Needs Assessment of Global Competencies for Doctoral Students in Social Sciences at Public Higher Education Institutions Based on Doctoral Students’ Perceptions

Abstract

This research aims to examine the actual and desired state and prioritize the necessary development of global competencies for doctoral students in social sciences within public higher education institutions. The sample consists of 328 doctoral students studying social sciences at public universities, selected through stratified random sampling. The research instrument used is a questionnaire on global competencies for doctoral students in social sciences. The statistical methods used for data analysis include mean, standard deviation, the Modified Priority Needs Index (PNI_modified), and matrix analysis. Findings indicate that actual state is at a high level ( = 3.83), with the highest mean in ethics ( = 4.32) and the lowest in communication skills ( = 3.54). The desired state is at the highest level ( = 4.50), with ethics having the highest mean ( = 4.61) and digital literacy the lowest ( = 4.40). When analyzing the relationship between the desired state and actual state, findings show that the global competencies requiring urgent development as a first priority include specialized expertise, followed by the pursuit and integration of knowledge for further advancement. Meanwhile, competencies that should be developed but are not as urgent include communication skills, digital literacy, complex problem-solving skills, and creativity. The overall necessity priority index is valued at 0.179. These research findings can be applied to the design of curricula and enhancement programs aimed at increasing the capabilities and elevating the competencies of individuals, organizations, and higher education institutions to meet global standards in a concrete manner.