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Doctoral training at the University of Manchester: experience and directions

Doctoral training at the University of Manchester: experience and directions. Dr. Maria Nedeva MBS, the University of Manchester Promotion of Doctoral Studies, 11-12 March, 2010, Mostar. Content of presentation. The University of Manchester: background

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Doctoral training at the University of Manchester: experience and directions

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  1. Doctoral training at the University of Manchester: experience and directions Dr. Maria Nedeva MBS, the University of Manchester Promotion of Doctoral Studies, 11-12 March, 2010, Mostar

  2. Content of presentation • The University of Manchester: background • Doctoral training in the UK: the tradition • Doctoral training in the UK: the new regime • Doctoral training at the University of Manchester • Faculties • Doctoral Training College • Doctoral Training Centres • Content of doctoral training

  3. The University of Manchester: • is old and new (from Victoria University and UMIST to the University of Manchester; • … is the largest single site university in the UK; • … has a proud tradition in research; • … has ambitious goals for the future; • … has over 3,000 postgraduate research students; and • in 2005 was named UK Higher Education Institution of the Year

  4. The University of Manchester has: • Four Faculties: • Engineering and physical sciences • Medical and human sciences • Life sciences • Humanities • Each Faculty has Schools (except Life Sciences) • Each School has sub-units

  5. Doctoral training in the UK: the tradition • Classic apprenticeship system • Importance of one-to-one relationship with the supervisor • Persistent relationships and networks established during postgraduate research • Relatively un-regulated • Process reliant on the inherent norms of science

  6. Doctoral training in the UK: the new regime • From apprenticeship to systematic training • From ‘intellectuals’ to ‘professional researchers’ • Supervisory teams • Joint skills statement of the research councils • Systematic research training programmes • Advent of rules and regulations • System geared towards warding off deviations

  7. Doctoral training at the University of Manchester: organisation • Doctoral training is provided through: • Faculties • Schools • School sub-units (labs/departments) • Doctoral training is also provided through: • Manchester Doctoral Training College • Interdisciplinary Doctoral Training Centres

  8. At the University of Manchester we believe that: • The outcome of the PhD process are people • The PhD is just the evidence that our Doctoral students have become high calibre researchers Hence we see it as our duty to provide the infrastructure, support and training so that our PhD students can become the best researchers they can be.

  9. How do we achieve that? • By providing appropriate research training • By requiring all our students to complete the ‘Skills audit’ at regular intervals • By asking our doctoral students to keep Personal Development Plans • By supporting and training supervisors

  10. By far the most important element is the research training and support that we offer. So, I would like to expand on this a bit...

  11. What is the problem? • Manchester ambitions - the 2015 agenda • Emphasis on quality • Outcome of PGR: high calibre researchers • Shortening time scales • Hence, research training and support are very important for the University

  12. What is the problem? • Proliferation of research training • Faculty • Schools • Subject academic areas • Hard to know what is provided • Even harder to judge whether our provision fits our ambitions

  13. What did we do? • Audit of research training provisions • Mapping of research competencies • To re-structure the training provision

  14. Research training audit: main findings • Rich and varied training provision • Some specifically designed PGR courses but mainly PGT courses • Lecturing rather than teaching • Emphasis on ‘method’ • Courses in preference to training and support platforms

  15. Research competencies • Intellectual attributes • Creativity and innovation • Impact and influence • Resource mobilisation • Communication • Personal effectiveness • Drive to succeed • Awareness of institutional and broader professional context

  16. Even more importantly: • Disciplinary differences not pronounced • Basic research competencies (professional competencies) not mentioned • Knowing and doing

  17. Top class researcher’s profile • Has broad knowledge and broad range of knowledge • Is open to other people and ideas and operate across a wide range of activities and areas; they are well networked; • Is good at juggling different commitments, self-organisation and motivation, and time management; • Is good at developing arguments; • Is excellent communicator; • Is fearless and persistent; • Is generous and collegiate.

  18. Contradictions • Research training programmes currently develop narrow skill sets - top researchers have broad competencies • Training programmes and training platforms • Forum or agora?

  19. Thus we are constantly revisiting and improving our provisions trying to keep ahead of the national wave and the requirements of the research councils.

  20. Thanks for listening! Happy to answer any questions. Maria.Nedeva@mbs.ac.uk

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