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Student narratives

Student narratives. A Rebecca B Hala Ali C Candice. Effective supervision. Brave New World Bangor July 2013 O wonder! How many goodly creatures are there here! How beauteous mankind is! O brave new world, That has such people in't .

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Student narratives

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  1. Student narratives A Rebecca B Hala Ali C Candice

  2. Effective supervision Brave New World Bangor July 2013 O wonder! How many goodly creatures are there here! How beauteous mankind is! O brave new world, That has such people in't. —William Shakespeare, The Tempest, Act V, Scene I, ll. John Wakeford

  3. The rules of the game True or false? Agree with your neighbour then display appropriate card • The income of HE institutions depends on the pg research student success rate

  4. Global context An avalanche is comingMichael Barber IPPR • Technological and cultural change • English language used internationally • Giant online for-profit universities • Multi-purpose university had its day • Alternative futures? • Elite institution • Mass university • Niche institute • Local university • Focus on mature students

  5. 1 UK/Welsh government logic‘For our future’ + ‘Corporate citizens’ • HE objectives • Buoyant economy • Social justice • Local economy • Education is a commodity • Currently well funded • Provided in a market (value=money) • Students are customers • Value for money • Customers evaluate • Customers trigger quality reviews? • Education = investment > employability

  6. 2 Government strategy • Research priorities • Digit econ/low carbon/health/advanced engin • Concentration • RCUK Training Centres • St David’s Day Group • Competition • Funding by research quality (Bangor QR £7m) • Collaboration (eg Bio/Env/Rural Science) • Fewer institutions • National Code of Sound Practice

  7. 3 Customers • Marketplace international http://monash.edu/migr/why-monash/phd/index.html • Evaluating the product: Oxford 8 hrs pw http://university.which.co.uk • ‘social mobility time bomb’ ‘exclusive golf club’ Spittle Report/Centre Forum/Scholarship Fund • Fear of unemployment • UK Border Agency • Debt • ?completion rate • Failure: ‘natural disaster’??

  8. Qualification rates (England) Projections based on current record • 7 years: 67.6% • 25 years: 75% • 4 years 35% • Pt: 7 years 34%; 10 years 56% • High: OU, Imperial, UEA, KCL… • Low: Beds, LivJM, Salford • High: Res Co, International, Med/Vet • Low: Industry, < 25, Comput/Archre/Langs

  9. UK Code for Research Degrees (2012)www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-B11.aspx • The offer is a binding contract • Supervisors • Possess expertise • Work as team • Defined responsibilities • Time • Research environment • Information and induction • Professional and personal development

  10. QAA Code continued… • Explicit monitoring and reviews • A task…

  11. Marking exercise • Calculate 247 x 32 247 32 ____ 7410 494 ____ 7804

  12. QAA Code: Providers use criteria for assessing research degrees that enable them to define their academic standards and the achievements of their graduates. The criteria used to assess research degrees are clear and readily available to research students, staff and examiners… (and) vivas (should be) consistent.

  13. What goalposts? Working with the person sitting next to you and remembering your experience as a candidate anticipating the examination of your doctorate, List the criteria, interpretations and methods of examination in the viva you were confident they would employ in examining your thesis We will return to this………….

  14. Feedback 1 Robust complaints and appeals procedure • Courage? GPs, dentists, colonoscopy • Blacklisting whistleblowers • Suspending critical Cambridge student • Connectivity/social networks/twitter • The Thesis Whisperer • Compensation • Student experience • http://www.oiahe.org.uk/decisions-and-publications/annual-letters.aspx

  15. Feedback 2 Indicators of successful programme • Submission rate • Completions • Pass, referral, failure rates • Appeals and complaints • Examiners’ comments • Feedback from candidates Consider constructively, take action, inform

  16. Why don’t our students complain? • The Culture (c.f. Stafford Hospital) • Not trusted to be fair • Jeopardize relationship with supervisor • Take a year to resolve • Learning from M&S, Microsoft…and Waitrose So students delay and bypass official routes Government to fund most successful departments

  17. Rules of the game: supervision • It is the supervisor’s responsibility to decide whether the student’s work is up to doctoral standard • It is the student’s responsibility to find another supervisor if the original one retires • Supervisors’ formal responsibilities extend beyond the viva • A supervisor can refuse to continue supervising a particular student • Grounds for appeal include unsatisfactory, inadequate or misleading supervision

  18. More rules of the game: examination • A candidate can object to the choice of examiners • A candidate can appeal against examiners’ recommendation to resubmit • An examiner finding that the thesis is of an unacceptable standard can be replaced • Examiners may share views on the quality of the thesis before submitting reports • A candidate can be informed at the start of the viva that they have passed • A resubmitted thesis that adequately meets all criticisms in the examiners’ report, can still fail

  19. Bibliography www.missendencentre.co.uk/links http://www.ippr.org/images/media/files/publication/2013/03/avalanche-is-coming_Mar2013_10432.pdf PhD research degrees: entry and completion update. HEFCE 2007/28 Research degree qualification rates. HEFCE July 2010/21 Rates of Qualification from postgrad res degrees (May 2012) HEFCE 2012/10 Students at the Heart of the System White Paper June 28th 2011 www.ratemyprofessors.com http://www.hefce.ac.uk/news/newsarchive/2013/name,80962,en.html http://www.defendeducation.co.uk/go-home-david-an-epistle-to-david-willetts • Spittle Report Nov 2012 • http://www.policyconnect.org.uk/hec/research/postgraduate-education • http://www.guardian.co.uk/higher-education-network/blog/2013/feb/12/employability-agenda-media-public-debate?j=28382&e=john@missendencentre.co.uk&l=351_HTML&u=1430937&mid=1059027&jb=1&CMP=

  20. critiques • http://www.lrb.co.uk/v33/n24/keith-thomas/universities-under-attack • http://www.guardian.co.uk/education/interactive/2011/sep/27/ • higher-education-alternative-white-paper?&EMCEDUEML1658 • Fred Inglis: the amiable passivity of acad life must be shaken off.. The philistines are upon us… in Senate House itself… THE 6th October 2011 • Anthony Grafton: ‘A crisis of the mind and spirit’ http://www.nybooks.com/blogs/nyrblog/2010/mar/09/britain-the-disgrace-of-the-universities/ • http://publicuniversity.org.uk/ • Council for the Defence of British Universities • http://www.hepi.ac.uk/files/1.Higher_Educational_Report.pdf

  21. Team task A colleague has suggested to a graduate with a good academic record that s/he apply to your department to ‘do a doctorate’. They call to ask you ‘what is a doctorate?’ Sketch out your team’s response

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