Yannis Markovits_Seminar_Teaching organization, motivating postgraduate students, ethical issues, personal development plans

Teaching organization, motivating Teaching organization, motivating postgraduate students, ethical issues, personal postgraduate students, ethical issues, personal

development plansdevelopment plans

Teaching Organization DefinedTeaching Organization Defined

"Teaching Organization is one in which "Teaching Organization is one in which everyone is a teacher, everyone is a everyone is a teacher, everyone is a learner, and reciprocal teaching and learner, and reciprocal teaching and learning are built into the fabric of learning are built into the fabric of everyday activities."everyday activities."



Time - we only have so much of it. The effective teacher cannot - we only have so much of it. The effective teacher cannot ccreate a single extra second of the day - any more than anyone can. reate a single extra second of the day - any more than anyone can. TThe effective teacher controls the way time is used.he effective teacher controls the way time is used. Effective Effective teachers systematically and carefully plan for productive use of teachers systematically and carefully plan for productive use of instructional time. instructional time. One of the primary roles that you will perform as a teacher is that of One of the primary roles that you will perform as a teacher is that of designer and implementor of instruction.designer and implementor of instruction. Teachers at every level Teachers at every level prepare plans that aid in the organization and delivery of their daily prepare plans that aid in the organization and delivery of their daily lessons. These plans vary widely in the style and degree of lessons. These plans vary widely in the style and degree of specificity. specificity. Some instructors prefer to construct elaborate detailed and Some instructors prefer to construct elaborate detailed and impeccably typed outlines; others rely on the briefest of notes impeccably typed outlines; others rely on the briefest of notes handwrittenhandwritten on scratch pads or on the backs of discarded on scratch pads or on the backs of discarded envelopes.envelopes. Regardless of the format, all teachers need to make Regardless of the format, all teachers need to make wise decisions about the strategies and methods they will employ to wise decisions about the strategies and methods they will employ to help students move systematically toward learner goals. help students move systematically toward learner goals.



Teachers need more that a vague, or even a precise, Teachers need more that a vague, or even a precise, notion of educational goals and objectives to be able to notion of educational goals and objectives to be able to sequence these objectives or to be proficient in the skills sequence these objectives or to be proficient in the skills and knowledge of a particular discipline. and knowledge of a particular discipline. The effective teacher also needs to develop a plan to The effective teacher also needs to develop a plan to provide direction toward the attainment of the selected provide direction toward the attainment of the selected objectives.objectives. The more organized a teacher is, the more effective the The more organized a teacher is, the more effective the teaching, and thus the learning, is. teaching, and thus the learning, is. Writing daily lesson plans is a large part of being Writing daily lesson plans is a large part of being organized. organized.



Several lesson plan outlines Several lesson plan outlines could could be presented. You as be presented. You as a teacher will probably begin by choosing a desirable a teacher will probably begin by choosing a desirable outline and sticking fairly close to it. outline and sticking fairly close to it. Planning and classroom delivery innovations usually Planning and classroom delivery innovations usually come once you are in the classroom with your own set of come once you are in the classroom with your own set of learners, have developed your own instructional learners, have developed your own instructional resources, and have experimented with various resources, and have experimented with various strategies.strategies. Although fundamental lesson planning elements tend to Although fundamental lesson planning elements tend to remain unchanged, their basic formula is always remain unchanged, their basic formula is always modified to suit the individual teacher's lesson modified to suit the individual teacher's lesson preparation or style of presentation. preparation or style of presentation.



Adults’ Learning TeachniquesAdults’ Learning Teachniques

LectureLectureQuestions & AnswersQuestions & AnswersDiscussionDiscussionBrainstormingBrainstormingExercisesExercisesPresentationPresentationWork groupsWork groupsCase studiesCase studiesRole playingRole playingSimulationSimulationProblem solvingProblem solvingSelf-controlled learningSelf-controlled learningExpert interviewExpert interviewEducational trip - visitEducational trip - visit



The lesson plan is a dreaded part of instruction that most The lesson plan is a dreaded part of instruction that most teachers detest. It nevertheless provides a guide for teachers detest. It nevertheless provides a guide for managing the learning environment and is essential if a managing the learning environment and is essential if a substitute teacher is to be effective and efficient. substitute teacher is to be effective and efficient. Three stages of lesson planning follow: Three stages of lesson planning follow:

Stage 1: Pre-Lesson PreparationStage 1: Pre-Lesson Preparation

Goals Goals Content Content Student entry level Student entry level



Stage 2: Lesson Planning and ImplementationStage 2: Lesson Planning and Implementation

Unit title Unit title Instructional goals Instructional goals Objectives Objectives Rationale Rationale Content Content Instructional procedures Instructional procedures Evaluation procedures Evaluation procedures Materials Materials



Stage 3: Post-Lesson ActivitiesStage 3: Post-Lesson Activities

Lesson evaluation and revisionLesson evaluation and revision.. Lesson planning involves much more than making Lesson planning involves much more than making arbitrary decisions about arbitrary decisions about ““what I'm going to teach todaywhat I'm going to teach today”.”. Many activities precede the process of designing and Many activities precede the process of designing and implementing a lesson plan.implementing a lesson plan. Similarly, the job of systematic lesson planning is not Similarly, the job of systematic lesson planning is not complete until after the instructor has assessed both the complete until after the instructor has assessed both the learner's attainment of the anticipated outcomes and learner's attainment of the anticipated outcomes and effectiveness of the lesson in leading learners to these effectiveness of the lesson in leading learners to these outcomes. outcomes.



One final word.One final word. Even teachers who develop highly Even teachers who develop highly structured and detailed plans rarely adhere to them in structured and detailed plans rarely adhere to them in lock-step fashion. Such rigidity would probable hinder, lock-step fashion. Such rigidity would probable hinder, rather than help, the teaching-learning process. rather than help, the teaching-learning process. TThe elements of your lesson plan should be thought of he elements of your lesson plan should be thought of as as guiding principlesguiding principles to be applied as aids, to be applied as aids, but not but not blueprintsblueprints, to systematic instruction. , to systematic instruction. Precise preparation must allow for flexible delivery. Precise preparation must allow for flexible delivery. During actual classroom interaction, the instructor needs During actual classroom interaction, the instructor needs to make to make adaptationsadaptations and to add and to add artistryartistry to each lesson to each lesson plan and classroom delivery. plan and classroom delivery.



Recommendations on preparing postgraduates for Recommendations on preparing postgraduates for teachingteaching

Postgraduates with treaching responsibilities should be Postgraduates with treaching responsibilities should be appropriately prepared for teaching.appropriately prepared for teaching.Every department should appoint a mentor to offer guidance and Every department should appoint a mentor to offer guidance and support.support.A member of staff should also be involved with the outcome if A member of staff should also be involved with the outcome if graduate teaching assistants (GTA) are engaged in any form of graduate teaching assistants (GTA) are engaged in any form of assessment that contributes to the award of a degree.assessment that contributes to the award of a degree.Appropriate bodies should develop a Code of Practice for GTA Appropriate bodies should develop a Code of Practice for GTA contracts of employment.contracts of employment.Preparation of teaching should be integrated into the study Preparation of teaching should be integrated into the study programmes of research students.programmes of research students.

(UK Council for Graduate Education, 1999)(UK Council for Graduate Education, 1999)



Questions to guide course design decisionsQuestions to guide course design decisions

Determine and understand the student audienceDetermine and understand the student audience

WhoWho is likely to enroll in the course? is likely to enroll in the course?

WhatWhat are their academic backgrounds? are their academic backgrounds?

WhatWhat are their initial interests likely to be? are their initial interests likely to be?

If you are in a position to determine who can enroll, If you are in a position to determine who can enroll, whatwhat audience audience are you designing the course for? are you designing the course for?



Identify course goals and learning objectivesIdentify course goals and learning objectives

WhatWhat do you expect your students to be able to do as a result of the do you expect your students to be able to do as a result of the course?course?

WhatWhat prerequisite knowledge do students need to begin the course? prerequisite knowledge do students need to begin the course?

Are there skills or attitudes Are there skills or attitudes whichwhich students should develop to students should develop to achieve these goals?achieve these goals?

HowHow will students be able to demonstrate that they have achieved will students be able to demonstrate that they have achieved the course objectives?the course objectives?

WhatWhat are your areas of interest and expertise related to the course? are your areas of interest and expertise related to the course?



Defining and limiting the course contentDefining and limiting the course content

WhatWhat do all students in the course need to master? do all students in the course need to master?

WhatWhat should students seeking a good knowledge learn? should students seeking a good knowledge learn?

WhatWhat optional material will be provided for students with special optional material will be provided for students with special skills or interests?skills or interests?

WhatWhat resources are available to assist your teaching? resources are available to assist your teaching?



Organizing the course contentOrganizing the course content

WhatWhat order of course content will aid students' understanding of the order of course content will aid students' understanding of the course?course?

WhatWhat pace will both address the course objectives and pace will both address the course objectives and

accommodate variations in students' learning?accommodate variations in students' learning?



Planning learning activities to enable students to Planning learning activities to enable students to achieve the objectivesachieve the objectives

WhatWhat learning activities will students do in class? learning activities will students do in class?

WhatWhat learning activities will students need to do outside of class, learning activities will students need to do outside of class, e.g.e.g., to get sufficient practice using new concepts or skills?, to get sufficient practice using new concepts or skills?

HowHow will out-of-class learning activities be related to or integrated will out-of-class learning activities be related to or integrated with in-class activities?with in-class activities?

HowHow will the learning objectives fit with students' individual interests will the learning objectives fit with students' individual interests and objectives?and objectives?

WhatWhat kind of feedback will students receive about the learning kind of feedback will students receive about the learning activities? activities?



Planning methods of evaluating student learning and Planning methods of evaluating student learning and providing feedbackproviding feedback

WhatWhat type of evaluation methods are consistent with the course type of evaluation methods are consistent with the course objectives?objectives?

For whatFor what type of evaluation methods can you provide sufficient type of evaluation methods can you provide sufficient feedback to students?feedback to students?

HowHow many assignments constitute a reasonable workload for an N many assignments constitute a reasonable workload for an N unit course?unit course?

WhichWhich learning activities will be graded? learning activities will be graded?



Deontological ethicsDeontological ethics

Certain actions are right or wrong in themselves Certain actions are right or wrong in themselves and there are absolute standards which need to and there are absolute standards which need to be upheld.be upheld.

How we know which acts are wrong and how we How we know which acts are wrong and how we distinguish between a wrong and an omission?distinguish between a wrong and an omission?



Teleological ethicsTeleological ethics

It distinguishes between “the right” and “the It distinguishes between “the right” and “the good”, with “the right” encompassing those good”, with “the right” encompassing those actions which maximise “the good”.actions which maximise “the good”.

The outcomes determine what is right, rather The outcomes determine what is right, rather than the inputs (our actions), in terms of ethical than the inputs (our actions), in terms of ethical standards.standards.



UtilitarianismUtilitarianism

The outcomes are all that matter in determining The outcomes are all that matter in determining what is good and that the way in which the what is good and that the way in which the society achieves its ultimate good is through society achieves its ultimate good is through each person pursuing his/her own self interest.each person pursuing his/her own self interest.

The aggregation of all self interests will The aggregation of all self interests will automatically lead to the maximum good for automatically lead to the maximum good for society at large.society at large.



Ethical RelativismEthical Relativism

There is no universally vaild moral principles.There is no universally vaild moral principles.

A given set of ethics or moral principles are only A given set of ethics or moral principles are only valid within a given culture at a particular time valid within a given culture at a particular time ((conventionalismconventionalism).).

Individual choice is the key determinant of the Individual choice is the key determinant of the validity of moral principles (validity of moral principles (subjectivismsubjectivism).).



Ethical ObjectivismEthical Objectivism

Although moral principles may differ between Although moral principles may differ between cultures, some moral principles have universal cultures, some moral principles have universal validity whether or not they are universally validity whether or not they are universally recognised.recognised.There is one true moral system (There is one true moral system (absolutismabsolutism).).There is a ‘core morality’ of universally valid There is a ‘core morality’ of universally valid moral principles, with an inderterminate area moral principles, with an inderterminate area where relativism is accepted (where relativism is accepted (weak ethical weak ethical objectivismobjectivism).).



Ethics is a complex subject, but in professional Ethics is a complex subject, but in professional contexts some of its central concerns are:contexts some of its central concerns are:

to respect the autonomy of individuals to respect the autonomy of individuals

to avoid causing harmto avoid causing harm

to treat people fairly to treat people fairly

to act with integrityto act with integrity

to use resources as beneficially as possibleto use resources as beneficially as possible



Respecting autonomyRespecting autonomy

We respect autonomy when we:We respect autonomy when we:equip individuals to make informed decisions about what they do equip individuals to make informed decisions about what they do provide individuals with opportunities for making informed choices provide individuals with opportunities for making informed choices do not prevent individuals from acting in accord with their informed do not prevent individuals from acting in accord with their informed decisionsdecisions

Respecting autonomy, however, Respecting autonomy, however, does notdoes not mean allowing mean allowing everyone to do whatever they wish, for everyone to do whatever they wish, for two main reasonstwo main reasons: : sometimes individuals do not have sufficient understanding to make sometimes individuals do not have sufficient understanding to make informed choicesinformed choicessometimes if an individual were to carry out his/her wishes it would sometimes if an individual were to carry out his/her wishes it would infringe the autonomy of others. It might also raise other ethical infringe the autonomy of others. It might also raise other ethical issuesissues



Useful questions when considering the Useful questions when considering the extent to which autonomy is respectedextent to which autonomy is respected

In teachingIn teaching

Do information systems make clear what a study Do information systems make clear what a study scheme or module entails?scheme or module entails?

Do schemes/modules allow choice whenever Do schemes/modules allow choice whenever educationally appropriate and operationally viable?educationally appropriate and operationally viable?



In researchIn research

Do the objectives or methodology of a research project respect the Do the objectives or methodology of a research project respect the autonomy of human subjects or respondents?autonomy of human subjects or respondents?Do the objectives or methodology of a research project fail to respect the Do the objectives or methodology of a research project fail to respect the autonomy of others because they involve deceit, dishonesty, invasion of autonomy of others because they involve deceit, dishonesty, invasion of privacy or breaking confidentiality? privacy or breaking confidentiality? Are all likely participants - subjects and researchers - fully informed of the Are all likely participants - subjects and researchers - fully informed of the nature of the research before deciding whether to participate or allow nature of the research before deciding whether to participate or allow information about themselves to be used?information about themselves to be used?Is the situation in which people are invited to take part in research such that Is the situation in which people are invited to take part in research such that they will not feel pressured or coerced to do so?they will not feel pressured or coerced to do so?Will the consent of participants be gained before research proceeds?Will the consent of participants be gained before research proceeds?Is written consent to take part in research ethically appropriate?Is written consent to take part in research ethically appropriate?Can participants withdraw from the project at any time without feeling they Can participants withdraw from the project at any time without feeling they might be penalised?might be penalised?Are research data to be used in ways not clearly stated to researchers and Are research data to be used in ways not clearly stated to researchers and subjects? (“Subjects” may include people who are not actively involved in subjects? (“Subjects” may include people who are not actively involved in the research but about whom data is used)the research but about whom data is used)



Useful questions when considering the importance of Useful questions when considering the importance of avoiding harmavoiding harm

Has sufficient care been given to anticipating any physical or Has sufficient care been given to anticipating any physical or psychological harm or unreasonable stress which teaching or psychological harm or unreasonable stress which teaching or research activities might cause to students, human or animal research activities might cause to students, human or animal subjects and staff? subjects and staff? Have all steps been taken to eliminate possible harm or to reduce it Have all steps been taken to eliminate possible harm or to reduce it as far as possible?as far as possible?If adverse effects are possible on students, subjects, researchers, If adverse effects are possible on students, subjects, researchers, institutions or communities from the conduct of research or institutions or communities from the conduct of research or publication of its findings, are these ethically justified?publication of its findings, are these ethically justified?Should a module or research project be rejected or discontinued if Should a module or research project be rejected or discontinued if its objectives cannot be achieved without the risk of harm? What is its objectives cannot be achieved without the risk of harm? What is the justification for continuing it?the justification for continuing it?If risk of harm is foreseeable, is this clearly stated to students or If risk of harm is foreseeable, is this clearly stated to students or other participants as soon as possible? other participants as soon as possible?



We treat people fairly if we:We treat people fairly if we:

provide everyone with the service to which they are provide everyone with the service to which they are entitledentitleddo not allow any personal views we may have to affect do not allow any personal views we may have to affect the quality of service we give to each individualthe quality of service we give to each individualtreat individuals differently from each other only when treat individuals differently from each other only when there are differences between them which are relevant to there are differences between them which are relevant to the situationthe situationwhen there are relevant differences between individuals, when there are relevant differences between individuals, treat them in ways which are appropriate to those treat them in ways which are appropriate to those differencesdifferences



Useful questions when considering whether people are Useful questions when considering whether people are treated fairlytreated fairly


Do students have equal access to the resources that are provided by the Do students have equal access to the resources that are provided by the university in connection with their studies?university in connection with their studies?Are issues covered by assessment accessible to all students?Are issues covered by assessment accessible to all students?Does assessment concentrate on issues which are as far as possible Does assessment concentrate on issues which are as far as possible accessible to students, whatever their cultural backgrounds?accessible to students, whatever their cultural backgrounds?Are procedures in place that allow reasoned and reasonable decisions as to Are procedures in place that allow reasoned and reasonable decisions as to whether studentswhether students should be treated differently according to recognisable should be treated differently according to recognisable educational needs? educational needs? Do procedures guarantee impartial assessment as far as possible? Do procedures guarantee impartial assessment as far as possible? For For example, when sample double-marking takes place, does the second example, when sample double-marking takes place, does the second marker choose what to look at?marker choose what to look at?




Do all researchers have equal access to Do all researchers have equal access to resources to carry out the research?resources to carry out the research?

Do research subjects have equal access to Do research subjects have equal access to whatever support is provided to help them deal whatever support is provided to help them deal with any effects of the research? If it with any effects of the research? If it takes place, takes place, does the second marker choose what to look at?does the second marker choose what to look at?



Useful questions when considering acting with Useful questions when considering acting with integrityintegrity


Do schemes/modules achieve the objectives described Do schemes/modules achieve the objectives described in scheme/module descriptors?in scheme/module descriptors?Do students and staff receive the service which the Do students and staff receive the service which the University has undertaken to provide:University has undertaken to provide:

adequate learning resources and experience?adequate learning resources and experience?

sufficient guidance, feedback and access to tutors?sufficient guidance, feedback and access to tutors?




Will the research methodology achieve its stated Will the research methodology achieve its stated objectives?objectives?

Is the impartiality of research at risk of being Is the impartiality of research at risk of being compromised by dependence on a sponsor or an compromised by dependence on a sponsor or an institution with particular interests?institution with particular interests?

Do participants get promised facilities and support to Do participants get promised facilities and support to carry out the research and cope with its impact, not carry out the research and cope with its impact, not merely during its execution, but after its completion? merely during its execution, but after its completion?



Useful questions when considering how Useful questions when considering how resources may be used as beneficially resources may be used as beneficially as possibleas possible


Are study schemes/modules designed to meet students' appropriate Are study schemes/modules designed to meet students' appropriate educational needs?educational needs?As far as is feasible, do schemes/modules produce the greatest As far as is feasible, do schemes/modules produce the greatest benefits from the resources they absorb - such as students' time benefits from the resources they absorb - such as students' time and opportunity to study, and the University's facilities?and opportunity to study, and the University's facilities?




Is the project the most beneficial use of Is the project the most beneficial use of resources - the potential research data, budgets, resources - the potential research data, budgets, facilities and participant's input and sponsor's facilities and participant's input and sponsor's resources? resources?

If not, should an alternative project be put If not, should an alternative project be put forward, or fewer resources used?forward, or fewer resources used?



Personal Development PlansPersonal Development Plans

Personal Development Plans (PDPs) have Personal Development Plans (PDPs) have evolved as a particular approach to planning evolved as a particular approach to planning career and skill development activities for career and skill development activities for individuals within individuals within instituinstitutions. tions. The concept of a PDP is the creation of The concept of a PDP is the creation of a clear a clear development action plandevelopment action plan for an individual for for an individual for which the individual takes primary responsibility. which the individual takes primary responsibility. Academic staffAcademic staff often have often have a supporting rolea supporting role. .



Personal Development Planning has been described as “a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development”.

The primary purpose of a PDP (Personal Development Plan) is to help you learn and develop more effectively and to be able to:learn in a wider variety of ways and a wider range of contexts;recognise and be able to list evidence for your own learning and therefore the progress you are making;draw upon and use your expanded personal knowledge to achieve particular goals;

review, plan and take responsibility for your own learning; recognise and define your training/learning needs



What is a Personal Development Record?

There are many different kinds of PDR (Personal Development Records) built around a variety of frameworks. However, all are intended in different ways to maintain a clear record of learning and personal development.

By reflecting on your skill needs over time and recording the training that is successfully completed a comprehensive set of information can be built up that can help you, inter alia to:initially be a more effective researcherbe a more independent, autonomous and effective learnerplan and manage your careerdecide on future career pathscreate appropriate CVshave evidence with which to apply for (or retain) membership of a Professional or Statutory Body related to your professionapply for promotion



The research degree programme

Administrative Stages The most obvious formal administrative fixed points in an MPhil/PhD research programme are:The initial administrative stage application, interview, acceptance and enrolment, which may involve most, if not all, of the following: preliminary project ideas, scoping, considering possible sources of funding, firming up on topic/consideration of supervisory team leading to completion of proposal, submission of application to register project and project approval.

Transfer MPhil to PhD unless you have been registered directly for a PhD

Submission of the thesis viva examination and award of degree.

The Annual Monitoring operating alongside the other stages.



The Academic StagesThe research degree programme itself can be broadly considered in three main sections which may overlap to a lesser or greater extent.

First StageIdentifying the topicConfirming originality of topicConsidering ethical issues: starting approval process if necessaryUndertaking appropriate preliminary training programmeSurveying and analysing the relevant literature and other sourcesDefining the objectives in clear and specific termsFormulating testable hypothesisDefining basic concepts and variablesStating underlying assumptionsConstructing a plan to maximise internal and external validity



Second stageSpecifying data collection procedures, development of artifacts and/or data analysis systems (where appropriate)

Executing the research plan and gathering data following appropriate ethical guidelines



Third stageEvaluating results and drawing conclusions

Writing up thesis



Skills training requirements for research students

(A) Research Skills and Techniques - to be able to demonstrate:the ability to recognise and validate problemsoriginal, independent and critical thinking, and the ability to develop theoretical conceptsa knowledge of recent advances within one’s field and in related areasan understanding of relevant research methodologies and techniques and their appropriate application within one’s research fieldthe ability to critically analyse and evaluate one’s findings and those of othersan ability to summarise, document, report and reflect on progress



(B) Research Environment - to be able to:show a broad understanding of the context in which research takes placedemonstrate 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 Actdemonstrate appreciation of standards of good research practice in their institution and/or disciplineunderstand relevant health and safety issues and demonstrate responsible working practicesjustify one’s own research and contribute to promoting the public understanding of one’s research fieldunderstand the process of academic or commercial exploitation of research results



(C) Research Management - to be able to:apply effective project management through the setting of research goals, intermediate milestones and prioritisation of activitiesdesign and execute systems for the acquisition and collation of information through the effective use of appropriate resources and equipmentidentify and access appropriate bibliographica resources, archives, and other sources of relevant informationuse information technology appropriately for database management, recording and presenting information



(D) Personal Effectiveness - to be able to:demonstrate a willingness and ability to learn and acquire knowledgebe creative, innovative and original in one’s approach to researchdemonstrate flexibility and open-mindednessdemonstrate self-awareness and the ability to identify own training needsdemonstrate self-discipline, motivation, and thoroughnessrecognise boundaries and draw upon/use sources of support as appropriateshow initiative, work independently and be self-reliant



(E) Communication Skills - to be able to:write clearly and in a style appropriate to purpose, e.g. progress reports, published documents, thesisconstruct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally through a variety of techniquesconstructively defend research outcomes at seminars and viva examinationeffectively support the learning of others when involved in teaching, mentoring or demonstrating activities



(F) Networking and Teamworking - to be able to:develop and maintain co-operative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research communityunderstand one’s behaviours and impact on others when working in and contributing to the success of formal and informal teamslisten, give and receive feedback and respond perceptively to others



(G) Career Management - to be able to:appreciate the need for and show commitment to continued professional PDP take ownership for and manage one’s career progression, set realistic and achievable career goals, and identify and develop ways to improve employabilitydemonstrate an insight into the transferable nature of research skills to other work environments and the range of career opportunities within and outside academiapresent one’s skills, personal attributes and experiences through effective CVs, applications and interviews