. 

It would be advisable to assess the extent to which the Competence Framework 
could  be  integrated  into  the  application  and  evaluation  of  future  funding 
(MSCA). 
programmes,  such  as 
Instruments at national and regional level often look at the selection procedures 
implemented  in  EU  level  actions  for  inspiration  for  the  design  of  their  own 
instruments.  In  this  sense,  the  potential  positive  effect  of  introducing  the 
Framework  in  the  procedures  of  MSCA  and  other  EU  instruments  targeting 
individual researchers would need to be assessed.  

the  Marie  Skłodowska-Curie  Actions 

to 

topics 

related 

In order to raise awareness, the Competence Framework may be referred to in 
discussions with relevant stakeholders and discussion fora, such as the ERA 
researchers’  careers  and 
Forum,  when  discussing 
competences.  The  seven  competence  areas  in  ResearchComp  may,  for 
instance, support initiatives to move away from evaluation systems focusing only 
or  mainly  on  researchers’  publication  records.  Hence,  the  Competence 
Framework could feed the discussion on how to broaden the scope of recruitment 
and selection procedures, training and development, and evaluation policy within 
research institutions when implementing the Pact for Research and Innovation in 
Europe.  The  Framework  may  increase  the  private  sector´s  awareness  of  the 
skills researchers have and, moreover, facilitate intersectoral mobility by offering 
employers in diverse sectors a common reference base to recruit, develop and 
assess researchers. These discussions can also contribute to the revision of the 
European Charter for Researchers and the Code of Conduct for the Recruitment 
of Researchers, as well as of the Human Resources Strategy for Researchers 
(HRS4R) to stimulate changes towards a reward system that has a more holistic 
approach, going beyond academic output as a unique or main focus.  

58   Council conclusions on ‘The future governance of the European Research Area (ERA)’, 19 November 2021, available 

here https://data.consilium.europa.eu/doc/document/ST-14126-2021-INIT/en/pdf  

30 

 
 
 
                                                
6.2 – Optimising training in transferable skills 

It is generally accepted that training is an important tool to match supply and demand 
in  the  labour  market:  more  specifically,  training  in  transferable  skills  may  increase  the 
employability of researchers both within organisations and across the labour market59.  

Accordingly, multiple case studies in Annex 7 highlight the need to develop transferable skills 
through all forms of learning (including learning-by-doing, for instance, through internships), 
thereby confirming the importance of training, which is referred to in the priority areas for joint 
action of the Pact for Research and Innovation in Europe. 

However,  our  analysis  showed  that  only  a  minority  of  PhD  candidates  receive  training  in 
transferable skills and that the training received focuses on skills related to ‘core research 
activities’, thereby missing other competence areas that are included in ResearchComp. At 
an  early  career  stage,  the  Principles  for  Innovative  Doctoral  Training  may  provide  a 
coordinated framework to achieve excellent doctoral training. Still, MORE4 (2019) showed 
that the share of R1 and R2 researchers that is familiar with these principles, remains very 
low (<20%). 

Therefore,  the  following  recommendations  may  help  to  foster  training  and  development 
initiatives seeking to develop researchers’ transferable skills: 

  Broaden the scope of training in transferable skills to make sure it not only focuses 
on  competences  that  are  closely  related  to  core  research  activities,  but  also  on 
competences such as engagement with society, IPR, negotiation and entrepreneurship. 
Ideally,  ResearchComp  could  serve  as  a  benchmark  instrument  that  shows  which 
competence areas could be integrated into the education and training curricula. 

  Support  training  and  career  services  for  researchers  during  the  entire  career, 
starting during PhD training, following the values, principles and priority areas for joint 
action included in the Pact for Research and Innovation in Europe. It is advisable that 
researchers  get  the  support  they  need  to  identify  transferable  skills  and  position 
themselves in the labour market. Moreover, they can develop their competences not only 
through formal education and training, but also through non-formal and informal learning. 
This  requires  action  at  EU  level  and  at  institutional  level  to  make  it  happen  in  a 
coordinated way: 

At EU level, several pathways can be highlighted: 

o  Fostering  actions  to  better  monitor  what  is  already  available  in  terms  of 
training and career services for researchers during the entire career in the 
Member  States  and  institutions/organisations in  the  academic  sector and 
beyond  in  order  to  take  informed  policy  decisions  and  monitor  future 
progress.  

o  Developing and sharing tools and guidelines to provide targeted support.60  

59  

This has been confirmed in other reports produced in the Knowledge Ecosystems in the New ERA project, most notably 
in the following policy briefs: “Mapping of practices in ERA regarding employment contracts, social security coverage, 
remuneration, and career development models” and “Pathways for a balanced brain circulation in the EU”. 

60   As  indicated  in  the  work  package  on  “Mapping  of  practices  in  ERA  regarding  employment  contracts,  social  security 
coverage,  remuneration,  and  career  development  models”  of  the  Knowledge  Ecosystems  in  the  New  ERA  project, 
training in transferable skills  is  not the  only  policy  option  affecting the supply of researchers  relevant for diversifying 

31 

 
                                                
o  Promoting  peer-learning  and  evidence-based  studies  focusing  on  how 
researchers get information on job market prospects and on how they get 
in  contact  with  industry/alternative  careers61.  This  could,  for  instance,  be 
achieved through yearly discussion fora with alumni, representatives from 
firms, and government.62 

At institutional level, EU-level initiatives like the European Competence Framework for 
Researchers,  Innovative  Doctoral  Training  Principles  and  the  Research  Careers 
Framework can serve as an inspiration for a more flexible career and competence 
path with a solid common reference base63.  

  Future  work  on  Innovative  Doctoral  Training  should  take  the  Competence 
Framework for Researchers into account. While the principles stress the importance 
of transferable skills training and exposure to industry and other relevant employment 
sectors, there are no principles addressing researchers’ positioning in the labour market. 
Hence,  future  revisions  of  the  Innovative  Doctoral  Training  principles  should  include 
guidance with respect to providing information on alternative job prospects. 

  Supporting  PhD  training  in  collaborative  settings  with  industry  would  have  a 
positive  impact  on  researchers’  competences.  These  collaborative  settings  are  also 
expected to facilitate the diversification of research careers and intersectoral mobility. In 
this  respect,  collaborative  PhD  training  needs  to  be  well  structured,  with  sufficient 
information  both  for  the  participating  PhD  candidates  and  firms64.  There  are  however 
many  potential  best  practice  programmes  that  can  be  studied  (e.g,  also  the  
MSCA Doctoral Networks65). 

  Assessing  if  and  how  to  document  acquired  competences.    One  of  the  lessons 
learned through the case studies in Annex 7 is that it is important to include and visualise 
the skills progression in the Framework so that it can be used as a self-evaluation tool 
for researchers. However, it is also advisable to reflect on how researchers can show 
future  employers  the  level  that  they  have  reached  for  specific  competences  in  the 
Framework,  for  instance,  through  certification  or  badges.  This  assessment  could  be 
inspired by ongoing initiatives on the validation of prior learning (VPL). 

  Facilitate dissemination of best practices. As the case studies in Annex 7 illustrate, 
many inspiring initiatives have been implemented over the past few years. Efforts could 
be made to foster the sharing of best practices and lessons learned among the research 

careers:  other  options  are  investing  in  doctoral  schools,  career  centers,  provide  job  market  information,  mentoring, 
annual  feedback  talks,  visits  to/from  industry  and  other  sectors,  contacts  with  alumni  working  in  different  sectors. 
Moreover, a non-academic career should not be seen as a failure by researchers/supervisors who mentor/guide junior 
researchers. 

61   Cf.  the  work  package  on  “Mapping  of  practices  in  ERA  regarding  employment  contracts,  social  security  coverage, 

remuneration, and career development models” in the Knowledge Ecosystems in the New ERA project. 

62  

This could be done with stakeholders, e.g. the Council of Doctoral Education of the European University Association 
(EUA-CDE), and representatives for doctoral education from other university associations such as COIMBRA, LERU, 
etc. 

63   Cf. the work package on “Pathways for a balanced brain circulation in the EU” in the Knowledge Ecosystems in the New 

ERA project. 

64   Cf.  the  work  package  on  “Mapping  of  practices  in  ERA  regarding  employment  contracts,  social  security  coverage, 

remuneration, and career development models” of the Knowledge Ecosystems in the New ERA project. 

65  

https://ec.europa.eu/research/mariecurieactions/actions/doctoral-networks 

32 

 
                                                
community66.  The  case  studies  in  Annex  7  confirm  the  need  to  establish  a  common 
platform  for  actors  using  the  Framework  to  exchange  knowledge  and  good  practices. 
Following the principles of Open Science, transferable skills training material should be 
made openly available for researchers and institutions. 

6.3  –  Tenure  tracks:  an  interesting  tool  to  be  considered  under  a 
broader  set of  actions  fostering the attractiveness  of  the  research 
profession 

There  is  a  consensus  on  the  need  to  make  the  research  profession  more  attractive  by 
improving  the  working  conditions  and  career  paths  of  researchers.  Precarious  working 
conditions and the instability of career paths are seen as a barrier to optimally develop the 
human capital in research that is necessary to remain competitive in the global arena and to 
be able to successfully address the current global challenges.  

  Tenure track systems can potentially address some of the current challenges but 

only partially: it is important to consider the broader context. 

As explained in paragraph Error! Reference source not found. (on page 6), tenure tracks 
are one of the tools that can help to increase the attractiveness of the research profession 
and the Council has recently called for the development of a model tenure track system at 
EU level67. However, the discussion on the need for and implications of this approach needs 
to be framed into the wider context, particularly from the perspective of the challenges faced 
both at individual and R&I system levels:  

- 

First, it is important to consider that the attractiveness of the research profession is 
associated to different dimensions: working conditions (stable contracts, satisfactory 
remuneration  levels,  etc.)  and  the  access  to  excellent  research  and  science 
environments  (infrastructure,  equipment,  research  support,  etc.)  being  among  the 
most important ones.  

-  Second, career progression challenges vary across career stages: i.e., researchers 
in early career stages are not confronted with the same difficulties as researchers in 
later career stages.  

- 

- 

Third,  it  is  also  important  to  note  that  the  current  weak  levels  of  intersectoral 
collaboration  and  mobility  are  also  cited  among  the  factors  hindering  the 
attractiveness of the research profession.  

Finally, the asymmetric international mobility of researchers is a factor to be taken 
into consideration. 

The  implementation  of  tenure  track  systems  addresses  only  partially  some  of  these 
challenges. By the nature of the system, tenure track systems mainly address early career 

66   Recommendations  on  the inclusion of  best  practices in  the Researchers´ Careers Observatory are  developed in the 
work  package  “Contribute  to  the  development  of  an  observatory  for  research  careers  and  talent  circulation”  of  the 
Knowledge Ecosystems in the New ERA project. 

67   Draft Council conclusions on "The European Research Area: Deepening the ERA providing researchers with attractive 
and  sustainable  research  careers  and  working  conditions"  https://data.consilium.europa.eu/doc/document/ST-6064-
2021-INIT/en/pdf 

33 

 
                                                
stage researchers. The focus on this group of researchers should not conceal the need to 
foster the use of open-ended contracts for researchers across all career stages. 

 

Initiatives  aiming  to  increase  the  use  of  tenure  track  systems would need to  be 
combined with other actions 

Among the intiatives that could foster the use of tenure track systems, one of the most notable 
would be the development of a model tenure track system at EU level. Such a model could 
serve  as  reference  and  inspiration  for future  reforms  at  national,  regional  and  institutional 
level. However, the effectiveness of such an EU model would benefit from the interaction with 
actions in the following fields: 

‒  Actions  addressing 

the  need 

for  a  common 

framework/glossary  of 
researchers´ career paths at EU level. Fostering tenure tracks at EU level would 
be beneficial provided that the design takes into account the national specificities. 
Each Member State has its own career progression framework (and sometimes even 
more  than  one)  and  is  often  difficult  for  researchers  to  know  exactly  what  their 
equivalent career stage in another country would be. The discussion on the need for 
a model tenure track system at EU level would need to be developed under a broader 
analysis on how to develop a common career progression framework/glossary going 
beyond the current R1-R4 scheme68. Such glossary/framework would facilitate the 
elaboration of a model tenure track system at EU level that would be compatible with 
the national frameworks. 

‒  Reforms in civil servant schemes in the context of research and innovation. In 
this sense, the introduction and strengthening of tenure tracks systems would need 
to be considered in the framework of discussions on the extent to which current civil 
servant  schemes  are  adapted  to  nowadays´  research  environments.  The  rigidity 
associated with  this civil servant  system  reduces  the  attractiveness  of  the system 
(cf. above) and is seen as a barrier to reduce precarity in research careers.69 The 
policy  brief focusing  on  brain  drain  developed  in  this  project  indicated  that  tenure 
track  systems  are  particularly  advisable  in  those  countries  in  which  access  to 
permanent/open-ended  status  is  lengthy  and  complex.  The  earlier  selection 
processes  into  academic  careers  take  place,  the  less  time  is  spent  in  uncertainty 
and fixed-term contracts. If tenure tracks have an open recruitment system, they can 
create  new  job  opportunities  for  researchers  coming  from  other  sectors  and 
countries. However, this is just one of the mechanisms to achieve this goal, more 
structural changes would be required.  

‒ 

Initiatives  fostering  the  capacity  of  Higher  Education  Institutions  (HEIs)  to 
design the content, requirements and conditions of the job positions that their 
research teams need. While there is a large heterogeneity in Europe on the extent 
to  which  HEIs  have  this  capacity,  it  is  important  to  introduce  measures  aiming  at 
providing  these  institutions  with  flexibility  to  attract  different  profiles  and  offering 
attractive working conditions. In this sense, the access of non-traditional profiles to 
(open-ended)  contracts  would  contribute  to  the  diversification  of  the  research 

68 https://cdn5.euraxess.org/sites/default/files/policy_library/towards_a_european_framework_for_research_careers_final.pdf  

69 The OECD paper on reducing the precarity of academic research careers69 states “There are concerns about the lack of 
employer flexibility associated with civil servant status and tenured positions, and dual labour markets are emerging as 
institutions avoid giving highly protected contracts to younger researchers.”  

OECD (2021). Reducing the precarity of academic research careers, OECD Science, Technology and Industry Policy 
Papers May 2021 No 113. 

34 

 
                                                
profession  and  hence  foster  its  attractiveness.  On  the  one  hand,  non-traditional 
occupations  (data  stewards,  research  engineers,  research  managers,  etc.) 
constitute  an  additional  career  path  for  researchers.  On  the  other  hand,  these 
profiles can bring valuable expertise and knowledge to research teams and hence 
have  a  positive  impact  both  on  the  research  environment  as  well  as  on  research 
productivity. 

‒  Actions  fostering  the  application  of  the  Open,  Transparent  and  Merit-based 
Recruitment of Researchers (OTM-R) framework. While tenure track systems are 
seen  as  a  tool  that  can  offer  more  predictable  and  stable  career  paths  for 
researchers, it is important to take into consideration the broader need to  continue 
fostering the application of the Open, Transparent and Merit-based Recruitment of 
Researchers (OTM-R) framework as a tool that not only is key in the construction of 
an European labour market for researchers but also is fundamental to sustain the 
attractiveness of the research profession. Research carried out on the determinants 
of  brain  drain  of  researchers  in  this  study  pointed  out  that  non-meritocratic 
procedures and even nepotism are still part of researchers´ daily life in a series of 
countries and that this was one of the factors reducing the attractiveness of research 
careers and ultimately leading to brain drain. 

  From  the  perspective  of  the  design  of  the  tenure  track  systems  at  institutional 
level,  the  positive  effects  of  these  systems  tend  to  be  associated  with  the  following 
principles: 

‒  The sustainability of tenure track systems is key: these career paths need to 
be  anchored  in  stable  funding  mechanisms  (vs  project-based  funding).  The 
funding of tenure track systems would need to have a stable and long-term basis in 
order to avoid the negative impact of performance-based/project-based funding on 
the long-term perspective and stability of the positions offered. There is a need to 
find  a  good funding  mechanism  that  can  allow  for an  increased  number  of  stable 
positions. Although the specific mechanisms that can be implemented to reach this 
goal depend on the specificities of each country, institution and legal framework, the 
stability  of  the  positions  obtained  after  following  a  tenure  track  would  need  to  be 
guaranteed  and  hence  not  be  dependent  on  project-based  funding.  Stakeholders 
consulted in this project indicate that before fostering the use of tenure track models 
as  a  more  generalised  access  to  the  research  career,  an  ex-ante  analysis  of  the 
funding  options  and  the  impact  this  would  have  on  the  broader  system  would  be 
required. 

‒  Tenure  tracks  need  to  be  based  on  the  principles  of  open,  transparent  and 
merit-based  access  and  progression.  Career progression  and  the  attribution  of 
open-ended  positions  at  the  end  of  the  tenure  track  should  be  based  on  the 
performance  of  the  candidate  and  be  tailored  to  the  potential  of  the  candidate  in 
diverse facets (e.g. teaching, research, social impact, and knowledge transfer). An 
exclusive focus on scientific output is to be avoided due to the unintended negative 
consequences (such as hyper competition, stress, impact on quality and ethics, and 
propensity to focus on certain areas of knowledge with a higher probability of having 
their work published and/or obtaining grants). 

‒  Tenure  track  systems  should  avoid  competition  across  individuals  for  the 
same  (stable)  position.  In  order  to  avoid  unwanted  negative  consequences  on 
individuals´  wellbeing  and  foster  healthy  collaboration  dynamics  within  research 
teams,  it  is  important  that  candidates  in  tenure  tracks  do  not  compete  with  other 
colleagues to obtain an open-ended position at the end of the tenure track. Rather, 

35 

 
 
the success of candidates (the open-ended contract) would need to be based on the 
extent to which they have performed successfully according to the plan established 
at the beginning of the tenure track.  

‒  Tenure  track  systems  need  to  pay  attention  to  individuals´  well-being  and 
support  researchers´  career  progression.  Offering  a  stable  and  predictable 
career  path  is  of  the  outmost  importance  for  individuals’  wellbeing  as  well  as  the 
necessary  support  (with  appraisal  and  mentoring)  throughout  the  tenure  track 
period.  For  those  who  are  not  able  to  finalise  the  tenure  track  period,  support 
mechanisms would need to be offered in terms of career advice and support with 
finding alternative career options. 

6.4  –  Recommendations  on  monitoring  and  indicators  to  measure 
progress 

This section presents the recommendations regarding the indicators that could be used for 
the  monitoring  of  skills  and  training.  These  recommendations  are  aligned  with  the 
recommendations made for the upcoming EU Researchers´ Careers Observatory70 and the 
upcoming Observatory for Institutional Transformation of HEIs71.  

The recommendations are presented in three main blocks: 

1.  Recommendations for the monitoring of skills and training at the institutional level;  

2.  Recommendations for the monitoring of occupations;  

3.  Recommendations  for  the  monitoring  of  skills  and  training  at  the  individual  level 

(researchers). 

1.  Recommendations for the monitoring of skills and training at the institutional level 

Creation  of  new  indicators:  From  an  institutional  perspective,  there  is  a  lack  of  EU  level 
comparative and longitudinal data showing the extent to which (R1/R2) researchers are being 
trained (training offer) and the types of training that are being offered. Data on training and 
skills would ideally be monitored together with data on the extent to which institutions offer 
support on career and professional development. In order to maximise the potential of the 
new  European  Competence  Framework  for  Researchers,  it  is  recommended  that  the 
indicators measuring skills are aligned with it.  In this sense, the suggested indicators are 
included in the table below. 

70 Recommendations on how to set up the Researchers´ Career Observatory are being developed in the context of the work 
package “Contribute to the development of an observatory for research careers and talent circulation” of the Knowledge 
Ecosystems in the New ERA project. 

71 Recommendations on how to set up the Observatory for Institutional Transformation of HEIs are being developed within the 
work package on the “Development of an observatory to monitor progress on the institutional transformation agenda” of 
the Knowledge Ecosystems in the New ERA project. 

36 

 
                                                
Table  3:  Indicators  suggested  for  the  monitoring  of  skills  and  training  at  the 
institutional level 

Topic 

Indicator 

On the extent to which 
institutional support 
on  skills 
is  being 
offered: 

On the extent to which 
institutional support 
on 
and 
career 
professional 
development 
being offered: 

is 

  Percentage/number of academic institutions with a training 
policy for researchers at levels R1 to R2 on transversal skills 
to promote intersectoral mobility 

  Percentage  /number  of  academic  institutions  with  training 
modules  for  researchers  (at  levels  R1  to  R2)  on  Open 
Science  

  Percentage  /number  of  PhD-granting  universities/research 

institutions with a doctoral programme 

  Percentage /number of universities/research institutions with 

a post-doc office 

  Percentage  /number  of  academic  institutions  with  career 
guidance centers and/or offering trainings and courses to get 
to  know  labour  market  options  (especially  for  R1  and  R2 
researchers). 

These are indicators that can help to monitor the support for the diversification of research 
careers. These indicators would also help to measure the extent to which researchers are 
being  supported  in  the  process  to  align  their  skillset  with  their  desired  career  path  (in  or 
outside academia), which can also have a positive effect on the well-being of researchers. 

2.  Recommendations for the monitoring of research occupations 

There  is  a  lack  of  EU  level  comparative  and  longitudinal  data  showing  the  available  and 
required skills and competences for researchers (under the scope of the observatory). Most 
data available are cross-sectional and/or focus on specific groups.  

  Continue improving the recognition of the research profession in ESCO and ISCO: 
One of the most frequently used indicators used as a proxy for researchers lies on the 
ISCO category “Science and engineering professionals”, which is a category that is ill-
equipped  to  capture  the  characteristics  of  the  researcher population.  Classified  under 
the  “Professionals”  category  (see  Figure  6  below),  the  subcategory  for  “Science  and 
engineering professionals” has some strong limitations. First, professionals included in it 
might not perform research-related activities. Second, the category has a strong STEM-
oriented focus, thereby disregarding other fields of science where researchers might be 
active  on.  Researchers  in  other  fields  of  science  are  not  included  here  as  they  are 
classified under other categories.  

37 

 
 
Figure 6: “Science and engineering professionals” in ISCO 

Source: European Commission.72   

In order to address these limitations, work has been carried out by the European Commission 
and  in  this  study  to  better  identify  and  reflect  researchers´  occupations  in  ESCO  (the 
European  Skills,  Competences,  Qualifications  and  Occupations  classification).  However, 
although  this  update  is  a  very  important  step  towards  the  recognition  of  the  research 
profession and the creation of categories that would enable better monitoring, it is important 
to note that ESCO is hierarchically associated with ISCO (see figure below). Since the first 
four levels in the ESCO hierarchy follow the ISCO classification, ideally ISCO would need to 
be  updated  as  well  to  make  researchers  more  visible  in  the  classification  and  collect 
information  at  the  occupational  level.  While  the  European  Commission,  which  manages 
ESCO,  could  propose  to  create  a  category  for  researchers  in  ISCO,  this  will  have  to  be 
discussed and evaluated with the International Labour Organisation that manages the ISCO 
classification. 

Figure 7: Hierarchical structure of occupations in ESCO and ISCO 

Source: European Commission.73   

72 https://ec.europa.eu/esco/portal/escopedia/International_Standard_Classification_of_Occupations__40_ISCO_41_ 

73 https://ec.europa.eu/esco/portal/escopedia/International_Standard_Classification_of_Occupations__40_ISCO_41_ 

38 

 
 
                                                
Under  a  new  category  for  researchers  in  ISCO/ESCO,  the  following  indicators  could  be 
calculated and included in the future Observatory of Researchers’ Careers: 

‒  Skills  demand:  Skills  requested  for  the  occupations  of  researchers.  This  type  of 
indicator  is  being  calculated  for  the  currently  available  occupation  categories  by 
Cedefop (see, for instance, the Skills-OVATE initiative74). 

‒  Skills needs: Skills, knowledge, abilities, needs in research occupations per country 
and per sector. Indicators on this are already being calculated by initiatives such as 
the OECD Skills for Jobs75. 

‒  Skills  obsolescence:    Percentage  of  researchers  who  believe  it  is  likely,  or very 
likely,  that  several  of  their skills will  become  outdated  in  the  next  five  years. 
Indicators measuring the skills obsolescence in the general adult population are now 
being  calculated  by  the  OECD  Skills  for  Jobs  initiative.  A  specific  focus  in 
ISCO/ESCO  on  researchers  would  allow  measuring  this  dimension  among  this 
group of professionals. 

  Assess  the  feasibility  of  career  tracking  at  EU  level  to  improve  the  knowledge 
available  on  the  diversification  of  research  careers.  Existing  classifications  like 
ISCO/ESCO  only  allow  the  monitoring  of  known,  existing  occupations.  However,  a 
general impression among the stakeholders that were consulted for this project is that 
research  jobs  are  becoming  more  diverse.  Yet,  withing  the  scope  of  this  study,  no 
empirical evidence was found supporting this statement. Current monitoring tools do not 
allow to monitor the emergence of new positions for researchers. Therefore, it is highly 
recommended to invest in career tracking in order to identify new research occupations 
and  map  diverse  research  careers.  Such  information  will  be  important  to  understand 
researchers’ career trajectories, not only in terms of where they end up but also from a 
qualitative  point  of  view  to  understand  the  evolution  in  working  conditions  and  their 
understanding  of  (perceived)  career  success.  Career  tracking  tools  can  also  offer 
insights  into  the  mechanisms  behind  the  transition  from  one  job  to  the  other  hence 
unveiling possible ways for policy action to support researchers in these transitions.  

Career tracking options can be seen from two perspectives: graduate tracking or career 
tracking. While the former focuses exclusively on those that have recently graduated, the 
latter would cover a longer time span to capture the evolution of researchers´ careers in 
the long run. Several universities in Europe already have implemented graduate tracking 
initiatives that offer valuable information on the extent to which the institutions need to 
adapt their training and service offer to their students or to their PhD candidates. During 
the  validation  workshop,  participants  pointed  out  the  need  to  exchange  available 
expertise  and  lessons  learned  from  best  practices,  such  as  the  career  tracking 
survey in DocEnhance (one of the case studies described in Annex 7). This may help 
HEIs to set up a tracking system and gain insight into the career paths of their PhD alumni 
(including researchers that did not finish the PhD programme).  

However, beyond these initiatives at institutional level, a wider view on career options is 
also needed in order to inform policy makers on the extent to which there are emerging 
occupations for researchers that should be captured by monitoring tools and to provide 
more  detailed  information  of  the  patterns  of  career  progression  and  mobility  of 

74 https://www.cedefop.europa.eu/en/tools/skills-online-vacancies 

75 https://www.oecdskillsforjobsdatabase.org/#FR/_ 

39 

 
                                                
researchers  in  Europe.  Therefore  it  would  be  advisable  to  analyse  the  feasibility  of 
implementing a career tracking tool at EU level with a longer time span. 

 

indicators  on  skills  demand 

in  the  future  Researchers´  Careers 
Include 
Observatory. The demand for skills from the side of employers (universities, Research 
and  Technology  organisations,  private  companies,  government  or  non-profit 
organisations) is key for institutions to be able to adapt their training offer and support 
services.  To  this  end,  the  table  below  shows  two  complementary  indicators  that  are 
suggested  to  be  included  in  the  future  Researchers´Careers  Observatory.  These  two 
indicators are based on the analysis of job advertisements published online and show 
the most frequently requested skills for researchers.  

‒  The  first  indicator  is  based  on  Cedefop´s  Skills  Online  Vacancy  Analysis  Tool  for 
Europe  (Skills  OVATE)76  initiative  which  is  based  on  labour  market  intelligence 
gathered  from  more  than  100  million  online  job  advertisements  collected  in  28 
European  countries.  This  indicator has  the  limitation  that  it  is  based  on  the  ISCO 
classification and hence presents the limitations associated to the category “Science 
and  engineering  professionals”  presented  above.  However,  future  changes  in 
ISCO/ESCO will allow calculating this indicator for researchers with more precision. 

‒  The second indicator is based on the analysis of the job advertisements published 
in Euraxess77. This database has the advantage that it has an exclusive focus on 
jobs  for  researchers,  both  within  and  outside  the  academic  sector,  and  does  not 
focus on a particular field of science. It is however not representative of researchers´ 
occupations/vacancies as there is no obligation to publish job advertisements in this 
portal. Stakeholders consulted in this project stressed the need to move towards a 
central platform at EU level for the publication of job vacancies as a factor that would 
help to move towards a EU wide labour market for researchers. 

The suggested approach for these two indicators would focus on the skills that are most 
frequently asked to researchers at EU level (an example of the data for this indicator is 
shown in Table 4). The evolution of this indicator would allow us to see trends and identify 
gaps.  

Indicator (source) 

Definition 

Skills by occupation for 
scientists and engineers 

(Skills OVATE) 

Dimension: occupation at EU level 

Definition: This indicator shows the skills requested in 
research occupations (ISCO category "Researchers and 
engineers") in online job advertisements. 

Skills by occupation for 
researchers (Euraxess) 

Dimension: occupation at EU level 

Definition:This indicator shows the skills requested to 
researchers in online job advertisements published in 
Euraxess. This indicator would need to be calculated ad 
hoc for the observatory. 

76 https://www.cedefop.europa.eu/en/tools/skills-online-vacancies 
77 https://euraxess.ec.europa.eu/jobs 

40 

 
                                                
Table 4: Top 10 research skills in Euraxess job vacancies 

Skill name 

Count 

% of total vacancies 

teaching  

analytical thinking 

project administration 

work independently 

conduct research across disciplines 

equality and diversity 

Programming 

data management 

artificial intelligence 

Leadership 

20,866 

18,952 

11,142 

10,405 

9,195 

8,990 

8,326 

6,265 

5,978 

5,978 

26.32 

23.90 

14.05 

13.12 

11.60 

11.34 

10.50 

7.90 

7.54 

7.54 

Source: Knowledge Ecosystems for the New ERA. Technopolis & IDEA Consult (2021).  A European Framework for Research 
Careers and a Taxonomy of Researchers’ Skills. Analytical report WP6 – Define a European competence framework for R&I 
talents. 

3.  Recommendations for the monitoring of skills and training at the individual level 

(researchers) 

  From the perspective of researchers, there is more data available but there is room 
for improvement. The table below shows the three key indicators currently available from 
the  MORE  studies  (2012,  2016,  2019)  that  are  suggested  to  be  maintained  in  future 
monitoring exercises. 

Indicator name 

Dimensions and Definition 

PhD candidates 
trained in 
transferable skills  

Dimensions: By country/transferable skill 
Definition:  The  indicator  measures  the  share  of  R1  and  R2 
researchers  having  received  training(s)  on  transferable  skills 
during their PhD. The skills included (dimension) are the following: 
open science approaches, research skills, critical and autonomous 
thinking, grant/proposal writing, teamwork, innovative digital skills 
(carrying out, disseminating, deploying and transforming research 
by  digital  tools,  networks  and  media),  decision  making/problem 
solving  (problems  identification,  analysis  of  situation,  creative 
thinking, 
time 
management, people management, networking, collaboration with 
citizens,  government  and  broader  society,  project  management, 
intellectual  property  rights,  negotiation,  communication  and 
presentation skills, and ethics. 

entrepreneurship, 

alternative 

solutions), 

Appreciation of 
transferable skills  

Dimensions: Country 
Definition: The indicator assesses the extent to which transferable 
skills are regarded as positive factors for career progression in the 
researchers’ home institutions (HEI).  

41 

 
Indicator name 

Dimensions and Definition 

PhD graduates 
being trained in a 
doctoral school 

Dimensions: Country 
Definition:  This  indicator  measures  the  extent  to  which  PhD 
candidates/graduates  are  trained  in  the  framework  of  a  doctoral 
school  (compared  to  being  supervised  by  just  one  senior 
researcher or a supervisory committee).  

  Several indicators are suggested to be included in the future monitoring exercises at the 
level  of  researchers  (e.g.  the  follow-up  of  the  MORE  studies).  These  indicators  are 
expected  to  provide  valuable  information  on  the  extent  to  which  researchers  are 
supported in their career progression and the job market possibilities. These indicators 
would  target  especially  those  that  are  at  the  beginning  of  their  research  career  or 
considered to work under more unstable job conditions. 

Topic 

Indicator 

Regarding the 
institutional support 
for PhDs and post-
docs: 

Regarding the 
diversification of 
careers and 
intersectoral 
mobility: 

  Percentage  of  researchers  on  fixed-term  contracts  who 
receive 
their 
supervisor/research group leaders (PhD candidates/holders) 

feedback  and  appraisal 

regular 

from 

  Percentage of post-docs who have access to post-doc offices 

with career and support services 

  Percentage  of  researchers  on  fixed-term  contracts  who 
receive  career  guidance  and  job  market  information  (PhD 
candidates/holders) 

  Percentage of PhD candidates/graduates from industry on co-

funded PhD programmes 

  Percentage of PhD graduates who received transferable skills 

  Percentage  of  PhD  candidates/holders  on 

fixed-term 
contracts  who  indicate  awareness  about  the  diversity  of 
careers available 

  Percentage of researchers funded by programmes for short-

term placements in industry (industry fellowships) 

42 

 
 
 
 
 
Annex 1 - Glossary  

Charter & Code 

European Charter for Researchers and a Code of Conduct for the 
Recruitment of Researcher 

DG EMPL 

DG RTD 

DigComp 

EC 

Directorate General Employment, Social Affairs and Inclusion 

Directorate General for Research and Innovation 

Digital Competence Framework for Citizens 

European Commission 

EntreComp 

European Entrepreneurship Competence Framework 

ERA 

ESCO 

ERCF 

EU 

HEI 

European Research (and Innovation) Area 

European Skills, Competences, Qualifications and Occupations 

European Research Careers Framework 

European Union 

Higher Education Institution 

HRS4R 

Human Resources Strategy for Researchers 

IPR 

ISCO 

JRC 

MLE 

Intellectual Property Rights 

International Standard Classification of Occupations 

Joint Research Centre 

Mutual Learning Exercise 

MORE studies 

Studies  on  the  mobility,  working  conditions  and  career  paths  of 
researchers:  MORE1  (2010);  MORE2  (2012);  MORE3  (2016); 
MORE4 (2019) 

MS 

MSCA 

NGO 

OTM-R 

RDF 

RDSF 

R&D 

R&I 

RTO 

VPL 

Member State 

Marie Skłodowska-Curie actions 

non-governmental organisation 

Open, Transparent and Merit-based Recruitment 

Researcher Development Framework 

Researcher Development Skills Framework 

Research & Development 

Research and Innovation 

Research and technology organisation 

Validation of prior learning 

43 

 
 
 
 
Annex 2 – Methodology 

A  combination  of  complementary  research  methods  was  used  to  gather  the  necessary 
information to draft this policy brief. In addition to different types of desk research, diverse 
stakeholders have been consulted through interviews, surveys and a set of workshops. This 
approach made it possible to provide input for the update of the ESCO classification, and to 
use the set of skills for researchers used for the new ESCO version for the development of 
the European Competence Framework for Researchers (ResearchComp), with adaptations 
where necessary. As a result, ResearchComp is the first competence framework published 
by the European Commission with a direct link to ESCO. 

  Desk research  

In  preparation  for  this  study,  the  European  Commission  defined  a  taxonomy  of  skills  for 
researchers  that  could  be  integrated  into  the  updated  ESCO  classification.  Based  on  a 
literature study, support from an expert group, and interactions with stakeholders, this list was 
composed of 46 skills: some (29) already present in the ESCO taxonomy and others (17) 
proposed  to  be  included.  Furthermore,  the  European  Commission  analysed  the  research 
occupations in ESCO and compiled a list of 117 occupations that are highly likely to be related 
to research activities. This exercise took place in parallel to the activities of the work package 
presented in this policy brief. The research team used the results as input for the activities 
described below. 

In this study, document analysis was used to identify and analyse existing European and 
international  competence  frameworks  for  researchers  and  to  map  previous  work  on 
competences  that  are  considered  to  be  important  for  career  progression  in-  or  outside 
academia. The results of this analysis were compiled into a list containing 168 skills.  

Then, desk research was used to eliminate the competences which were considered too 
narrow in scope and too similar to one another. Additionally, all the identified researcher skills 
were  compared  and  mapped  to  the  corresponding  skills  already  listed  in  the  ESCO 
classification, and renamed to the correspondent ESCO-term, if appropriate. As a final step 
in  developing  the  conceptual  model  for  the  Competence  Framework  for  Researchers,  the 
competences  were  clustered  into  complementary  competence  areas.  Furthermore,  desk 
research was also used to analyse tenure track systems and their effects and to develop the 
case studies included in Annex 7. The recommendations on monitoring were also derived 
from  desk  research  on  the  available  indicators  at  EU  level  (Eurostat,  Cedefop,  Euraxess, 
etc.). 

The  full  2020  Euraxess  database  has  been  analysed  in  order  to  gain  insight  into  the 
requested  skills/competences  by  employers  as  well  as  the  job  titles  used  for  occupations 
targeting researchers in and outside academia. The analysis provided valuable input for the 
development of the European Competence Framework for Researchers, as well as for the 
update  of  the  ESCO  classification.  Furthermore, the  vacancy  analysis  was  used  to  define 
occupations for researchers in  the  updated  ESCO  classification.  The starting  point for  the 
analysis was to verify if the job titles in the Euraxess database corresponded to the 117 ESCO 
occupations identified by the European Commission as being highly likely to be related to 
research activities. Those job titles in the Euraxess database that were not included in ESCO 
where  analysed  to  see  whether  their  description  contained  at  least  two  skills  related  to 
research  activities.  Then,  the  remaining  vacancies  were  compared  with  broader  job  titles 

44 

 
identified in an analysis of researchers’ data from ORCID78. The analysis showed that most 
vacancies were covered by these labels and, as a result, allowed the identification of broader 
job titles that were introduced as new labels to update the list of occupations for researchers 
in the ESCO classification. 

 

Interviews 

In  April  2021,  country  experts  collected  available  competence  profiles  as  well  as  tenure 
track models for at least one HEI and/or funding agency in the specific Member State they 
were assigned to analyse. The ten following countries have been selected for this analysis 
taking into account a balance of geographic spread, size of the country, score of the country 
on the European Innovation Scoreboard, and the type of education system in the country: 
Finland,  Germany,  France,  Portugal,  Spain,  Netherlands,  Ireland,  Lithuania,  Bulgaria,  and 
Slovakia. 

Interviews with researchers were organised online in April mid-May 2021 with researchers 
at different career stages (R1-R4) working in academia and other sectors in various European 
countries79.  The  interview  questions  focused  on  the  following  topics:  the  professional  and 
educational background of the researchers, the competences needed in the course of their 
career,  their  experience  and  view  of  professional  skills  and  training  opportunities,  their 
(dis)satisfaction  with  their  career,  and  their  outlook  on  and  experience  with  intersectoral 
mobility.  

Furthermore,  additional  interviews  were  organized  with  representatives  of  Higher 
Education  umbrella  organisations,  associations  of 
research  organisations, 
representatives from MS and business representatives. These interviews focused on the 
ESCO  classification,  the  development  of  a  European  Competence  Framework  for 
Researchers,  the  future  of  tenure  tracks  and  the  diversification  of  research  careers. 
Interviews were also carried out with representatives of organisations having their own 
competence framework and for the elaboration of the case studies included in Annex 7. 

  Online surveys 

From April 30th to May 18th 2021 an online survey80 among researchers was organised to 
gain insight into skills, social security and working conditions related to jobs in research. In 
this report, we focus on the results of questions focusing on researchers’ skills. The survey 
results  showed,  amongst  others,  which  skills  are considered to  be  important  current  skills 
and/or important future skills according to researchers.  

In addition, from mid-May to mid-June, more than 50 stakeholder organisations at EU level 
participated in an online survey to validate the set of skills that are key to jobs for researchers 
in the academic or private sector that was compiled through desk research. The results of 
both surveys were taken into account for the final selection of researcher competences that 
are  included  in  the  updated  ESCO  classification.  They  were  also  used  to  develop  the 

78   A  codebook  of  occupations  has  been  developed 

in 
ORCID.(https://orcid.org/) in the context of the work package on “Mapping of practices in ERA regarding employment 
contracts,  social  security  coverage,  remuneration,  and  career  development  models”  of  the  project  ‘Knowledge 
ecosystems in the new ERA’. 

researchers’  data 

the  analysis  of 

registered 

for 

79  

80  

Finland, France, Netherlands, Portugal, Ireland, Bulgaria, and Spain. 

In total 1,474 researchers completed this section of the survey (see footnote 23 of this policy brief for more information 
on the sample characteristics). 

45 

 
                                                
conceptual  model  of  the  European  Competence  Framework  for Researchers  presented  in 
this policy brief. 

  Workshops 

Several workshops were organised in preparation for this report. First, stakeholder input was 
provided  by  three  online working  group  meetings  in  May  2021,  which  were  designed  to 
validate and refine the results of the interviews with researchers. The first meeting gathered 
participants from the ‘demand side’ of the labour market, namely supervisors, R&I employers 
and funders from both academic and non-academic sectors. The second meeting focused 
on the ‘supply side’ by consulting a group of researchers working in academia or industry in 
various  European  countries.  The  third  consultation  meeting  was  conducted  with  HR 
Managers, recruiters and representatives from career centers at universities.   

In  September  2021,  the  results  of  the  activities  described  above  were  integrated  into  a 
briefing  note  in  preparation  of  a  focus  group  with  EU  umbrella  associations  related  to 
research  (universities,  research  organisations,  RTOs,  etc.),  industry  associations,  and  EU 
and national policy makers. This focus group was organised to validate and finalise the draft 
European Competence Framework for Researchers.  

As  a  final  step,  in  October  2021,  a  validation  workshop  was  organised  to  address 
challenges  related  to  research  careers  and  present  ongoing  and  future  initiatives  using  a 
competence-based  approach  to  enhance  researchers’  career  paths  and  to  facilitate  the 
transition to research positions in other organisations and sectors. It was organised as an 
online event that gathered more than 450 participants. After discussing challenges related to 
the career progression of doctorate holders, two projects under Horizon 2020, Science with 
and for Society (SwafS-08), were presented aiming at reinforcing researchers’ transferable 
skills (i.e. the DocEnhance project and the Chameleons project). Then, the general value of 
European Competence Frameworks was discussed before introducing the ResearchComp 
Framework.  

46 

 
 
 
Figure  8  below  shows  how  the  activities  were  combined  to  develop  ResearchComp  (as 
presented in this policy brief). 

Figure 8: Methodology used to develop a European Competence Framework for Researchers (ResearchComp) 

47 

 
 
 
 
 
 
Annex 3 – Congruence between the Competence Framework for Researchers and the 
research skills included in ESCO 

ResearchComp  is  the  first  European  Competence  Framework  that  is  directly  linked to  the 
ESCO classification. The table below maps the list of skills of researchers in ESCO against 
the competences included in ResearchComp: 

  The  labels  of  the  competences  are  more  ‘compact’  and  user-friendly  than  the  skills 

included in ESCO for communication purposes. 

  Two  ESCO  skills  are  not  explicitly  mentioned  in  the  competence  areas  as  they  are 
embedded in at least one other competence, namely ‘apply blended learning’ (as part of 
teach in academic or vocational contexts) and speak different languages (covered by all 
communication skills).  

  Based on stakeholder feedback, 2 additional skills were not mentioned explicitly as they 
are integrated  into  related  competences,  namely  ‘Synthesise  information’  (covered  by 
‘Perform  scientific  research’  and  ‘Write  research  documents)’  and  ‘Manage  open 
publications’  (covered  by  ‘Promote  open  access  publishing’,  Operate  open  source 
software and Participate in publication process).  

  Three ESCO skills were integrated in a broader competence based on stakeholder input, 
namely ‘Manage FAIR data’ (integrated in ‘Manage research data’), ‘Draft scientific or 
academic  papers  and 
‘Write  research 
documents’) and ‘Speak in public’ (integrated in ‘Communicate to the broad public’).  

technical  documentation’  (integrated 

in 

  Four competences were added to ResearchComp through the stakeholder consultation 
process  described  Annex  2,  namely  ‘Strategic  thinking’,  ‘systemic  thinking’,  ‘Ensure 
wellbeing at work’, and ‘Creativity’. These competences are not yet included in ESCO. 

Competences in ResearchComp 

Direct link with skills in ESCO 

Cognitive abilities 

  Abstract thinking 

  Critical thinking 

  Analytical thinking 

  Strategic thinking  

  Systemic thinking  

  Problem solving 

  Creativity 

Self-management 

  Think abstractly 

  Think critically 

  Think analytically 

 

 

/ 

/ 

  Solve problems 

 

/ 

  Manage personal professional development 

  Manage  personal  professional 

development 

  Show entrepreneurial spirit 

  Show entrepreneurial spirit  

  Plan self-organisation 

  Cope with pressure 

  Plan  

  Cope with stress 

48 

 
 
Working with others 

 

Interact professionally 

  Develop networks 

 

Interact professionally in research 
and professional environments 

  Develop  professional  network 
with researchers and scientists 

  Work in teams 

  Work in teams  

  Ensure wellbeing at work  

 

/ 

  Build mentor-mentee relationships 

  Mentor individuals 

  Promote inclusion & diversity 

  Promote inclusion in research 

Doing research 

  Disciplinary expertise 

  Demonstrate disciplinary 

expertise 

  Perform scientific research 

  Perform scientific research 

  Conduct interdisciplinary research 

  Conduct research across 

  Write research documents 

  Apply research ethics and integrity principles 

Managing research  

  Mobilise resources 

  Manage projects 

  Negotiate 

  Evaluate research 

disciplines 

  Draft scientific or academic 
papers and technical 
documentation 

  Write scientific publications 

  Apply research ethics and 

scientific integrity principles in 
research activities 

  Apply for research funding 

  Perform project management 

  Negotiate compromises 

  Evaluate research activities 

  Promote open access publishing 

  Manage open publications 

Managing research tools 

  Manage research data 

  Promote citizen science 

  Manage research data 
  Manage findable accessible 

interoperable and reusasble data 

  Promote the participation of 

citizens in scientific and research 
activities 

  Manage intellectual property rights 

  Manage intellectual property 

rights 

  Operate open source software 

  Operate open source software  

Making an impact 

  Participate in publication process 

  Publish academic research  

49 

 
  Disseminate results to the research community 

  Disseminate results to the 
scientific community 

  Teach in academic or vocational contexts 

  Teach in academic or vocation 

  Communicate to the broad public 

contexts 

  Communicate with a non-
scientific audience  

  Promote the transfer of knowledge 

  Promote the transfer 

 of knowledge 

 

Increase  the  impact  of  science  on  policy  and 
society 

 

Increase the impact of science 
on policy and society 

  Promote open innovation 

  Promote open innovation 

 in research 

50 

 
 
 
 
Annex 4 – Definitions used in ResearchComp  

Term 

Definition & Source 

Attitudes 

“Attitudes  describe  the  disposition  and  mind-sets  to  act  or  react  to 
ideas,  persons  or 
(ST/9009/2018/INIT:  Council 
situations” 
Recommendation on key competences for lifelong learning) 

Competence 

“Competence  is  defined  as a  combination  of  knowledge,  skills  and 
attitudes.” (ST 9009 2018 INIT) 

Data 

Knowledge 

Learning 
outcomes 

Open data 

Research 

“Data  refer  to  characteristics  or  information,  usually  numerical,  that 
are  collected  through  observation.  Data  are  typically  the  results  of 
measurements  and  can  be  visualised  using  graphs  or  images.” 
(Eurostat – Statistics explained - Glossary) 

“Knowledge is composed of the facts and figures, concepts, ideas and 
theories which are already established and support the understanding 
of a certain area or subject” (ST 9009 2018 INIT) 

“Learning  outcomes  are  statements  of  what  a  learner  knows, 
understands  and  is  able  to  do  after  completion  of  learning” 
(Cedefop,  2009).  Such  statements  can  be  designed  and  used  for 
educational  planning  and  curriculum  development  or  for  different 
types  of  accountability  such  as  legal  accountability  or  professional 
accountability (Prøitz, 2010) 

“Data in an open format that can be freely used, re-used and shared 
by anyone for any purpose” (PE/28/2019/REV/1) 

“Research  and  experimental  development  (R&D)  comprise  creative 
and systematic work undertaken to increase the stock of knowledge – 
including  knowledge  of  humankind,  culture  and  society  –  and  to 
devise new applications of available knowledge. […] The term R&D 
covers  three types of activity:  basic  research,  applied  research and 
experimental  development.  “Basic  research  is  experimental  or 
theoretical work undertaken primarily to acquire new knowledge of the 
underlying foundations of phenomena and observable facts, without 
any particular application or use in view. Applied research is original 
investigation  undertaken  in  order  to  acquire  new  knowledge.  It  is, 
however,  directed  primarily  towards  a  specific,  practical  aim  or 
objective. Experimental development is systematic work, drawing on 
knowledge  gained  from  research  and  practical  experience  and 
producing additional knowledge, which is directed to producing new 
products or processes or to improving existing products or processes” 
(Frascati Manual, OECD, 2015)  

Researcher 

“Professionals  engaged  in  the  conception  or  creation  of  new 
knowledge,  conducting  research  and  improving  or  developing 
concepts, theories,  models, techniques instrumentation, software  or 
operational methods” (Frascati Manual, OECD, 2015)  

Resources 

“In  the  context  of  this  work,  the  concept  ‘resources’  is  a  term  that 
encompasses  personal resources (namely, self-awareness and self-
efficacy,  motivation  and  perseverance),  material  resources  (for 

51 

 
instance,  production  means  and  financial  resources)  or  non-
material 
resources  (for  instance,  specific  knowledge,  skills  and 
attitudes).” (Bacigalupo et al., 2016) 

Skills 

“Skills are defined as the ability and capacity to carry out processes 
and  use  the  existing  knowledge  to  achieve  results”  (ST  9009  2018 
INIT) 

Stakeholders 

“Actor that can affect, be affected by, or perceive itself to be affected 
by  a  decision  or  activity”  (Glossary  from  European  Open  Science 
Cloud) 

System 

“Set  of  components  that  are  interrelated  in  order  to  obtain  an 
emergent behaviour” (Glossary from European Open Science Cloud) 

52 

 
 
 
 
Annex 5 – ResearchComp - Competence descriptions 

Areas  Competences 

Descriptions 

Abstract thinking 

Critical thinking 

Analytical thinking 

Strategic thinking 

Systemic thinking 

Problem solving 

Creativity 

Manage personal 
professional 
development 

Show 
entrepreneurial 
spirit  

Plan self-
organisation 

s
e
i
t
i
l
i

b
a
e
v
i
t
i
n
g
o
C

.
1

t
n
e
m
e
g
a
n
a
m

-
f
l
e
S

.
2

to 

information 

judgement  and 

take  account  of 

identify  and  explore 

Demonstrate the ability to use concepts in order to make and 
understand generalisations, and relate or connect them to other 
items, events, or experiences. 
Exercise  critical 
thinking,  develop  own 
assumptions, and establish a way of working based on critical 
thinking. 
Using  logic  and  reasoning  in  order  to  develop  alternative 
solutions, conclusions or approaches to problems and identify 
their strengths and weaknesses. 
Develop  a  vision  to  turn  ideas  into  action.  Obtain  and 
synthesize 
trends, 
opportunities, threats (also based on intuition and creativity) to 
achieve  a  long-term  goal  and  to  thrive  in  a  competitive, 
changing environment. Identify alternative paths to turn ideas 
into  action,  select  the  most  appropriate  approach  and  adjust 
where necessary. 
Understand  and 
the  characteristics  of 
(inter)national  research  systems  where  researchers  interact 
with all relevant stakeholders and of the position of  individual 
researchers  and  their  organisation  within  the  system.  Situate 
research  activities  within  the  wider  context  to  improve  the 
understanding  of  complex  issues  and  identify  linkages  with 
related issues. 
Develop  and  implement  solutions  to  practical,  operational  or 
conceptual problems which arise in the execution of work in a 
wide range of contexts. 
Develop  several  ideas  and  opportunities  to  create  value, 
including  better  solutions  to  existing  and  new  challenges. 
Explore and experiment with innovative approaches. Combine 
knowledge and resources to achieve valuable effects. 
learning  and  continuous 
lifelong 
Take  responsibility 
professional development. Engage in learning to support and 
update professional competence and develop personal  skills. 
Identify  priority  areas  for  professional  development  based  on 
reflection  about  own  practice  and  through  contact  with  peers 
and  stakeholders.  Pursue  a  cycle  of  self-improvement  and 
develop credible career plans. 

for 

Demonstrate a proactive mindset and determination to achieve 
success in business or successfully create it 

Identify  the  necessary  tasks  and  prioritise  them  in  order  to 
develop  an  individual  schedule  and  perform  the  work  in  an 
autonomous  way,  ensuring  that  the  requirements  are  met. 
Understand  how  to  behave  and  work  in  a  sustainable  way, 
including from the environmental point of view, and be mindful 
of impact of own activities on the environment. 

53 

 
 
 
 
 
 
s
r
e
h
t
o
h
t
i

i

w
g
n
k
r
o
W

.
3

h
c
r
a
e
s
e
r
g
n
o
D

i

.
4

Cope with 
pressure 

Interact 
professionally 

Develop networks 

Work in teams  

Ensure  wellbeing 
at work 

Build mentor-
mentee 
relationships  

Promote inclusion 
& diversity 

Disciplinary 
expertise 

Perform scientific 
research 

Conduct 
interdisciplinary 
research 
Write research 
documents 

Apply research 
ethics and 
integrity principles 

Handle  challenges,  disruption,  and  change  and  recover  from 
set-backs and adversity. 
Show  consideration  to  others  and  professional  collegial 
behaviour.  Listen,  give  and  receive  feedback  and  respond 
perceptively  to  others.  Engage  effectively  and  in  a  goal-
directed  manner  with  other  people  in  a  professional  setting, 
also involving staff supervision and leadership. 
Develop  alliances,  contacts  or  partnerships,  and  exchange 
information  with  others.  Foster 
integrated  and  open 
collaborations  where  different  stakeholders  co-create  shared 
value research and innovations. Develop your personal profile 
or brand and make yourself visible and accessible in face-to-
face and online networking environments.  
Work confidently within a group with each doing their part in 
the service of the whole. 
Understand  the  links  between  work,  physical  and  mental 
health  and  wellbeing.  Be  adequately  informed  about  health 
promotion and disease prevention to take responsibility for the 
personal  work  situation  considering  the  impact  on  others  to 
create a healthy work environment. 
Mentor  individuals  by  providing  emotional  support,  sharing 
experiences and giving advice to the individual to help them in 
their  personal  development,  as  well  as  adapting  the  support 
and  guidance  to  the  specific  needs  of  the  individual  and 
heeding  their  requests  and  expectations.  Vice  versa,  as  a 
mentee, seek support and advice provided by the mentor. 
Promote  and  ensure  equality  and  diversity  management,  in 
words  as  well  as  in  actions  and  conduct.  Guide  and  advise 
colleagues about how to work in diverse teams and contexts. 
Demonstrate deep knowledge and complex understanding of 
a  specific  research  area,  including  responsible  research, 
research  ethics  and  integrity  principles,  privacy  and  GDPR 
requirements,  related  to  research  activities  within  a  specific 
discipline. 
Gain,  correct  or  improve  knowledge  about  phenomena  by 
selecting or developing the appropriate scientific approach and 
by using scientific methods and research techniques based on 
empirical or measurable observations. 
findings  and  data  across 
Work  and  use 
disciplinary/functional  boundaries,  including  in  collaborative 
settings. 
Draft  and  edit  research,  academic  or  technical  texts  on 
different subjects. 
Apply 
to 
research and innovation, including issues of research integrity. 
Perform, review, or report research avoiding misconducts such 
as fabrication, falsification, and plagiarism 

fundamental  ethical  principles  and 

legislation 

research 

54 

 
 
 
 
 
 
 
 
Mobilise 
resources 

Manage projects 

Negotiate 

Evaluate research  

h
c
r
a
e
s
e
r
g
n
g
a
n
a
M

i

.
5

Promote open 
access publishing 

  Manage research 

l

s
o
o
t
h
c
r
a
e
s
e
r
g
n
g
a
n
a
M

i

.
6

data 

Promote citizen 
science 

Manage 
intellectual 
property rights 

Operate open 
source software  

n
a
g
n
k
a
M

i

.
7

t
c
a
p
m

i

Participate in 
publication 
process 
Disseminate 
results to the 
research 
community 

Identify  key  relevant  funding  sources  and  prepare  research 
grant  applications  in  order  to  obtain  funds  and  grants.  Write 
research  proposals  and  pitch  ideas  to  convince  potential 
investors (internal or external to the organisation) of the need 
to fund research initiatives. 
Manage  and  plan  various  resources,  such  as  human 
resources, budget, deadline, results, and quality necessary for 
a  specific  project  and  for a  project  portfolio,  and  monitor  the 
progress in order to achieve a specific goal within a set time 
and budget using project management tools.  
Exchange ideas while analysing issues and interests at stake, 
enabling  opposing  sides  to  resolve  disputes  and  reach  an 
agreement, or making decisions to resolve disputes. 
Reflect  on  research  activities  and  learn  from  successes  and 
failures based on personal experience, feedback from others 
or  monitoring  and  evaluation.  Assess  proposals,  progress, 
impact and outcomes of peer researchers. 
Develop  a  strategy  to  publish  your  research  and  identify  the 
appropriate publication channel(s) to implement that strategy. 
Use  open  publication  strategies  when  possible.  Be  familiar 
with the use of information technology to support research, and 
with  the  development  and  management  of  CRIS  (current 
research  information  systems)  and  institutional  repositories. 
Provide  licensing  and  copyright  advice,  use  bibliometric 
indicators, and measure and report research impact. 
Produce and analyse research data originating from qualitative 
and  quantitative  research  methods.  Store  and  maintain  the 
data  in  research  databases.  Support  the  re-use  of  research 
data  and  be  familiar  with  data  management  principles, 
including  FAIR  (Findable,  Accessible,  Interoperable,  and 
Reusable) principles. Make data as open as possible, and as 
closed as necessary. 
Engage  citizens  in  scientific  and  research  activities  and 
promote  their  contribution  in  terms  of  knowledge,  time  or 
resources invested. 

Deal  with  the  private  legal  rights  that  protect  the  products  of 
the intellect from unlawful infringement. 

Operate  Open  Source  software,  beyond  licensed  software, 
knowing  the  main  Open  Source  models,  licensing  schemes, 
and the coding practices commonly adopted in the production 
of Open Source software. 
Submit,  revise  and  publish  academic  research  through  the 
most appropriate dissemination means and participate in peer 
review processes, including open peer review. 

Publicly disclose research results by any appropriate means, 
including training, conferences, workshops, colloquia and 
research publications. 

55 

 
 
 
 
 
 
 
 
 
 
 
Teach in 
academic or 
vocational 
contexts 

Communicate to 
the broad public 

Promote the 
transfer of 
knowledge 

Increase the 
impact of Science 
on Policy and 
Society 

Promote open 
innovation 

Instruct  students  in  the  theory  and  practice  of  academic  or 
vocational subjects, transferring the content of own and others' 
research activities. 

including 

the  general  public.  Tailor 

Communicate  about  scientific  findings  to  a  non-scientific 
audience, 
the 
communication of scientific concepts, debates, findings to the 
audience, using a variety of methods to different target groups, 
including  visual  presentations  and  various  forms  of  written, 
spoken and digital communication. 
Deploy  broad  awareness  and  knowledge  of  processes  of 
knowledge valorisation aimed to maximise the two–way flow of 
tools,  content  material,  technology,  intellectual  property, 
expertise  and  capability  between  the  research  base  and 
relevant stakeholders within the research field. 

Increase the impact and use of research findings in policy 
making, by providing input to and maintaining professional 
relationships with policymakers and other stakeholders. 

Apply  techniques,  models,  methods,  and  strategies  that 
contribute  to  the  promotion  of  steps  towards  innovation 
through collaboration with external people and organizations. 

56 

 
 
 
Annex 6 – ResearchComp – Illustrative examples of learnings outcomes 

The table below shows illustrative examples of what the learning outcomes could be by means of one example per area of ResearchComp. 
The final set of learning outcomes will be developed in 2022. Measures will be taken to make sure that the learning outcomes will not only 
comply as much as possible with the descriptions included in Annex 5, but also with existing frameworks, such as Vitae’s RDF used by several 
HEI in Europe and the other frameworks developed by the JRC as this will facilitate the integration of the European Competence Framework 
for Researchers in the functioning of organisations educating or employing researchers. 

Areas  Comp. 

Foundational 

Intermediate 

Advanced 

Expert 

Critical 
thinking 

s
e
i
t
i
l
i

b
a
e
v
i
t
i
n
g
o
C

.
1

 

Is able to understand 
arguments (oral and textual) 
and articulate own 
assumptions. 

  Has the ability to recognize 
and validate problems. 

  Seeks diversity in 

perspective and evidence; 
pushes oneself to listen to 
and appreciate divergent 
perspectives by seeking to 
understand and integrate. 

 

Is capable of original, 
independent and critical 
thinking. 

  Recognises significant and 
important arguments and is 
able to evaluate the 
assumptions of others.  
  Makes sound and realistic 
judgements based on 
evidence. 

  Takes measures to spot and 
minimise the effect of biased 
thinking and behaviour.   

 

Is proficient and confident in 
applying critical thinking 
skills. 

  Formulates and articulates 
solid arguments, orally and 
textually, and convincing 
others. 

  Stimulates critical thinking in 

others who are less 
experienced. 

  Selects and applies methods 
and approaches to ensure 
critical thinking in research 
projects to increase diversity 
of perspective and minimise 
bias. 

 

Is a creative critical thinker, 
acknowledged nationally and 
internationally. 

  Stimulates critical thinking at 
discipline/research area and 
policy levels. 

  Cultivates a research 

environment in which critical 
thinking is a group norm and 
part of standard procedures, 
also across hierarchies 

57 

 
 
 
 
 
Plan self-
organisation 

t
n
e
m
e
g
a
n
a
m

-
f
l
e
S

.
2

  Prepares and plans projects 
to meet objectives and, with 
support, is able to adapt the 
schedule if necessary. 
  Commits to and completes 
first simple projects in an 
autonomous way, seeks 
guidance if necessary 

  Manages own time 

effectively to complete 
research project; adheres to 
clear plan 
Is aware of how to work in a 
sustainable way. 

 

  Takes strategic view of 

projects; prioritises, plans 
and is forward-thinking; 
deals with the unexpected 
and adapts to changes; 
know when to seek advice 
and reassurance 
Is establishing own time 
management systems: 
delivers projects on 
schedule, responds flexibly. 

 

  Contributes to create a 

sustainable work 
environment 

  Sees the gaps and 

opportunities in project plans 
and evaluates the changes 
needed. 

  Has established own time 

management skills, 
assesses own impact on 
nature and the environment, 
advises others and acts as a 
role model. 

  Manages several complex 
projects to time; balances 
constraints. 

  Plans, balances and 

responds sustainably, 
effectively and appropriately 
to change and the 
unexpected. 

  Gives evidence for the need 
for change of priorities and 
for a more sustainable 
approach. Prioritises and 
switches focus between 
many projects/tasks. 
  Has long-term strategic 

vision  

  Manages multiple or 

complex projects to time; 
balances constraints. 

Areas  Comp. 

Foundational 

Intermediate 

Advanced 

Expert 

s
r
e
h
t
o
h
t
i

i

w
g
n
k
r
o
W

.
3

Ensure 
wellbeing at 
work 

 

Is developing an awareness 
of work-life balance issues; 
understands the link 
between work, physical and 
mental health and wellbeing. 

  Uses support and advisory 
resources when necessary 
to avoid undue pressure and 
to enhance personal well-
being. 

  Considers the needs of 

others 

  Maintains an acceptable 
work-life balance and 
manages pressure.  

  Takes responsibility for and 
watches over one’s own 
personal work situation and 
is well informed about health 
promotion and disease 
prevention. 

  Notices and helps manage 
the pressure on colleagues 
and less experienced 
researchers. 

  Contributes to create a 

healthy work environment 

  Actively maintains attention 
to well-being at work and 
work-life balance issues. 
Promotes mental health, 
well-being and an effective 
work-life balance for self and 
team. 

  Sensitive to signs of 

pressure on and stress in 
colleagues, students and 
staff; provides support, 
advice and management 
where necessary. 

 

Influences departmental, 
institutional or disciplinary 
policies on work-life balance 
and well-being  

i

g
n
o
D

.
4

  Write 
h
c
r
a
e
s
e
r

research 
documents 

  Prepares grammatically and 
syntactically correct content 
for research, academic and 

  Continues to develop 

academic writing skills within 
wider contexts; understands 

  Has high level academic 
literacy across a range of 
contexts and communication 
media. 

  Educates, advises and 

guides others in academic 
literacy and writing skills. 

58 

 
 
 
 
 
 
 
 
 
 
technical texts in own 
research area.  

  Writes in a style appropriate 

for readership in own 
research area. Integrates 
edits.  

Mobilize 
resources 

h
c
r
a
e
s
e
R
g
n
g
a
n
a
M

i

.
5

  Gains awareness of funding 
sources relevant in own 
research area.  

  Understands the processes 
for funding and evaluation of 
research. 

  Writes or pitches own 
research proposal. 

the literacy requirements for 
various audiences and aims. 
  Presents complex ideas in a 

clear way. 

  Provides edits on research, 

academic and technical texts 
of peers in own research 
area.  

  Has broad awareness and 
knowledge of key relevant 
funding sources and grant 
application procedures. 
Recognises the significance 
of income and funding 
generation for own 
institution. 
Identifies relevant funding 
sources and applies for small 
grants/fellowships 
successfully 

 

  Provides edits on research, 

academic and technical texts 
of colleagues in other 
research areas. 

 

Is aware of wider economic 
context. Understands 
funding complexities and 
various funding sources. 
Educates, advises and 
guides others on income and 
funding generation. 
  Applies for increasingly 
larger grants, seeks 
alternative sources. Engages 
in income generation for own 
institution. 

  Supports funding 

applications led by others 

 

Influences funding policy 
within the higher education 
sector and professional 
associations/bodies 

  Successfully obtains large, 
prestigious, international or 
interdisciplinary projects, 
allowing to fund multiple 
researchers.  

Areas  Comp. 

  Foundational 

 

Intermediate 

  Advanced 

  Expert 

Manage 
research 
data 

l

s
o
o
t

h
c
r
a
e
s
e
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g
n
g
a
n
a
M

i

.
6

  Looks for information about 
sources, or asks for expert 
support, to decide on data 
usage and interpretation. 
  Asks pertinent questions on 

data sources and data 
analysis to assess if data is 
trustworthy, valid, reliable 
and pertinent 

  Understands legal and 

ethical issues linked to the 
use of data. 

  Uses non-sensitive research 

data transparently, and 

  Can apply data analysis 
tools and integrate data 
management plans in 
knowledge strategies. 

  Evaluates data sources and 
data analysis to assess if 
data is trustworthy and 
pertinent, and replaces 
unreliable data 

  Makes non-sensitive data 

easily accessible by default 
e.g. for research and not out 
of contest. 

  Can organise and analyse 
data in a research context, 
and apply metrics to 
evaluate the success of data 
initiatives.  

  Empowers other team 

members to ‘work with data’ 
in a structured, transparent, 
and accessible way. 

  Can collect or co-create 
relevant data sets e.g. 
anonymized real-time data 
that enable more effective or 
dynamic research or 
developed metrics that make 
data more comprehensible 
for research 

  Has a track record of making 
non-sensitive data easily 
accessible, contextualized, 
and fit for use to inform 
diverse audiences (also non-
experts). 

59 

 
 
 
 
 
 
 
 
Disseminate 
results to 
the research 
community 

t
c
a
p
m

i

n
a
g
n
k
a
M

i

.
7

makes sure data is stored in 
accordance with legal and 
privacy requirements. 

 

Includes findable, 
accessible, interoperable, 
and reusable (FAIR) 
evidence in data sets. 

  Actively engages in 

 

knowledge exchange and 
debate with colleagues, 
sometimes between 
disciplines/research areas 
Is aware of the different 
means by which research 
results can be disclosed to 
the research community. 
  Develops skills in a range of 
communication means to 
reach the research 
community, such as 
publications and conference 
presentations. 

  Presents work confidently 
  Can communicate research 
effectively to a diverse 
research community by all 
appropriate means. 
  Actively engages in inter-
disciplinary knowledge 
exchange. 
Is confident in face-to-face 
interactions with other 
researchers. Uses interactive 
communication technologies 
for networking, 
information/data sharing and 
promoting research 
presence. 

 

  Makes the complex 

accessible using a wide 
range of audio-visuals as 
appropriate. 

 

Is instrumental in ensuring 
data transparency, openness 
and accessibility as well as 
cultivating a culture of open 
data in the team. 

  Presents research in an 

inspirational way as keynote 
speaker to peers and experts 
during workshops, 
conferences. Publish high-
quality publications in top-tier 
journals and promote these 
to other researchers.  
  Produces finely honed 

argument rapidly 

  Maintains an advanced level 
of knowledge and skill in 
interactive communication 
technologies. 
Is an institutional/disciplinary 
leader with a global 
presence on key issues. 

 

  Eloquently makes the 
complex accessible. 

  Presents research to peers 

and experts during academic 
workshops, conferences. 
Publish high-quality 
publications and promote 
these to other researchers.  
  Establishes and leads virtual 
research environments. 
  Continuously seeks self-
improvement in terms of 
media usage. Educates, 
advises and guides others. 

60 

 
 
 
 
 
Annex 7 – Case studies  

This section presents 8 case studies that have been selected as inspiring examples when it 
comes to skills training for researchers and from which important observations can be made. 
Some of the case studies also showcase how a competence framework for researchers can 
be  a  useful  tool  to  organise  training  for  researchers  and  to  further  enhance  researchers’ 
mobility to non-academic sectors. Moreover, the case studies presented display a relevant 
set  of  researcher  skills  to  be  integrated  into  the  Competence  Framework  for  researchers 
(e.g.,  transferable  skills,  skills  pertaining  to  entrepreneurship,  open  science  and/or 
innovation).  

The chosen examples reflect a mix of new and already existing and well-proven initiatives. 
Furthermore,  when  selecting  these  case  studies,  the  geographical  spread  was  taken  into 
consideration in order to make a well-balanced selection. However, general observation in 
this  selection  procedure  is  that  countries  such  as  Germany  and  the  UK  predominantly 
showcase strong examples when it comes to enhancing researcher training and mobility. 

Based on these considerations, the following case studies will be presented below: 

1.  Broadening PhD competences through transferable skills: the DocEnhance project 

2.  Skilled, Innovative & Entrepreneurial Scientists: the SKIES project  

3.  Developing and Implementing Hands-on Training on Open Science and Open Innovation 

for Early-Career Researchers: the DIOSI project 

4.  Vitae - The Researcher Development Framework (RDF) 

5.  KULeuven and the Researcher Development Framework (RDF) 

6.  German University Association of Advanced Graduate Training (UniWiND/GUAT) 

7.  University of Fribourg: The REGARD Programme 

8.  Science Foundation Ireland (SFI) - Centres for Researcher Training 

7.1 Broadening PhD competences through transferable skills- the DocEnhance Project 

DocEnhance  is  a  project  to  enhance  skills  intelligence  and  integration  into  existing  PhD 
programmes. DocEnhance addresses research and innovation needs and skills training in 
PhD  programmes.  In  addition,  DocEnhance  strives  to  promote  a  culture  of  cooperation 
between the academic and non-academic sector by actively involving stakeholders from both 
sectors in all stages of the project. 

Funded  under  the  Horizon  2020  programme,  the  DocEnhance  project  aims  to  support 
successful  and  diverse  career  paths  for  doctoral  graduates  through  transferable  skills 
training. In sum, the project focuses on transferable skills, which facilitate the transition into 
employment and are widely applicable, regardless of scientific field or chosen career path. 
Several  universities  and  non-academic  partners,  from  Europe  and  beyond,  have  jointly 

61 

 
committed to the project, which is coordinated by the Arctic University in Norway, to improve 
their doctoral education.81 

With the purpose of enhancing transferable skills training and enabling diverse career paths 
for researchers, the main objectives of the DocEnhance project are the following: 

 

Involving the non-academic sector in developing an employment and innovation-oriented 
curriculum for PhD education in Europe 

  Facilitating business-education partnerships between higher education institutions and 

non-academic organisations 

  Map PhD graduate career paths and evaluate PhD skills training with a career-tracking 

survey  

To achieve these objectives, the project aims to provide recommendations on a transferable 
skills curriculum that can subsequently be integrated into European PhD programmes along 
with a set of training course concepts. The project will also design skills training materials.82  

The online DocEnhance platform 

All skills training materials developed by the project can be accessed as open educational 
resources through the online DocEnhance platform.83 In turn, this allows for higher education 
institutions to easily adapt the training resources according to local needs and preconditions 
when integrating transferable skills curriculum into their PhD programmes. The DocEnhance 
online platform also creates a space for digital networking and information sharing with non-
academic partners and stakeholders.  

Pilot training courses on transferable skills 

Currently,  the  DocEnhance  project  is  piloting  three  training  courses  on  transferable  skills 
within the following fields84: 

  Data  stewardship:  PhD  candidates  are  taught  how  to  collect,  analyse,  and  manage 
research data in a non-academic setting with on-site practical assignments focused on 
hands-on digital skills training as well as theoretical concepts of data management. 

  Career management and entrepreneurship: PhD candidates are taught skills related to 
critical  thinking,  creativity,  collaboration,  communication,  and  self-management.  Skills 
such as acting upon entrepreneurial ideas and transforming them into material value are 
also  covered  by  this  training  course.  The  course  module  also  includes  a  career 
assignment with a regional employer. 

  Supervision: Supervisors and trainers working in higher education institutions are taught 
important  skills  related  to  their  supervision  practices  such  as  communication,  mental 

81 https://docenhance.eu/project-profile/  

82 https://docenhance.eu/main-goals/  

83 https://docenhance.eu/the-platform/  
84 https://courses.docenhance.eu/  

62 

 
                                                
health  issues,  and  project  management.  The  course  also  aims  to  train  supervisors  to 
have a better understanding of non-academic organisations as well as master up-to-date 
research  skills  such  as  Open  Science, 
research  data  management  and 
entrepreneurship.  The  course  module  further  includes  a  supervision  assignment  in 
collaboration with a regional employer. 

Results and valuable insights from the DocEnhance project  

The DocEnhance project offers valuable lessons when it comes to integrating transferable 
skills  training  into  European  PhD  educational  programmes  and  how  the  training  delivered 
during PhD courses can best help graduates in their career development. So far, the following 
aspects have been highlighted by the project: 

  Tracking PhD career paths: Tracking the career paths of PhD graduates through a career 
tracking  survey  is  an  effective  tool  to  analyse  where  PhD  graduates  (from  different 
disciplines) are employed after they finish their PhD and how their careers progress over 
time.  A  career  tracking  survey  also  provides  insights  on  the  extent  to  which  the  skills 
developed during their PhD has contributed to their employment. 

  Transferable  skills  relevant  for  the  non-academic  sector:  By  organising  regional 
workshops with non-academic stakeholders, the DocEnhance project has identified a set 
of  transferable  skills  which  is  increasingly  sought  after  by  the  non-academic  sector. 
These  skills  include  adaptability,  flexibility,  communication  and  presentation  skills, 
teamwork and cooperation, and language skills85. 

  Transferable  skills  through  formal  training  and  learning-by-doing:  The  DocEnhance 
project  concludes  that  transferable  skills can  be  acquired  through  both  formal  training 
within  higher  education  institutions  and  external  learning-by-doing  activities  such  as 
internships and research stay abroad. The project has identified transferable skills which 
are  highly  appreciated  among  employers  outside  of  academia  such  as  interpersonal 
skills  (including  teamwork,  networking,  and  collaboration),  critical  thinking,  analytical 
skills, project management skills, personal resilience and leadership and engagement. 
Such skills are best acquired through learning-by-doing activities. 

7.2 Skilled, Innovative & Entrepreneurial Scientists: the SKIES project 

Funded under the Horizon2020 programme, the SKIES project aims to train PhDs and first- 
year postdoctoral researchers in the field of astronomy. The overall objective of the SKIES 
project is to ensure that early-career researchers (ECRs) acquire adequate transferable skills 
which are relevant for a future career in both academia and industry. The main driving factor 
underpinning the SKIES project is that only a limited number of astronomy PhD graduates 
can pursue a career trajectory in academia, thus creating a need to prepare ECRs for diverse 
career  paths  and  prevent  skills  gaps  through  training.86  Hence,  the  project  recognises  the 
need to prepare ECRs for diverse career paths by closing the skills gap through innovation 
and  entrepreneurship  training.  The  SKIES  consortium  is  coordinated  by  the  University  of 

85 DocEnhance, Policy Brief (2020), Available at: https://docenhance.eu/docenhance-policy-brief-1/  

86 https://eresearch.uwc.ac.za/2021/03/24/skies/   

63 

 
                                                
Leiden and is an international collaboration between higher education institutions (HEIs) and 
non-academic partners.87 

Specifically, the SKIES project aims to provide ECRs with a set of skills within the scope of 
social innovation, entrepreneurship, and Open Science. By doing so, the SKIES project aims 
to enhance the employability of astronomy PhD graduates by providing them with skills that 
go beyond traditional academic settings and can be utilised in careers benefitting both the 
public and private sectors.88 To this end, the partners of the SKIES project are collaboratively 
developing,  delivering,  and  assessing  PhD  training  programmes  to  close  these  skills  gap 
between academia and beyond. 

SKIES training modules and adopting a “Train-the-Trainer” approach 

The  project  aims  to  develop  a  modular  training  course  revolving  around  the  following 
transferable skills domains: 

  Open  Science:  Skills  training  is  provided  on  the  topics  of  FAIR  and  open  data 
management,  open  access  publishing,  citizen  science  and  outreach,  responsible 
research, and innovation, along with equity, diversity, and inclusion. 

 

Innovation:  The  training  module  covers  topics  such  as  social  innovation  and  impact 
innovation,  career  opportunities  and  mentoring  and  the  relevance  of  astronomy  as  an 
academic field. 

  Entrepreneurship:  The  module  covers  skills 

in  entrepreneurial  skills, 
employability skills and start-up skills. The module also covers how these skills can be 
applied in both academia and the non-academic sector. 

training 

Moreover,  this  training  programme  is  being  co-created  together  with  local  trainers  and 
teaching  staff  working  for  the  participating  HEIs  to  ensure  that  the  training  curricula  is 
compatible with local needs and integrated into current PhD education programmes. These 
local  trainers  are  also  involved  in  creating  local  implementation  roadmaps  which  are 
necessary to implement the training with the necessary knowledge and expertise offered by 
the consortium. 

A 'Train-the-Trainer' programme is further being developed to build the capacity of teaching 
staff so that they have the training and tools to continue the programme beyond the life of the 
project.89  Online training options will be made available to support the HEI partners and other 
organisations interested in running similar courses.90 

87  The  project  partners  involved  in  the  SKIES  consortium  are  (amongst  others)  the  Erasmus  Centre  for  Entrepreneurship 
(ECE), Max Planck Institute for Astronomy (MPIA), University of Cape Town (UCP) and the Polish Astronomical Society 
(PAS). 

88 

https://www.universiteitleiden.nl/en/news/2021/03/closing-the-skills-gap-for-young-researchers-through-innovation-and-
entrepreneurship-training  

89 Interview with project coordinator Michelle Willebrands (University of Leiden), 2021-22-16. 

90 (Ibid.). 

64 

 
                                                
7.3  Developing  and  Implementing  Hands-on  Training  on  Open  Science  and  Open 
Innovation for Early-Career Researchers: the DIOSI project 

Funded  under  the  Horizon2020  programme,  the  main  objective  of  the  DIOSI  project  is  to 
develop and disseminate a joint model for doctoral training which integrates research-specific 
skills  as  well  as  transferable  skills.  The  project  is  managed  under  the  YUFE  (Young 
Universities  for  the  Future  of  Europe)  alliance  which  encompasses  both  HEIs  and  non-
academic partners91 and is coordinated by the University of Antwerpen, Belgium.92  

As  the  main  driving  factor  behind  the  project,  the  DIOSI  consortium  aims  to  tackle  skills 
shortages  in  terms  of  innovation  and  entrepreneurship  skills  for  researchers,  by  providing 
training  on  Open  Science  (OS)  and  on  Open  Innovation  &  Entrepreneurship  (OI&E), 
specifically  for  ECRs.  In  addition,  the  project  has  set  out  to  develop  a  graduate  tracking 
framework  to  measure  the  impact  of  the  training  provided  by  the  project.  This  graduate 
tracking  framework  is  intended  to  be  used  within  the  consortium  and  beyond,  thereby 
attempting to create a best practice for doctoral education in Europe.93   

In sum, the DIOSI project aims to achieve the following three objectives and project outputs:94 

  Build a competence-based model for doctoral education: The project will develop a 
DIOSI model for doctoral education that integrates both transferable skills and research-
specific skills. At the beginning of their training, the DIOSI model encourages ECRs to 
conduct a skills needs analysis and draft a personal development plan. On this basis, a 
personal  training  trajectory  is  then  developed  which  includes  annual  iterations  and 
updates  regarding  the  skills  needs  analysis  and  development  plan  for  subsequent 
training. 

  Provide  training  on  Open  Science  for  ECRs:  By  implementing  a  Train-the-Trainer 
(TtT) programme, the project will provide state-of-the-art and challenge-based training 
on transferable skills focusing on open innovation and entrepreneurship for ECRs. This 
entails that each of the participating HEIs will select a total of two trainers for the  TtT 
sessions.  The  new  trainers  will  each  conduct  at  least  one  training  at  their  home 
institution. In total, 20 training sessions for ECRs are planned to take place during the 
project.  After  each  of  the  training  sessions,  the  project  will  collect  feedback  and 
evaluations from the participants. 

  Develop a joint DIOSI impact and graduate tracking framework: As its final project 
output,  a  DIOSI-wide  impact  and  graduate  tracking  framework  will  be  developed  by 
looking at best practice examples. The framework will serve as an impact evaluation tool 
on  transferable skills  training  at  the  individual  graduate tracking  level  by  developing  a 
self-report  questionnaire  which  ECRs  will  undertake  before  and  after  the  training 
sessions. 

Matching ECRs with non-academic supervisors   

Another  important  feature  of  the  DIOSI  project  is  its  innovative  approach  to  academic 
supervision.  On  this  theme,  the  DIOSI  project  aims  to  develop  a  new  working  model  for 

91 https://yufe.eu/  

92 https://diosi.eu/the-project/  

94 DIOSI Policy Brief (2020), Developing and Implementing Hands-on-Training on Open Science and Innovation for Doctoral 

Candidates and Early-Career Researchers 

65 

 
                                                
 
academic supervision which includes a non-academic advisor to support the PhD candidates. 
Specifically, the non-academic supervisor will guide in terms of alternative career paths in 
the non-academic sector. By involving an expert from the non-academic sector, this approach 
actively  and  practically  supports  researchers  in  their  development  towards  more  diverse 
career paths. 

7.4 Vitae - The Researcher Development Framework (RDF) 

The  RDF  is  the  main  career  development  framework  for  researchers  in  higher  education 
systems  across  the  UK.  In  brief,  the  RDF  is  a  professional  development  framework  for 
planning, promoting, and supporting the personal, professional and career development of 
researchers in universities and research institutes. However, the framework is also used by 
non-academic sectors to identify researchers’ transferable skills.95  

Moreover,  as  a  development  framework  for  researchers,  the  RDF  has  gained  attention 
outside of the UK, and has received praise for its potential applicability in a wider European 
context. As an example of this, the European Science Foundation (ESF) has conducted a 
feasibility  study  assessing  the  applicability  of  the  RDF  as  a  pan-European  professional 
development framework for researchers. As a result of the study, the ESF concluded that the 
RDF  offered  a  common  and  structured  approach  to  the  skills  development  of  European 
researchers.96 

Using the RDF as an operative tool and instrument 

In  practice,  the  RDF  is  primarily  used  as  an  operative  tool  for  researchers  in  the  higher 
education sector when planning, evaluating and developing their professional careers. For 
this purpose, the RDF has been incorporated into a Professional Development Planner for 
use by individual researchers in the UK.97 Additionally, the RDF has also been developed as 
an  instrument  for  trainers  and  academic  career  advisors  to  be  used  in  their  support  for 
researchers’  career  development.  In  this  respect,  it  also  addresses  higher  education 
institutions in the skills development of researchers. When hiring for job vacancies, the RDF 
is also intended to be used by non-higher education employers to identify the transferable 
skills and competences of researchers relevant for the job position. In this context, the RDF 
aims to facilitate the transition of researchers looking to find employment  in non-academic 
sectors and vice versa to strengthen the mobility of researchers into higher education from 
other sectors.98 

The  RDF  has  furthermore  been  used  by  organisations  in  the  non-academic  sector,  for 
example, the National Health Services (NHS) and research institutions that are not part of 
higher academia. There have also been examples where non-academic actors have used 
the RDF to develop a career progression route. 

95  Vitae  &  Careers  Research  and  Advisory  Centre  (CRAC)  (2010),  the  Researcher  Development  Framework  (RDF). 
See:https://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-researcher-development-
framework/developing-the-vitae-researcher-development-framework  

96 
european-researcher-development-framework-84.html 

See:http://archives.esf.org/media-centre/ext-single-news/article/new-esf-cofounded-feasibility-study-calls-for-a-single-

97 See: https://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-researcher-development-
framework/researchers-how-you-can-use-the-vitae-researcher-development-framework  

98 Vitae & Careers Research and Advisory Centre (CRAC) (2010), the Researcher Development Framework (RDF). See: 
https://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-researcher-development-
framework/developing-the-vitae-researcher-development-framework  

66 

 
                                                
Vitae’s Research and development framework 

67 

 
 
Researchers’ competences and skills: The RDF thematic domains 

Aiming to facilitate the skills development of researchers, the RDF outlines the knowledge, 
skills,  behaviours,  and  personal  attributes  of  an  excellent  researcher.  The  framework  is 
divided into four thematic domains covering researchers’ skills and competences. The first 
domain denotes the knowledge and intellectual abilities (domain A) necessary to carry out 
excellent research. The second domain on personal effectiveness (domain B) contains the 
personal  qualities,  career  and  self-management  skills  required  to  take  ownership  of 
professional  development.  The  third  domain  on  research  governance  and  organisation 
(domain  C)  covers  the  skills  and  knowledge  related  to  the  standards,  requirements,  and 
professionalism to conduct research. Finally, the fourth domain on engagement, influence, 
and  impact  (domain  D)  includes  the  knowledge  and  skills  to  work  with  others  and  skills 
necessary  to  ensure  the  wider  impact  of  research.99Within  each  domain,  the  RDF  further 
details the specific knowledge, skills, abilities, and personal characteristics across different 
subdomains in a set of descriptors. Each of these descriptors is subsequently divided into 
different phases displaying the progression of skills development by researchers over time.100 

7.5 KULeuven and the Researcher Development Framework (RDF) 

At KU Leuven, the Learning and Development unit is actively supporting ECRs in transferable 
skills training. To this end, a wide range of transferable skills courses are offered to PhD and 
postdoctoral  researchers  focusing  on  both  academic  and  non-academic  careers.  In  the 
setting  of  this  training,  the  Learning  and  Development  unit  is  actively  applying  the  Vitae’s 
RDF  and  recommends  that  ECRs  use  the  RDF  as  a  tool  in  their  training.  Particularly,  the 
RDF is used for the following purposes:101 

  Create  awareness  about  transferable  skills:  The  RDF  is  used  as  a  tool  to  create 
awareness amongst researchers on transferable skills that are relevant for a research 
career both in academia and industry.  

  A tool for self-evaluation: The different skill progression phases described in the RDF are 
used for self-evaluation of the researcher training (how am I doing right now?) and for 
developing personal development plans (where do I want to get?).  Also, the RDF can 
help evaluate and develop competences when researchers have specific goals related 
to the specific career stage. This helps researchers target their training efforts in a more 
structured and practical manner. 

  Organisation  of  researcher  training:  When  organising  skills  training  workshops,  KU 
Leuven uses the RDF to structure the workshops according to the skills domains listed 
in  the  RDF.  Doing  so,  this  helps  ECRs  to  reflect  on  the  specific  skills  covered  in  the 
workshops and determine how relevant they are for their own career development. 

99 (Ibid.) 

100 See: https://www.vitae.ac.uk/vitae-publications/rdf-related/introducing-the-vitae-researcher-development-framework-rdf-
to-employers-2011.pdf  

68 

 
                                                
 
The YouReCa Career Center and the Researcher Development Framework (RDF) 

The  research  and  educational  institute  at  KU  Leuven  has  launched  the  YouReCa  Career 
Center to support their ECRs.102 The career centre is focused on three main areas: career 
guidance, the labour market, and international mobility.  

The career guidance specifically targets ECRs who are keen on pursuing a career in the non-
academic job market. As part of the career guidance, the career centre offers an online career 
tool  together  with  career  development  workshops  and  individual  guidance  provided  by 
professional career coaches.103 The career centre also uses the Vitae RDF to structure the 
skills training and development of their ECRs.104 

7.6 German University Association of Advanced Graduate Training (UniWiND/GUAT)  

UniWiND/GUAT  is  a  German  network  organisation  dedicated  to  the  advancement  of 
education and training of postdoctoral researchers. The organisation was established in 2009 
with the purpose of enhancing and effectively securing the quality of doctoral education in 
the  German  universities.  As  a  result,  this  helps  member  universities/institutions  to  provide 
their ECRs with the best possible qualifications for future assignments that contribute to the 
creation of a knowledge-based society.  

The UniWiND/GUAT initiative is best described as a network between universities and their 
respective  graduate  academies.  In  total,  the  UniWiND/GUAT  network  consists  of  several 
types  of  stakeholders,  including  70  universities  from  Germany,  Austria  and  Switzerland 
(which all have central institutions for the qualification of ECRs), funding bodies and science 
organisations  (e.g.  the  Joachim  Herz  Stiftung),  other  university  networks  (such  as  the 
German  Rectors’  Conference)  and  international  research  partner  organisations.105  The 
network is organised around different types of network activities such as thematic task forces 
and  networks,  publications  and  position  papers,  an  annual  public  conference  and  a 
qualification programme for university staff members.106  

Overall, the UniWiND/GUAT organisation has established four objectives with these network 
activities: 

  The first objective is to promote cooperation within the association through fostering the 
dissemination and exchange of good practices. The member universities are encouraged 
to  take  part  in  networks  and  task  forces  that  focus  on  critical  issues  in  graduate 
education. 

102    KU  Leuven  (2021),  YouReCa  Career  Center.  See:  https://www.kuleuven.be/personeel/careercenter/youreca-career-

center/yourecaENG  

103   KU  Leuven 

(2021),  Career  Guidance.  See:  https://www.kuleuven.be/personeel/careercenter/youreca-career-

center/yourecaENG/youreca-careerguidance  

104   KU Leuven (2021), Putting Your Competences to the Test. See: 

https://www.kuleuven.be/personeel/careercenter/youreca-career-center/yourecaENG/labour-market/youreca-
getbusywithyourcompetences  

105   PrideNetwork (n.d), Networks: UniWiND. See: https://pride-network.eu/uniwind/  

106   PrideNetwork (n.d), Networks: UniWiND. See: https://pride-network.eu/uniwind/ 

69 

 
                                                
  The second objective is to organise public workshops and conferences on the trends and 
developments  in  the  advancement  of  ECR  qualifications  to  facilitate  the  dialogue 
between universities and stakeholders in doctoral education.  

  The  third  objective  is  to  contribute  to  the  international  dialogue  on  the  design  and 
development of ECR training by providing contacts to the European Council for Doctoral 
Education (EUA-CDE).  

The fourth overarching objective is to act as a representative of German universities in the 
dialogue with policy makers and other stakeholders and seek consultation and coordination 
with the German Rectors’ Conference and other research and scientific organisations.107 The 
development of the UniWiND competency model emerged to differentiate and supplement 
existing competency models, such as the Vitae RDF, to tailor the characteristics and needs 
of German doctoral system. The model includes transferable research skills domains such 
as: 

 

Leadership 

  Creativity 

  Project management 

  Self-management and teamwork 

  Teaching and education 

  Written and oral communication 

The  main  activity  of  UniWiND/GUAT  is  to  provide  professionals  with  training  on  how  to 
conduct  doctoral  supervision  in  their  universities.  Training  courses  for  ECRs  of  different 
disciplines are in turn offered by the member universities/institutions. Since quality doctoral 
supervision is important to ensure the quality of the independent research conducted by the 
doctoral  candidate,  the  UniWiND/GUAT  has  a  “Concepts  of  Supervision”  working  group 
which  has  set  up  guidelines  for  how  universities/institutions  can  provide  their  doctoral 
candidates with adequate support.108 For this purpose, a researcher competency toolbox has 
been created within the network to be used by staff in their supervision and support of ECRs. 
For example, this toolbox contains a self-assessment tool with which researchers can assess 
their  own  skills  and  competences  across  10  different  research  skills  areas/competence 
clusters.  More  specifically, 
toolbox  covers  the  following  competence  clusters: 
professional  skills,  creativity,  leadership  skills,  oral  communication  skills,  teaching  and 
didactic  skills,  project  management,  written  communication  skills,  systematic  work,  self-
management, and the ability to work in a team. .109 In this respect, the competence clusters 
of  the  toolbox  reflect  and  align  with  the  UniWind  Competency  Model  for researchers.  The 
toolbox  includes  a  manual  on  how  the  components  are  used  for  advice  to  those  who  are 
interested in doing a doctorate, to provide career advice for ECRs, to advice ECRs in their 
independent research, and for  the development and planning of qualification offers.   

the 

107   UniWiND/GUAT (n.d), About Us. See: https://www.uniwind.org/about-us 

108   https://www.uniwind.org/fileadmin/user_upload/Publikationen/UniWiND_Bd4_Englisch_web.pdf   

109   UniWind/GUAT (n.d),  UniWiND  competence toolbox. See:  https://www.uniwind.org/publikationen/uniwind-kompetenz-

toolbox  

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7.7 University of Fribourg: The REGARD Programme  

REGARD  is  a  transversal  skills  workshop  programme  for  female  researchers  that  was 
established in 2004 by the Universities of Fribourg, Geneva, Lausanne, Neuchâtel and the 
Universitá della Svizzera Italiana (USI). The main aim of the workshops is to promote gender 
equality at a university level by focusing on female academic careers and transferable skills 
training.  

The  REGARD  workshops  invite  women  researchers  from  all  six  partner  universities  to 
develop their transversal skills together. Consequently, the workshops provide a discussion 
forum  for  the  exchange  of  experiences  for  female  researchers  and  often  invite  a  mixed-
gender  audience  to  increase  awareness  about  gender  equality  in  academia.  The  main 
purpose  of  the  REGARD  programme  is  to  develop  transferable  skills  that  are  vital  for  a 
research  career  in  either  the  academic  or  non-academic  sector.  Overall,  the  workshops 
promote  skills  development  in  the  topics  of  planning  an  academic  career,  project 
management  for  research,  communication  tools,  and  personal  development.110  By 
strengthening  women  in  their  profession  their  self-confidence  is  improved,  which  in  turn 
promotes self-development and advancement in their careers, regardless of if they remain 
within academia or not. In light of this, the REGARD programme shows that the skills included 
in a competence framework for researchers can be made specifically relevant to strengthen 
female researchers and their mobility to the non-academic sector. 

The  REGARD  workshops  target  female  researchers  at  all  career  levels  (PhD  candidates, 
postdoctoral  researchers  and  professors)  and  provide  them  with  concrete  tools  for  their 
academic career management. By strengthening female researchers’ transferable skills, the 
REGARD  workshops  aim  to  increase  the  number  of  female  professors  and  promote  the 
successful  intersectoral  mobility  of  female  researchers.  For  this  purpose,  the  REGARD 
workshops cover a set of transferable skills pertaining to the following skills areas: 

  Project management for successful researchers 

  Emotional intelligence and self-empowerment 

  Pitching myself for the industry sector 

  Dual career planning  

  Negotiation skills in professional work environment 

  Facilitation techniques for managing working groups 

  Conflict management and group coaching 

Since  2016  men  have  been  invited  to  certain  workshops  as  well,  e.g.  the  workshop  “Ally 
training for men: How to stand up against discrimination, sexism, and bias” was exclusively 
open to men.111  

110   REGARD (n.d), The Regard program. See: https://www.unifr.ch/regard/en/program/fonctionnement.html  

111   REGARD (n.d), REGARD 2021 Workshop Programme Flyer. 

71 

 
                                                
The programme aims to conduct at least 20 workshops per year for a total of approximately 
260 participants. The workshops are held in either French or English and are free of charge 
for researchers from associated universities. The topics of the workshops include plan your 
academic  career,  communication  tools,  project  management  for  research,  and  personal 
development.112  Up  until  May  2019,  the  REGARD  workshop  programme  has  offered  235 
workshops  with  a  total  of  2775  participants,  with  64.4  percent  of  them  being  assistants  or 
PhD candidates, 29 percent post-doctoral fellows, 3.7 percent MERs and professors, and 2.9 
percent held other professional statuses. A total of 84 different trainers have facilitated these 
workshops.113  

7.8 Science Foundation Ireland (SFI) - Centres for Researcher Training 

Science Foundation Ireland (SFI) is a national research funding organisation in Ireland. In 
particular, the SFI funds research in the STEM fields (i.e., science, technology, engineering, 
and math) to strengthen the competitiveness of Irish enterprises and support employment.114  

Furthermore, aiming to strengthen the skills development of PhD candidates, the foundation 
has created the SFI Centres for Researcher Training (CRTs). These training centres offer 
comprehensive training programmes for PhD candidates at Irish research universities. The 
CRTs aim to establish world-class, cohort-based, and interdisciplinary training in an excellent 
research environment to:  

 

 

 

prepare  PhD  graduates  for  ever-evolving  workplaces  through  the  provision  of 
transversal,  cross-sectoral  and  discipline-specific  skills  training  programmes  and 
individual career development support 

build  partnerships  with  enterprises  and  other  external  bodies  in  the  development  and 
delivery of innovative programmes of research training 

enhance  intersectoral  and  international  mobility  of  research  graduates  to  promote 
knowledge transfer and innovation.115 

In addition, the training programmes develop a pool of highly talented researchers in areas 
of strategic priority for Ireland. To a large extent, the content and design of these programmes 
aim  to  reflect  the  future  skills  needs  of  the  Irish  industry  sectors,  and  the  delivery  of  the 
programmes are conducted with close engagement with industry actors and enterprises.116 

In  terms  of  content,  the  CRTs  organise  research  training  programmes  covering  different 
thematic  fields  encompassed  by  the  STEM  sciences.  In  more  detail,  there  are  centres 
focusing  on  training  PhD  candidates’  skills  and  knowledge  in  artificial  intelligence  (AI), 
machine  learning,  digitally  enhanced  reality,  genomics  data  science,  foundations  in  data 
science, and training in advanced networks for advanced societies.117 Typically, each of the 

112   REGARD (n.d), How the Regard program works. See:  https://www.unifr.ch/regard/en/program/fonctionnement.html  

113   REGARD (n.d), Some facts about REGARD. See: https://www.unifr.ch/regard/en/program/facts-and-figures.html  

114   See: https://www.sfi.ie/about-us/  

115  Science  Foundation 

(2017),  SFI  Centres 
https://www.sfi.ie/funding/funding-calls/centres-for-res-training/  

Ireland 

(SFI) 

for  Research  Training  Programme  2018.  See: 

116   See: 

NEW.pdf  

https://www.sfi.ie/funding/funding-calls/centres-for-res-training/2018_CRT_Call_Doc_final-revised-13-June-

117   See: https://www.sfi.ie/funding/centres-research-training/  

72 

 
                                                
CRTs  accepts  a  cohort of  120  PhD  candidates into  each  of  the  training  programmes.  SFI 
covers roughly 80% of the funding and the applicants are required to secure the remaining 
20% of funding from other institutions or organisations such as private enterprises or public 
funding bodies.118 

Apart from training PhD candidates in skills pertaining to the STEM sciences, the training is 
also  intended  to  upskill  PhD  candidates  in  mandatory  research  skills  such  as  research 
integrity, research ethics, and research project management. Additionally, transversal skills 
training  covering  entrepreneurship  as  well  as  cross-sectoral  skills  such  as  design-thinking 
and industry relevant knowledge is covered by the training programmes.119 

To  assess  and  evaluate  the  progress  made  in  an  SFI  Centre  for  Research  Training,  all 
participants  are  required  in  the  beginning  of  the  programme  to  draft  an  individual 
development plan which is reviewed during defined intervals over the course of the training 
programme. Through the CRTs, the PhD candidates also have access to professional career 
support under the management of professional staff. This career support is intended to make 
the  PhD  candidates  aware  of  their  career  options  and  long-term  career  development 
prospects. In this context, non-academic partners are also involved in the provision of career 
support through mentorship activities, hence enhancing the professional network of the PhD 
candidate.120 

118   See: https://www.sfi.ie/funding/funding-calls/centres-for-res-training/SFI-Centres-for-Research-Training-2018_Flyer.pdf  

119   See:https://www.sfi.ie/funding/funding-calls/centres-for-res-training/2018_CRT_Call_Doc_final-revised-13-June-

NEW.pdf  

120   See:https://www.sfi.ie/funding/funding-calls/centres-for-res-training/2018_CRT_Call_Doc_final-revised-13-June-

NEW.pdf  

73 

 
 
                                                
GETTING IN TOUCH WITH THE EU 

In person 
All over the European Union there are hundreds of Europe Direct centres. You can find the address 
of the centre nearest you online (european-union.europa.eu/contact-eu/meet-us_en). 

On the phone or in writing 
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FINDING INFORMATION ABOUT THE EU 

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In the new ERA communication and in the Skills Agenda, the 
European Commission announced the delivery of a taxonomy 
of skills for researchers, and a Researchers Competence 
Framework. This policy brief presents ‘ResearchComp’, 
developed based on the new taxonomy of researchers’ skills, 
and the first European competence framework that is directly 
linked to the classification of European Skills, Competences, 
Qualifications and Occupations (ESCO). After discussing the 
observed training needs to develop researchers’ transferable 
skills, research jobs in academia and beyond are mapped and 
the potential of tenure tracks as a tool for career development is 
explored. The key observations are used to develop 
recommendations for future policy. 

Research and Innovation policy