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The New Landscape for PGR Training

The New Landscape for PGR Training. James Vickers Researcher Development & Graduate Centre. 2013/2014. The External Environment. Research Councils RCUK has issued a new “Statement of Expectations for Postgraduate Training”

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The New Landscape for PGR Training

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  1. The New Landscape for PGR Training James Vickers Researcher Development & Graduate Centre 2013/2014

  2. The External Environment • Research Councils RCUK has issued a new “Statement of Expectations for Postgraduate Training” Future funding will depend upon demonstrating that we provide a suitable training and professional development • QAA New quality code covering Research Degrees (Chapter B11) More wide ranging – emphasises the role of research environment Requires us to monitor Research Degree Provision

  3. University of Southampton • New Higher Degree Regulations • New Code of Practice for PGR Students Implements new QAA regulations Implements new RCUK Statement of Expectations • PGR Tracker Bespoke web based system to monitor and record progress of PGR students

  4. Higher Degree Regulationsand Code of Practice http://www.calendar.soton.ac.uk/sectionV/code-practice.html

  5. Code of Practice for Research Candidature and Supervision • New section on Research Environment • New section on Academic Needs Analysis • Changes to Selection Procedures • Requirement to Monitor Provision • Improved Feedback Mechanisms • New training for Teaching & demonstrating • New Detailed Regulations

  6. Research Environment • adequate learning and research tools, including access to IT equipment, library and electronic publications; • opportunities for research students to develop peer support networks where issues or problems can be discussed informally; • guidance on the ethical pursuit of research and the avoidance of research misconduct, including plagiarism and breaches of intellectual property rights; • support in developing research-related skills, and access to a range of development opportunities that contribute to the research student's ability to complete the programme successfully; • access to and support for a range of development opportunities that contribute to the research student's ability to develop personal, professional and, where pertinent, employment-related skills; • availability of relevant advice on career development.

  7. adequate learning and research tools See section below on Academic Needs Analysis (ANA) • peer support networks Develop “Cohort based training” – students should be undertaking research as part of a wider group of researchers and research students. No isolated researchers. Supervisory teams. • ethical pursuit of research Online ethics module on Blackboard to make ALL PGRs aware of the key issues. Successful completion a requirement for progression to year 2 • research-related skills Need for Academic Units/Faculties to provide these. Need to discuss this with students annually as part of progression/ANA • personal, professional and employment-related skills Supervisors should be aware of what is offered by RDGC (see section below on Gradbook). Need to discuss this with students annually as part of progression/ANA • career development Discuss career/Professional development at an early stage. Be aware of what is offered by Career Destinations Research Environment

  8. Training Needs: • whether they have subject-specific gaps in their knowledge base & how these might be filled • whether they require English language support during their candidature; • self-assessment of their personal, professional and research skills. Research students should be directed to the training on offer to meet the training needs identified. Facilities: • access to appropriate space to work • the provision of laboratory and technical support where appropriate; • access to either a laptop or a desktop computer from the standard range • appropriate access to telephone, fax and photocopying facilities; • opportunities to meet and network with other research students and researchers • appropriate library and other academic support services; • opportunity to apply for funds to support training opportunities and for attendance at conferences and other relevant events Academic Needs Analysis

  9. What have you already done? • Presentation skills • Research methodology • Laboratory experience (if applicable) • Group/team work • Literature searching and databases • Computing and IT skills • If your mother tongue is not English do you require any additional language support What discipline-specific training will you need to do your research? • What skills and knowledge do you need to complete your research? • What are the gaps in your skills and knowledge that you will need to fill? • Please outline any discipline-specific/technical research skills identified as requiring further training Academic Needs Analysis

  10. What generic/professional skills training will you need to do your research? • Look at the Researcher Development Framework http://www.vitae.ac.uk/researchers/428241/Researcher-Development-Framework.html The framework lists a set of skills that successful researchers are expected to posses (see section on resources below). • Discuss with your supervisor how you may acquire these skills • Training offered by the Doctoral Programme. • Training offered by the Academic Unit. • Training offered by the Faculty. • Training offered by DTCs/CDTs • Training offered by an external supplier. • Training offered by the Researcher Development and Graduate Centre (RDGC). • Generic Skills Training Plan Academic Needs Analysis

  11. What resources will you need to do your research? • Please refer to your Faculty Resource Policy available in your PGR Handbook. In consultation with your supervisory team • Please identify any special requirements (beyond normal resource expectations) that may be appropriate due the nature of your research. • Your supervisory team will need to confirm how these additional resources may be made available to you • Also need to discuss computing requirements and space as part of this. • Supervisory Meetings • Regular supervisory meetings are a necessary (but not sufficient!) contribution to the successful completion of your degree. In discussionwith your supervisory team please agree an initial meeting schedule during your first year. The frequency of meetings may depend on what stage you are at in your studies and the discipline of the doctoral programme. The meetings should be with at least one member of your supervisory team. For part time students, or students remotely based, these meetings may take place online using, e.g., Skype. • Research Ethics (see details below) • Teacher Training (see details below) Academic Needs Analysis

  12. Basic awareness training provided through Blackboard website: PGR-RS Research Skill for Postgraduate Researchers All first year students are required to study the module “Ethics 1: Good Research Practice” (provided for us by Epigeum) and to take the short Blackboard quiz at the end This provides information on academic integrity and awareness of issues relating to research ethics For those involved in work with human volunteers PGRs should obtain appropriate higher level training on the use of ERGO an electronic document handling system for Ethics forms Research Ethics

  13. Preparation for Teaching Training for PGRs undertaking teaching/demonstrating: Before undertaking any teaching/demonstrating PGRs must complete: • Introduction to Teaching Skills for Post Graduates 1 (ITSPG 1) OR Introduction to Demonstrator Training for LAB-BASED disciplines OR Equivalent Faculty-approved course After PGRs have done some initial teaching, they must also attend • Introduction to Teaching Skills for Post Graduates 2 (ITSPG 2) PGRs will have the opportunity to attend a practice based module in which will enable them to obtain • Associate Fellowship of the Higher Education Academy through the PREP route

  14. Other Changes to regulations • As required by the QAA, each research student should have a supervisory team containing two supervisors as a minimum, each with a percentage workload. • Removal of the role of ‘advisor’ from the supervisory team as it is currently not used consistently and is often misunderstood by students and staff. (A student may be allocated an independent mentor to monitor but this person will sit outside of the supervisory team). • There is a need now for closer monitoring of the appointment of external PhD examiners. Following the new QAA code an examiner should not be reappointed if they have examined an MPhil or PhD at the University of Southampton within the previous two years. • The requirement for a viva voce examination for the MPhil where it is a ‘standalone’ degree.

  15. Other Issues • A QAA requirement for University-level monitoring and reporting. • More emphasis has been put by the QAA on selection procedures for applicants. The University needs to ensure that all selectors have been suitably trained and are aware of the issues regarding equality and diversity. • Clear criteria are needed for assessing the applicants qualifications and preparedness for a research degree. • The language has been harmonised so that the same phrasing is used throughout. In addition, the use of terms has been standardised throughout, and a Definition of Terms Used in the Higher Degree Regulations has been created.

  16. PGR tracker

  17. What is PGR Tracker? A workflow management tool designed to track the progress and record training of PGR students Promotes expedient communication between students, supervisors and faculty administrators Email alerts are sent out automatically, informing users of new tasks assigned to them PGR Tracker holds additional information that cannot currently be stored in Banner such as: • Documents uploaded by students • Lists of training courses attended, automatically uploaded from Gradbook • Lists of training manually added students • Full details of faculty specific review and sign off stages

  18. Student Tabs:

  19. Track Student Progress:

  20. Training Record:

  21. FPGR tracker forms:

  22. Further information on PGR Tracker: • For further information see webpage at https://www.southampton.ac.uk/isolutions/services/pgr_tracker/how_do_i.php#443 • The video PGR Tracker Demonstration for Supervisors will show you around the home page, how to access student details and process tasks. See http://www.edshare.soton.ac.uk/9314/ For the best quality, use the 'Download' link when viewing the video. • The Post Graduate Research (PGR) Tracker Manual will offer guidance on using the system, including student and supervisor views, to help support you and your Faculty users. Use the 'Download' option to save a PDF copy of the manual locally. http://www.edshare.soton.ac.uk/10037/

  23. Researcher Development & Graduate Centre (RDGC)

  24. The RDGC offers: • A central programme of training to support PGR personal development and supplement the discipline-based provision in academic unit/Faculty • An on-line training directory and course booking system – “GradBook” • Opportunities to meet & network with researchers from other disciplines • A website full of information to help PGRs and PGR Supervisors

  25. The RDF: The Researcher Development Framework (RDF) identifies the knowledge, behaviours and attributes of researchers. The RDF: • Is nationally recognised and endorsed by funding councils and research organisations • extends across all stages of academic research from early stage PGR to internationally recognised professor • More info can be found in the Vitae PhD Planner

  26. The RDF:

  27. RDGC Training Programme: A comprehensive training programme aligned to the RDF to enable PGRs to • Develop knowledge and intellectual abilities. • Enhance personal effectiveness • Learn about professional requirements for research • Develop as an engaging and influential researcher

  28. RDGC Web Pages: Training & Development web pages will help: • Manage personal development – we provide key advice and resources • Identify the areas of training that match needs – via the Training Directory • Make and manage event bookings for courses - via GradBook

  29. Online Materials for PGR supervisors

  30. Professional Development Unit (PDU) Postgraduate research Supervision – guidance and resources • QAA Quality Code • UoS Code of Practice for Research Candidature and Supervision • RCUK Statement of Expectations • Researcher Development Statement (RDS) Researcher Development Framework (RDF) • PGR Tracker Links to Useful resources: • Online H&S training (staff & PGRs) • Equality & Diversity UoS website • Researcher Development & Graduate Centre (RDGC) • Vitae • Working as a Researcher

  31. Professional Development Unit (PDU) Quality of the PGR Experience Essential reading: • UoS Code of Practice for Research Degree Candidature & Supervision • What do researchers do? Early career progression of doctoral graduates 2013 • Doctorateness - an elusive concept? Useful resources: • RDGC Training and Development • Career Destinations • Vitae - Developing as a Researcher • Prospects and CRAC • Researcher Development Framework

  32. Vitae - Realising the Potential of Researchers • Supervising a doctorate • Postgraduate Researchers

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