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Introduction to Research Degree Supervision
Dr Kate Exley2015
Outline Programme
Introductions Background and UK context The changing nature of the PhD
Supervisory Responsibilities Beginnings Middles Endings
Challenging situations and Issues Case Studies
Further Information at Bristol
University Regulations and Code of Practice for Research Degree Programmes
http://www.bristol.ac.uk/esu/pg/cop-research-degrees.html
The Regulations and Code are updated annually by the University Graduate Studies Committee (UGSC). Only the current edition has regulatory status and supersedes all previous editions.
In the School of Social and Community Medicine
School website http://www.bristol.ac.uk/social-community-medicine/postgrad/current.html
Includes the handbook: http://www.bristol.ac.uk/social-community-medicine/postgrad/pdf/postgradpolicy.pdf
and FAQs are most relevant: http://www.bristol.ac.uk/social-community-medicine/postgrad/pdf/faqscurrent.pdf
Trends
More FT PhDsMore international students (China, India)More womenMore students with a disabilityMore with a Masters
More UK males doing part-time doctorates
Current concerns / issues
Potted history
QAA code of practice (1999) Funding councils’ consultation process (2001) QAA code revised (Sept 2004)
Hefce commissioned QAA Special Review (2007) Qualification Rates published for first time (2007)
PRES survey (2007) -latest one May 2015 Projection-based method to predict completions (2012/13) QAA Quality Code, Chap. B11: Research Degrees (2012)
QAA UK Quality Code 18 Indicators
Institutional Regulations and CoPs- reviewed, clear and readily available.
Monitor own provision (submission & completion rates, external examiners comments, etc)
Research environment vital (emphasis on contact with other researchers, REF rating)
Clear admissions policy and procedures with decisions made by 2 staff (trained in procedures)
Three measures…. Submission Rate
Time from registration to the date the Thesis is submitted Within 4 years (FT)
Qualification or Completion Rate Time taken to award the degree and present 'qualification
obtained' via the HESA student record. Measured at 4, 5, 7 years (FT) and 10 years (PT) REF some universities quoting their 4 year completion rate
Projected study outcomes for a given cohort (F/T) tracked HESA student data sets
Latest Figures from HEFCE
Rates of qualification from postgraduate research degrees July (2013) HEFCE 2013/17
Projected completion rates for EU domiciled, full-time, research students starting Doctoral programmes in 2010-11
Uses HESA data 3 end states – Qualified, Transferred, Absent from HE (2yrs) Looks at qualification after 7 and 25 years Students who left within 50 days of starting – not included For each institution - sector-adjusted average (benchmark) Includes FT MPhil students who convert to a Doctorate (without
first obtaining their MPhil)
University of BristolHad 405 starters in 2010-2011
Projected % qualification
Sector adjusted average (Benchmark %)
Qualification after 7 years
80.3 77.0
Qualification after 25 years
87.5 84.2
UK Quality Code 2
UK Quality Code 3
UK Quality Code 4
Big Questions On The :-Changing Nature of the PhD?
In 2015 - what is a UK Research Degree?
Processes, Outputs and Feelings
What is ‘Original’ work?
Discovering new factsExamining existing facts or ideasDevising investigations into ideas supplied
by others?
Publishable? Peer reviewed?
Key stages in supervision
Pairing of student and supervisor(s) Approval of research project proposal Induction Shared understanding Training (research and personal development) Routine monitoring Developing student as an independent researcher Writing up support Assessment
What does ‘supervision’ mean?
Please work with colleagues to - Identify what you think we should be
providing for our research students
Be as specific as you can - quantities and qualities
Student Expectations
To be supervised (told what to do?)To be given feedbackTo be available when neededTo be friendly and supportiveTo be knowledgeableTo be interested (research & careers)
Adapted from “How to get a Phd” (Phillips and Pugh)
Managing Projects
PlanningGoal settingSupport and GuideReview progress (Developmental)Monitor progress (Judgemental)
Shaping the Project Proposal (Exley, in Wisker et al 2008)
What factors need to be considered
Project allows student to meet RD criteria Can be undertaken in the time available Is suitable for a novice researcher Has ethical approval
And has a
Balance between ….
The perfect project brief!!
Two components
StraightforwardData generating
Confidence Building
Complex/DifficultMore Risky / unknown
Exciting
Goal Setting
S pecific
M easurable
A chievable
R eviewed
T rackable through timeSMART goals al la Kate?
Planning process
General processes e.g. Testing the hypothesis, identifying the research question(s), writing up etc
Concrete activitiese.g. Doing an experiment, pilot testing a questionnaire, reading source material etc
Outcomese.g. Writing a paper or Upgrade
Supervisory meetings
What is the purpose?Who will attend?Where should it happen?Who makes the arrangements?What arrangements are needed?What are the outcomes?
Keeping a record
Why?
Good practice in meetings
Can monitor & review progress
Link with student’s PDP & training
Check on understanding (English)
Visa requirements – Tier 4
“Inadequate supervision”
Keeping a record
Who produces the record?What form can it take?What should it contain?
Date
Agreed outcomes
Agreed actions and plans
Key feedback
Future meeting - date, plans
Supervisory StylesGatfield and Alpert (2002), Gatfield (2005)
Management Grid
Low High
High
Low
“Contractual”
“Directorial”
“Pastoral”
“Laissez-Faire”
S t r u c t u r e
Support
Supervisory styles Laissez-faire
Non-directive, not committed to high levels of personal interaction, may appear caring but non-interfering
PastoralConsiderable personal care not particularly task-driven
DirectorialClose & regular interaction but avoids non-task issues
ContractualAdministers direction provides good management and interpersonal interaction. Supervisor invests lots of time.
Advising on ‘training’
Writing, presentation, publication skillsComputingResearch methods and techniquesAnalytical approachesTeaching and Learning skillsEthics, copyright and other legal issuesHealth and safety?
Joint Skills Statement (2001)UK Research Councils
Snap shot of skills at the end of the Doctorate
A. Research Skills and TechniquesB. Research EnvironmentC. Research ManagementD. Personal EffectivenessE. Communication SkillsF. Networking and Team BuildingG. Career Management
Researcher Development Framework – Vitae (2010)
Provides a framework for both the initial and on-going professional development of Researchers
Four areas Engagement, Influence and Impact Knowledge and Intellectual Abilities Personal Effectiveness Research Governance and Organisation
Used to map University and Faculty Training Programmes and by supervisors to identify and review training needs.
Researcher Development Framework (2010), Vitae
Provides a framework for both the initial and on-going professional development of Researchers
Four areas Engagement, Influence and Impact Knowledge and Intellectual Abilities Personal Effectiveness Research Governance and Organisation
Used to map University and Faculty Training Programmes and by supervisors to identify and review training needs.
Final Stages - the supervisor’s role
Production of the ThesisSubmission of Thesis
New electronic submission
Selection of ExaminersPreparation for the vivaThe viva
Coordinated by Internal
The outcome
What stops people submitting?
Think their work isn’t good enough Think they haven’t done enough They want it to be Perfect! They don’t know what they want to do after the RD They have a new job or role Struggle to organise their ideas Have writers block Their supervisors may encourage them to do more
What, in your experience, causes delays at this
stage?
What delays Qualification?
Delays in organising external examiners Delays in organising the viva Delays in examiners producing their report Delays in completing any corrections Delays in returning paperwork to the Graduate School
What, in your experience, causes delays at this
stage?
Challenging Situations
Please look at the Case studies one by one.
In each case – identify the issues and concerns facing the supervisor
Consider your own response if faced with a similar situation
….in summary
The changing nature of the PhDThe roles & responsibilities of supervisorsThe importance of explicit planningDay to day supervision practices - meetingsMonitoring progress, training and developmentSupervisory stylesResponding to problemsTowards assessment