Personal and Professional Development Opportunities for Research Students
2010/2011 www.leeds.ac.uk/rtd
Compiled by the Staff and Departmental Development Unit (SDDU)
Foreword
The University of Leeds has an outstanding reputation in research highlighted, amongst other things, through its recent success in the 2008 Research Assessment Exercise1. Coupled with this excellence in research has been significant investment in recent years in the personal and professional development support for researchers focused around, ‘Research Performance, Employability, Professionalism and Engagement with society’.2 The University has a leading role regionally and nationally in career development for researchers.3 Such a combination of international excellence in research, and sector-leading career mentoring and development, means this really is a great time to be a research student at the University of Leeds. A research degree has always been both a challenging and rewarding activity. With the current global economic climate of uncertainty, and societal challenges stemming from an ageing population, environmental change, and an increasingly internationally mobile workforce, there has never been a greater need for original, creative and innovative research – research that drives highly competitive, knowledge driven economies, and that supports diverse multicultural societies. Researchers have a key role to play here, as individuals who can really make a difference. In rising to the challenge, the modern research degree combines the bedrock of research skills and knowledge with the opportunity to develop a much wider range of attributes, so as to prepare you for employment and to help you realise your ambitions, whatever your chosen future career path.
Training and development programmes at the University of Leeds are provided by a dedicated team of staff who bring together an impressive combination of experienced published researchers, training and development practitioners, and professional expertise in subject areas. Should you stay at Leeds beyond your research degree, the University will continue to provide wide-ranging support throughout your research career. This booklet details the comprehensive range of opportunities on offer. I would give you every encouragement to take advantage of these excellent opportunities. Professor Andrew Thompson Pro-Vice-Chancellor for Research 1 The RAE is a national assessment exercise of the quality of research in UK Higher Education Institutions. For further details go to http://rae.leeds.ac.uk/ 2 The aim of training and development activity at the University of Leeds is, ‘to enable research students to develop their Research Performance, Employability, Professionalism and Engagement with society’ 3 The University hosts the Vitae Yorkshire and North East Hub. Vitae is a national RCUK funded organisation that works at the national and regional level to support researchers’ personal and professional development. See the entry later in this guide.
‘Personal and Development Opportunities for Research Students’ is compiled by the Staff and Departmental Development Unit (SDDU), on behalf of all training and development providers at the University Dr Tony Bromley, Senior Training and Development Officer Dr Heather Sears, Senior Training and Development Officer For enquiries or feedback relating to this booklet contact us: Graduate Training and Support Centre, SDDU, Room 1.35, Parkinson Building email:
[email protected] web: www.leeds.ac.uk/sddu/gts
Introduction . ................................................................................................................................. 4 Feedback . .............................................................................................................................................. 5 Step 1 – An overview of training and development ............................................................................ 7 Introduction ............................................................................................................................................ 7 Step by step guide .................................................................................................................................. 7 Student/supervisor responsibilities .......................................................................................................... 8 Step 2 – Assessing your training and development needs . ................................................................. 9 Introduction ............................................................................................................................................ 9 Learning outcomes ................................................................................................................................. 9 How to use the Training and Developmental Needs Analysis ................................................................... 9 Training and Developmental Needs Analysis (T/DNA) ........................................................................... 11 Step 3 – Identifying training workshops and other opportunities to support your development needs ... 19 Introduction .......................................................................................................................................... 19 How to book on to workshops ............................................................................................................... 19 Attendance at workshops ...................................................................................................................... 19 Training opportunities list ...................................................................................................................... 19 Further Information on Training Providers ....................................................................................... 24 Staff and Departmental Development Unit – Graduate Training and Support Centre ........................... 24 Introduction .......................................................................................................................................... 24 Feedback from participants .................................................................................................................. 24 People .................................................................................................................................................. 25 Staff and Departmental Development Unit – Learning and Teaching ................................................. 33 Faculty of Arts ............................................................................................................................. 35 Faculty of Biological Sciences ....................................................................................................... 37 Faculty of Business – Leeds University Business School .................................................................. 38 Faculty of Education, Social Sciences and Law (ESSL) . .................................................................. 39 Faculty of Engineering .................................................................................................................. 40 Faculty of Environment.................................................................................................................. 42 Faculty of Mathematics and Physical Sciences (MAPS) ................................................................... 45 Faculty of Medicine and Health ..................................................................................................... 48 Faculty of Performance, Visual Arts and Communications (PVAC)...................................................... 49 Careers Centre ............................................................................................................................. 51 Information Systems Services (ISS) ............................................................................................... 52 Language Centre .......................................................................................................................... 54 Library ........................................................................................................................................ 55 Leeds University Union ................................................................................................................. 56 Student Counselling Centre ........................................................................................................... 57 WUN Leeds Research Mobility Programme (RMP).............................................................................58 Step 4 – Recording and reflecting on your training and development ................................................ 59 Introduction .......................................................................................................................................... 59 Training Plan example . ......................................................................................................................... 59 Personal Development Plan .................................................................................................................. 59 Further Information ...................................................................................................................... 63 Background .......................................................................................................................................... 63 Postgraduate Research Student Training and Development Policy and Framework (Sections 1–4) ........ 63 Web links .............................................................................................................................................. 67 Index .................................................................................................................................................... 69
www.leeds.ac.uk/rtd
Contents
Introduction The University of Leeds offers an outstanding range of training and development opportunities for research students. The aim is:To enable research students to develop their Research Performance, Employability, Professionalism and Engagement with Society. Opportunities are provided by both Faculties and Central Services. This booklet provides a guide to training and development opportunities including a step by step guide to the training and development process for research students, details of training opportunities, a list of training providers with contact details and information on how to book workshops. Further details and information relating to all training and development activity can be found via the training and development website for research students:www.leeds.ac.uk/rtd
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Feedback
We welcome and very much encourage your feedback on any aspect of the training and development provision covered by this guide. Training and development activity is here to support your personal and professional development during your research and in preparation for your future career aspirations. We endeavour to maintain training provision as relevant, effective and of the highest of standards. If you have views on how we can improve further, let us know! If you have found provision really effective, let us know! You can either contact the specific providers of training directly via the contacts listed in this guide or email feedback to the following email address:
[email protected]
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Feedback will be treated confidentially.
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An overview of training and development
Step 1
Step 1 – An overview of training and development Introduction It is recognised that research students have a wide range of backgrounds and prior experience. For example, there are those who have recently completed an undergraduate degree and are only just beginning on their career path and there are those who have already had a significant professional career and are returning to education after a significant break. For this reason, training and development activity for research students at the University is needs based4 and a wide range of opportunities are offered to allow tailoring to the needs of the individual. It is a requirement of the University that every research student discusses their training and development needs with their supervisor and agrees a training plan within one month of starting your research degree. Your primary source of support will be your supervisor. In addition there are the training and development opportunities on offer to you at the University to support you through your research degree and beyond. Whatever your background, and whatever your aspirations for the future, we make every effort such that there will be something at the University which can support your development during your time here. Below is a step by step guide to what you need to do that corresponds with the sections of this booklet.
Step by step guide Step 1 – Overview of training and development Read through this step by step guide to get an overview of training and development at the University of Leeds including your and your supervisors’ responsibilities. Prior to or soon after you register at the University, your School/Faculty will inform you of the induction process. This will include a workshop such as ‘Speed PhD’ or ‘Starting Your Research Degree’ where you will be able to explore further what is involved in getting a PhD and the training and development opportunities that can support you.
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In some circumstances, because of specific requirements of a subject area, some training may be mandatory in a particular Faculty/School. You will be informed where this is the case.
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The Faculty of Biological Sciences has an online needs analysis tool linked from http://www.leeds.ac.uk/rtd/ downloads.htm
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Step 2 – Assessing your training and development needs The University has a Training and Developmental Needs Analysis (T/DNA) tool to help you consider your training needs within the context of the research degree you are about to undertake and your future career. The T/DNA tool is included in the next section of this booklet; download at www.leeds.ac.uk/rtd/downloads.htm. Needs analysis is designed to support you in thinking about your personal and professional training and development needs ahead of a discussion with your supervisor (see step 4).
Step 3 – Identifying training workshops and other opportunities to support your development needs You should consider the range of training and development opportunities open to you that are detailed in this booklet and online at www.leeds.ac.uk/rtd. This booklet and the website www.leeds.ac.uk/rtd provide a ‘one-stop’ link to all the training and development opportunities at the University provided through Central Services and your Faculty.
Step 4 – Planning, recording and reflecting on your training and development You should discuss your training needs with your supervisor and agree a training plan within your first month at the University. Your supervisor should monitor your progress against the training plan regularly; as a minimum, at the mid-point of your first year and at the transfer stage and annually thereafter. You are encouraged to record and reflect on training and development activity within a Personal Development Plan(PDP)6,7 throughout your time as a researcher at the University. You will be provided with a PDP folder or Faculty equivalent during your induction process.
Student/supervisor responsibilities The responsibilities of supervisors in relation to training and development activity are set out in the University’s Code of Practice for Research Degree Candidatures which can be found in the Research Student Handbook8. They are copied below for reference: Student Responsibilities ‘(i) to reach agreement with the supervisor on an appropriate training plan; (xi) to take measures to attend appropriate training courses, personal development programmes and research seminars in consultation with their supervisor.’ Supervisor Responsibilities ‘(vi) conducting, with the student, a training needs analysis within one month of commencement of study and agreeing a training plan; (vii) reviewing the analysis regularly (at least annually) and to assist the students in identifying other training needs and in reflecting upon their personal development, for instance by reference to the Statement on Learning Outcomes; (viii) where the programme contains subject specific modules, directing the student through the relevant programme of courses; (ix) seeking to ensure that the student receives available research training (e.g. by attendance at courses) which may be necessary or appropriate in the individual case;’
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http://www.leeds.ac.uk/rtd/downloads.htm
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The Faculty of Biological Sciences has an online PDP at http://www.fbs.leeds.ac.uk/pdr/index.php
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Research student Handbook ‘09’ http://www.leeds.ac.uk/rds/handbooks.html
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Introduction We recognise that research students have a wide range of backgrounds and prior experience. To support you in considering your training and development needs the University provides a Training and Developmental Needs Analysis (T/DNA) tool for general use (see later)9. The T/DNA is based upon the guidance of the UK Research Councils’ Joint Statement of Skills (JSS)10. The JSS outlines the Research Council view of the skills developed during a research degree. The T/DNA combines the JSS with competency model principles11. The first column of the Leeds T/DNA is the text from the JSS. The T/DNA therefore in essence provides a list of targets reflecting what would be expected of an experienced research student in terms of their skills. By considering the T/DNA it can illustrate for you those areas where you might need to focus your development during your research degree. The T/DNA clearly sets out expectations for the skills needs in a PhD. Therefore, you can assess your skills against this to gain a good understanding of how well placed you currently are going into your research degree.
Step 2
Key point: Needs Analysis is designed to illustrate the skills expectations for a competent and confident doctoral candidate. It allows you to consider where you are now and where you need to be. Dependent upon the skills and experience you bring to the start of your research degree, you might have some distance to travel or you might not be too far away already!
Assessing your training and development needs
Step 2 – Assessing your training and development needs
A further copy of the T/DNA will be given to you during induction in your Training and Personal Development Plan Folder or Faculty equivalent. It is also downloadable from: http://www.leeds.ac.uk/rtd/downloads.htm Learning outcomes The University has defined learning outcomes for the PhD. These can also be used to guide you in defining your training and development needs. For further details look in the Research Student Handbook12.
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The Faculty of Biological Sciences have an online needs analysis tool linked at www.leeds.ac.uk/rtd/ downloads.htm
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http://www.vitae.ac.uk/jss
11
Bromley, A. P., Boran, J. R. & Myddelton, W. A., ’Investigating the baseline skills of research students using a competency-based self-assessment method’ Active Learning in Higher Education Vol 8(2): 117-137
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http://www.leeds.ac.uk/rds/handbooks.html
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How to use the Training and Developmental Needs Analysis The T/DNA consists of a list of skills from the Research Councils’ Joint Skills Statement in the first column. The second column breaks down each of these skills into component parts and provides, for guidance, text which depicts what might be expected of a ‘competent and confident doctoral candidate’ (competency level 4) in the skill area. The final column offers you the opportunity to rate yourself against the text statements from 1 to 5, where the numbering system is as below. You should be able to suggest evidence to support your self-assessed rating.
Competency Levels: 1 = Good first degree candidate 2 = A research student with a little experience 3 = A more experienced PhD student 4 = A competent and confident doctoral candidate 5 = A truly outstanding PhD candidate In using the T/DNA provided feel free to fill it out in detail box by box or simply to read it through. Whichever way you choose to do it, the important thing is to think about your personal and professional development needs!
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Training and Developmental Needs Analysis (T/DNA) A. Research Skills and Techniques Be able to demonstrate:
More specifically:
A1. The ability to recognise Able to define original research problems and validate problems An understanding and application of appropriate research philosophies
Your competence 12345 12345
Able to formulate hypotheses and/or research questions 1 2 3 4 5 for the purposes of designing a doctoral research project Able to provide new and innovative research ideas and strategies
12345
A3. A knowledge of recent advances within one’s field and in related areas
Have in place a systematic strategy for keeping up to date with the latest publications from own and closelyrelated research areas
12345
Competent in searching for information in a variety of bibliographic and virtual sources
12345
Can communicate knowledgeably and debate concepts about their wider research area with academic colleagues
12345
Competently able to manage collected information so it can be retrieved and cited appropriately
12345
An understanding of what constitutes ‘high quality’ academic research within one’s field
12345
Have in-depth knowledge and understanding of appropriate research techniques and their application
12345
Able to demonstrate objectivity and carry out unbiased research
12345
Able to discuss and prioritise a range of methodologies to address a research question
12345
Ability to objectively acknowledge weaknesses and assumptions in one’s findings. Ability to apply the same objectivity to the work of others
12345
Can write a literature review of publishable standard on the topic
12345
Good understanding of appropriate methods for testing conjectures or tentative conclusions
12345
Where appropriate, an excellent IT ability in data collection, analysis and presentation in an appropriate graphical form
12345
Able to objectively criticise own research and define future work
12345
Able to maintain and use a research log or record of research activity commensurate with best practice from your discipline
12345
A4. An understanding of relevant research methodologies and techniques and their appropriate application within one’s research field
A5. The ability to critically analyse and evaluate one’s findings and those of others
A6. An ability to summarise, document, report and reflect on progress
Step 2
A2. Original, independent and critical thinking, and the ability to develop theoretical concepts
Assessing your training and development needs
Able to write a research proposal, to the level required of 1 2 3 4 5 applications for postdoctoral work
Able to take regular reviews of own work to determine that it is of sufficient originality, quality and quantity to merit the award of a doctorate
12345
Competency Levels: 1 = Good first degree candidate, 2 = A research student with a little experience, 3 = A more experienced PhD student, 4 = A competent and confident doctoral candidate, 5 = A truly outstanding PhD candidate
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Able to produce written summaries and progress reports 1 2 3 4 5 of a variety of lengths to suit the purpose, and to an appropriate professional standard
B. Research Environment
Be able to demonstrate:
More specifically:
Your competence
B1. Show a broad understanding of the context, at the national and international level, in which research takes place
Able to explain how research in own particular field is organised nationally in terms of (where appropriate) institutions and centres, congresses, societies, publications and some understanding of these internationally
12345
B2. Demonstrate awareness of issues relating to the rights of other researchers, of research subjects, and of others who may be affected by the research, e.g. confidentiality, ethical issues, attribution, copyright, malpractice, ownership of data and the requirements of the Data Protection Act
Be aware of the guidance offered to researchers at a national level (appropriate to your discipline) i.e. through RCUK, the NHS and relevant professional bodies, etc. concerning ethical issues and ethical research practice within your discipline
12345
Be fully aware of the University of Leeds’ rules and regulations relating to academic misconduct (and particularly plagiarism), detailed in the Research Student Handbook
12345
Be aware of University guidelines on intellectual property, copyright and ownership of research, detailed in the Research Student Handbook
12345
B3. Demonstrate appreciation of standards of good research practice in their institution and/or discipline
A complete understanding of any relevant University guidelines on research practice (e.g. ethical practice) and any statutory regulatory requirements in your subject area
12345
B4. Understand relevant health and safety issues and demonstrate responsible working practices
Be competent and confident in working with all relevant health and safety regulations
12345
B5. Understand the processes for funding and evaluation of research
A broad understanding of how research is funded within one’s own discipline and the mechanisms by which funding might be sought to continue one’s current research
12345
Knowledge of how large and small-scale research proposals within your discipline are evaluated
12345
Have good knowledge of competing techniques and approaches in subject area and their relative strengths and weaknesses
12345
Be able to justify and defend the decisions that underpin your research direction and methods
12345
Understanding of both procedures for submission and evaluation of research by journals and publishers and be able to prepare research results for submission
12345
Understanding of the major conferences in the research area
12345
Awareness of the various University facilities and support for exploitation of research
12345
B6. Justify the principles and experimental techniques used in one’s own research
B7. Understand the process of academic or commercial exploitation of research results
Competency Levels: 1 = Good first degree candidate, 2 = A research student with a little experience, 3 = A more experienced PhD student, 4 = A competent and confident doctoral candidate, 5 = A truly outstanding PhD candidate
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C. Research Management
More specifically:
Your competence
C1. Apply effective project management through the setting of research goals, intermediate milestones and prioritisation of activities
Able to plan, organise and evaluate a research programme
12345
Able to execute a research programme which follows a designated schedule to produce a finished thesis within the funded period
12345
Able to set and prioritise a number of intermediate goals within an individual research project and to develop an effective strategy and timetable for meeting them
12345
Able to make plans and balance competing demands on time effectively
12345
C2. Design and execute systems for the acquisition and collation of information through the effective use of appropriate resources and equipment
Able to collect and record information in an organised, systematic and professional way
12345
Competence in relevant data-collection and analysis software
12345
Able to undertake advanced, thorough literature searches using appropriate online and offline resources for the subject
12345
C3. Identify and access appropriate bibliographical resources, archives, and other sources of relevant information
Able to demonstrate an excellent awareness of potential sources of relevant information for subject area
12345
Fluent in referencing appropriate sources (books, articles, websites, interviews and quotations) using bibliographic software to create bibliographies in a variety of referencing styles and systems
12345
C4. Use information technology appropriately for database management, recording and presenting information
Able to establish a bibliography at the level expected for scholarly publication and keep it up-to-date through searches and electronic services
12345
Able to use appropriate software to prepare extensive documents with any relevant special features, such as use of master documents and templates or embedding of charts, figures and images
12345
Competency Levels: 1 = Good first degree candidate, 2 = A research student with a little experience, 3 = A more experienced PhD student, 4 = A competent and confident doctoral candidate, 5 = A truly outstanding PhD candidate
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Step 2
Assessing your training and development needs
Be able to demonstrate:
D. Personal Effectiveness
Be able to demonstrate:
More specifically:
Your competence
D1. Demonstrate a willingness and ability to learn and acquire knowledge
Able to identify and exploit sources of information or instruction on a new area
12345
Fully committed to, and engaged in, undertaking a meaningful research-specific and transferable skills training programme
12345
Excellent attendance at seminars, meetings, workshops and conferences, evidenced with an up-to-date training record
12345
Ability to generate new ideas and approaches
12345
Ability to develop new methodologies as required
12345
Ability to find and implement solutions to difficult problems
12345
Able to analyse the strengths and weaknesses of one’s own approach, and willing to complement it by an engagement with other approaches
12345
Be fully aware of all of the means of exploiting intellectual property and have considered the scope of knowledge transfer and entrepreneurial activity in relation to your research work
12345
D4. Demonstrate selfawareness and the ability to identify own training needs
Able to evaluate a wide range of skills, evaluate training needs in the light of this and the requirements of the research project, develop a coherent plan for future training
12345
D5. Demonstrate selfdiscipline, motivation, and thoroughness
Able to work to a professional level without supervision
12345
Able to demonstrate high levels of accuracy, organisation and attention to detail commensurate with that of a professional independent researcher of your discipline
12345
D6. Recognise boundaries and draw upon/use sources of support as appropriate
Be able to objectively consider gaps in knowledge, understanding or ability and be aware of possible sources of support such as the skills of colleagues
12345
D7. Show initiative, work independently and be self-reliant
Able to make and execute substantial research plans with guidance necessary only for specialist issues
12345
Provide evidence of ‘academic independence’ to colleagues and peers
12345
D2. Be creative, innovative and original in one’s approach to research
D3. Demonstrate flexibility and open-mindedness
Competency Levels: 1 = Good first degree candidate, 2 = A research student with a little experience, 3 = A more experienced PhD student, 4 = A competent and confident doctoral candidate, 5 = A truly outstanding PhD candidate
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E. Communication Skills
More specifically:
Your competence
E1. Write clearly and in a style appropriate to purpose, e.g. progress reports, published documents, thesis
Able to produce a well structured and well written report of substantial length. Able to write concise academic prose and express ideas with suitable clarity
12345
Full mastery and control when writing a variety of types of research document and in a variety of written styles
12345
E2. Construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally through a variety of techniques
Able to communicate own research orally, with proficiency and confidence
12345
Able to explain own research at a range of levels
12345
Able to produce well constructed clear presentations and use audiovisual aids where appropriate (slides, OHPs, PowerPoint)
12345
Able to provide feedback around own research subject of the kind expected in referees’ reports for journals and publishers and to respond to such feedback
12345
Able to present academic work at seminars and conferences fluently and confidently, and able to respond clearly and persuasively to questions and comments at such occasions
12345
Confidently able to defend own work in meetings, at transfer, during academic interviews and during the viva
12345
Able to explain the importance and benefits of communicating your research outside of academia and understand how such activity fits with University and national policy direction
12345
Able to write and present research in an appropriate manner for specialist or lay audiences, and be understood
12345
Demonstrate an ability to effectively facilitate the learning of others and an ability to impart information effectively
12345
Have an understanding of a range of appropriate techniques for supporting the learning of others
12345
E4. Contribute to promoting the public understanding of one’s research field
E5. Effectively support the learning of others when involved in teaching, mentoring or demonstrating activities
Step 2
Competency Levels: 1 = Good first degree candidate, 2 = A research student with a little experience, 3 = A more experienced PhD student, 4 = A competent and confident doctoral candidate, 5 = A truly outstanding PhD candidate
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E3. Constructively defend research outcomes at seminars and viva examination
Assessing your training and development needs
Be able to demonstrate:
F. Networking and Teamworking
Be able to demonstrate:
More specifically:
Your competence
F1. Develop and maintain cooperative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research community
Regular attendance at conferences and meetings, awareness of other researchers in own and related fields
12345
Both build and maintain co-operative networks and working relationships with supervisor(s), colleagues and peers within the University
12345
Both build and maintain co-operative networks and working relationships with colleagues and peers in the wider research community
12345
Aware of and subscriber to appropriate virtual networks and sources of support (such as the University of Leeds RSU nets, ResearchResearch, Vitae and virtual subject specific networks such as JISCmail)
12345
Aware of the impact that own behaviours and actions have when building a healthy working relationship with supervisor(s)
12345
Understand my behaviour and impact on others when working in and contributing to the success of formal and informal teams
12345
Can work in teams (both inside and outside of academia) on often complex projects and can both reflect on quality of teamwork and solve team-working problems as they arise
12345
Aware of all the stakeholders of one’s work, and have considered and acted upon the best ways for interacting with them
12345
Aware of techniques of giving and receiving feedback effectively
12345
Am able to listen, give and receive feedback and respond perceptively to others
12345
F2. Understand one’s behaviours and impact on others when working in and contributing to the success of formal and informal teams
F3. Listen, give and receive feedback and respond perceptively to others
Competency Levels: 1 = Good first degree candidate 2 = A research student with a little experience 3 = A more experienced PhD student 4 = A competent and confident doctoral candidate 5 = A truly outstanding PhD candidate
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G. Career Management
More specifically:
Your competence (where 4 is an experienced PhD student)
G1. Appreciate the need for and show commitment to continued professional development
Active member of an appropriate professional institution or body
12345
Regularly attend any appropriate Departmental, School, Faculty or University seminars and research meetings
12345
Take some role in facilitating or organising seminars and research meetings, or some other form of administrative responsibility
12345
Have ownership of, update and regularly review a personal development plan
12345
G2. Take ownership for and manage one’s career progression, set realistic and achievable career goals, and identify and develop ways to improve employability
Be aware of potential employers, general recruitment practices and effective job hunting techniques
12345
Have considered own career direction post-PhD and set realistic and achievable career goals
12345
Have identified ways to improve my employability and acted upon them
12345
G3. Demonstrate an insight into the transferable nature of research skills to other work environments and the range of career opportunities within and outside academia
Be aware of the range of career opportunities within and outside academia
12345
Be fully able to demonstrate the transferable nature of research skills to other work environments
12345
Be aware of potential career paths stemming from the generic aspects of a PhD, including research techniques, project planning and communication skills
12345
G4. Present one’s skills, personal attributes and experiences through effective CVs, applications and interviews
A broad knowledge of types of CVs, interview techniques and standard questions and recruitment techniques such as psychometric testing
12345
Able to create a targeted CV which effectively presents own skills, attributes and experiences
12345
Able to present own skills, attributes and experiences effectively in a job interview situation
12345
Competency Levels: 1 = Good first degree candidate 2 = A research student with a little experience 3 = A more experienced PhD student 4 = A competent and confident doctoral candidate 5 = A truly outstanding PhD candidate
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Step 2
Assessing your training and development needs
Be able to demonstrate:
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Step 3 – Identifying training workshops and other opportunities to support your development needs Introduction There are a wide range of training and development opportunities available to you at the University of Leeds, both from your Faculty/School and from Central Service providers. The following sections provide details of the opportunities with further information available at: www.leeds.ac.uk/rtd
There are a number of ways to do this. For Central Service providers (e.g. Staff and Departmental Development Unit, ISS, Library and Language Centre) use the search engine link on the University Researcher Training and Development website www.leeds. ac.uk/rtd. For Faculty-run workshops and/or other training providers follow the links to their respective websites and contacts included in this booklet or via www.leeds.ac.uk/rtd. In addition Faculty-run workshops will often be advertised to you by e-mail, and you can book onto these workshops by following the instructions in the e-mail.
Attendance at workshops If you have booked on to a training and development activity and then find you are unable to attend, please inform the training provider as soon as possible. Training and development activity is in high demand at the University and if providers are notified in good time it is likely that your place can be re-offered to other participants.
Step 3 Identifying training workshops and other opportunities to support your development needs
How to book on to workshops
There is also an expectation that you will attend for the whole of the event. We understand that circumstances may occur such that this is not possible. Again, please inform the training provider of any issues with attendance prior to the event. For example, it may be that attendance can be rescheduled or other possibilities explored. We request your professional co-operation in this.
Training opportunities list
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Workshops with the following titles will be running in the academic year 2010-11. Unless otherwise stated, information on the scheduled dates for the workshops can be found via the SDDU website (See www.leeds.ac.uk/sddu/gts for links). Faculties also provide wide-ranging training opportunities. For further information see the Faculty entries in this booklet or go to www.leeds.ac.uk/rtd/providers.htm
PhD Process 13 l Starting your Research Degree (All Disciplines) 13 l Starting Your Research Degree (Arts, Humanities and Social Sciences) 13 l Starting Your Research Degree (Sciences) l Starting Your Part-Time or Split Site Research Degree l Speed PhD (Faculty-led – please contact Faculty representatives) l Orientation Session for new International Research Postgraduates and Visiting Scholars (International Centre www.leeds.ac.uk/rtd/international.htm) l Preparing for Your Transfer l The Final Stages of Your Research and Thesis Presentation l Preparing for Your Viva Managing Research Projects Managing Your Supervisor l Project Managing Your Research Degree l Project Managing Your Part-time Research Degree l Time-Management during your Research Degree l
Presenting Research Communicating your Research to Non-Specialists using a Poster – preparation for University of Leeds Annual Poster Competition l Effective Poster Presentations – Theory and Practice l Giving Effective Seminar and Conference Presentations l Presentation Practice and Feedback l Public Engagement with Research l Researcher@Leeds Programme l
Writing and Publishing An Introduction to Effective Research Writing l Writing for Research Students in the Sciences l Writing for Research Students in the Social Sciences l
Academic Integrity Avoiding Misconduct in Research and Ethics and Scientific Research on Human Subjects l Making the Most of Your Research and Keeping it Safe (Arts, Humanities and Social Sciences) l Making the Most of Your Research and Keeping it Safe (Science, Engineering and Mathematics) l Ownership, Confidentiality and Secrecy in Research l Scientific Research Philosophy and Methodology: Putting Theory into Practice l
Research with Impact Making an Impact in the Arts and Humanities l Making an Impact in the Social Sciences l Making an Impact in Science, Medicine and Engineering l
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For dates please go to http://www.leeds.ac.uk/sddu/gts/a-zinformation.htm
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Learning and Teaching There is both a series of individual workshops and the option of a more comprehensive credit-bearing course leading to the University of Leeds Teaching Award Professional Standard 1 (ULTA-1).
Learning and Teaching Workshops l Assessing Student Work: Faculties of Arts, Business, ESSL, PVAC l Assessing Student Work: MAPS, Environment, Sciences, Engineering l Demonstrating and Teaching in Laboratories and Practical Classes l Learning and Teaching in Tutorials, Seminars, Problem Classes and Workshops: Arts, Business, ESSL, PVAC l Learning and Teaching in Tutorials, Seminars, Problem Classes and Workshops: MAPS, Environment, Sciences, Engineering l Learning and Teaching in Lectures l Using the VLE at Leeds in learning and teaching l Evaluating and Developing your own Teaching Practice l Working with Student Diversity l Understanding Student Learning
Step 3 Identifying training workshops and other opportunities to support your development needs
SDDU runs workshops on various aspects of teaching and managing student learning for postgraduate research students who have limited teaching responsibilities at the University of Leeds. The content of the workshops is aligned to the UK Professional Standards Framework for teaching and supporting learning in Higher Education. These workshops are aimed at preparing participants for their teaching role and deliver the essential skills required for demonstrating, small group teaching and assessing student work. For those who are particularly interested in developing their teaching practice further, there are additional sessions on evaluating teaching, student learning and student diversity. Workshops include:
University of Leeds Teaching Award Professional Standard 1 (ULTA-1) SDDU offers the opportunity for research students who have a teaching role, and have already attended workshop sessions in learning and teaching on the open programme, to enrol on the University of Leeds Teaching Award (ULTA-1). This course forms the first stage in the University’s continuing professional development in learning and teaching and provides postgraduate research students who wish to pursue an academic career an opportunity to gain credit and recognition for their teaching experience. The ULTA1 course is accredited as a route to becoming an Associate of the Higher Education Academy (AHEA). Please Note: You should apply for a place on Learning and Teaching workshops through your Postgraduate Tutor or the person in your School/Department who has responsibility for arranging postgraduate teaching duties. Do not apply direct to GTSC.
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Further information can be found at http://www.leeds.ac.uk/sddu/lt/pgpt.html.
Information Management Provided by the Library. For a full list of courses and to book your place online got to www. leeds.ac.uk/rtd/library.htm or http://skills.library.leeds.ac.uk/workshops.php l Finding Information for Your PhD l Managing Information for Your PhD In addition, Skills@Library offers a wide range of shorter workshops open to all students and staff. Topics include: l Dissertations and Theses: How to Find Them l RSS and Publication Alerts for Research l References and citations explained l Intelligent Web Searching l Endnote: How to Manage your References and Bibliographies (Endnote is usually included in the Managing Information for Your PhD workshop as well)
Information Technology Provided by Information Systems Services. Further information at www.leeds.ac.uk/rtd/iss. htm or www.leeds.ac.uk/iss/training Overview Courses l Overview of Graphics and Mapping Software Microsoft Office Courses Working with Word to Produce Your Transfer Reports, Thesis and Other Long Documents l Using Excel for Research Data (Fundamentals, Intermediate & Advanced) l NEW Using the Excel Analysis ToolPak l
Applications Software Courses Introduction to OriginPro l SPSS Beginners l SPSS Intermediate l Statistical Analysis in SPSS l Digital Images and Photo Editing Theory l Digital Image and Photo Editing using Paint Shop Pro l NVivo8 Fundamentals l NVivo8 Beyond Fundamentals l
Web Courses Researcher@Leeds Programme (see entry later in this Guide for details)
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On-line Resource NEW Using Bristol online Surveys
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Personal and Interpersonal Effectiveness l l l l l l l l l l l l
A Balancing Act: Dealing with the Stress of Doing a Research Degree Communications Masterclass – Neuro-linguistic Programming (NLP) for Researchers Creativity, Motivation and Personal Effectiveness Interpersonal Effectiveness Dealing with the Anxieties of Research in The Arts and Humanities Dealing with the Media – an Introduction for Research Students Introducing Enterprise – Enterprise for Research Students Junior Café Sci – Connecting Teenagers with Science and Technology Networking Essentials for Research Students Planning Your Personal Training and Development Reviewing Your Personal Training and Development Speed Reading (Including Mind Mapping) White Rose Interpersonal Skills School – WRISS (see entry later in this Guide) Your PhD and Your Personality
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Step 3 Identifying training workshops and other opportunities to support your development needs
Career Management Provided by the Careers Centre. For further information go to www.leeds.ac.uk/rtd/careers.htm Building an Academic Career Career Planning – Knowing Yourself CVs and Applications How to Handle Interviews The Job Search Process Understanding Assessment Centres
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Further Information on Training Providers The following sections provide further information on each of the training providers at the University, including web links and contact details.
Staff and Departmental Development Unit – Graduate Training and Support Centre email:
[email protected] web: www.leeds.ac.uk/sddu/gts Staff and Departmental Development Unit Graduate Training and Support Centre Parkinson Building Room 1.35 The University of Leeds Leeds LS2 9JT
Introduction The Graduate Training and Support Centre (GTSC) is part of the Staff and Departmental Development Unit. GTSC: l l l l l l
delivers and facilitates a comprehensive training and development programme for research students; is responsible for the website www.leeds.ac.uk/rtd; produces the ‘Personal and Professional Development Opportunities for Research Students’ booklet; maintains and distributes the PDP for research students; provides support to Faculties in developing and delivering training and development opportunities; hosts the UK Research Council funded, Vitae Yorkshire and North East Hub (www. vitae.ac.uk), which provides opportunities for research postgraduates and research staff at a regional and national level;
Feedback from Participants Workshop – Starting Your Research ‘Job well done. Really helpful, very informative. Enjoyed it thoroughly’ Workshop – Writing for the Social Sciences ‘Excellent session leader – clearly enthusiastic, interested and very approachable. Simplified process of writing, demystified the ‘academic’ label and made me feel more confident about my potential’ Workshop – Speed Reading (Including Mind Mapping) ‘Excellent tips/skills for speed reading and mind mapping. Concrete steps to take forward. Trainer was excellent’
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People
PhD: Engineering Ceramics Tony is responsible for the Graduate Training and Support Centre. He is also the coordinator of the Vitae Yorkshire and North East Hub (www.vitae.ac.uk). Tony is a graduate of the University of Leeds Engineering Faculty with a BEng and PhD in Materials Science and Engineering Ceramics respectively. Tony has researched in industry and academia, and has published in the Materials Science and Education fields including peer reviewed journals, conference papers and posters, and has a number of patents. His current research interest is in the area of evaluating the impact of training and development activity. Tony is a Fellow of the Higher Education Academy.
Step 3 Identifying training workshops and other opportunities to support your development needs
Dr Tony Bromley Senior Training and Development Officer and Co-ordinator Vitae Yorkshire and North East Hub
Recent publications: Bromley, T., (2009) ‘Evaluating Training and Development Programmes for Postgraduate and Newer Researchers’ London, Society for Research into Higher Education series Issues in Postgraduate Education: Management, Teaching and Supervision. Ed. Martin Gough ISBN 978-0-946376-14-8. l Bromley, T., Evans, L., and Baxter, J., (2008) ‘Professionality, a Career in Research, and Fixed-term Contract Culture. Are the three compatible?’ Paper presented at the conference of the Society for Research into Higher Education, Adelphi Hotel, Liverpool, December 9-11th 2008. l Bromley, A. P., Boran, J. R. and Myddelton, W. A. (2007) ‘Investigating the baseline skills of research students using a competency-based self-assessment method’. Active Learning in Higher Education 8 (2): 117-137. l Hinchcliffe, R., Bromley, T. and Hutchinson. S. (2007) Eds. ‘Skills Training in Research Degrees – Politics and Practice.’ Maidenhead, UK: Open University Press/ McGraw-Hill Education.
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Dr Heather Sears Senior Training and Development Officer PhD: Microbiology Heather is responsible for assisting Faculties and the University to implement additional generic skills training funded by the ‘Roberts’14 monies provided by the UK Research Councils. Heather’s first degree is in Biological Sciences (which included a year at the University of Lund, Sweden) from the University of East Anglia. She stayed at UEA to complete her PhD in microbiology, followed by two post-docs (UEA and University of Oxford) continuing her work on periplasmic nitrate reductases, authoring ten peerreviewed papers as a result. Heather moved to the University of Leeds in 2000 and helped to establish the Higher Education Academy Subject Centre for Bioscience. She is an Editorial Board member of the Bioscience Education E-Journal and has publications relating to a range of issues in learning and teaching including linking teaching and research. Heather’s ‘specialist subjects’ are creating posters, presentations skills and designing bespoke sessions for Faculty training programmes. Heather is licensed as an in-house Springboard Women’s Development Programme facilitator.
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For further information see http://www.vitae.ac.uk/policy-practice/1685/Roberts-Report.html
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Dr Ruth Garbutt Researcher Training and Development Officer
Ruth works with Faculties and Central Services in supporting the development of skills provision for research students and research staff. Ruth obtained her PhD in Social Policy from the University of Hull. She then worked as a Lecturer and Researcher at Hull University, an Associate Lecturer with the Open University and an Associate Lecturer with Derby University. Her teaching interests were in the areas of Disability Studies, Social Policy, Qualitative Research, Community Development, Youth and Community Work, Psychology, and Emotional Education. Ruth then undertook a Postdoctoral Fellowship post here at Leeds University within the Centre for Disability Studies (School of Sociology and Social Policy) before joining the Staff and Departmental Development Unit (SDDU). She has authored numerous peer reviewed articles and book chapters in the area of Disability Studies. She is also a qualified Social Worker.
Step 3 Identifying training workshops and other opportunities to support your development needs
PhD: Social Policy
Dr Alice Temple Research Ethics Training and Development Officer
Alice is responsible for assisting Faculties and the University in providing training in research ethics across the University. Alice’s background is in philosophy. She obtained her PhD from the University of Leeds. Prior to joining the Staff and Departmental Development Unit (SDDU) and the Interdisciplinary Ethics Applied Centre for Excellence in Teaching and Learning (IDEA CETL), Alice taught aspects of ethics programmes organised through the philosophy department and the IDEA CETL. 27
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PhD: Philosophy
Dr Jim Baxter Senior Staff Development Officer (Research and Knowledge Transfer) PhD: Mechanical Engineering Jim is responsible for staff development in the areas of research and knowledge transfer at the University of Leeds. Jim leads a team in the University’s Staff and Departmental Development Unit which advises on and implements University strategy for: the development of transferable skills for research staff and research students; staff development in the areas of research and knowledge transfer. Jim’s responsibilities include the University’s programme covering research student supervision and examination. Jim’s background is in Mechanical Engineering. Prior to his current role Jim was a lecturer in Mechanical Engineering at the University where he led research in the area of Axiomatic Design and was responsible for teaching in the areas of engineering design and manufacture. As a contract researcher at the University Jim worked on a number of research projects investigating the management and sharing of product information. As part of his research Jim collaborated with organisations such as Rolls-Royce plc, The Boeing Company, BAE Systems, the Airbus consortium and Parametric Technology Corporation. Prior to joining the University Jim worked for White Young Prentice Royle, a firm of Building Services Consulting Engineers and Vickers Defence Systems. Jim is a Fellow of the Higher Education Academy and a Chartered Engineer. Recent publications: l
Bromley, T., Evans, L., and Baxter, J., (2008) ‘Professionality, a Career in Research, and Fixed-term Contract Culture. Are the three compatible?’ Paper presented at the conference of the Society for Research into Higher Education, Adelphi Hotel, Liverpool, December 9-11th 2008. l Baxter, J. E., Hatton, P. M., (2006) ‘Developing Research Grant Application Skills’ Paper presented at Conference on Preparing for Academic Practice, University of Oxford, 19th December 2006.
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Dr Odette Dewhurst Senior Research Training and Development Officer
Odette followed her BSc in Anatomy & Cell Biology (University of Sheffield) with a PhD entitled: ‘Pharmacological Manipulation of In Vitro Melanoma Cell Invasion’ (University of Sheffield). This led to two post-doctoral posts, one in Cardiff and one here at the University of Leeds, still in the field of cancer research. During her time in research, Odette published several research papers and a book chapter in addition to supervising undergraduate student research projects. Odette also has extensive experience in the field of e-learning as both a learning technologist and an e-moderator, and has a postgraduate qualification in the Application of Learning Technologies (University of East London, 2004). Odette is also qualified as a Myers Briggs Type Indicator Step 1 Practitioner.
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Odette works closely with faculties and other central training providers, primarily in the area of research and academic staff development and with a particular focus on the issues associated with winning research funding.
Step 3 Identifying training workshops and other opportunities to support your development needs
PhD: Cell Biology
Jennifer Chubb Enterprise and Knowledge Transfer Training and Development Officer Degree: Philosophy Jennifer is responsible for staff development in the areas of Enterprise and Knowledge Transfer through the organisation of both central and faculty based programmes. A broad provision of support is available in this area including training opportunities in social enterprise, consultancy, knowledge transfer, intrapreneurship, research impact in grant writing programmes and enterprise skills for researchers. An alumna of the University of Leeds, Jennifer holds a BA honours degree in Philosophy, and qualifications in careers information, advice and guidance and project management. Jennifer is an associate member of the Institute of Knowledge Transfer and through the organisation of networks for knowledge transfer active members of staff, has a strong interest in the professionalisation of knowledge transfer as a new and emerging career. Jennifer has worked for a number of career management organisations such as Guidance Enterprises, IGEN Future Pathways and, more recently, in Higher Education as project manager of an enterprise and career development agency, (working out of Leeds College of Music), devised to support knowledge transfer activities for staff and musicians in the Yorkshire region. From this role, Jennifer brings experience of facilitating a bespoke programme of training, workshops and managing incubation services for start up and small and medium sized enterprises. Jennifer also co-edited the ‘Your Music = Your Business’ guide, a resource for artists and musicians looking to set up their own businesses.
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Karen Donnelly Karen provides administrative support for the GTSC research student programme
Staff and Departmental Development Unit – Vitae Yorkshire and North East Hub Vitae is a national UK Research Council funded programme supporting the training and development of researchers (research students and research staff). Vitae consists of a centre for excellence in Cambridge and 8 regional Hubs. The Yorkshire and North East Hub is based at the University of Leeds. For further information on resources and events for research students please got to the website www.vitae.ac.uk/ynehub Co-ordinator – Dr Tony Bromley
Step 3 Identifying training workshops and other opportunities to support your development needs
Kay Sedgwick provides administrative support for the GTSC research student programme and to the Vitae Yorkshire and North East Hub
Dr Vicky Willett Hub Manager, Vitae Yorkshire and North East Hub
Vicky’s background is in agriculture and forestry and she holds a BSc from University of Wales, Bangor in Agroforestry and a PhD in Soil Sciences. During her BSc she spent part of her degree in Malawi collecting data on tree rooting patterns where she developed her initial desire for research. On completing her degree she then took up a NERC funded PhD to study Dissolved Organic Nitrogen in Agricultural and Semi Natural Soils. She completed this and published several papers before graduating from Bangor in 2004. Vicky spent two years working in sales for a small biotech company before becoming the Vitae YNE Hub Manager in 2006. 31
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PhD: Environmental Science
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Staff and Departmental Development Unit – Learning and Teaching The Staff and Departmental Development Unit (SDDU) runs workshops on various aspects of teaching and managing student learning for postgraduate research students. There is both a series of individual workshops and the option of a more comprehensive credit bearing course leading to the University of Leeds Teaching Award Professional Standard 1 (ULTA-1). For further details see the ‘Training opportunities list’ in this booklet or visit www.leeds.ac.uk/sddu/lt/pgpt.html
Step 3 Identifying training workshops and other opportunities to support your development needs
The members of staff involved in learning and teaching for postgraduate research students are as follows:
Dr Clara Davies Senior Academic Staff Development Officer
Clara is a Fellow of the HE Academy and her background in Engineering, having extensive experience both as a researcher in industry and as a university lecturer, has enabled her to become an Associate of the Engineering Subject Centre of the HE Academy, for whom she has designed their new lecturer training. She has written articles and has presented papers at internal and external L&T conferences on providing support in learning and teaching for postgraduate and part-time teachers. Together with two SDDU colleagues she has written a book on course design (Butcher, Davies & Highton, 2006) and has recently been awarded a University Teaching Fellowship to undertake a project on continuing professional development in learning and teaching.
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Clara is a member of SDDU’s Learning and Teaching Team. She is Course Leader for the University of Leeds Teaching Award – Professional Standard 1 (ULTA-1). Clara also teaches on the central programme of workshops in learning and teaching aimed at postgraduate and part-time teachers at the University of Leeds and works with Schools and Faculties in the Sciences and Engineering to assist them in the development and delivery of their learning and teaching training provision for research students.
Rebecca Dearden Academic Staff Development Officer Rebecca is a member of the Learning and Teaching Team in SDDU. She leads the central programme of workshops in learning and teaching aimed at postgraduate and part-time teachers at the University of Leeds. Rebecca also teaches on the University of Leeds Teaching Award – Professional Standard 1 (ULTA-1) course and works with Schools and Faculties in Arts, LUBS, ESSL and PVAC to support learning and teacher training for research students. Rebecca is an experienced teacher in Higher Education with a background in History and Law. She is a graduate of both Cambridge University and Leeds University. She graduated from the University of Leeds, School of Education with a MA in Lifelong Learning in 2006.
Rowan Grant Course Co-ordinator Rowan is the course co-ordinator for the ULTA 1 course and provides the administrative support for the learning and teaching workshops. Contacts: Rowan Grant, Course Co-ordinator Email:
[email protected]; phone 0113 (34) 34191
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Faculty of Arts A programme of ‘professionalisation’ training, primarily as preparation for employment in academia, is run to support postgraduate research students. This programme is run collaboratively by the Graduate Schools of the Faculty of Arts and the Faculty of Performance, Visual Arts and Communications (PVAC). Training sessions are held in the Leeds Humanities Research Institute (LHRI) and aim to prepare postgraduate research students in key areas of professional competence such as presenting their work, preparing work for publication and writing job applications. They also enable postgraduate students to network with other students and academics. Details of training sessions are posted on the Graduate School website: http://www.leeds.ac.uk/ lhri/postgraduates.htm
Training at School / Department level The Faculty of Arts Graduate School also provides funding for training events run at School/ Departmental level. For example, the School of Modern Languages and Cultures runs a wide-ranging seminar programme, which other students within the Faculty can apply to attend. Contact: Dr Christopher Dent, SMLC Co-ordinator PG Research Training Email:
[email protected]; tel: 0113 (34) 36470
Step 3 Identifying training workshops and other opportunities to support your development needs
We recommend that you sign up for the arty net email list to ensure you receive details of training events: http://www.leeds.ac.uk/rsu/general/email.htm
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For details on what additional postgraduate training may be available in your School/ Department contact your School Postgraduate Research Tutor or ask your supervisor.
Graduate Workshops Awards are available to postgraduates who wish to run their own graduate workshops. The workshop’s theme should be clearly defined, and an explicit generic training dimension should be identified, for example, a specific session dedicated to ‘getting published’, ‘teaching the subject area’, ‘what makes a great PhD?’ An interdisciplinary proposal that involves both Arts and PVAC postgraduates on the organising committee is eligible for double the normal maximum award. Contact Ed Kirby or see the Graduate School website for details of how to apply (http://www.leeds.ac.uk/lhri/postgraduates.htm). The Leeds Humanities Research Institute (LHRI) and Graduate School For most, if not all, postgraduates in the Faculty of Arts their base will be in a department or school. The LHRI, however, provides extra facilities available to all postgraduate research students within the Faculty of Arts Graduate School. Accessible 24 hours a day, there is an attractive room at the top of 29-31 Clarendon Place, equipped with networked PCs, a printer, and lockers. There are also a number of seminar rooms which may be used for postgraduate events – for training, seminars and conferences. The LHRI exists to encourage students as well as staff to think outside departmental boundaries. It is here to provide an environment where you can meet research students working in other areas and where ideas can be exchanged. Contacts: Ed Kirby, Graduate School Coordinator Email:
[email protected] Phone: 0113 (34) 38611 LHRI and Graduate School 29-31 Clarendon Place. Website: http://www.leeds.ac.uk/lhri/
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Faculty of Biological Sciences For 2010/11 there will be two sets of fixed training days for new research students within the Faculty of Biological Sciences.
Academic Issues In early January we run a second training event that includes workshops on academic writing, the supervisor/student relationship, handling images and making figures for publication, research ethics, statistics and group activities. Throughout the year, we run additional optional workshops (many of which are organised jointly with SDDU) including: l Giving Presentations (Posters and Talks) l Enterprise l Advanced Statistics l Career Development l Academic Writing l Leadership l Interview Skills l Writing Fellowships l How to Get your Paper Published l Communicating your Research to the Public l Networking l Image Editing using Photoshop/Corel Photopaint
Step 3 Identifying training workshops and other opportunities to support your development needs
Induction In early October over five days, we introduce students to the Faculty and what doing a PhD involves. We provide workshops on demonstrating and laboratory safety. Finally, we run an intensive ‘Introduction to a Research Degree’ in which students work in groups to complete a research project, and participate in workshops including an introduction to the Library, bibliographic searching and Endnote use, how to keep a lab notebook, research ethics and networking.
Postgraduate Symposium We run an annual Postgraduate Symposium to provide an opportunity for students to present their work and obtain feedback from their peers and academics towards the end of June. Full details of all of the Faculty of Biological Science trainings are available via our website: Contacts: Samantha Aspinall, Professional Development Coordinator, Faculty of Biological Sciences, Graduate Office, Garstang Building Email:
[email protected]; Phone 0113 (34) 31417
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http://www.fbs.leeds.ac.uk/gradschool/training/current-students.htm
Faculty of Business – Leeds University Business School The Faculty of Business is committed to supporting career development in the Social Sciences and as such we offer a comprehensive training package supporting our research programmes, as recognised by the ESRC. Academic training A distinguishing feature of the LUBS PhD programme is a strong emphasis on formal learning and assessment in research methods in the first year. The nature and scope of training will depend on each student’s academic qualifications and previous knowledge and experience. However, as a general rule, the expectation is that all students will spend most of their time in the first year developing their general research skills. All taught modules are compulsory and are assessed, either by exams or coursework. Normally students will be required to complete these modules in order to transfer to the second year of their PhD or MPhil. Students entering the programme will typically opt for one of our three core pathways in: Business and Management, Accounting and Finance, and Economics. All three pathways will include both a core element (taught modules attended by all first year students) and more specific training relevant to each area. Core modules focus on qualitative and quantitative methods, the nature and philosophy of social sciences as well as more general study skills. Students are also expected to make use of training provided by the library and ISS. Training is delivered through a series of taught modules designed to develop research skills and assess specialised subject requirements (see below). Seminars, workshops and conferences are also an important component of this training programme and are organised by the school, often in partnership with other University faculties and leading regional business schools. In addition students can take advantage of a variety of doctoral activities, such as involvement in both the doctoral and divisional research seminar series, conference attendance and presentation, publishing in the Working Paper Series and contributing to the School’s vibrant research community. Contact: For all course and training information please contact the Research Office: Location: Room GM.01 within the Business School (office hours 9-12 and 2-4) Email:
[email protected] Natasha Mullea, Research Degrees Programme Officer Phone: 0113 343 7018
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Faculty of Education, Social Sciences and Law (ESSL) The ESSL Graduate School attaches great importance to the research skills of its students and the impact these have on their study and future employment. An exciting programme of seminars and workshops has been developed for 20010/11.
The training and development for researchers within the Faculty is provided in a number of ways: l A core programme provided in collaboration with central training providers (GTSC, the Library, ISS and the Careers Centre); l School-specific workshops which students from other Schools may attend (subject to capacity); l Workshops and seminars in collaboration with Schools engaged in social sciences across the University; l Leeds Social Sciences Institute (LSSI) seminars. Additional events in previous years in the faculty of ESSL have included: l A specific research student conference l Tailored skills development sessions under the broad title “What Works?” l A Networking Event l A workshop on “Getting your research published” l A student-led “User Group”, where students gave papers relating to their research
Step 3 Identifying training workshops and other opportunities to support your development needs
For up to date information about training and development opportunities within the Faculty, have a look at the Research Skills website (http://www.essl.leeds.ac.uk/graduateschool/current-students/events.html) and/or contact the Director of the ESSL Graduate School.
These events not only provide you with a range of transferable skills of immediate and future relevance but also provide an important opportunity for you to network and get to know research students, postdoctoral staff and academics from other Schools within the Faculty.
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A very warm welcome awaits you at a future ESSL training event. Come along, learn new skills, meet new friends and colleagues and let us know what you would like to see on future programmes.
Faculty of Engineering Skills Training for Engineering Researchers The Faculty of Engineering offers more than 100 courses, workshops and practice events annually, designed to enable engineering researchers to do successful research and gain valuable transferable skills – whatever their likely future employment. These include: l Regular welcome lunches and induction events for all researchers on their arrival, including essential information; networking and getting started with your research degree via our bespoke Speed PhD workshop. l Health and Safety training programme offering every researcher the opportunity to revise essential foundations, strengthen working practices and gain an internationally recognised H&S certificate. l A wide range of IT workshops aimed to re-enforce data collection, analysis and management skills such as UNIX, Fortran, Matlab, Weca and CRISP plus computer programming, software and other digital skills training. l Small group interactive training and practice sessions to strengthen communications skills and confidence in academic writing, presentations, poster-making and the requirements of transfer (upgrade) and viva voce. l Tools for strategic career planning and management, including personalised careers advice, exposure to a wide range of employers, help with interview, CV and careerbreak management skills. l Specialist training for those aiming at an academic career, including grant writing and fellowship applications based on EPSRC and NERC requirements learning and teaching skills. l Opportunities to practice and develop professional skills such as enterprise and innovation skills; people management; personal impact; ethics skills, etc, using realworld scenarios and small group coaching or peer coaching. l Regular networking opportunities to explore interdisciplinary or collaborative approaches with researchers across the University. l An innovative annual programme called Make Some Noise around public engagement with science activities including schools and community outreach, public exhibitions, Faculty Researcher Conference with external speaker and non-specialist peer presentations.
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Researchers will receive news updates and booking information about forthcoming activities throughout the year. A regularly updated programme plus online booking is available at http://www.engineering.leeds.ac.uk/go/rst Any questions? Email
[email protected] or call at the Graduate Office (Room 108A Civil Engineering), Telephone: 0113 343 3351 If you haven’t done so before, now is the time to begin managing your career and maximising your future potential through personal and professional development planning. Engineering researchers are warmly encouraged to use the Training Needs Audit and Personal Development Planning tools, specifically developed for you by the SDDU Graduate Training and Support Centre. You will receive a hard copy in the Engineering Graduate School Book when you register.
We look forward to welcoming you to a Faculty training and development event soon. Web: http://www.engineering.leeds.ac.uk/go/rst/
Contacts: Patricia Gray Researcher Training and Development Manager Faculty of Engineering Email:
[email protected]
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Step 3 Identifying training workshops and other opportunities to support your development needs
The Researcher Skills Training Team welcome your ideas, comments and suggestions for future training resources for Engineers and will be happy to meet with you on an individual or group basis to discuss these. Please contact us to arrange this.
Faculty of Environment The Faculty of Environment offers many training and development opportunities to help you manage your PhD and your future career. Faculty-based skills training for PhD students is co-ordinated by the Faculty Research Skills Training Team. Training is tailored to the requirements of students in Environment, and complements the centrally provided courses mentioned elsewhere in this guide. Your Institute, School or Research Group is usually responsible for training that is specific to your research area, though you may find that Faculty or central training covers your needs. There is a dedicated Researcher Development website www.leeds.ac.uk/foe/skills with up-to-date information about our courses, online booking and links to useful resources for PhD students and their supervisors. Environment PhD students also receive a regular electronic newsletter with news about training and development opportunities and resources in the Faculty and beyond. Getting started All new Environment students are expected to attend a one day introductory workshop, PhD Essentials – Getting Started that provides the key information for the early stages of the PhD. Getting Started runs in early October and complements any local School/ Institute induction. Students arriving later in the year will be informed by the Skills Training Team about the dates of their Getting Started workshop. Individuals are responsible for planning their own training and development, with guidance from their Supervisors and the Skills Training Team. This process begins during the Getting Started session, but you should revisit your training plan in your regular meetings with your Supervisor. If you or your Supervisor need advice on any aspect of training, please contact the Skills Training Team. As a general guideline you should aim for about 10 days of training and development each year (some Schools make this a formal requirement). Note that this does not necessarily mean face-to-face training courses – development happens in many activities.
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Faculty Skills Training Programme The Faculty arranges approximately 100 skills training events for PhD students each year often run jointly with the Faculty of Mathematics and Physical Sciences (MAPS). Tutors include members of the Skills Training Team, Faculty staff, SDDU, ISS, Library and Careers Centre, as well as external trainers where appropriate.
l l l l l l l l l l l
PhD Essentials: Getting Started, Transfer to PhD Communications skills – presentation skills, posters, scientific writing Public understanding of science Training for teaching/demonstrating Career development (academic and non-academic career paths) Basic statistics IT skills – LaTeX, Excel, Word for long documents, web authoring UNIX, Introduction to Programming concepts, one or more languages (eg Matlab, C, C++, FORTRAN) Library and information skills Enterprise and knowledge transfer And much more!
The course calendar is updated throughout the year, and is available on the Environment Researcher Development website www.leeds.ac.uk/foe/skills, where you can also book online.
Step 3 Identifying training workshops and other opportunities to support your development needs
The Programme is continually evolving to reflect students’ requirements, tutor availability and budget, and in 09/10 the main topics we expect to cover include:
Welcome sessions We run welcome sessions for PhD students who arrive after the beginning of the academic session. These are informal sessions where we introduce our training programme and the development opportunities on offer to research students in the faculty. Look out for dates in the Newsletter.
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We look forward to welcoming you, and are always interested in your ideas about this programme.
Contacts: Faculties of Environment and MAPS Research Skills Training Team: Rooms G.02 and G.03 1-3 Lifton Place University of Leeds Website: www.environment.leeds.ac.uk/internal/rd Email:
[email protected] Phone: 0113 34 35204 Dr Jennifer Rivas Perez Researcher Development Manager, Faculties of Environment and MAPS Email:
[email protected]
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Faculty of Mathematics and Physical Sciences (MAPS) The Faculty of MAPS offers many training and development opportunities to help you manage your PhD and your future career. Faculty-based skills training for PhD students is co-ordinated by the Faculty Research Skills Training Team. Training is tailored to the requirements of students in MAPS, and complements the centrally provided courses mentioned elsewhere in this guide. Your Institute, School or Research Group is usually responsible for training that is specific to your research area, though you may find that Faculty or central training covers your needs.
Individuals are responsible for planning their own training and development, with guidance from their supervisors and the Skills Training Team. This process begins during the Getting Started session, but you should revisit your training plan in your regular meetings with your Supervisor. If you or your Supervisor need advice on any aspect of training, please contact the Skills Training Team. As a general guideline you should aim for about 10 days of training and development each year (some Schools make this a formal requirement). Note that this does not necessarily mean face-to-face training courses – development happens in many activities.
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Getting started All new MAPS students are expected to attend a one day introductory workshop PhD Essentials – Getting Started that provides the key information for the early stages of the PhD. Getting Started runs in early October and complements any local School/Institute induction. Students arriving later in the academic year will be booked onto an equivalent centrally run workshop by their PG Administrator.
Step 3 Identifying training workshops and other opportunities to support your development needs
There is a dedicated Researcher Development website – www.maps.leeds.ac.uk/skills – with up-to-date information about our courses, online booking and links to useful resources for PhD students and their supervisors. MAPS PhD students also receive a regular electronic newsletter with news about training and development opportunities and resources in the Faculty and beyond.
Faculty Skills Training Programme The Faculty arranges approximately 100 skills training events for PhD students each year – often run jointly with the Faculty of Environment. Tutors include members of the Skills Training Team, Faculty staff, SDDU, ISS, Library and Careers Centre, as well as external trainers where appropriate. The Programme is continually evolving to reflect students’ requirements, tutor availability and budget, and in 10/11 the main topics we expect to cover include: l l l l l l l l l l l l
PhD Essentials: Getting Started, Transfer to PhD Communications skills - presentation skills, posters, scientific writing Public understanding of science Training for teaching/demonstrating Career development (academic and non academic career paths) Basic statistics IT skills - LaTeX, Excel, Word for long documents, web authoring UNIX, Introduction to Programming concepts, one or more languages (eg Matlab, C, C++, FORTRAN) GIS courses Library and Information skills Enterprise and knowledge transfer And much more!
The course calendar is updated throughout the year, and is available on the MAPS Researcher Development website www.maps.leeds.ac.uk/skills, where you can also book online. School level activities As well as offering a programme at Faculty level, the Skills Training Team supports many School level activities. For Schools holding a Postgraduate Conference, we offer bespoke training courses prior to the event, to further improve the standards of talks and posters. More information about these activities will be sent directly to students in the relevant schools. Welcome sessions We run welcome sessions for PhD students who arrive after the beginning of the academic session. These are informal sessions where we introduce our training programme and the development opportunities on offer to research students in the faculty. Look out for dates in the Newsletter. We look forward to welcoming you, and are always interested in your ideas about this programme.
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Contacts: Faculties of Environment and MAPS Research Skills Training Team Rooms G.02 and G.03 1-3 Lifton Place University of Leeds Website: www.maps.leeds.ac.uk/skills Email:
[email protected] Phone: 0113 34 35204
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Step 3 Identifying training workshops and other opportunities to support your development needs
Dr. Jennifer Rivas Perez Researcher Development Manager, Faculties of Environment and MAPS Email:
[email protected]
Faculty of Medicine and Health The Faculty of Medicine and Health will be offering a number of training events for research students throughout 2010/11. New students will be introduced to the faculty and their research degree by a ‘Starting Your Research Degree’ workshop run in November, aimed at giving research students the best start to their degree and to act as a welcome event for students to meet other postgraduates. This interactive course will concentrate on information and time management, safety, and networking, as well as providing information on regulations, etc. The introductory programme for new students will be carried through into training on the use of library and its resources. The course, run by the faculty librarians will enable students to familiarise themselves with the resources the library currently offers and will cover training in referencing and search databases, as well as issues such as plagiarism and copyright. A new course focusing on Ethics in Scientific Research will run in June. These workshops will cover the process of submitting research ethics applications to an ethics committee, and key ethical issues in research within Medicine and Health. The faculty will again be running their successful ‘Communicating Your Research to a Non-Specialist Audience’ symposium, scheduled for November. This gives postgraduate research students and postdoctoral researchers a chance to present their work either in poster format or as a short oral communication. This event is coupled to training on poster production and oral communication skills. New students are encouraged to attend to see what research is being carried out across the faculty and to get to know their peers, postgraduate tutors and other academics in an informal setting conducive to ‘networking’. In addition, many Institutes and Schools run their own mini postgraduate symposia with poster displays and oral presentations. The faculty will also be running courses in Basic Statistical Analysis to give students an introduction to the more commonly used methods of statistical analysis. Short courses in Curriculum Vitae and Interview Skills will be run in collaboration with the University’s Careers Centre, and together with ISS the faculty will offer workshops for MS Word, Excel and PowerPoint. Contacts: Dr Emma Spary, Postgraduate Training Coordinator, Faculty of Medicine and Health, Worsley Building Email:
[email protected]: Phone: 0113 343 4171 Mrs Vikki Crouch, Postgraduate Research Student Co-ordinator, Faculty Graduate School, Room 10.110, level 10, Worsley Building Email:
[email protected]
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Faculty of Performance, Visual Arts and Communications The faculty of Performance, Visual Arts and Communications is committed to providing the training needs for a diverse community of postgraduate research students, with an equally diverse set of interests and needs. We cater for the needs of practice based research, academic research, vocational professionalisation and a blend of all these needs. All newly registered PGR students in the Faculty undertake a research Training Needs Analysis in consultation with your supervisory team, which is assessed after six months. While each School/Institute provides specific subject based training we work in consultation with the training needs advisors at SDDU to enhance the training experience across the Faculty and to share best practice. All students are introduced to and asked to maintain an individualised PDP (Personal Development Plan) which is assessed as a part of the transfer examination at the end of your first year.
In addition training is offered at a Faculty level: 1. CePRA (Centre for Practice Led Research in the Arts) The Centre responds to the particular disciplinary needs of the schools in PVAC. It is charged with debating the framing, articulation and documentation of practice-led research methods.
CePRA provides a forum for leading international academics in music, performance, design, communications and the visual arts to explore practice based research issues within and across disciplines, and in interdisciplinary contexts. It develops younger researchers through training and networking opportunities for students on the range of practice-led research degrees offered within the Faculty of Performance, Visual Arts and Communications. Funding is available for practice led training needs from CePRA, for details see the website – http://www.leeds.ac.uk/cepra
Step 3 Identifying training workshops and other opportunities to support your development needs
Ask your PG supervisor for information and check your School / Institute handbook.
Founded in 2001 with a major research centre grant from the Arts and Humanities Research Council (2002-2006), CentreCATH established an international reputation for innovative, themed and concept-led research. It remains committed to the core issues of researching the trans-disciplinary encounter as a means of forwarding research across the disciplines of the arts and humanities. It is committed to conceptled research which allows concepts arising in varied theoretical terrains to travel and fertilise a range of disciplinary practices and interdisciplinary spaces.
Training activities involve the core series of research salons, open to all students of the Faculty, during which key texts or concepts are explored through close readings and discussion. It is engaged in major research projects and networks. It organises conferences, symposia and colloquia in national and international collaborations. For details of training events for 10/11 see the website http://www.leeds.ac.uk/cath
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2. CentreCATH (Centre for Cultural Analysis, Theory and History)
3. Professionalisation Training for Graduate Students
The Graduate School runs a programme of professionalisation training to prepare research postgraduates for an academic career in the Arts. Currently a collaborative agreement with the Faculty of Arts allows postgraduates from the Faculty of Performance, Visual Arts and Communications to attend Arts training sessions and vice versa.
In consultation with SDDU we also support one-off professionalisation workshops as and when need is expressed (recently on preparing for transfer). 4. We actively support student-led training activities. Graduate students are invited to submit proposals for activities that contain a generic skills training element. To date such activities have included the organisation of web based networking, exhibition and gallery based skills workshops and the organisation of short conferences or one-day workshops. (These are to involve 10-20 Graduate students from both Leeds and beyond as well as 1-2 senior academic staff). We are in a position to offer matched funding for cross faculty collaborations with the Faculty of Arts. For further details see the website – http://www.leeds.ac.uk/pvac/graduateschool/ gradledwork.html 5. Social Science based students in the Faculty may wish to consult the array of training on offer in the Faculty of Education, Social Sciences and Law. For further details see the website – http://www.essl.leeds.ac.uk/graduate-school/about/ or contact the PVAC Graduate School Administrator. 6. Similarly, technology based students may wish to consult the Faculty of Engineering. For further details see the website – http://www.engineering.leeds. ac.uk/go/rst/index.shtml or contact the PVAC Graduate School Administrator.
4. Research Methodologies
The PVAC Graduate School runs a short programme of qualitative training to prepare postgraduate research students in qualitative research methods and techniques.
Contact: Dr Will Rea, Graduate School Director Email:
[email protected] Jo Nassor, Graduate School Administrator Email:
[email protected] PVAC Graduate School http://www.leeds.ac.uk/pvac/graduateschool
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Careers Centre Advice and information for researchers The Careers Centre has Career Consultants linked to each Faculty who support students and researchers at all levels. They run regular drop-in sessions in the Faculty where they deal with quick queries. You can also call into the Careers Centre anytime between 9am and 5pm. Careers Centre staff can signpost you to our resources including those specifically for researchers. If you then feel you need a more in-depth discussion with a Career Consultant this can be booked for you. http://careerweb.leeds.ac.uk/ – has a wide variety of resources including Career planning strategy advice and specialist web based resources for researchers in our postgraduate section
l
Vacancies
l
E-mail advice and information
Step 3 Identifying training workshops and other opportunities to support your development needs
l
Every year we run hundreds of events to help students at every stage in the career planning process. Details of these workshops, fairs, psychometric tests and mock interview sessions are on this site. The Careers Centre also runs a series of workshops, specifically aimed at researchers, covering the following subjects: l
Building an Academic Career
l
Career Planning – Knowing Yourself
l
CVs and Applications
l
Enterprise for Research Students
l
How to Handle Interviews
l
The Job Search Process
l
Understanding Assessment Centres
For further information on all our provision, including these workshops, please look on our website or contact the Careers Centre
Tel: 0113 34 35295/6 http://careerweb.leeds.ac.uk/ www.careerweb.leeds.ac.uk/graduates/postgrad/
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Contact: Careers Centre 5-7 Cromer Terrace, University of Leeds, Leeds, LS2 9JT
Information Systems Services (ISS) ISS Training offers a programme of FREE courses specifically for research students. It is anticipated that the training programme will benefit research students during their studies. Overview Courses l Overview of Graphics and Mapping Software Microsoft Office Courses Working with Word to Produce Your Transfer Reports, Thesis and Other Long Documents
l l
Using Excel for Research Data (Fundamentals, Intermediate & Advanced)
l
NEW Using the Excel Analysis ToolPak
Applications Software Courses Introduction to OriginPro
l l
Introduction to SPSS
l
Data Manipulation in SPSS
l
Statistical Analysis in SPSS
l
Digital Images and Photo Editing Theory
l
Digital Image and Photo Editing using Paint Shop Pro
l
NVivo8 Introductory workshop
l
NVivo8 Project Specific workshop (for those who already have research data)
Web Courses Researcher@Leeds Programme (see entry earlier in this Guide for details)
l
On-line Resource NEW Using Bristol online Surveys
l
Drop-in IT Clinic This is available to those who have attended any of the research IT courses and offers help with specific questions or assistance with certain files.
l
Tailored IT Training ISS has a dedicated Training & Development Officer, Paula Fallon who is available to explore and develop IT training solutions from tailoring existing courses for Faculty/School needs to developing new courses. Programmes have included ‘Fortran for Beginners’, ‘Beginners, Improvers & Advanced LaTeX’, ‘Introductory & Advanced UNIX/LINUX’ and Researcher@Leeds training. ISS Training is committed to delivering high quality IT training and is an Institute of IT Training Accredited Training Department http://www.iitt.org.uk/. The Accreditation is recognised as the de facto standard in the IT training industry today and is now a requirement for the majority of training tenders in government and corporations.
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How to find out more For course availability, course descriptions and to book your place online visit: www.leeds. ac.uk/iss/training or email
[email protected]. Further enquiries can be made at your Graduate Office or contact Paula Fallon;
[email protected]. IT Inductions An on-line tutorial is available about the IT facilities at the University. This includes the VLE, ‘Desktop Anywhere’ and the Portal see http://iss.leeds.ac.uk/inductions and select ‘ISS Student IT Induction’.
How to find out more For information on software licence agreements, how to purchase software and details of the software available on ISS managed computers visit: http://tinyurl.com/chuxhn Help Desk The Help Desk is situated on Level 10 of the E C Stoner Building above the entrance to the Edward Boyle Library. Alternatively, www.leeds.ac.uk/iss/helpdesk, email helpdesk@ leeds.ac.uk or telephone 0113 343 3333. Information ‘Newsflash’ at www.leeds.ac.uk/iss/news provides the latest ISS news on-line.
Step 3 Identifying training workshops and other opportunities to support your development needs
Applications Software The Applications Software Team is responsible for the provision and support of a comprehensive range of software, datasets and related services to registered students and offers day-to-day advice and support to end-users.
Further details of the services provided by ISS are given in the Reference Guide to the Information Systems Service (REF 1). The Documentation Facts Sheet (REF 4) gives a list of the documents available from ISS. These documents can be obtained from the ISS Help Desk.
Contact:
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Paula Fallon Research Staff & PG Training Development Officer Information Systems Services Email:
[email protected] Telephone 0113 3435406
Language Centre English Language Courses The Language Centre provides free, optional, part-time in-sessional English courses for international students who may need English language support. Language Development This course focuses on all language skills (listening, reading, speaking and writing). Students who score below 60% on the University English Language Test should find this course useful. It provides three or four hours of tuition per week (depending on the group) during semester teaching dates between October and May. It should be noted that the Language Development course includes all the material covered in the Academic Writing course described below. Academic Writing Users of English as a second or foreign language who wish to improve their academic writing skills in English are advised to attend one of the Language Centre’s Academic Writing or Academic Reading for Writing courses held in each semester (1.5 hours per week) and in the Christmas and Easter vacations (3 days full-time). Self Access Area The Self Access Area has a wide range of materials which can help students to improve their level of English and foreign language skills. The Language Centre provides (mainly English language) web-based material for students to practise the grammar, functions and vocabulary they need for academic study. There are also self-assessment tests and lectures on video. Location Parkinson Building (2nd and 3rd floors) University of Leeds, Leeds, LS2 9JT Website: http://www.leeds.ac.uk/languages/lc_home.html Contacts General Enquiries Email:
[email protected]; phone: 0113 34 33251
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Library The Library provides workshops and seminars to help you find and manage information. As a research student you will be required to use a wide range of information resources and you will save a lot of time by finding out how to navigate your way around them effectively and to manage the information you find. The Library has a Faculty Team Librarian for each School who is available to provide training and one-to-one support for researchers. Faculty Team Librarians provide the following Faculty-specific workshops (2-3 hours each) for research students: l
Finding Information for Your PhD
l
Managing Information for Your PhD
Check with your Faculty training and development contacts (see Faculty pages in this Guide) or contact your Faculty Team Librarian for more information.
l
Dissertations and Theses: How to Find Them
l
RSS and Publication Alerts for Research
l
References and citations explained
l
Intelligent Web Searching
l
Endnote: How to Manage Your References and Bibliographies (Endnote is usually included in the Managing Information for your PhD workshop as well)
Step 3 Identifying training workshops and other opportunities to support your development needs
In addition, Skills@Library offers a wide range of shorter workshops open to all students and staff. Topics include:
For a full list of courses and online booking see: http://skills.library.leeds.ac.uk/workshops.php For general workshop enquiries please contact: Email:
[email protected] Tel: 0113 343 4096 For subject enquiries please contact your Faculty Team Librarian: http://library.leeds.ac.uk/subjects Researcher@Library is a gateway of information for researchers to support you in all areas of your research and includes sections on the research process, ethics, doing a literature review, keeping up-to-date, managing information and disseminating your research. Online guides and interactive tutorials are available as well. For more information see: http://library.leeds.ac.uk/researcher
Helen Howard Skills@Library 0113 343 4983
[email protected]
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Contact:
Leeds University Union The Leeds University Union has a lot to offer postgraduates. Take a look at their website at http://www.leedsuniversityunion.org.uk/
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Student Counselling Centre In addition to individual counselling, the Student Counselling Centre provides an extensive group work programme throughout the year. This includes an on-going personal development group, a weekly meditation group, focussed groups and workshops on building confidence, procrastination, stress management, managing low mood and annually, a Parental Loss Group, a group for International Students (Feeling@home in Leeds) and ‘Was your home life spoilt by alcohol?’. The Student Counselling Centre also runs a support group for PhD students entitled ‘Dr Who?’ and delivers the ‘Balancing Act: Dealing with the Stress of Doing a PhD’ course listed in this booklet. Details of the full programme can be found on our website: Contacts: For more details, please call in to the Student Counselling Centre at: 19 Clarendon Place University of Leeds Leeds LS2 9JY Tel: 0113 343 4107 Email:
[email protected]
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Step 3 Identifying training workshops and other opportunities to support your development needs
http://www.leeds.ac.uk/studentcounselling/
WUN Leeds Research Mobility Programme (RMP) Research Mobility Programme The Research Mobility Programme provides funds for graduate students, post-doctoral researchers and members of staff to establish and cultivate international research links by spending time abroad at another WUN institution. These funded placements vary in length (min 1 week-max 6 months) and can be related to a wide variety of research areas. Don’t miss out on this great opportunity to l
Advance your research - from the facilities, resources and skill-set available within your host institution
l
Improve contacts within your academic field - by meeting and working with your counterparts overseas
l
Further your career development - and open up the possibilities for your future
There are two application deadlines per academic year - November 30th and March 15th. Please contact Anoushka Kulikowski if you would like more information. Please carefully read the ‘Information for Applicants’ section on the WUN website prior to applying and also obtain application forms from this website: http://www.leeds.ac.uk/ international/wun/wun_rmp.html WUN contact details Kirsty Mattinson - WUN International Partnerships Officer Contact point for all matters relating to the administration of WUN at the University of Leeds. Tel: +44 (0) 113 3430932 Email:
[email protected] Anoushka Kulikowski - International Office Assistant Contact point for all queries relating to RMP at the University of Leeds. Tel: +44 (0) 113 3431733 Email:
[email protected] Website: http://www.leeds.ac.uk/international/wun/wun_rmp.html
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Step 4 – Recording and reflecting on your training and development Introduction Your Faculty or School will maintain a Personal Development Record which will include evidence that you have carried out a Training Needs Analysis with your supervisor, a record of the training and development you have undertaken and records of official supervisory meetings. In addition you will be provided with a Personal Development Plan folder or Faculty equivalent during induction. This is to give you the opportunity to review and reflect upon your training and development.
Training Plan Example Based upon your Training and Developmental Needs Analysis you are required to agree a Training Plan with your supervisor within the first month of starting your research degree. Faculties and Schools can provide support on recording the Training Plan. However, for guidance, example Training Plans are provided here on the next page. Please check with your Faculty/School regarding how you should record your Training Plan.
Personal Development Plan
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Step 4 Recording and Reflecting on your Training and Development
Personal Development Planning is where an individual manages their own development through a process of reflection and structured planning, considering how they can meet their own goals. You will be provided with a folder including the PDP during induction.
Example 1. From Research Degrees and Scholarships Office Download at http://www.leeds.ac.uk/rds/assets/word/Forms/training plan.doc
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Example 2. Training Plan From the Faculty of Engineering Meeting record (to be completed at the meeting) Date of Meeting Summary of discussion (consider reviewing the student’s previous education and experience, the generic requirements of the degree, and any specific technical or other requirements of this piece of work)
Step 4 Recording and Reflecting on your Training and Development
Action required (include training courses to be attended and date if known)
Supervisor signature
Date
Date
Please pass a copy of this form to the Graduate Office within one month of your registration.
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Student signature
Example 3 – A further Training Plan example Research Project Title: Microstructural Studies in the Alumina Zirconia System Student Name: A Student
Student Number: 0123456789
Supervisor: Professor Smith
School: School of Science and Engineering
1. Strengths Identified in Training Needs Analysis Identified strength
Example Evidence (Should be available on request by supervisor)
Project management (T/DNA C1)
Events and exhibitions organiser for University Union as an undergraduate. Project Management module in undergraduate degree
Understanding of the technique and MSc. Research project on the X-Ray diffraction analysis of operation of the X-Ray diffraction analysis ceramic materials machine (T/DNA A4) Commitment to continued professional development (T/DNA G1)
Member of the national student panel of the Institute of Science and Engineering
2. Planning – Priority Areas for Development at Three Months (Both the requirements of the research programme and the future employability of the student must be considered. This sheet can be copied if additional space is required)
Personal and Professional Development Priorities
Academic Development Priorities
Priority Area Identified for Development
Proposed Activity to Support Development See table provided in section 3 of this form
Target Completion Date
Train to become an approved user of the Book training sessions with technical Scanning Electron Microscope staff
End of February
Develop an understanding of image analysis techniques and software
Attend lectures of the final year module ‘Image Analysis Techniques and Applications.’ Meet the postdoc who has developed the School imaging facility.
End of May
Develop an improved understanding of the crystallography of zirconia
Read the suggested academic papers in the field and appropriate text books
End of January
Develop skills in presenting research findings
Attendance at the EPS Graduate School workshop indicated below. Preparation of a presentation for our research group seminar series
End of June
Academic writing for PhD
Attendance at the EPS Graduate School workshop indicated below. Preparation of a literature review of research topic.
End of May
Broader understanding of the national and international research context
Attendance at the British Conference of Technical Ceramic Science and Engineering
July
3. Training and Development Workshops to Attend Workshop
Attend (
Giving Effective Poster Presentations Project Planning your Research Degree
Student: A Student 62
/
Supervisor: Professor Smith / Date: 23/10/07
)
Further Information Background The University of Leeds has provided training and development opportunities for research students for many years. However, there has been significant national growth in this area since the 2002 UK Government report by Professor Sir Gareth Roberts which stated: “the problem is that skills acquired by PhD graduates do not serve their long term needs. Currently PhDs do not prepare people adequately for careers in business or academia” Professor Sir Gareth Roberts’ Review (2002) ‘SET for success’ (Chapter 4 Section 4.2)18 This quotation is not just applicable to the UK and indeed in many respects the UK is leading the way internationally in developing the PhD. The quotation reflects the changing modern world in which we now work. The role of the academic has changed significantly in recent years, as has employment in the public and private sectors. The PhD is changing to reflect this. Research will always be at the centre of the PhD, however, there is now an additional need to provide opportunities for researchers to develop broader skills from project management through communication to public understanding of research. In response to the ‘Roberts Review’ the UK Government has invested over £20M per year nationally to further enhance the range of training and development opportunities open to research students in Universities19. The full University of Leeds policy in this area is available at: http://www.leeds.ac.uk/rtd/policy.htm
Postgraduate Research Student Training and Development Policy and Framework (Sections 1-4) 1. Introduction The aim of postgraduate research student training and development at the University of Leeds is:
Further Information
Sections 1 – 4 are included below:
The Policy statement makes clear the University’s position with respect to the training and development of research students. The policy is informed by and reflects the University’s Strategy Map and in particularly the Growing Research Income and Performance (GRIP) initiative, through the emphasis on developing the research performance of postgraduate researchers in the stated aim above. 18
http://www.hm-treasury.gov.uk/ent_res_roberts.htm
19
For further details on policy look at http://www.vitae.ac.uk/Policy
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To enable research students to develop their research performance, employability, professionalism and engagement with society
Income and Performance (GRIP) initiative, through the emphasis on developing the research performance of postgraduate researchers in the stated aim above. The policy also reflects and respects the University values of academic excellence, inclusiveness, community, integrity and professionalism. This policy defines a first stage in the training and development provision offered by the University for researchers. The University offers a co-ordinated, progressive continuum of provision for the personal and professional development of researchers covering research students, research staff and academic staff. 2. Training and Development Values The training and development of research students embodies the University values through the following value statements: a) Research student training and development activity is needs based with a training plan tailored with the individual;20 b) Appropriate training and development opportunities are open to all research students; c) All research students have a right to attend appropriate needs based training and development activity; d) All research students will be made aware of the training and development policy and opportunities of the University. 3. University Requirements 3.1 Introduction This section of the Policy set outs the University requirements for the training and development of research students as stated within the ‘Ordinances and Regulations and Programmes of Study for Research Degrees’, the ‘Research Student Handbook’ and the ‘Guide for Research Degree Supervisors’. The training and development process is based around an initial review of the training and development needs of a research student followed by review and progress monitoring throughout the research degree. Further information and downloads regarding the Training Plan, Training/Developmental Needs Analysis (T/DNA) and Personal Development Plan (PDP) are available online at www.leeds.ac.uk/rtd along with links to the wide range of training and development opportunities offered by the University. Research students are required to attend a Faculty/School defined induction session/ process (e.g. ‘Speed PhD’ or ‘Starting Your Research’) that should include each research student being informed of the training and development process.
20
As a consequence of the needs of specific subject areas, Faculties/Schools may require some elements of training to be mandatory. Faculties/Schools will inform research students where this applies.
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Within one month of commencement of the research degree supervisors should review a research students training needs and agree a Training Plan21, 22 (This process accounts for the prior learning of the individual and allows a tailored programme of development to be defined.) To support the review process a T/DNA should be completed. A T/DNA is provided within the PDP file given to research students during the induction process and is also available online (http://www.leeds.ac.uk/sddu/gts/pdp_student.html). The T/DNA provides guidance on the skills and competencies that will support the University’s stated aims for research training and development. All research students are advised to record and reflect upon training and development activity within a Personal Development Plan. Support and guidance with respect to PDP is provided during induction and information is also available online (www.leeds.ac.uk/sddu/gts). The PDP file is owned by the student, is their responsibility and contains structured space to monitor and evaluate their own progress, training and development. In addition a Personal Development Record (PDR) is held by Faculties. The research students’ “Personal Development Record” has been sanctioned by Graduate Board as a mandatory, Faculty-owned document that must be available to view by the supervisor and Faculty and, in essence, is about recording what has happened. The Faculty/School-owned record must include: (a) evidence of a training needs analysis carried out between each student and supervisor within one month of commencement (b) a record of training and development undertaken by the student (c) records of the official supervisory meetings between student and supervisor (Guide for Research Degree Supervisors 09/10) 3.2 Supervisor Responsibilities Relating to Training and Development (Code of Practice for Research Degree Candidatures Research Student Handbook 09) Further Information
(vi) conducting, with the student, a Training Needs Analysis within one month of commencement of study and agreeing a Training Plan; (vii) reviewing the analysis regularly (at least annually) and assisting the students in identifying other training needs and in reflecting upon their personal development, for instance by reference to the Statement on Learning Outcomes; (viii) where the programme contains subject specific modules, directing the student through the relevant programme of courses;
21
Some support to supervisors in carrying out this process is included in the SDDU Effective Research Student Supervision (ERSS) programme. SDDU also provide information sessions in their workshop programme, ‘An Overview of the Postgraduate Research Student Training and Development Process’, ‘Training Needs Analysis and the Training Plan for Research Students’
22
As a guide training and development activity should constitute no more than two weeks per year of a research student,s time.
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(ix) seeking to ensure that the student receives available research training (e.g. by attendance at courses) which may be necessary or appropriate in the individual case
3.3 Student Responsibilities Relating to Training and Development (Code of Practice for Research Degree Candidatures 09) (i) to reach agreement with the supervisor on an appropriate Training Plan; (xi) to take measures to attend appropriate training courses, personal development programmes and research seminars in consultation with their supervisor. 3.4 Assessment and Monitoring Relating to Training and Development (Code of Practice for Research Degree Candidatures) There should be regular reports by the supervisor on the student’s progress. As a minimum, there should be a report at the mid-point of the first year of the candidature, at the transfer stage and at least annually thereafter. The reports should include a review of progress on the agreed training plan. Reports should be considered by the Postgraduate Research Committee or other channel adopted by the Faculty or School. The assessment at the ‘transfer’ stage is intended to identify whether the individual student and the research project have the potential for research at a doctoral level and also to ensure that the student has made satisfactory progress with the agreed Training Plan. 4.0 Training and Development Provision The University will provide a wide range of training and development opportunities for research students. This will include both Faculty based provision and provision from central service providers. Opportunities will include workshops and a range of other events and activities. Information is provided to research students through the booklet ‘Personal and Professional Development Opportunities for Research Students’ and through the links to all training providers given on the website www.leeds.ac.uk/rtd.
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Web links
Start here – www.leeds.ac.uk/rtd – The University of Leeds Researcher Training and Development website links to all the training and development opportunities on offer at the University of Leeds including those listed below. Or go direct to a training provider! Graduate Training and Support Centre www.leeds.ac.uk/sddu/gts/ Faculty of Arts www.leeds.ac.uk/rtd/arts.htm http://www.leeds.ac.uk/lhri/postgraduates.htm Faculty of Biological Sciences http://www.fbs.leeds.ac.uk/gradschool/training/current-students.htm Faculty of Education Social Sciences and Law www.essl.leeds.ac.uk/graduate-school/current-students/events.html Faculty of Engineering www.engineering.leeds.ac.uk/go/rst/ Faculty of Environment www.environment.leeds.ac.uk/internal/rd Faculty of Maths and Physical Sciences www.maps.leeds.ac.uk/skills/ Faculty of Business – Leeds University Business School http://business.leeds.ac.uk/research-degrees/training-development/
Further Information
Faculty of Medicine and Health www.leeds.ac.uk/rtd/medhealth.htm Faculty of Performance, Visual Arts and Communications www.leeds.ac.uk/rtd/pvac.htm http://www.leeds.ac.uk/pvac/graduateschool/gradledwork.html Careers Centre www.careerweb.leeds.ac.uk/graduates/postgrad/ Information Systems Services www.leeds.ac.uk/iss/training
Library www.leeds.ac.uk/library/training/ Student Counselling www.leeds.ac.uk/studentcounselling/
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www.leeds.ac.uk/rtd
Language Centre www.leeds.ac.uk/languages/lc_home.html
Research Related Services
The Research Degrees and Scholarships Office provides wide-ranging information on research degrees; ordinances and regulations, exams documentation, a guide to thesis presentation, etc. www.leeds.ac.uk/rds The Research Support Unit provides a wide range of information including email networks for researchers www.leeds.ac.uk/rsu
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Index
Booking of workshops .................................................................................................. 19 Careers Centre ............................................................................................................. 51 Advice .......................................................................................................................... 51 Faculty of
Arts . .................................................................................................................... 35
Biological Sciences .............................................................................................. 37
Education Social Sciences and Law ..................................................................... 39
Engineering ......................................................................................................... 40
Environment ........................................................................................................ 42
Maths and Physical Sciences . ............................................................................. 45
Business – Leeds University Business School ...................................................... 38
Medicine and Health ........................................................................................... 48
Performance, Visual Arts and Communications . .................................................. 49
Graduate Training and Support Centre . ........................................................................ 24 Induction ........................................................................................................................ 7 Information Systems Services ....................................................................................... 52
IT Training ........................................................................................................... 52
Joint Statement of Skills .................................................................................................. 9 Language Centre .......................................................................................................... 54 Library .......................................................................................................................... 55 Personal Development Planning (PDP) . ................................................................... 8, 59 Personal Development Planning folder ........................................................................... 8 Policy, research student training and development ....................................................... 63
University requirements ....................................................................................... 64
Assessment and monitoring ................................................................................. 66
Roberts ........................................................................................................................ 63 Student counselling ...................................................................................................... 57 Supervisor responsibilities . ........................................................................................... 65 Training and Developmental Needs Analysis ................................................................. 11 69
www.leeds.ac.uk/rtd
Research related services ............................................................................................. 68
Training Opportunities list ............................................................................................. 19 Training Plan ................................................................................................................ 63 VITAE Yorkshire and North East Hub .............................................................................31 Workshops
PhD Process ........................................................................................................ 20
Managing Research Projects ............................................................................... 20
Presenting Research . .......................................................................................... 20
Writing and Publishing ......................................................................................... 20
Academic Integrity ............................................................................................... 20
Learning and Teaching ........................................................................................ 21
Information Management . ................................................................................... 22
IT . ....................................................................................................................... 22
Personal and Interpersonal Effectiveness ............................................................. 23
Career Management ............................................................................................ 23
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When you have finished with this booklet please recycle it
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Staff and Departmental Development Unit
This booklet is printed on 75% recycled paper
Graduate Training and Support Centre Room 1.35 Parkinson Building The University of Leeds Leeds LS2 9JT
