Promoting diversity by facilitating the building of scientific skills

Every university programme culminates in scientific skills training. However, students are increasingly challenged by the complex requirements of scientific work. Institutions have attempted to adapt to this challenge via curricular measures (such as methodological courses) or institutional support services. However, since such measures usually do not take into account the specific support needs of an increasingly heterogeneous group of students, they reach only a portion of the students. This paper presents a theory-based case study of a more diversity-oriented approach towards facilitating scientific skill development in academia.