Council for Research Education SVERIGES LANTBRUKSUNIVERSITET

1. Council for Research EducationSVERIGES LANTBRUKSUNIVERSITET Supporting a culture of research and education 8th November 2011 Dr Anne Lee www.drannelee.wordpress.com

2. Trends in doctoral education • Identifying ‘doctorateness’ • Recent developments in the UK relating to learning outcomes • Creating appropriate milestones

3. Trends in doctoral education (Taylor 2009) 1. Massification Full-time students starting: 81% increase in 13 years 1996 – 9,980; 2009 – 18,075: but recently the fastest increase is to part-time students from HEFCE Trends and Issues Report Oct 2011

4. Trends in doctoral education (Taylor 2009) 1. Massification 2. Globalisation 77% UK; 12% International; 11% EUfrom HEFCE Trends and Issues Report Oct 2011

5. Trends in doctoral education (Taylor 2009) • Massification • Globalisation • Diversification age, gender, race, social background and more part-time students. 30% are over 28 years from HEFCE Trends and Issues Report Oct 2011

6. Trends in doctoral education (Taylor 2009) • Massification • Globalisation • Diversification • Commodification – Education as a service. PRES survey measures an increase in student satisfaction of 81% in 2007 to 86% in 2011. Supervision was rated the most important area and the area about which they were most positive. Skills development also positive but problems arise with infrastructure, financial support and intellectual climate. Students critical of institutions ability to respond to student feedback. HEA (2011) Postgraduate Research Experience Survey

7. Trends in doctoral education (Taylor 2009) • Massification • Globalisation • Diversification • Commodification • “McDonaldisation” Sources of funding (2009/10) Research council = 35% (much of it through doctoral training centres) Institution = 26% Industry = 8% from HEFCE Trends and Issues Report Oct 2011

8. Trends in doctoral education (Taylor 2009) • Massification • Globalisation • Diversification • Commodification • “McDonaldisation” • Regulation • QAA audits against code of practice (QAA 2004) • UK Professional Standards Framework lists four levels of recognition: Associate Fellow, Fellow, Senior Fellow and Principal Fellow. Senior Fellow responsible for successful engagement in CPD, and supervision, management and mentoring of others. HEA PSF 2.11.2011

9. Trends in doctoral education (Taylor 2009) • Massification • Globalisation • Diversification • Commodification • “McDonaldisation” • Regulation • Capitalisation Largest subject groups chosen by students (28%): engineering/technology/ building/architecture and biological sciences. Fastest increase in creative arts/design (3%). from HEFCE Trends and Issues Report Oct 2011

10. Trends in doctoral education (Taylor 2009) • Massification • Globalisation • Diversification • Commodification • “McDonaldisation” • Regulation • Capitalisation • Multiplication increasing range of doctoral degrees (eg: Psych D; Ed D; Eng D; DBA) see QAA report on ‘Doctoral Degree Characteristics’

11. Implications for supervisory practice • Group supervision • Supporting diversity • Meeting institutional demands for completion • Following polices and procedures • Generic skills and careers advice • Meeting student expectations

12. What do students want? Identifying student motivation, objectives and needs

13. What do students want? Identifying student motivation, objectives and needs

14. What do students want? Identifying student motivation, objectives and needs

15. What do students want? Identifying student motivation, objectives and needs

16. What do students want? Identifying student motivation, objectives and needs

17. What do students want? Identifying student motivation, objectives and needs

18. What do students want? Identifying student motivation, objectives and needs

19. Identifying ‘doctorateness’ • UK Framework for Higher Education • Dublin Descriptors • Researcher Development Framework • Stepping stones to the Doctorate

20. Learning outcomes at doctoral level in the UK (QAA 2008)

22. Dublin Descriptors: The Third Cycle Qualifications are awarded to students who: • have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field; • have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity; • have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication; • are capable of critical analysis, evaluation and synthesis of new and complex ideas; • can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise; • can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society;

23. The Researcher Development Framework • Major new approach to researcher development • Builds the UK research base • Develops world-class researchers • Enhances the personal, professional and career development of researchers • Developed through UK-wide interviews with successful researchers in a range of disciplines • Led by Vitae in collaboration with the HE sector and other stakeholders

24. The Researcher Development Framework • Framework of the knowledge, behaviour and attributes of successful researchers • Enables self-assessment of strengths and areas for further development • Common framework across institutions in the UK • Universal language for communicating researcher capabilities

25. Using the RDF • Researchers: • identify strengths and priorities for professional and career development • Managers and supervisors of researchers • fundamental to planning researcher development • Staff supporting researchers in HEIs • underpins strategies for researcher development • Policy makers, employers and other stakeholders • realising researchers’ potential for all sectors of the economy and society

26. 4 domains • 12 sub-domains • 63 descriptors

27. Researcher feedback ‘I’ve always thought of myself as being quite ambitious, driven and focussed on what I want, but the framework made me realise I can have a much larger vision.’ ‘It was very good for me to reflect. I realised that nothing is stopping me but myself. The sky is the limit.’ ‘The RDF will encourage me to be more proactive about my career development as it provides me with a framework (list of milestones).’ ‘It put career development back into the forefront of my mind as it can often slip back when you’re engaged in what you’re doing day to day.’

28. Linking the framework to learning outcomes

29. PLACING QUESTIONS FOR ASSESSING A THESISAdapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on your viva from the start. Maidenhead. McGraw Hill/Open University Press

30. PLACING QUESTIONS FOR ASSESSING A THESISAdapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on your viva from the start. Maidenhead. McGraw Hill/Open University Press

31. PLACING QUESTIONS FOR ASSESSING A THESISAdapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on your viva from the start. Maidenhead. McGraw Hill/Open University Press

32. PLACING QUESTIONS FOR ASSESSING A THESISAdapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on your viva from the start. Maidenhead. McGraw Hill/Open University Press

33. Some typical examination questions • Why did you choose this topic for your doctorate? • How did you arrive at your conceptual framework? • How did you design your research? • How would you justify your choice of methodology? • Why did you decide to use XYZ as your main instrument(s)? • How did you select your respondents/material/area? • How did you arrive at your conceptual conclusions? • How generalisable are your findings and why? • What is your contribution to knowledge? • We would like you to critique your thesis for us • What are you going to do after you gain your doctorate? • Is there anything else you could tell us about your thesis which you have not had the opportunity to tell us during the viva? Pp20-22 Trafford and Leshman (2008)

34. How to prepare the student for their assessment

35. Creating appropriate milestonesinformal and formal? • Not too many or restricting • Half time evaluation • Yearly revision of study plan • Continuous reflection with fellow students • Attending writing courses • Milestones in developing critical thinking? Reading and discussing scientific work • Helping supervisors to review papers – needs seminars and discussions around • Presenting at journal clubs • One year seminars • Draft papers • Papers submitted • Papers published • Conference presentations- smaller to larger • Teaching tasks • Submit evidence of network building • Involve students in writing grant applications

36. Creating appropriate milestones? • Regular supervision meetings • Forms completed (by student) summarising each supervision discussion (and plans for the next). Copies kept by student and supervisor, and sent to co-supervisor. • Log books signed off • Agenda for supervision meetings planned a year ahead • Student completes self assessment on progress towards meeting learning outcomes and presents to supervisor(s) • Presentations to colleagues • Set assignments completed and feedback given • Agreed deadlines for papers to be written • First draft • Soliciting feedback • Submissions • Annual performance reviews • Mock defence (rehearsal)

37. Council for Research EducationSVERIGES LANTBRUKSUNIVERSITET dr.anne.lee@which.net

38. RDF Links and resources • RDF: www.vitae.ac.uk/rdf • RDS: www.vitae.ac.uk/rds • RDF profiles:www.vitae.ac.uk/rdfprofiles • Downloadable CPD tool: www.vitae.ac.uk/rdftool • Contact: rdf@vitae.ac.uk

39. References Dublin Descriptors (2004) www.jointquality.org Higher Education Funding Council. (October 2011/33) PhD study. Trends and Profiles http://www.hefce.ac.uk/pubs/hefce/2011/11_33/ Higher Education Academy: Postgraduate Research Experience Survey http://www.heacademy.ac.uk/resources/detail/postgraduate/PRES_2011_report Higher Education Academy Professional Standards Framework http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf.pdf Lee A (2012) Successful Research Supervision. Abingdon. Routledge. QAA (2004) Code of Practice for Postgraduate Research Programmes http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/postgrad2004.pdf QAA (2008) Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf Taylor, S. (2009) The Post-Humboldtian Doctorate: Implications for Supervisory Practice. in V.King, F.Deepwell, L. Clouder, L. and C. Broughan (eds.) Academic Futures: Inquiries into Higher Education and Pedagogy. Cambridge, Cambridge Scholars Publishing. Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on your viva from the start. Maidenhead. McGraw Hill/Open University Press