Design principles for work-integrated learning-based, alternative doctoral training programs informed by PhD candidate feedback.

This study investigated PhD candidate feedback on research and employability skills training, delivered via workintegrated learning (WIL) within an alternative doctoral training model. Voluntary feedback was received using a mixed-methods survey consisting of 10 quantitative statements reflecting on learning, and qualitative feedback comprising best aspects and needs improvement comments. The results indicate candidates highly valued the WIL-based assessments, teacher interactions, workload, research-relevant problem-solving frameworks, workrelated knowledge and skills, and confidence-building. The qualitative analysis also revealed some PhD candidates desired more peer interactions early in candidature. The study reinforces four emerging design principles for WIL in doctoral programs and provides a contemporary evidence-base for improving alternative doctoral training programs. Areas for further research include: understanding training motivation and needs including content complexity, internships, and culturally and linguistically diverse (CALD) candidate needs; benchmarking engagement with doctoral WIL; increasing doctoral peer interactions; WIL for new technologies; and communicating the value of doctoral WIL. [ABSTRACT FROM AUTHOR]