Volume 53 | Number S2 | October 2018

Abstract List

Stephen Bornstein M.A., Ph.D., Melissa Heritage M.P.A., Amanda Chudak B.Sc.H., Robyn Tamblyn, Meghan McMahon M.Sc., Adalsteinn D. Brown A.B., D.Phil.


To develop an enriched set of core competencies for health services and policy research () doctoral training that will help graduates maximize their impact across a range of academic and nonacademic work environments and roles.

Data Sources/Study Setting

Data were obtained from multiple sources, including literature reviews, key informant interviews, stakeholder consultations, and Expert Working Group () meetings between January 2015 and March 2016. The study setting is Canada.

Study Design

The study used qualitative methods and an iterative development process with significant stakeholder engagement throughout.

Data Collection/Extraction Methods

The literature reviews, key informant interviews, existing data on graduate career trajectories, and deliberations informed the identification of career profiles for graduates and the competencies required to succeed in these roles. Stakeholder consultations were held to vet, refine, and validate the competencies.

Principal Findings

The reached consensus on six sectors and eight primary roles in which doctoral graduates can bring value to employers and the health system. Additionally, 10 core competencies were identified that should be included or further emphasized in the training of doctoral students to increase their preparedness and potential for impact in a variety of roles within and outside of traditional academic workplaces.


The results offer an expanded view of potential career paths for doctoral graduates and provide recommendations for an expanded set of core competencies that will better equip graduates to maximize their impact on the health system.