Development & Training APECS. Postgraduate Research Skills Development Programme

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1 1 Development & Training APECS Postgraduate Research Skills Development Programme

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3 1 Contents Foreword 1 What can I gain from the Skills Development Programme? 2 About Us 3 Researcher Development Framework 5 Postgraduate Research Skills Award 9 Skills Development Record 9 How to Book 11 Skills Development Course Timetable 12 Epigeum Online Training Courses 22 Course Descriptions 22 Online Course Descriptions 56 Postgraduate Research Skills Development Events 59 Additional courses 64 Useful Contacts 68 External Links 70

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5 1 Foreword Welcome to the Postgraduate Research Skills Development Programme within Development and Training Services at APECS. As a postgraduate student you have embarked upon an exciting new academic journey, which will be both rewarding and challenging. Our role is to help you achieve the highest standards in your research, to make the most of your postgraduate experience and to equip you for a successful future. We provide supportive and comprehensive training courses and advice that complement those provided in your own Colleges/Departments. Read on for further details. We also operate an open door policy so that you can visit us at your convenience. Our office is situated in the Grove Extension, Room 266. Professor Nuria Lorenzo-Dus Academic Director, Postgraduate Research Skills Development Development and Training APECS

6 2 What can I gain from the Skills Development Programme? Developing sound generic research and transferable skills is an important part of being a postgraduate research student. The Skills Development Programme at Swansea University supports research students in the development of these skills and constitutes a key resource for you to draw on. We provide a wide range of short courses developed for postgraduate researchers at Swansea University that you can attend free of charge. Courses are delivered by the Postgraduate Research Skills Development Officer together with tutors from Swansea University and external trainers with extensive experience of developing researchers skills and employability profiles. We also offer a number of highly acclaimed online courses. The Skills Development Programme at Swansea University provides postgraduate research students with the opportunity to; Develop and enhance the key skills required to help with research Research effectively, individually and in teams Improve their ability to write reports, conference papers and plan and structure their thesis Enhance personal and professional development Acquire transferable skills necessary for future employment Build an impressive skills development portfolio Meet other postgraduate research students in a relaxed and engaging learning environment Attend courses that can be counted towards training accreditation under the KESS scheme (Knowledge Economy Skills Scholarships) (KESS students only) Attain a Postgraduate Research Skills Award (PRSA) which will demonstrate the range of skills you can offer to potential employers The training courses are highly regarded by many postgraduate research students. Some of the feedback we have received is indicated below: Could you Start your Own Business: I would like to thank the presenter, he was great, well organised and gave good examples. Keep Writing, Overcome Writers Block: Understanding at the beginning why I have it. This hit a nerve which I hadn t realise. I now feel confident. Getting Published: The whole course is interesting. All postgraduates should be encouraged to attend a course like this. Motivation and the Thesis: I felt comfortable talking about my own experiences and it was good to hear other perspectives Creating the Vision and Taking the Leap: All parts of the course were very interesting; the practical exercises were particularly enjoyable. Finishing the Thesis and Surviving the Viva: The course was excellent and I feel much more positive about finishing the PhD.

7 3 About us The Postgraduate Research Skills Development Office is situated in Development and Training Services at APECS which can be found in the Grove Extension, Room 266. Unless otherwise stated, most of our courses take place in the training room next to our office (room 273). For queries about courses or if you would like this handbook in an alternative format or in Welsh then please You can also follow us on We are here Address: Swansea University Development and Training APECS Postgraduate Research Skills Office Grove Extension, Room 266 Singleton Park Swansea, SA2 8PP skillstraining@swansea.ac.uk

8 4 Meet the Team Professor Nuria Lorenzo-Dus is the Academic Director of Development and Training Services at APECS. She leads its Postgraduate Research Skills Development Programme, including liaising with relevant researcher communities across the University and beyond. She can be contacted by or by phone on ext Jed Chandler is the Postgraduate Skills Development Officer and delivers much of the skills development training provided for postgraduate research students, as well as developing e-learning modules and face-to-face advice. He can be contacted Monday Wednesday on ext and Monday Thursday Sally Robb job shares with Danielle Mitchell as Administration & Development Co-ordinator. Both Danielle and Sally co-ordinate the Skills Development Programme for Postgraduate Research students. They are responsible for the running of training courses and the continual development of the programme. Please contact Danielle or Sally if you require further information about training opportunities provided for postgraduate researchers. Sally works Monday to Wednesday and Danielle works Wednesday to Friday. Contact them by phone on ext or or

9 5 Researcher Development Framework Courses available on the Skills Development Programme follow the Vitae Researcher Development Framework. This Framework is a major approach to researcher development, which aims to enhance the capacity to build the UK workforce, develop world-class researchers and build the UK higher education research base. The Researcher Development Framework (RDF) was developed in consultation with academics and the public and private sectors to create a UK development framework for postgraduate researchers and research staff in higher education institutions. Further details about the RDF are available at The Researcher Development Framework (RDF) describes the knowledge, skills, behaviours and personal qualities of researchers and encourages them to aspire to excellence through achieving higher levels of development. The RDF is organised into four key domains: Knowledge and Intellectual Abilities; Personal Effectiveness; Research Governance and Organisation; Engagement, Influence and Impact.

10 The courses we offer as part of the Skills Development Programme have been mapped according to the four domains of the RDF, a list of which can be found below. The majority of the courses are online, but this year we are offering students the opportunity to study some of the modules online also, either in preparation for a face-to-face course, as supplementary study, or as a stand-alone course. These courses are listed in the table below as Epigeum online courses. 6 Domain A Knowledge and Intellectual Abilities Academic Writing for STEM Subjects Accidents Happen: How to make sure you don t inadvertently plagiarize Advanced Endnote Advanced Reading and Note Making Skills Beyond Google Careers outside Academia Cited Reference Searching a different way to search? Coal, conflict, co-operatives and the Spanish Civil War: an introduction to the many unexpected aspects of the South Wales Coalfield Collection Data Visualisation Effective Database Searching Endnote: Keeping your references organised Finding Funding for Research, Conferences and Travel Finding Statistics and Data for the Social Sciences - Part 1 Finding Statistics and Data for the Social Sciences - Part 2 Focus Groups as a means of data collection for your research How can Special Collections support my research? Interviews as a means of data collection Market Research Information PowerPoint for Academic Purposes Report Writing Saturday Special for part-time Researchers SCOPUS: A Key Database for Researchers Search strategies for systematic and in-depth reviews Structuring your Research (P/T STUDENTS ONLY) Structuring your Writing - Part 1 Sentence to Paragraph Structuring your Writing Part 2 Paragraph to Thesis Tracing Theses and Conference Papers Undertaking Successful Research in Science and Engineering Working Smarter: Tools and Apps for Researchers Writing for Journals Writing up your Qualitative Data Writing your Literature Review Epigeum online courses in Domain A Research methods in the sciences

11 7 Domain B Personal Effectiveness Career Pathways in Universities Could you Start your Own Business Creating the Vision and Taking the Leap Creative and Lateral Thinking Creative Research and Problem Solving Employability Skills Finding Academic Careers Abroad How to Publish your First Journal Article Keep Writing - Overcoming Writers Block LaTeX Managing Perfectionism Mind and Concept Mapping Motivation and the Thesis NVIVO Proof reading and Editing Your Writing R Statistics: An Introduction R Statistics: An Introduction to Statistics using R Research Degree: A Business and Story in the World of Entrepreneurship SPSS 20: An Introduction to Statistical Analysis SPSS Drop-in Statistics for All Study Skills and How People Learn Time Management for Researchers Epigeum online courses in Domain B Career planning in Arts and Humanities and Social Sciences Career Planning in the sciences Domain C Research Governance & Organisation Copyright and You Diversity Awareness How to Publish your first book Illustrating your Research: Finding images for your thesis and presentations without breaking copyright law Intellectual Property Rights and Copyright issues as they relate to PGRs Project Management Research Ethics Self and Collaborative Publications - the basics

12 8 Inclusivity in University Teaching Understanding Cultural Differences Introduction to Educational Special Needs and Learning Difficulties Epigeum online courses in Domain C Managing your research project Domain D Engagement, Influence and Impact Advanced Presentation Skills for Arts and Humanities Conference Business Networking Collaborative Working Skills - Social, Cultural and Leadership Dealing with Difficult People Finishing the Thesis and Surviving the Viva Getting the best from your supervisor (P/T STUDENTS ONLY) How do I market my skills? Leadership for Researchers Managing your Supervisor Media Engagement Negotiation Skills Network Like a Pro: How to network successfully Business Engagement and Networking Training Poster Presentations Poster Presentations for Arts and Humanities Conference Practical Presentations Presentation Skills Public Engagement: What is Public Engagement and what do the funders really want? Raising your Research Profile Running Successful Seminars Teamwork for Researchers 3 Minute Thesis Training 3 Minute Thesis One-to-one (20 minute appointment) The Imposter Syndrome Turbocharge your Writing Twitter for Researchers part 1: Twitter for complete beginners Twitter for Researchers part 2: Tweeting about your work Writing and Giving Conference Papers at the Arts and Humanities Conference Writing and Giving Conference Papers Epigeum online courses in Domain D Academic entrepreneurship: an introduction Entrepreneurial resources: people, teams and finance Conference presenting and networking Entrepreneurial opportunities: recognition and evaluation Working with your Supervisor

13 9 Postgraduate Research Skills Award (PRSA) At Swansea University we offer a Skills Development Award to postgraduate research students. The Award records the transferable skills development you have undertaken during your candidature period. The Award can be used to show to potential employers your commitment to developing skills to enhance your employability. The Postgraduate Research Skills Award (PRSA) is accorded to a student who has participated in a minimum of five courses in each of the four domains of the Researcher Development Framework as indicated on pages 5-8. This equates to attendance at 20 courses (including online courses) during a student s candidature period. A student who has not attained the full award may still attain certification of attendance for each course. Once you have attended 5 courses in each of the RDF Domains, please contact the Research Skills Development Office. You will then be presented with a certificate detailing the Award which represents the skills development training you have undertaken alongside your research. Skills Development Record Through attendance on the skills development courses, you will gather evidence of expertise in those skills which your future employers will value. It is important therefore that you keep a full record of your skills. A skills pen drive will be allocated to each student for this purpose during the Skills Development Induction session. Inductions take place at the beginning of each semester (see course timetable). You may also collect a pen drive by request during the academic year, please contact the Research Skills Development Office by skillstraining@swansea.ac.uk. Certificates A transcript of courses attended is available on request at the end of each semester. Please skillstraining@swansea.ac.uk to notify us if you would like a transcript. It is important to keep this transcript safe to ensure you have a verifiable record of your course attendance. Certificates for attendance at individual courses can also be produced at this time if required.

14 10 Pen Drive Contents 1. Course Planner In this section you should keep an electronic record of transferable skills courses organised through the Skills Development Programme which you have attended and all Epigeum online courses you have studied. Once you have completed 5 courses in each of the RDF domains you will be eligible for the Skills Development Award. Please remember to sign the register at each course you attend to ensure your attendance can be verified. To receive the Award please submit your electronic record of attendance at courses or successful completion of online courses to skillstraining@swansea.ac.uk. Your attendances will be verified and you will be contacted to let you know when the Award will be available to collect. 2. Supervisory meeting record There is no prescribed pattern or frequency of supervisory meetings during your candidature period, but the university requires a minimum of three formally recorded meetings each year. This section allows you to maintain a record of your supervisory meetings. 3. Key Research Milestones Record This section enables you to record any information about particular achievements during your candidature. These include: conferences you have attended or presented at; awards and prizes you have received; any publications you have authored or co-authored. 4. Resources Keep a record of any useful electronic skills training resources in this section. 5. Handbook A copy of the handbook is available to access for further information about available courses. 6. Course Timetable The course timetable is available in alphabetical and date order along with booking links.

15 11 How to book The course timetable is available on pages of this handbook, on our website at and also through Blackboard. Please note you will be informed about any changes/additions to the Skills Development Programme through your student account so it s important to check your regularly. Full descriptions can be found on pages All courses are open to full-time and part-time research students of all disciplines (unless otherwise specified) and are provided free of charge. Courses must be booked in advance and you are advised to book early as there are a limited number of places available. To register on any course please take the following steps: 1. Visit the link provided which can be found next to each course on the course timetable 2. Click the join button 3. In the section entitled name, please insert your first name and surname 4. In the section entitled , please insert your student address 5. If the course is full, please skillstraining@swansea.ac.uk to be placed on the waiting list. reminders will be sent to your student account prior to a scheduled course if spaces are still available. Please get in touch by ing us at skillstraining@swansea.ac.uk if you require assistance with accessing the teaching venue or have any other special requirements that will enable you to attend our courses. Course Etiquette Please ensure that you switch off your mobile phone when attending any skills development courses. Please also ensure you arrive in time for the course. We cannot guarantee that latecomers will be admitted to the training room once the course has started. Courses get fully booked relatively quickly. If you can no longer attend a course please ensure that you inform the Skills Development Office at least 24 hours before the course is scheduled to take place. This will enable other students to take your place on the course.

16 12 Online Training Courses We are pleased to offer researcher development courses through an award-winning online skills development provider Epigeum. Epigeum online courses are designed to be interactive, practical and flexible. You can: Explore the interactive activities, videos and polls which help to bring activities to life Revisit topics that you find difficult Consolidate your learning Access the course in which you have enrolled at a time that is convenient for you A number of the online courses complement the face-to-face courses and this has been identified with the symbol in the course description. If you would like to study an online course, you will need to register through the booking links listed on page 22. These can also be found on our website at: When you have registered for the course you will receive an confirming when the course will be available. At the end of the course you will need to print off the page showing your mark as this will be required by the Skills Development Office to validate your skills certificate and transcript. Skills Development Course Timetable Please find overleaf details of courses available to postgraduate research students from all disciplines (unless stated otherwise). To book onto these courses please visit the link next to each course and follow the booking instructions indicated on page 11. IMPORTANT: If you can no longer attend a course inform the Skills Development Office at least 24 hours before the course is scheduled to take place. This will enable other students to have the opportunity to take your place on the course. Failure to attend a course without an explanation may result in you or your department being charged a fee.

17 Course Date Time Booking Link Domain A,B,C,D Academic Careers Overseas 19 March B 13 Academic Writing for Arts and Humanities Academic Writing for Arts and Humanities Academic Writing for Arts and Humanities Academic Writing for STEM Subjects 15 October A 26 January A 28 April A 10 November A Advanced Endnote 10 February A Advanced Presentation Skills for Arts and Humanities Conference Advanced Reading and Note Making Skills 16 September D 03 December A Advanced Reading and Note Making Skills 10 March A Archives an untapped resource? 28 January A A general introduction to Archives material Beyond Google 09 February A Business Engagement and Networking Training Business Engagement and Networking Training 13 November D 27 April D Careers in Academia 06 November B Careers outside Academia 15 January A Cited Reference Searching a different way to search? 27 October A Coal, conflict, co-operatives and the Spanish Civil War: Introduction to the S. Wales Coalfield Collection Collaborative Working Skills - Social, Cultural and Leadership 03 November A 20 January D Copyright and You 01 May C Could you Start your Own Business Creating the Vision and Taking the Leap 29 April B 20 May B

18 Creative and Lateral Thinking 11 November B 14 Creative and Lateral Thinking 02 February B Creative Research and Problem Solving Creative Research and Problem Solving 21 October B 09 February B Data Visualisation 20 November A Data Visualisation 05 March A Dealing with Difficult People 17 March D Diversity Awareness 02 December C Diversity Awareness 15 April C Effective Database Searching 20 October A Effective Database Searching 20 November A Employability Skills 04 March B Endnote: Keeping your references organised Endnote: Keeping your references organised Endnote: Keeping your references organised Endnote: Keeping your references organised Finding Funding for Research, Conferences and Travel Finding Funding for Research, Conferences and Travel Finding Statistics and Data for the Social Sciences - Part 1 Finding Statistics and Data for the Social Sciences - Part 2 Finishing the Thesis and Surviving the Viva Finishing the Thesis and Surviving the Viva Finishing the Thesis and Surviving the Viva 22 October A 23 October A 29 January A 24 April A 19 November A 03 February A 05 February A 05 February A 02 December D 06 February D 23 April D

19 15 Finishing the Thesis and Surviving the Viva Focus Groups as a means of data collection for your research Focus Groups as a means of data collection for your research Getting the best from your supervisor (P/T STUDENTS ONLY) 11 June D 05 December A 17 April A 20 October D Getting the best from your supervisor (P/T STUDENTS ONLY) Grammar and Style Revision for STEM Subjects How can Special Collections Support My Research 19 January D 17 March A 16 March A How do I market my skills? 02 April D How to Publish your first book 05 March C How to publish your first journal article 13 March B Illustrating your Research: Finding 06 May C images for your thesis and presentations without breaking copyright law Inclusivity in University Teaching 12 January C Induction and Starting your Research Induction and Starting your Research Induction and Starting your Research Induction and starting your research for Part-time Students Intellectual Property Rights and Copyright the Libraries as they relate to PGRs Interviews as a Means of Data Collection for your Research Interviews as a Means of Data Collection for your Research Introduction to Educational Special Needs and Learning Difficulties Keep Writing - Overcoming Writers Block Keep Writing: Overcoming Writers Block 08 October n/a 07 January n/a 01 April n/a 14 October n/a 23 February C 24 October A 05 February A 28 April C 01 December B 24 March B

20 16 Keep Writing: Overcoming Writer's Block 19 May B LaTeX 29 January B LaTeX 09 April B Leadership for Researchers 12 March D Managing Perfectionism 17 November B Managing Perfectionism 11 February B Managing Perfectionism 12 May B Managing your Supervisor 14 October D Managing your Supervisor 19 January D Managing your Supervisor 21 April D Managing your Supervisor 09 June D Market Research Information 23 April A Media Engagement 14 November D Media Engagement 27 March D Mind and Concept Mapping 28 October B Mind and Concept Mapping 09 March B Mind and Concept Mapping 18 May B Motivation and the Thesis 25 November B Motivation and the Thesis 19 January B Motivation and the Thesis 23 March B Motivation and the Thesis 19 May B Negotiation Skills 07 May D Network Like a Pro: How to network successfully 06 March D

21 17 New to Swansea? What the Library can do for Researchers New to Swansea? What the Library can do for Researchers New to Swansea? What the Library can do for Researchers New to Swansea? What the Library can do for you 08 October n/a 15 October n/a 29 January n/a 20 April n/a NVIVO 22 January B NVIVO 17 June B Plagiarism: How to make sure you don t inadvertently plagiarize Plagiarism: How to make sure you don t inadvertently plagiarize 05 November A 23 February A Poster Presentations 11 November D Poster Presentations 08 December D Poster Presentations 06 January D Poster Presentations 20 January D Poster Presentations 23 March D Poster Presentations 21 April D Poster Presentations 08 June D Poster Presentations for Arts and Humanities Conference 16 September D PowerPoint for Academic Purposes PowerPoint for Academic Purposes PowerPoint for Academic Purposes 05 November A 06 January A 16 March A Practical Presentations 04 June D Presentation Club 21 October D Presentation Club 18 November D Presentation Club 13 January D

22 Presentation Club 10 February D 18 Presentation Club 10 March D Presentation Club 14 April D Presentation Club 12 May D Presentation Club 09 June D Presentation Skills 15 October D Presentation Skills 01 December D Presentation Skills 13 April D Professional Project Management Skills 30 April C Proof reading and Editing Your Writing Proof-Reading and Editing your Writing Public Engagement: What is Public Engagement and what do the funders really want? Public Engagement: What is Public Engagement and what do the funders really want? R Statistics Part 2: An Introduction to Statistics using R 09 December B 20 April B 28 November D 08 May D 26 February B R Statistics: An Introduction 26 November B R Statistics: An Introduction 22 April B R Statistics: An Introduction to Statistics using R 10 June B Raising your Research Profile 19 February D Report Writing 07 November A Report Writing 13 February A Research Degree: A Business and 21 May B Story in the World of Entrepreneurship Research Ethics 04 December C

23 Research Ethics 16 April C 19 Research Student led Symposium Information Session Returning to Swansea? What the Library can do for Researchers Returning to Swansea? What the Library can do for Researchers 09 October n/a 09 October n/a 13 October n/a Running Successful Seminars 10 November D Running Successful Seminars 12 January D Running Successful Seminars 05 May D Saturday Special for part-time Researchers SCOPUS: A Key Database for Researchers 15 November A 24 November A SCOPUS: A Key Database for Researchers Search strategies for systematic & in-depth reviews Self and Collaborative Publications - the basics Self and Collaborative Publications - the basics Self and Collaborative Publications - the basics 03 February A 27 April A 18 November C 10 February C 01 June C SPSS Drop-in 08 January B SPSS Drop-in 15 April B SPSS 20: An introduction to statistical analysis SPSS 20: An introduction to statistical analysis SPSS 20: An introduction to statistical analysis 19 November B 12 February B 14 May B Statistics for All 10 December B Statistics for All 18 March B Structuring your Research (P/T STUDENTS ONLY) Structuring your Writing - Part 1 Sentence to Paragraph 17 November A 14 October A

24 20 Structuring your Writing Part 1 Sentence to Paragraph Structuring your Writing Part 1 Sentence to Paragraph Structuring your Writing Part 1 Sentence to Paragraph Structuring your Writing Part 2 Paragraph to Thesis 05 January A 11 March A 02 June A 27 October A Structuring your Writing Part 2 Paragraph to Thesis Structuring your Writing Part 2 Paragraph to Thesis Structuring Your Writing Part 2 Paragraph to Thesis Study Skills and How People Learn 26 January A 25 March A 15 June A 21 October B Teamwork for Researchers 27 November D The Imposter Syndrome 27 January D 3 Minute Thesis One-to-one (20 minute appointment) 3 Minute Thesis One-to-one (20 minute appointment) 3 Minute Thesis One-to-one (20 minute appointment) 21 January D 28 January D 04 February D 3 Minute Thesis Training 10 December D 3 Minute Thesis Training 07 January D 3 Minute Thesis Training 13 January D Time Management for P/T Researchers Time Management for Researchers Time Management for Researchers Time Management for Researchers Time Management for Researchers Tracing Theses and Conference Papers Tracing theses and Conference Papers 13 April B 12 November B 21 January B 14 April B 08 June B 29 October A 04 February A

25 Turbocharge your Writing 27 January D 21 Twitter for Researchers part 1: Twitter for complete beginners Twitter for Researchers part 2: Tweeting about your work Understanding Cultural Differences 06 November D 03 December D 28 October C Understanding Cultural Differences Undertaking Successful Research in Science and Engineering Working Smarter: Tools and Apps for Researchers Working Smarter: Tools and Apps for Researchers 16 June C 08 December A 30 October A 24 February A Workplace Presentation Skills 29 October B Writing and Giving Conference Papers Writing and Giving Conference Papers Writing and Giving Conference Papers Writing and Giving Conference Papers 24 November D 02 March D 06 May D 03 June D Writing and Giving Conference 15 September D Papers at the Arts and Humanities Conference Writing for Journals 15 June A Writing Surgery (45 minute one to one) Writing Surgery (45 minute one to one) Writing Surgery (45 minute one to one) Writing Surgery (45 minute one to one) Writing Surgery (45 minute one to one) 26 November t 10 December n/a 10 February n/a 14 April n/a 26 May n/a Writing up your Qualitative Data 15 January A n/a Writing your Literature Review 22 October A Writing your Literature Review 25 November A

26 Writing your Literature Review 14 January A 22 Writing your Literature Review 03 March A Writing your Literature Review 12 May A Writing your Literature Review 02 June A Online Course Booking link Domain A,B,C,D Academic entrepreneurship: an introduction Career planning in the Arts and Social Sciences Career planning in the Sciences B D B Conference presenting and networking D Entrepreneurial opportunities: recognition and evaluation Entrepreneurial resources: people, teams and finance Managing your Research Project C D D Research Methods in the Sciences A Working with your supervisor D Course Descriptions Academic Careers Overseas This session will help participants to consider how to source vacancies and opportunities and look at academic employment trends in other countries. It will provide hints and tips on how to prepare your CV in relation to job hunting in other countries. It will also provide information on international job hunting websites to consider when searching for academic vacancies overseas. By the end of the session participants will be able to: Understand how to make decisions Consider where and how to look for international academic vacancies Find out more about information about the type of academic CV they might need for international job hunting.

27 Academic Writing for Arts and Humanities This course is interactive. It includes group discussion and involves the individual in planning your structure. It will cover the following topics: What IS academic writing? What is a thesis and what does it involve? Structuring your thesis Sketching your thinking Draft-writing skills Examples of structures for discussion Your structure Examiners pet hates. Some common errors and how to avoid them On successful completion of the unit you should be able to: demonstrate an understanding of the structure of a thesis demonstrate an understanding of the variety of writing tasks involved in researching and writing a thesis demonstrate an awareness of common errors in academic writing at structural, paragraph and sentence levels, and be able to avoid these errors in your own writing Target Audience: This course is intended for students at the early stages of research. Academic Writing for STEM Subjects Successful research produces a contribution to knowledge that is communicated as a written document. Often the importance of how this is presented this is underestimated by STEM students. This course aims to show you how to maximise the impact of your writing for a thesis or publication. It covers: Conveying a ready and precise meaning Dictating vs. writing Plagiarism Identifying novel aspects of your work The peer review process Outline plan of STEM thesis Timely generation of the text Experimental issues Improving your writing The importance of titles Writing a good abstract Writing a good introduction Defending one s approach and findings Choosing an appropriate journal. Students will be able to recognise the importance of: Starting with a skeleton plan for a document Writing a good abstract Writing a good introduction Defending one s approach and findings Choosing an appropriate journal Understanding what referees look for. 23 Target Audience: This course is intended for students in all stages of research from science and engineering disciplines

28 Prerequisites: Students should prepare a one page outline of their proposed publication with a list of potential journals and submit it by to skillstraining@swansea.ac.uk one week before the course. Accidents Happen: How to Make Sure you Don t Inadvertently Plagiarize This session will help the researcher understand academic conventions used in writing up papers, such as how and what to cite, and provide an overview of bibliographic referencing styles Target Audience: This course is intended for students at the early stages of research. 24 Advanced EndNote Take your EndNote skills a step further using term lists, smart groups, editing styles and other useful features. The session will look at some ways to avoid problems when working with EndNote and how to use it to help to organise your research. Prerequisites: A basic knowledge of EndNote is essential to attend this course. Advanced Presentation Skills for Arts and Humanities Conference This course examines presentation skills which fall particularly into the Arts and Humanities domain, and it particularly recommended for students who will be taking part in the Arts and Humanities Conference. We will be discussing the characteristics, in terms of presentation style, method, and content, of an effective and engaging presentation in these disciplines. You will be developing, and delivering a short group presentation. Students who attend this course will typically be able to: describe, and put into practice, the elements of a good presentation in their discipline plan a presentation understand, and be able to use, methods to reduce presentation nerves use appropriate presentation stylistics, body language, register and audience engagement. Target Audience: This course is intended for students at any stage of research Prerequisites: This course is intended for students presenting at the Arts and Humanities Conference Advanced Reading and Note Making Skills People read for different purposes and with different objectives, and they all use various techniques and strategies for these different types of reading tasks. As a researcher you need to be able to read a great deal of material very quickly, and you also need to be able to extract specific information from the text very accurately. This course explores different strategies for effective reading and note making for students who have a great deal to read. The course includes What is speed reading and how can I learn it? Note-making v. note-taking: how to make really effective notes Electronic note-making systems On successful completion of the unit you should be able to: Distinguish two types of reading and understand which is appropriate for different academic reading purposes. Start applying and polishing the techniques for speeding up the reading process through phrase recognition. Understand and practise reading with a purpose

29 Understand the Cornell method of note-taking Use a variety of strategies for purposive note-taking both, including handwritten notes and electronic information management systems. Archives: An Untapped Resource? A General Introduction to Archives Material Archives staff will introduce you to the archives collection held in Swansea University Library, and explain how to locate archives collections held elsewhere in the UK and how to reference archive material. A Research Degree, a Business and a Story in the World of Entrerpreneurship: Valuing your Research Degree Whilst Learning How to Marketing Yourself and Your Expertise Creatively and Practically. The course will help you focus on your degree as a business. This assists you in responding to your research degree from a different perspective. We look at story marketing as a way to engage your chosen market enthusiastically; key talents for being an entrepreneur, transferable skills from the challenges and triumphs of the research degree. The use of story creates interest and a rich language to describe your area of expertise. The course helps you value your talents and teaches you how and why to view the degree as a sellable commodity. You will uncover how to create a marketing message and create a marketable skills profile just by doing this course. This one aspect of business planning is equally effective whether your route is through academia, or a career pathway or starting your own business. You will learn how to: Appreciate that organising your progress through a degree is similar to managing a business. You are in charge of your degree with its challenges and triumphs and the key skills to being an entrepreneur will help you view your degree with renewed respect. Build an ongoing portfolio of new experiences that showcase your talents to sell your expertise and gain credibility during the degree and afterwards. Gain an understanding that seeing your degree as a business will give you an edge to plan and strategise through your chosen pathway now and for the future. Beyond Google Are you getting the most out of Google? Which search engines have features which Google doesn t? What s in the deep web? Does Google Scholar offer a reliable way of finding trustworthy and scholarly information? This workshop has the answers! Target Audience: This course is intended for students at the early stages of research. Business Engagement and Networking Training New for 2014/15 Want to learn how to better engage with business and industry? How to make first contact and follow up on a contact? Come along and learn: The basics in how you should approach business and industry with you research. How to behave, dress and which language to use How to impress in a short space of time, and get your research ideas communicated 25

30 26 effectively. Careers in Academia This session will cover the typical career pathways available in UK universities. It will help participants consider how they make decisions and how to develop the skills required for an academic career. The session will look at the transferable skills required for careers within academia and how to gain them. It will also provide hints and tips on how to develop your academic CV. By the end of the session students will be able to: Have an understanding of the Vitae researcher development framework. Understand and evaluate their own approach to decision making. Have an understanding of careers in academia and the competitive nature of the labour market. Know where to begin looking for academic vacancies on a national and international level. Understand how to develop an academic CV. These online courses are complementary to our Careers in Academia course: Career planning in the Arts and Social Sciences Careers Planning in the Sciences. Careers Outside of Academia This session will help participants consider the transferable skills they have and how to evidence them outside of academia. The session will look at the types of skills employers might look for in applicants who possess a PhD qualification. The session will consider the transferable skill set of the applicant with a higher level qualification can evidence. The session will provide career case studies of academics who have moved into careers outside academia. By the end of the session students will be able to: Understand how they make decisions Consider how to identify their transferable skills Develop their knowledge of Vitae Researcher Development Framework Increase their knowledge of the labour market Understand the skills employers are seeking in careers outside of higher education Discuss specific case studies and look at career paths of individuals who have made the transition into careers outside of higher education Develop thoughts on where and how to look for vacancies in an ever changing labour market. These online courses are complementary to our Careers outside of Academia course: Career planning in the Arts and Social Sciences Careers Planning in the Sciences. Cited Reference Searching A Different Way to Search? Cited reference searching allows you to take a paper or book on your topic which is well known and find out who has cited that paper in their own work the likelihood is that they are working on the same or a related topic. It can lead you to useful material which you would not have found using

31 27 ordinary keyword searching. Target Audience: This course is intended for students at any stage of research Course Pre-requisite: You must have attended the Effective Database Searching course. Coal, Conflict, Co-operatives and the Spanish Civil War: An Introduction to the Many Unexpected Aspects of the South Wales Coalfield Collection This archive collection is held between the Richard Burton Archives and the South Wales Miners Library and provides a unique picture of life in the coalfield valleys during the late nineteenth century and the twentieth century. Come and find out more about this internationally important Collection. Target Audience: This course is intended for students at the early stages of research. Collaborative Working Skills Social, Cultural and Leadership How many jobs have you seen advertised which ask for leadership skills and need you to be a good team worker? And how many research posts require you to collaborate with researchers in your team, with other disciplines or other universities? This course addresses these important areas of ability, examining styles of leadership and the roles people adopt in teams. It is a highly interactive course, and will involve all who attend in leading a team in discussion and planning and in being a team member. It will cover the following topics: leadership styles and preferences: the relative merits of each giving and receiving effective feedback active listening chairing and participating in discussions On successful completion of the unit you should be able to: outline the theories of leadership style covered in the course identity and understand the implications of your leadership style and how you can best start to develop your skills as a leader identify what type of team member you are, its implications for how you participate in activities and how best to develop your skills understand the premise and basic practice of active listening give feedback effectively and sensitively Target Audience: This course is intended for students at the early stages of research Copyright and You What is copyright? How does it affect you when writing your thesis? This session will give you the confidence to deal with the everyday copyright issues that you may encounter in the academic environment. It will also introduce you to a wide range of resources that can be used to assist you in developing good copyright habits. Could You Start Your Own Business? Who is this for? Researchers who are looking to commercialise an idea or offer themselves as a freelance consultant in the future. It s also suitable for those who are simply curious about what starting their own business would involve.

32 28 What s included? Differences between having a job and running a business Assessing your idea - will your product or service work? How to register and get started How money works in a business The three essentials to a good start-up Overview of mechanics - 12 key questions - tax, vat, insurance, expenses etc. Overview of marketing - finding the people who will buy your product or service Is it right for me? - how to work out whether starting a business is for you The cash funnel - how to stay in business Surviving the dragons - how to create a convincing plan (Optional) - advice from venture capital providers Where to go for further help and advice By the end of the day students will have a much better idea about whether they want to start their own business. Target Audience: This course is intended for students in all stages of research. This course is complemented by the online courses: Academic entrepreneurship: an introduction Entrepreneurial opportunities: recognition and evaluation Entrepreneurial resources: people, teams and finance. Creating the Vision and Taking the Leap Discover How to Harness the Power of Story, Values and Vision to Communicate Your Research Degree Easily, So An Audience Willingly Engages With You. Learning how deep the power of a story reaches and how to use this knowledge to communicate your research degree and your expertise. The course will show you how to summarise your degree in story themes, so you understand how to be an engaging communicator in your chosen market (academia, business, career). Learn about your values (the inner story) and why this is an important facet of your marketing in how you present yourself. Learn how to create a vision map for your research degree and beyond. Take that information and create action steps to propel you along your chosen pathway. By the end you will have a strong summary narrative for your research degree, supported by clear Values and driven by a vision map that motivates you into your next steps. Understanding how the power of a narrative communicates effectively and simply and how numbers and statistics create stories too! You will learn: How to use the course modules to create a strong summary marketing narrative that can be used to describe a research degree in simple terms for the Viva, for their career path, or setting up a business, or for easy communication about complexity for funders, speaking engagements, symposiums, radio etc. How values drive and define a person and understand how this vital information will help with appropriate decision making for their degree and life. It will be shown that it doubles as great marketing copy where appropriate. How a vision map is a powerful motivator, creating practical steps to reach a particular goal,

33 especially if no steps seem possible at present. It is also a valuable tool as a reflective check on the steps they are taking in their degree. How to bring the learning together so there is a strong theme of narrative, vision and values that create a solid foundation for decision making and reflective learning at each stage of their degree and in their career path. 29 This course is complemented by the online courses Academic entrepreneurship: an introduction Entrepreneurial opportunities: recognition and evaluation Entrepreneurial resources: people, teams and finance. Creative and Lateral Thinking Sometimes you run out of ideas when you are researching. This course helps you to think outside the box and to generate new ideas and to combine different approaches with the questions you have been working on. On successful completion of the unit you should be able to: Describe the thinking styles known as creative and lateral thinking, and the correspondences and the distinctions between the two. Recognise the stages of the creative process research and incorporate these into your research. Engage group creativity through appropriate ideas exploration activities. Utilised individual creativity techniques. Develop creative solutions and generate plans to implement the solutions in your research. Creative Research and Problem Solving This course provides you with a practical basis from which you can bring your creative mind into full play when you are solving problems and untangling research conundrums. We will explore Your perspective: where are you approaching your problems from? Biases: we all have ingrained biases, but do you know where your lie? How do your preconceptions help and hinder you? Idea generation through brainstorming and groupstorming and other techniques to release your spontaneity IQ and all that: left and right brain thinking and multiple intelligences Thinking it through: getting your ideas down on paper and into your group discussions The workshop will enhance your skills to: Define creative problem solving. Be familiar with common mental blocks to creative thinking process. Explore ways to be more creative. Know the steps to the creative problem solving process. Be familiar with Brainstorming and mind mapping Apply tools to solve a problem.

34 Data Visualisation Many computing processes result in large, complex, time-dependent data sets. Over the past three decades, the sizes of common data sets have exploded ranging from several gigabytes to terabytes in size. The exciting and vibrant field of visualisation is an increasingly important area due to its wide range of applications in many disciplines. Data visualisation is vital in gaining an understanding of large, complex data sets by exploiting the human visual system. Data visualisation leverages modern computer graphics in order to provide a visual overview, explore, analyze, and present phenomena which is often difficult to understand. This course provides both a theoretical and practical introduction to data visualisation. We will introduce information visualisation for abstract data. Some of the topics we will discuss are: purposes and goals of visualisation, applications, challenges, sources of data, data dimensionality, time-dependent, data types. Information visualisation topics Include: abstract data, hierarchical data and visualisation, focus and context techniques, graphs and graph layouts, multi- and high-dimensional visualisation, interaction techniques, linking and brushing. On completion of this course, students will be able to: Analyse and identify the properties of abstract data Identify appropriate visualisations and visualisation tools to represent abstract data Identify available off-the-shelf visualization tools to work with in order to create their own visualizations. Target Audience: This course is intended for students in all stages of research. Dealing with Difficult People Have you ever had a day ruined by a difficult colleague or research contact? It can be stressful researching in a competitive environment, and the university environment can often accommodate a more diverse range of difficult people than that of other corporate settings. This practical course investigates ways of coping with difficulty. It will help you to: Increase your awareness of, and so your acceptance of, how other people feel and behave Defuse tricky or confrontational situations Understand the specific difficulties and potential flash points of academic culture and the research environment Manage expectations and create positive experiences Handle complaints Say no to people cultivate polite assertiveness Influence others, set limits Give feedback sensitively On successful completion of the unit you should be able to: recognise your own profiles as potentially difficult people; identify your reaction style and the factors which have contributed to this pattern of behaviour; describe the characteristic behaviour patterns of a variety of conflict-prone or negative personality types and conditioned behaviours develop appropriate responses to mitigate or avoid conflict and to get the best from people 30

35 31 displaying passive aggression or avoidance behaviours. Diversity Awareness How do you identify yourself? What would people notice about you? What does your identity imply about you? What stereotypes and prejudices does your identity call to mind? In this course you will be analysing your own diversity and examining some of the influences which forge people as members of their community. We will analyse some of the stereotypes which precondition people s views on those who are different from them, how these can lead to discrimination, and challenging cultural bias. Topics to be covered include ethnicity, gender and gender identity, disability, religion and beliefs, age, and sexual orientation. On completion of this course you will be able to: describe the relationship between stereotyping, prejudice and discrimination; analyse the ways in which your own identity has been forged and its unique diversity; both outline and critique Hofstede s theory of cultural dimensions and practise critical thinking in analysing models of diversity; demonstrate understanding of the principles of diversity in planning an event related to your research or personal interests. Target Audience: This course is open to research students at any stage of research. Effective Database Searching As part of the literature search for your thesis, you will need to search bibliographic databases to find details of books and journal articles. Simply typing in keywords, as you would in an internet search engine, will often miss useful references. This session looks at techniques for improving your search strategy to allow you to do a thorough literature search. The Web of Science will be used as an example this database is useful to all researchers in science, engineering, social sciences, arts and humanities. There will be ample opportunity for hands-on-practice. Employability Skills This course is designed to give delegates an understanding of what is meant by the term employability and learn some practical tools to improve their employment opportunities when they are in the position of seeking employment. As such the course will help delegates: Understand the meaning of the term employability Identify development areas in relation to the employability skills Understand how to develop a CV Improve competence in applying for jobs Develop interview skills and techniques Target Audience: This course is intended for students at all stages of research. EndNote: Keeping your References Organise EndNote is bibliographic software which can be used for managing your references. EndNote software allows you to build up a database of references you have used in your research. It works

36 alongside Microsoft Word to format them in your finished work, saving you time when you come to write up. This hands-on workshop will introduce you to the basics of using EndNote. Finding Funding for Research, Conferences and Travel The Research councils are the major sources of funding in the UK, but there are thousands of other organisations offering funding opportunities for everything from travel grants to postdoctoral awards to research projects. Swansea University subscribes to two big funding databases: PIVOT and Research Professional. In this session, learn how to search for funding, create alerts for funding opportunities relevant to you, and make your research profile available to potential research collaborators. Finding Statistics and Data for the Social Sciences: Part 1 Datasets are full of valuable quantitative and qualitative data which can be reused and reanalysed by today s researchers. This session will look at the UK s Office of National Statistics (including how to find other national statistical offices), Eurostat, United Nations Statistical Portal and StatsWales Finding Statistics and Data for the Social Sciences: Part 2 Datasets are full of valuable quantitative and qualitative data which can be reused and reanalysed by today s researchers. This session will introduce the researcher to the UK Data Service which includes Census data, datasets from the UK government and international organizations, longitudinal data and individual datasets deposited by ESRC-funded projects. Finishing the Thesis and Surviving the Viva This workshop aims to assist research students to complete their thesis and prepare for their viva. The workshop begins by considering what is needed to satisfy examiners in both the thesis and the viva. Then the thesis is considered in more detail - how to present and structure your work, how to undertake the writing and editing processes. Then the viva what to expect, how to prepare and some practice in defending your work. On completion of this course you will be able to: Explain what is being examined in the thesis and in the viva Plan for completion Consider how best to present and structure the thesis Reflect on ways to prepare for the viva Practice presenting and defending some of your work. Target Audience: This course is intended for students at any stage of research (but more appropriate for those with completion in mind). Focus Groups as a means of data collection for your research In this session you will find out how focus groups may be used to effectively collect data in qualitative research. Different forms of focus groups will be explored as well as the advantages and disadvantages of this method. The session will discuss useful tips for actual fieldwork with examples from recent research studies. The ethical considerations of focus groups will also be explored. 32

37 33 On completion of this session you will: Understand how focus groups may be used effectively to collect data Be able to plan, organise and conduct focus groups in any research setting Be aware of the ethical consideration of focus groups. Target Audience: This course is intended for both early stage and mid-stage researchers. Getting the best from your supervisor (P/T STUDENTS ONLY) This course is a workshop focussed on helping you to make the best possible use of your time. Parttime students have completely different needs from full-time students and your supervisor needs to be aware of your very individual circumstances. This course will look at styles of supervision and students study styles and the implicit and explicit contracts between student and supervisor. We will be discussing what your supervisor expects from you and what you can expect from your supervisor and how both can collaborate to promote student success. Students who attend this course would typically be able to: Describe the roles of student and supervisor in a research environment Recognise their own supervisor s style and how to interact successfully with him or her Use strategies designed for clear communication with their supervisor Explain some of the problems which may arise between supervisor and student and ways in which these problems can be worked through to a satisfactory resolution. Grammar and Style Revision for STEM Subjects New for 2014/15 You need to write stylishly and accurately. A thesis is a very long document, and it s a hard slog for your future examiners to read through it if it is not clear, unambiguous and written in a sound, consistent style. This course concentrates on getting it right. It will help you to write clear, substantive prose which flows logically and coherently, and covers grammar and punctuation,, focusing on common errors and examiners comments. It is exactly what you need to make sure you re on track with the mechanics of writing in English. This course will enable you to: Write a clear and coherent passage of research in well punctuated, unambiguous English Scan STEM texts for errors and explain the grammatical, punctuation and stylistic errors in these texts Check your writing for coherence and flow. How Can Special Collections Support My Research? Special Collections are collections of books, journals and other materials considered important enough to be preserved for future generations, and are kept separately from the more mainstream collections. Visit the South Wales Miners Library (SWML) on the Hendrefoelan Campus to look at the rich and

38 diverse Special Collections we hold. Discover how these, and Special Collections held in other University libraries can be accessed and used in your research. The SWML is located at the top of the student village on the Hendrefoelan Campus ( and can be reached from campus on a No. 82 or 82A bus. Target Audience: This course is intended for students at the early stages of research. How Do I Market My Skills? Creating a Strategy For Your New for 2014/15 Research Degree and Career Path using a Dynamic Biography as a Versatile Marketing Tool. This course will highlight your research degree skills (1 st, 2 nd, 3 rd year), the qualities of your personality, and your life skills to create a standout Biography for why you should be hired. Apply this biography for use with any audience: speaking engagements, website, blogging, funding or establishing your credibility. A biography is a marketing calling card and makes your personal story come alive. It can be used to create a great CV and to strategise your academia, business start up or career path. The course will look at the scenarios applying them to your personal situation. No prior knowledge required. Come with a goal for your degree and a goal for your career, post degree. Don t have a goal? Imagine one or choose your ideal scenario. Goals give you a focus. This will help you to participate fully in the course and show you how to apply it to your situation. This course will enable you to: Have confidence in realising their research skills, personality and life skills are paramount in letting people know their capabilities. Be competent in using the biography as a versatile marketing tool. Understand how the power of story is a simple but very effective way to describe who you are and what you do, in order to engage people / funders / organisations in a dialogue and ultimately for them to be hired. Understand why this key marketing skill (getting a dynamic biography) is important to nurture for now and the future. Match you to the right market place based on your research /Life goals 34 This course is complemented by the online courses: Academic entrepreneurship: an introduction Entrepreneurial opportunities: recognition and evaluation Entrepreneurial resources: people, teams and finance How to Publish your First Book How do you go about getting your research published? This session includes advice from a researcher experienced in academic monograph publishing and a comparison of open access publishing methods with more traditional publishing. How to Publish your First Journal Article How do you go about getting your research published? This session includes advice from a researcher experienced in academic publishing; a comparison of open access publishing methods

39 with more traditional publishing; finishing off with a demonstration of the Journal citation reports database, useful for identifying the most prestigious journals in your field. Illustrating your Research: Finding Images for your Thesis New for 2014/15 and Presentations without Breaking Copyright Law Copyright affects many aspects of research including the use of images. This session will give you an overview of aspects of copyright law relating to images which is likely to affect researchers. It will also give some ideas about ways to find images to liven up your work. Inclusivity in University Teaching This workshop focuses on the importance of promoting equality and diversity in all aspects of university teaching and learning. You will explore how prejudice and discrimination impacts on individuals and groups in educational setting and ways that you can build race, gender and faith/equality and inclusion into teaching and learning, support policies and procedures. If you attend this course you will be able to: Create a learning space in which all students will feel welcome and supported Identify any teaching and learning experiences which you feel have been discriminatory and analyse what contributed to the discrimination Use a teaching style free from gender or sexual orientation bias Challenge discriminatory practice Target Audience: This course is for students who are involved in or hope to become involved teaching demonstrating. Intellectual Property Rights and Copyright Issues as they relate to postgraduate research This course will enable Intellectual property and copyright issues to be identified and cover that various means of protecting and managing these to ensure that a postgraduate student can manage them in the context of both publication and exploitation. Examples are mainly from Science and Engineering disciplines but the principles apply in all subject areas. It will address the following: What is Intellectual property and how can it be protected Assignment of IPR between students and the University Confidentiality agreements and their purpose Possible effect of IPR protection on publication of research The use of copyrighted material in publications Publication versus protection of IP in research. 35 On completion of this course you will be able to: Know what rights and obligations you have and whom to approach to obtain further advice. recognise the importance of confidentiality agreements recognise that revealing the details of your research to other students or anyone not covered by a Non Disclosure Agreement will make it impossible to later apply for a patent. be aware that unless an NDA is in place, employees have a contractual obligation to protect only employer owned intellectual property

40 be aware of the actions that could lead to copyright infringement and know how to ensure that this does not occur Target Audience: This course is intended for students at any stage of research from Science and Engineering disciplines. Interviews as a Means of Data Collection for your Research In this session you will find out how interviews may be used to effectively collect data in qualitative research. Different forms of interviews will be explored as well as the advantages and disadvantages of this method. The session will discuss useful tips for actual fieldwork with examples from recent research studies. The ethical considerations of interviews will also be explored. On completion of this session you will: Understand how interviews may be used effectively to collect data Be able to plan, organise and conduct interviews in any research setting Be aware of the ethical considerations of interviews. Target Audience: This course is intended for both early stage and mid-stage researchers. Introduction to Educational Special Needs and Learning Differences This course is an introduction to working with people with specific learning differences. It examines the presentations of these particular learning differences and explores ways of working effectively with students and colleagues who would benefit from greater understanding of their preferences and requirements. We focus particularly on abilities, disabilities and differences in how different people learn through the model of neurodiversity. Among the differences we will consider are: visual, auditory and mobility impairments; dyslexia, dyspraxia and dyscalculia, autistic spectrum cognitive styles, difficulties with attention focus. The course will cover: Prejudice, bias and misconceptions: what are the real problems of people with learning differences Working creatively with learning difference Learning and teaching methodology to enhance communication Case studies and recommendations This course will enable you to: Describe the range of abilities and disabilities which you may encounter in a university setting Describe the ways in which Create learning materials to facilitate successful study across the spectrum of learning difference Students who identify as dyslexic, dyspraxic or are on the autistic spectrum of mental processing (including Asperger s syndrome) are very welcome to attend and offer practical advice on their particular learning requirements. Jed Chandler, your tutor for this course, has throughout his career specialised in working with students with specific learning needs. Keep Writing: Overcoming Writer s Block Have you ever sat in front of a piece of paper or a blank screen wishing you could write? If so, you will know what writer s block is. It s very common amongst research students because you are 36

41 pushing back the frontiers of knowledge by doing original work. It s difficult to write when you have so much responsibility for getting your message accurate, well written and communicated effectively. This course looks at some of the causes or writer s block and concentrates particularly on strategies which you can use to get yourself writing and to keep writing. Students who have attended this course will be able to: Use targeted strategies which address their writer s block Devise a writing programme which addresses their individual preferences for writing Develop a mental and physical writing space which cues them into the best mind set for getting their writing on paper Develop the confidence to write by having a range of tricks which they can employ wherever they are writing. Target Audience: This course is suitable for students at any stage of research. LaTeX Are you fed up with MS Word messing up your citations, examples and tables? Do you want to take control of how your articles and presentations appear? LaTeX is a free type-setting program that is extensively used in the sciences and available on all platforms (Windows, Mac and Linux). This practical workshop will introduce LaTeX for Social Sciences, Arts and Humanities staff and students. Most of the major publishers now have LaTeX style sheets. The workshop will include: How to set up a LaTeX document How to create numbered examples How to create tables with automatic numbering How to reference with LaTex Give participants opportunities to practice each of the areas covered. Leadership for Researchers Succeeding in a research degree shows not only your intellectual and research abilities but also your potential in skills for leading people, projects and initiatives. But are you a leader? What type of leader do you want be? This short course will provide an opportunity for you not only to reflect upon what leadership means but also for you to identify where you have already developed some of these skills and how they can be further enhanced. It is an interactive course, and you will have an opportunity to try out your leadership skills in a brief scenario. Attending this course will enable you to: Analyse the leadership you have experienced in the past Understand a range of leadership styles and see which is your preferred style Try out your leadership skills in practice Experience other students leadership styles Develop effective and sensitive strategies for leading and cooperating with your colleagues. 37

42 38 Making the Most of Conferences What is it like to attend a conference? Who goes and what are they there to do? What is it like to prepare and deliver a conference paper? How do build a reputation in your research area? This workshop answers these questions and provides you with the opportunity to share experiences, access advice and plan for the future. As conferences are acknowledged as the best occasions for networking, building collaborations and getting into print, it is vital that you learn how to get the best from conferencing. This course will enable you to: Select the most appropriate conferences Describe the types of conference presentation panels and groupings Outline an effective conference paper Network, make and follow up on contacts. Managing Perfectionism Many, if not most, high achieving students have some perfectionistic traits: it s part of what makes them good students. However perfectionism can lead to self-sabotaging behaviours such as procrastination and to extreme anxiety about writing your thesis. This course helps you to identify, understand and manage your perfectionism and to get on with your research and writing. On successful completion of the unit you should be able to: Identify the characteristics of perfectionism and why you might have developed a perfectionistic behaviour. Recognise the automatic negative thoughts and underlying beliefs which contribute to these behaviours. Start to capture and analyse these thoughts focusing on realistic thinking Utilise appropriate technique to address your perfectionistic behaviours. Managing your Supervisor This course complements the online Working with your Supervisor course and provides you with an opportunity to discuss your relationship with your supervisor and how to make the best of that relationship. It will cover the following points: What do supervisors hope for from the relationship? What do students hope for from the relationship? What does Swansea University want from the relationship? Rights and responsibilities of students and supervisors at Swansea How can you work together to achieve this? What can go wrong and how can it be remedied? We will discuss in greater depth the examples used in the online course. Students who have attended this course should typically: Know the regulations and conventions governing supervision

43 Describe supervisory styles and the impact these have on students Negotiate an informal contract with their supervisor taking account of the commitments of both parties Be aware of the strategy is for working through and resolving problems which occur during supervision. Plan to record their searches safely and competently Know sources of help if supervision is unsatisfactory. 39 This course assumes that you will have completed the online Working with your Supervisor course. Market Research Information In this session we take a look at Mintel Oxygen and Mintel Global Market Navigator, premium sources of market research analysis and data on consumer behaviour, product trends, market size and segmentation. Media Engagement This session introduces researchers to the practices of handling the media or to build the confidence of more experienced researchers in handling media requests and publicity. Three members of staff from across the institution will talk on the following subjects: Session 1: Working with the Swansea University Press Office Team This session will cover how the Swansea University Press Office team works with researchers to identify and promote stories. It will also cover how to prepare for media interviews and how to handle enquiries from the media. Session 2: Building your research brand and developing a PR plan This session will consider how to define and develop an individual research profile and how to develop a plan of consistent pro-active communications to build a presence in the news and other media. Session 3: Writing for the media: from academic texts to media sound bites Academic texts adhere to a specific genre that is, generally speaking, complex and nuanced. Media texts have their own generic conventions, usually favouring simple, clear, and attention-grabbing language. Should academic texts be adapted to suit media generic styles? What are the (dis)advantages for researchers of writing for the media? This interactive session examines practical instances of adaptation in print and broadcast contexts. Attendants are encouraged to bring a sample of their own (published) research (max. 300 words). Target Audience: This course is intended for students in all stages of research. Mind and Concept Mapping This course introduces you to visual information formats, and explores the various types of concept maps, mind maps and other graphic organisational diagrams which you may find useful for Planning your research Representing complex concepts Generating new ideas Seeing the structure or logic behind an argument

44 40 Analysing a body of work Communicating your ideas effectively. We will look at both hand-drawn and electronic formats and you will be experimenting with your own creations. On successful completion of the unit you should be able to: On successful completion of the unit the student should be able to: Construct both mind and concept maps Use both appropriately for your own research, planning, idea generation and teaching/presenting. Motivation and the Thesis This course is aimed at students who need the extra boost to keep them researching. We will glance at the theory of motivation and look at some really effective ways of rekindling your enthusiasm for your research and your thesis. This course is practical and effective as well as being enjoyable. It will also be useful for researchers needing to hone their skills in motivating team members or undergraduate students. After attending this course you will be able to: determine from the theories of motivation which have been covered which most resonate with your individual experiences of motivation and demotivation; explain the difference between the factors which initiation activity and those which sustain it; use appropriate techniques and tips to get you started and to maintain momentum of study; generate an original fresh start motivation plan of action; make and fulfil - a contract with yourself to abide by that plan for the next 7 days. Negotiation Skills: Getting What You Want From Your Candidature Engaging in negotiation is not limited to trades unions or business deals. We all negotiate throughout our professional and personal lives. But how can we do it effectively, whilst maintaining the respect and integrity of all involved? This half-day course will examine: Demystifying negotiation Recognising assertive, submissive and aggressive behaviours Principles of negotiation Achieving win / win outcomes There will be several role-play activities. You will be given the opportunity to: Identify the qualities of effective negotiation Identify what can and what cannot be negotiated Understand and describe the benefits of assertive behaviours. Understand and describe the limitations to and damage caused by submissive and aggressive behaviours This course contributes to developing these national essential skills: Communication

45 Application of number Problem-solving Working with others Improving own learning and performance. As Chair of number of organisations, Rod Ashley has experience of negotiating outcomes for mutual benefit. Target Audience: This course is intended for both early and mid-stage researchers. Network Like A Pro: How to Network Successfully Learning to network effectively is one of the most powerful tools you can harness. It can help you secure a job, advance your career, discover new research opportunities and extend your circle of colleagues and potential collaborators. If you re new to networking or just want to refresh your knowledge, this one hour session will highlight some of the skills and approaches you can adopt to build and maintain valuable relationships, be they in person or via social media. New to Swansea? What the Library can do for researchers This session is aimed at researchers who are new to Swansea University. Subject librarians will give you an overview of the wealth of resources and specialist facilities available to researchers, including the ifind search facility, databases and ejournals, ZETOC, SCONUL Access and the Document Supply Service. We will also tell you about the essentials such as accessing , searching the library catalogue and using your file space. Target Audience: This course is intended for students at the early stages of research. N.Vivo N.Vivo is a software package to facilitate the coding of qualitative data. It allows the researcher to classify, arrange and examine links in text-based data, e.g. transcripts of interviews or questionnaires, although it also supports audio and video files. This workshop will provide a basic introduction to N.Vivo. The workshop will include: How to set up an N.Vivo project Introduction to the N.Vivo environment Different methods of coding data Some simple ways to present the data. Poster Presentations Poster presentations are a very important way to get recognised at conferences as a new academic researcher. This course is intended to prepare you for displaying your posters at academic conferences and for presenting them to the general public. We will look at the conventions which govern content and visual design and how to construct a really attractive poster which will communicate your message. On successful completion of the unit the student will be able to: understand and explain the conventions of poster displays and poster presentations at academic conferences know how to set up a powerpoint slide for poster preparations 41

46 42 prepare a poster from a template understand and demonstrate the rules of good academic design using an evaluation worksheet, judge and critique a selection of posters. Poster Presentations for the Arts and Humanities Conference Arts and Humanities students often have less experience of poster presentations than students in other disciplines and the style of presentation and format are very distinctive for these disciplines. This course will introduce you to the art of constructing effective and appealing Arts and Humanities Conference poster presentations and will cover all aspects of poster design, aesthetics and technique of construction. We will be concentrating particularly on the themes and topics of this conference and effective ways of illustrating your own project. You will be given examples of Arts and Humanities posters to analyse and criticise and will have the opportunity to begin to design your own poster on the course. Students who have attended this course will typically be able to: Explain the criteria by which posters are assessed and judged at conferences Construct an effective poster which can engage the target audience Display their research accurately and academically Be aware of the constraints on and potential for making a poster in PowerPoint. Target Audience: This course is only available to students who intend to display posters at the Arts and Humanities Conference. PowerPoint for Academic Purposes A practical introduction to producing genuinely useful PowerPoint slides to help you communicate your research to students. Students are welcome to submit their PowerPoints after this course for viewing and individual feedback. On successful completion of the unit the student should be able to: Use relevant PowerPoint capabilities such as smart art and active X text box creation for inclass live gap-fill etc Select and use appropriate visual materials They will also have produced their own brief lesson in class. Target Audience: This course is intended for students at the mid to late stages of research, and particularly those teaching or hope to teach in academia. Practical Presentation Skills Increasingly, student researchers are asked to make presentations to a variety of audiences their peers, a panel of supervisors, experts in the field, funding bodies, specialist audiences or indeed anyone with an interest in their research field. This participative half-day course adopts a supportive approach and allows delegates to accelerate their own learning. Audience feedback is integral to the course, praising achievement, indicating areas for development and outlining strategies to overcome specific problems. We will cover: What is a presentation?

47 43 Qualities of a good presentation / stagecraft Preparation techniques Note-making Visual aids Overcoming nerves Handling questions Presentation and peer feedback You will be given the opportunity to: Identify the qualities of a good presentation Practise making a presentation and receiving feedback Identify the key qualities of effective reports Stand up in public and making any errors you may make in front of a supportive audience This course contributes to developing these national essential skills: Communication IT Problem-solving Working with others Improving own learning and performance. Rod Ashley has extensive experience of making presentations whether lecturing, speaking in public as a Chair of various organisations or giving radio interviews. Project Management This is a day spent looking at the principles of project management and how they apply in the workplace. It is ideal for researchers who want to discuss how projects work outside the academic world and discover some of the challenges of delivering a project inside a commercial organisation. This is an interactive workshop run using a variety of styles - instruction, practical exercises and group discussions. Students will be able to: recognise and apply principles of project management to all their work understand how to manage stakeholders better improve their personal organisation understand the effects of change on people and teams get more done in less time Target Group: This course is intended for students at any stage of research. This course is complemented by the following online course: Managing your Research Project Proof Reading and Editing your Writing This course will help you improve your competence to proofread and edit your own work and that of

48 others. It introduces you to a range of practical techniques used by professionals that will enable you to use the most effective ways to check for your own habitual errors and those of other writers. The course covers: Proofreading and editing symbols Editing your writing to meet the needs of the academic reader Editing documents to eliminate wordiness, padding, over-reliance on the passive voice, imprecise language, jargon, noun stacks, gender bias, and your particular bad writing habit. Editing to maintain academic tone Proofreading for grammatical and punctuation errors Spelling beyond the spell-check; how to proofread for proper word choices and punctuation usage. Typically, a student who has completed this course will be competent in proofreading and copyediting their own writing in detail. Presentation Skills This course focuses primarily on presenting your research at an academic conference. It will be highly practical, and students will have the opportunity to present a 5 minute talk on a topic related to their research. We will cover: What is an academic presentation? Who are my audience and what do they want? Qualities of a good presentation Preparation techniques Your voice and your demeanour: engaging your audience Visual aids Overcoming nerves Handling questions Presentation and peer feedback Typically, a student who has completed this course will be competent in delivering an effective academic presentation. Public Engagement What is Public Engagement and What do the Funders Really Want? The session will cover what counts, and more importantly, what doesn t count as public engagement, which publics are a priority, and what are the benefits of public engagement for researchers, the institution and the wider community. Target Audience: This course is intended for students at the early stages of research. Raising your Research Profile This session will give an overview of the range of online tools and apps that can help with organization, collaboration and productivity (e.g. Evernote, Feedly, Google Drive etc). Participants will have the opportunity to try out a tool of their choice and share their own tips and recommendations. 44

49 45 Target Audience: This course is intended for students at the mid and late stages of research. Report Writing for Researchers This half-day course will examine some key aspects of report writing: purposes of reports, common basic structure, structuring a report, the 4 x S approach to planning, language choice, style. We will consider ways to enhance more detailed reports: appendices, illustrations, numbering systems, coordinating the work of other contributors, proof-reading and presentation issues. You will also have an opportunity to work on your own evolving materials. You will be given the opportunity to: Understand the purposes of reports in research and employment Identify the key qualities of effective reports Have a clearer understanding of your own report writing strengths and weaknesses This course contributes to developing these national essential skills: Communication Problem-solving Improving own learning and performance Working with others. Rod Ashley has extensive experience of writing reports for a wide variety of research purposes and many clients, including the European Commission. Target Audience: This course is intended for students at the early and mid-stages of research. Research Ethics New for 2014/15 This is a basic introduction to some fundamental ethical principles in the conduct of research. It will also provide an example of a typical application for ethical approval form (one used here in Swansea University) and advice regarding the completion of such a form. No prior knowledge of research ethics is presumed. By the end of the session you should be able to: Understand the meaning and importance of basic principles of ethical research Understand the importance of the means/ends distinction in the context of research Understand the meaning, importance of, and limits to respecting the autonomy of research participants Understand relevant ethical principles in research on people who may not be able to consent. Target Audience: This course is intended for students at the early stages of research. Returning to Swansea? What the Library can do for researchers This session is aimed at new research students who have studied at Swansea in recent years. Subject librarians will give you an overview of resources of particular interest to researchers such as SETOC, SCONUL Access and the Document Supply Service. Target Audience: This course is intended for students at the early stages of research. R Statistics: An Introduction R is an open source software environment for statistics that is vastly growing in popularity. Its unique

50 strength compared with other statistics software is its incredible flexibility in manipulating data and connecting to other software. The course gives an introduction to the R Studio software application and the R language and will concentrate on: Data input Data manipulation Basic data import and export Simple descriptive statistics, f.i. frequency tables Data exploration Basic data visualisation. Prerequisites: Confidence in using a computer is essential (creating a new folder in the File Explorer Window, downloading data from the internet and saving this data into the new folder). R Statistics: An Introduction to Basic Statistics with R New for 2014/15 This course will teach you how to perform basic statistical methods in R, such as hypothesis tests and regression models. Minimum requirements: Confidence in using R commands and R studio, for instance having attended the R Statistics: An Introduction course Completion of a basic statistics course Running Successful Seminars This course introduces new teaching assistants to the art of running a successful seminar and includes: 1. How do I prepare? 2. What makes a seminar work? 3. Getting them talking 4. Making group work effective and enjoyable 5. Scenarios for discussion Typically, a student who has completed this course will be able to use a variety of strategies to engage students in seminar learning, to promote their understanding of materials covered and to teach inclusively in order to address the learning needs of all present. Prerequisites: This course is only available to teaching assistants or students intending give undergraduate seminars in the future. Saturday Special for Part-time Researchers This session is open to any researchers who prefer to attend on a Saturday the content is the same as other weekday sessions. Attend all sessions or just some: Avoiding Plagiarism EndNote Effective Database Searching Tracing Theses and Conference Papers 46

51 47 Target Audience: This course is intended for students at the early stages of research. SCOPUS: A Key Database for Researchers SCOPUS is the largest abstract and citation database of both peer-reviewed research literature and quality web sources. SCOPUS offers researchers a comprehensive resource to support their research needs in science, engineering, medicine, health and life sciences, arts and humanities, social sciences, psychology, and economics. Search Strategies for Systematic and In-Depth Reviews This session will be of particular interest to those in Medicine, Health and Social Sciences who are undertaking a systematic review or similar in-depth literature searching. We will look at how you can create effective search strategies, critique search strategies you find and how you can use subject indexes to improve your searches. We will also look at methods for recording and reporting searches. Self and Collaborative Publications: The Basics Do you want to make an impact? Do you want your research in the public domain? This popular course explores some of the options for d.i.y. publication of books, journals, blogs and papers, whether in print or e-publication, and explains how to obtain ISBN and ISSN numbers. On successful completion of the unit the student will be able to: choose informedly between print or online self-publication to get their work in the public scholarly space visit online and research further all publication sites covered in course and research depositories relevant to their own specialisation and, select publisher and submit completed, edited and formatted written work for publication describe and implement the procedures for organising a collaborative journal for publication. SPSS: An Introduction to Statistical Analysis Using SPSS 20 SPSS 20 is a powerful statistical application package that is particularly useful for the analysis of questionnaire data allowing it to be used to analyse data from various disciplines. This introductory level course will cover the basic analysis functions provided by the Windows version of SPSS 20. By the end of this course you will: Be able to prepare and enter data into SPSS Understand how SPSS uses statistical procedures such as Frequencies, Crosstabulation, Pearson ChiSquare, Compare Means, Independent Samples T-test, Mann-Whitney Test and Correlation Be able to transform and recode data Understand how to create and edit pivot tables Know how to use SPSS to work with graphs Understand how to import data from external sources, e.g. Excel worksheets and Access database tables Prerequisites: A basic knowledge of statistics is essential to understand the functionality of the SPSS

52 application. You must also have a working knowledge of Windows; especially use of the mouse and to a lesser extent the keyboard. Statistics for All New for 2014/15 This course is an introduction to statistics. The course syllabus will cover three basic and fundamental aspects of stats: 1) Describing data with numbers and graphs An introduction to measures of central tendency (mean, mode and median) and variability (standard deviation and variance). Visualising data with graphs: what makes a good graph? What makes a bad graph? An overview of histograms (frequency distributions), boxplots, bar charts, scatterplots and line graphs. Spotting bias and methods to reduce bias 2) Inferential statistics An overview of parametric and non-parametric inferential methods for comparing the means of two groups (t-tests, Wilcoxon, Chi-Square tests) and of more than two groups (ANOVA, ANCOVA, MANOVA). 3) Correlational statistics An introduction to correlation coefficients (bivariate and partial correlations) and linear models. Target Audience: This course is intended for students at the early and mid-stages of research. Structuring Research (Part-time Student Only) What should you be accomplishing this year? One of the challenges of postgraduate research is that there is no set pattern and no curriculum telling you what to do. If you are a part-time student you are responsible for managing your own research programme and deciding the order in which you complete the various stages of research. It can seem daunting, but with careful planning you can succeed! We will consider: What a research degree involves The projects and processes in which you will be involved Strategies for planning your time and organising your research to fit your requirements. Students who have attended this course will typically be confident in: Planning a provisional timescale and sequence of events for their research programme Using Gantt charts and other project planners Undertaking the first stages of their research Knowing what researchers do: planning to attend conferences, read the right journal articles, network and all the other skills of being a researcher. Target Audience: This course is intended for students at the early and mid-stages of research. Structuring your Writing Part 1: Sentence to Paragraph Clarity is the key to effective academic writing, and all other considerations derive from this overarching principle. Your writing must be clear at every level of composition: 48

53 49 Macrostructural level type of text, and its major subdivisions Mesostructural level paragraph development Microstructural level sentence structure, grammar, punctuation and individual words - see the proofreading and editing course This course focuses on the mesostructural level of writing, and will cover: The topic sentence Coherence, cohesion and logical flow from sentence to sentence and paragraph to paragraph Academic style and tone Grammatical and syntactic accuracy and consistency Writing concise, precise, efficient prose without excess words or padding Avoiding ambiguity (how not to write that Professor Jenkins presented his findings that fatigue and sleep disorders were particularly common amongst research students in his presentation at the conference on student welfare in Swansea ) Your personal voice as an academic writer. On successful completion of the unit the student will be able to: Identify, describe and compose accurately structured sentences and paragraphs. Compose clear, substantiated academic writing which develops a line of thought progressively, coherently and cogently in recognisably academic style appropriate to their discipline. Analyse and critique examples of academic writing. Prerequisites: To attend this course and undertake consultations with your supervisor on your thesis structure and writing style. Structuring your Writing Part 2: Paragraph to Thesis This course is concerned with the macrostructural level of thesis writing, and will cover: Typical thesis structures Planning your thesis structure from the start What are thesis examiners looking for? What do they find fault with? Helping your readers through your structure: signposts, headings and continuity The thesis as narrative: how to tell a story or argue a thesis. On successful completion of the unit the student will be able to: Describe how examiners typically read and assess a thesis Clearly describe their thesis structure and defend their choice of structure Compose clear, substantiated academic writing which develops a line of thought progressively, coherently and cogently in recognisably academic style appropriate to their discipline Analyse and critique examples of thesis writing. Prerequisites: To have attended Structuring your Writing Part 1. And, to attend this course and undertake consultations with your supervisor on your thesis structure and writing style.

54 Study Skills and How People Learn Valuable both for learning and teaching, this course looks at individual differences and preferences in learning and helps you to study, research and teach creatively and effectively. Students who attend this course will be able to: Describe and critique a range of theories about learning Relate learning theory to their own experience of learning and teaching Design a short lesson using a range of teaching strategies Teach using a broad spectrum of approaches to engage all students present and facilitate learning Understand how to promote deep learning Teamwork for Researchers This half-day course will examine the skills and qualities needed for effective teamwork in research and employment. It will cover: Skills sought by graduate employers Difference between teams and groups Qualities of effective teams Belbin self-perception inventory Opportunities to reflect on and develop team skills. A number of activities will take place to enhance these skills and to enable reflection on your own team skill levels. (There will be no outside activities involving mud, crossing streams etc!) Rod Ashley has extensive experience of leading teams of researchers, employees, staff and volunteers. He has been Chair of many organisations. You will be given the opportunity to: Understand the need for teamwork in research and employment Identify the skills and qualities of effective teams Have a clearer understanding of your own team working strengths and weaknesses. This course contributes to developing the UK national essential skills of: Communication Problem-solving Improving own learning and performance Working with others. The Imposter Syndrome: New for 2014/15 Why Successful People often feel like Frauds How can it be that so many clever, competent and capable people can feel that they are just one step away from being exposed as a complete fraud? Despite evidence that they are performing well they can still have that lurking fear that at any moment someone is going to tap them on the shoulder and say We need to have a chat. Come along and hear from our internationally renowned speaker what the latest psychological research has to tell us about The Imposter Syndrome and more importantly some strategies for dealing with it. 50

55 51 At the end of this session you will: Know what the latest psychological research tells us about the imposter syndrome is and how it operates Realise how widespread imposter feelings are and why highly successful people can feel like frauds Be aware of evidence-based strategies that reduce imposter feelings The session will explain why high performing people often doubt their abilities and find it hard to enjoy their successes. It will also show the links to perfectionism and self-handicapping strategies such as procrastination, avoidance and overcommitment. Hugh Kearns (Flinders University, Australia) has worked with thousands of high performing imposters; he is one himself and is currently writing a book on the topic. His areas of expertise include self-management, positive psychology, work-life balance, learning and creativity. 3 Minute Thesis Training So how do you present three or four years of research in three minutes? How can you engage an audience in your research? This course explains the rules of the competition, explores some ways of getting your message across clearly and engagingly and reveals what the judges will be looking for. It s about your own creativity, and will support you in your preparation of your unique research story. We will be watching videos of some previous years participants, and you will have the chance to judge for yourself how well their presentations work. This course will enable you to: understand the rules and objectives of the 3MT competition work your audience: how to get them engaged and keep them with you use specific strategies to overcome your nerves construct an effective slide to accompany your talk plan your presentation Time Management for Researchers Not enough hours in the day? This course will help you to get things done. The following topics will be covered: knowing what you actually want to do reviewing how you spend where your time procrastination: recognising the factors that inhibit you from getting things done time management: methods, strategies and tips defining your motivation, values, goals and priorities working out the time management system which suits you developing and implementing an action plan On successful completion of the unit you should be proficient in: identifying the factors which are currently hampering your time management prioritising goal setting working out your own time management system developing and implementing an action plan, and planning your next week s research in

56 52 detail. This course is complemented by the following online course: Managing your Research Project Time Management for Part-time Researchers For the part-time research student it s all about balance. You need to develop your unique work-life balance which will enable you to make steady progress with your research and have time enough for the other domains of your life. This course will enable you to: review how you spend where your time recognise and deal with time thieves prioritise your tasks define, clarify and commit to achievable goals work out the time management system which suits you (including possible electronic systems). develop and implement an action plan Tracing Theses and Conference Papers Postgraduate theses and conference papers contain much valuable research but can be difficult to trace because many have not been formally published. This practical session will show ways of finding details of these by means of databases such as Zetoc, Digital Dissertations and Index to Theses. Turbocharge your Writing New for 2014/15 Would you like to know the secret to high output, low stress scholarly writing? In academia it is often assumed that writing comes naturally. However, an overwhelming body of research shows that there are very clear and practical strategies that can greatly increase your writing productivity. This workshop will help you to understand: why it's hard to get started how we deliberately use distractions to slow down writing the principles of quick starting how to deal with destructive internal beliefs how to set a writing plan and stick to it how to set achievable goals by writing in a silo how to greatly increase the number of actual words you produce how to clarify your thinking, and improve the quality of your work Hugh Kearns (Flinders University, Australia) has worked with thousands of high performing imposters; he is one himself and is currently writing a book on the topic. His areas of expertise include self-management, positive psychology, work-life balance, learning and creativity. Twitter for Researchers Part 1: New for 2014/15 Twitter for Complete Beginners

57 If you have no experience at all with Twitter, this session will cover the basics of how Twitter works and get you tweeting. We will also discuss why it s an essential tool for researchers. Twitter for Researchers Part 2: New for 2014/15 Tweeting About your Work This session will explore strategies for using Twitter to promote your research and profile. We will also look at some Twitter tools that can enhance the Twitter experience and make it easier to manage. Course Prerequisites: Familiarity with using Twitter. Understanding Cultural Differences We are enculturated into the customs, values and norms of behaviour of our particular environment from our infancy. This social processing enables us to function fluently and effective in our society and in the subgroups we identify with (e.g. class, social status, employment). The problem is that this is a very local enculturation; other people from different backgrounds have come to accept radically different codes of communication and interaction. This workshop will investigate: Differing communication styles: different cultures have different patterns of respect, courtesy, directness, deference. The meanings of silence in conversations are very much socially derived it means completely different things in different societies and in different contexts. Differing social values and status symbols. Differing attitudes towards hierarchy Differing cultural contexts. Differing attitudes to bending the rules Appreciating the differences between differing cultural conventions and assumptions will enhance your ability to communicate across cultural boundaries. On successful completion of the unit the student will be able to: Give examples of which cultures they identify as belonging to and how those cultures have impacted on their own active and passive (e.g. appearance) interactions with others. Give their own interpretation of why certain cultural values appear to be universal and others relative. Outline and critique Hofstede s Levels of Mental Programming and Cultural Dimensions and Hall s theory of cultural dimensions Apply Hofstede s theories to the culture of Swansea University Offer cultural insights into potentially difficult work and education situations and conflicts Undertaking Successful Research in Science and Engineering This course is aimed at postgraduate students and will assist them in directing and adapting their research plan to identify a route to a successful research outcome. It will cover the following: University research compared to industrial research Measuring the success of a research outcome Simulations versus practical work. Experimental measurements and configuration management Identifying novel aspects of your work 53

58 54 Publication, industrial exploitation and impact. On completion of this course you will be able to: Recognise how to measure the success of a research outcome Identify novel aspects of your work Understand, prioritise and manage possible conflicts between publication and exploitation Understand the importance of starting with a plan for their research and reviewing and updating it periodically the so that it has a successful outcome Target Audience: This course is intended for students at any stage of research from Science and Engineering disciplines. Prerequisites: Students should prepare an outline plan of their research area of up to one page and submit it by to skillstraining@swansea.ac.uk one week before the course is scheduled to take place. Working Smarter: Tools and Apps for Researchers New for 2014/15 In this session we will discuss online tools and apps that can help with organisation, collaboration and productivity (e.g. Evernote, Feedly, Google Drive etc). Participants will have the opportunity to try out a tool of their choice and share their own tips and recommendations. Workplace Presentation Skills This is a completely interactive day spent practising presentation skills. No preparation is required other than a willingness to experiment and a commitment to doing all the exercises. Delegates will receive a recommended reading list and pointers for further training. It is ideal for researchers who want to learn to give better presentations, win acceptance for their idea or gain confidence in front of a group. Students will be able to: Understand the needs of their audience Structure a presentation which benefits all learning styles Use a wider range of media to communicate Be better story tellers, able to adapt their message to their audience Know how to equip themselves to give a good presentation Working with your Journal Submission This course takes Arts and Humanities students through the technicalities of writing a journal article. It is particularly appropriate for those working on a journal following presentation at our Arts and Humanities conference. We will be discussing: structure of articles in these disciplines getting your focus right journal writing style and conventions finessing your authorial voice We will be reviewing and critiquing models of academic writing in the arts and humanities. A student who has attended this course should gain confidence in their ability to write in a scholarly register suitable for an academic journal and be able to outline their journal article logically, convincingly and coherently.

59 55 Writing and Giving Conference Papers This course is one of our most popular and highly recommended. It covers the essentials of writing a paper for oral delivery for an academic conference. On successful completion of the unit you will be able to: Understand and explain the conventions of the common types of presentation used at academic conferences and the rationale for conference paper presentations Develop a conference paper outline designed to deliver a strong take-home message Identify those features which make a conference papers successful Write for an audience Demonstrate practical strategies for preparing for delivering a conference paper, including methods of reducing nerves and stage fright. This course is complemented by the following online course: Conference presenting and networking Writing for Journals Academic journals are a discrete literary genre, with their own conventions and rules. But what are these unwritten rules, and how can you get an article accepted? This course examines exactly those questions and prepares you to write and submit your article. It will cover: getting through the door: writing your abstract the basic conventions of academic article writing style and voice: honing your writing skills planning your article On successful completion of the unit you should be able to begin to put into practice all of the aspects of article writing which are covered in the course. Target Audience: This course is intended for students at the mid to late stage of research. Writing Surgery (one to one) The one-to-one sessions are a chance for you to discuss your writing style and structure. You will need to submit an example of your work (max 12 pages) for discussion and advice one week prior to your appointment and you will then receive detailed feedback for discussion in the session. When your appointment is confirmed, please your work to skillstraining@swansea.ac.uk. Writing Up Your Qualitative Data This half-day course will raise some key themes and skills identified for writing up qualitative data. It will cover: structure, focusing on analysis, and adopting an appropriate written style. Plenty of references are given and there will be an opportunity to use some online resources to illustrate points. You will be given the opportunity to: Understand the purposes of qualitative data in research Identify the key qualities of effective qualitative writing

60 56 Have a clearer understanding of your own writing strengths and weaknesses This course contributes to developing these national essential skills: Communication Problem-solving Improving own learning and performance Working with others. Rod Ashley has extensive experience of writing documentation for a wide variety of purposes and for many clients, including the European Commission. Writing your Literature Review This course will consider what makes a good literature review, including: organisation; managing the reading material; reading and note taking; writing style. We will discuss and analyse extracts from literature reviews relevant to participants. (Although this courses aimed particularly at students writing a narrative literature review it also offers advice on the systematic literature review.) This course will equip students with knowledge of typical structures for literary reviews, accepted conventions and guidelines on style. On successful completion of the unit the student should be able to: articulate clearly the purposes of the literature review demonstrate an understanding of the various structures of a literature review and the differences between different disciplinary requirements construct a plan for a literature review critique sample some literature reviews apply the knowledge to their own thesis. Online course Descriptions Career Planning in Arts and Humanities and Social Sciences This course aims to encourage researchers in the Arts, Humanities and Social Sciences to start thinking about future career options as early as possible, and offers practical techniques and suggestions to help identify and manage suitable career paths as successfully as possible. The techniques suggested in the course will be valuable whether you are planning a career in academia or exploring a variety of alternative career options. You may also be interested in attending the following face to face courses: Academic Careers Abroad, Careers in Academia and Careers Outside of Academia. Career Planning in the Sciences What skills do you have and how will you market them to employers?

61 This course aims to encourage research students in the sciences to start thinking about their future career options as early as possible, and offers practical techniques and suggestions to help identify and manage suitable career paths as successfully as possible. The techniques suggested in the course will be valuable whether you are planning a career in academia or exploring a variety of alternative career options. You may also be interested in attending the following face to face courses: Academic Careers Abroad, Careers in Academia and Careers Outside of Academia. Conference, presenting and networking It is suggested that you participate in this course in preparation for the face to face Writing and Giving Conference Papers course. This course encourages you to attend conferences and to improve your presenting and networking skills. It explains the importance of the conference in your research process, how to select an appropriate conference, and how to get the most out of conference attendance. It also offers tips on academic networking and valuable advice on organising a conference. Entrepreneurship Courses Academic Entrepreneurship: an Introduction What makes a good entrepreneur? Researchers taking this course will learn about entrepreneurial motivation, appetite for risk, skills and capabilities, and what makes entrepreneurs successful. You will also get a good overview of how an entrepreneurial journey fits together, and how your own journey might take shape. Entrepreneurial Opportunities: Recognition and Evaluation Which opportunities are most likely to pay off in the long run? This course will help you to understand why and how opportunities arise and to spot opportunities which could add value to your current environment. You will also learn to evaluate ideas and access whether they are worth pursuing, as well as receiving guidance on how best to argue a business case for their ideas your ideas. 57 Entrepreneurial Resources: People, teams and finance Do you know what it takes to launch a new venture? This course will help you think in a logical and systematic way about the resources required to start a successful venture. You will gain an understanding of the importance of social capital and the best way to recruit and select founding team members. You will also learn

62 how best to raise appropriate financial capital and will become aware of the sources of help and advice available to new entrepreneurs. You might also be interested in attending the face to face courses: A Research Degree, a Business and a Story in the World of Entrepreneurship; How do I market my skills?; Creating the Vision and Taking the Leap; Starting your own Business. Managing your Research Project This online course is part of a collection of courses which cover time and project management. What s your strategy for staying on task and how will you handle any stumbling blocks? This course is designed to help you organise your approach to undertaking, leading or helping to lead a research project. It demonstrates how you can use established project management techniques to help successfully carry out your research and will introduce a variety of planning and problem-solving techniques to help you work out the best approach for your particular project. Research Methods in the Sciences This course aims to support researchers undertaking independent research in the sciences. The course provides guidance on the different research processes, from the early stages of framing a research question, through conducting the research, to writing up findings and publications. Working with your Supervisor This course complements the face to face Managing your Supervisor course which you are strongly recommended to attend after completing this online course. Is your relationship with your supervisor as positive and professional as you would like? This course encourages you to reflect on your relationship with your supervisor and to take proactive steps to improve and maintain a good working relationship with your supervisor for the duration of your research project. 58 Please check your student address regularly for updates about new and additional course, both face-to-face and online, which are added throughout the year!

63 59 Postgraduate Research Skills Development Events Induction and Starting your Research Date Time Location Booking Link 8 th October Café West, Fulton House 7 th January Grove Building, room st April Grove Extension, room 272 The Induction session welcomes all new postgraduate research students to Swansea University and informs provides them with the essentials of starting a research degree. We will be telling them about our skills development programme and other services available to help them expand upon their transferable skills development. Students will receive information about the programme, the skills development handbook and the skills pen drive. It s also an opportunity to meet other research students. Tea, coffee and cake will be served! To book please visit the links above. Postgraduate Conference for Arts and Humanities Students The Self and the Other Date: 10 th October 2013 Time: 9.00 am Location: Margam Conference Suite, 3 rd Floor, Margam Building The Self and the Other is a cross disciplinary conference showcasing contemporary postgraduate research in the Arts and Humanities. It offers students an opportunity to present their research in a supportive academic environment and to publicise their research to new audiences. Papers will interrogate the concepts of the self and the other by exploring innovative ways in which the themes may be applied to research in the Arts and Humanities. Poster Competition Date to be confirmed please check your student for updates The poster competition is open to all postgraduate research students and early stage researchers. Cash prizes are awarded to the best posters. Regardless of your area of research you need to be able to communicate your findings to other people, especially those with little or no knowledge of your research area. Posters are an effective way of communicating research. You don t need a completed project to compete: you can focus

64 instead on the background to your research, your methodology or on one section of your research. Your poster should summarise your research to an audience of non-subject specialists and will be judged by a panel of people, some of them having no expert knowledge of your research area. This event will not only give you an opportunity to showcase your research, but also allow you to meet and network with other research students from across the University Minute Thesis Competition Date to be confirmed please check your student for updates Do you enjoy a challenge? Would you like to spread the word about your research? Would you like the chance to win a prize? Can you compress a 100,000 word thesis into a 3 minute presentation? Enter this year s 3MT thesis competition! Three Minute Thesis (3MT ) is a research communication competition developed by the University of Queensland which challenges research higher degree students to present a compelling oration on their thesis and its significance in just three minutes in language appropriate to a non-specialist audience. You will attend specialised workshops and have a 1-1 advice session on your own presentation and take part in the second annual competition. s detailing the dates of the workshops and competition will be sent to your student account so please check regularly for updates. Research Student-led Symposium Would you like to be involved in organising an interdisciplinary symposium? Development and Training Services plan to host a student-led symposium this academic year, and would like to offer you the students this unique opportunity to plan and organise the event. We would provide the funding for the event, and would be on hand to offer support and advice throughout the planning stages. Courses and workshops would be provided to help you prepare, including What is a Symposium? Selecting and Editing Papers and Organising an Event for Researchers. The working group will be responsible for selecting the theme, inviting keynote speakers, writing the call for papers, accepting and rejecting papers, and organising the panels.

65 If you are interested in being a part of this event or want to find out more about what s involved then sign up to attend the information session which is taking place on 9 th October, 2-3 pm by following the below booking link and inputting your name and student address 61 Presentation Club Are you confident about giving presentations? If you are nervous, you re in the majority. A recent survey presented respondents with 13 common phobias and asked them which affected them personally. A total of 56% were either very or somewhat afraid of public speaking! 1 The best way to gain confidence and skill in delivering presentations is to understand what is expected and know how to present successfully and engage your audience. The Presentation Club gives you exactly that opportunity, and the chance to deliver your own presentations in a supportive environment for peer review by other researchers. Te club is open to both research staff and research students, and is a new opportunity to develop their presentation skills. We will meet once a month from October to June this academic year, the programme comprising: Date Time Subject 21 st October and 18 th November The art and craft of delivering engaging 13 th January, 10 th February and 10 th March presentations Experts from different fields of presentation specialism will share with you their advice and experience 14 th April and 12 th May Your opportunity to present to the group and give and receive peer assessment 9 th June Presentation competition, with a first prize of 100 Amazon vouchers. 1

66 It is recommended that delegates should attend all of the meetings to gain the most benefit from the club, and if you want to take part in the competition you must attend the October, April and May courses. To register for the first session please visit 62 Talks by Hugh Kearns, Flinders University, Adelaide, Australia We are thrilled to host the following highly acclaimed sessions taught by the internationally recognised speaker, Hugh Kearns. The Imposter Syndrome: Why Successful People often feel like Frauds Date: Tuesday 27 th January Glyndwr B Booking Link: How can it be that so many clever, competent and capable people can feel that they are just one step away from being exposed as a complete fraud? Despite evidence that they are performing well they can still have that lurking fear that at any moment someone is going to tap them on the shoulder and say We need to have a chat. Come along and hear from our internationally renowned speaker what the latest psychological research has to tell us about The Imposter Syndrome and more importantly some strategies for dealing with it. At the end of this session you will: Know what the latest psychological research tells us about the imposter syndrome is and how it operates Realise how widespread imposter feelings are and why highly successful people can feel like frauds Be aware of evidence-based strategies that reduce imposter feelings The session will explain why high performing people often doubt their abilities and find it hard to enjoy their successes. It will also show the links to perfectionism and selfhandicapping strategies such as procrastination, avoidance and overcommitment. Turbocharge your Writing Date: Tuesday 27 th January Booking Link: Would you like to know the secret to high output, low stress scholarly writing? In academia it is often assumed that writing comes naturally. However, an overwhelming body of research shows that there are very clear and practical strategies that can greatly increase your writing productivity. This workshop will help you to understand: why it's hard to get started how we deliberately use distractions to slow down writing the principles of quick starting

67 63 how to deal with destructive internal beliefs how to set a writing plan and stick to it how to set achievable goals by writing in a silo how to greatly increase the number of actual words you produce how to clarify your thinking, and improve the quality of your work About Hugh Kearns Hugh Kearns is recognised internationally as a public speaker, educator and researcher. He regularly lectures at universities across the world and has recently returned from a lecture tour of the UK and the US which included lectures at Oxford, Harvard and Stanford. His areas of expertise include self-management, positive psychology, work-life balance, learning and creativity. He draws on over twenty years of experience as a leading training and development professional within the corporate, financial, education and health sectors in Ireland, Scotland, New Zealand and Australia. He has coached individuals, teams and executives in a wide range of public and private sectors organisations. Hugh lectures and researches at Flinders University, Adelaide, Australia. He is widely recognised for his ability to take the latest research in psychology and education and apply it to high-performing people and groups. As a co-author with Maria Gardiner, he has published six books which are in high demand.

68 64 Additional courses available to Postgraduate Research Students Research students are eligible to attend other than those offered by the Skills Development Programme. These include: 1. Masters module courses provided by various Colleges/Schools which feature a significant generic or transferable skills element 2. Courses provided by the Academic Success Programme 3. Research Institute for Arts and Humanities (RIAH) Skills Training Workshops 4. Health and Safety courses provided by Development and Training Services at APECS (compulsory for all research students) 5. Teaching skills courses provided by Development and Training Services at APECS (compulsory for those who intend to act as tutorial assistants or demonstrators). 1. Masters Degree Modules for Postgraduate Research Students MSc Social Research Methods You are welcome to attend many of the sessions running as part of the MSc Social Research Methods. The MSc Social Research Methods degree is a one year full time course or a two or three year part-time modular programme. Ithas been developed to enable students to develop practical research skills and methodological expertise (both qualitative and quantitative); instil familiarity with research ethics and governance, and gain knowledge about theoretical research concerns across the full spectrum of social science disciplines. Students interested in social research from diverse academic backgrounds will find the course of benefit and interest. The modules are run and taught by experienced researchers who are experts in their own fields of inquiry. Post graduate students are welcome to attend individual modules. Please contact Dr Sherrill Snelgrove S.R.Snelgrove@swansea.ac.uk for further details. Postgraduate research students may also attend modules from MSc/MA/MRes courses which have a significant research training element in both their own and other departments. This may be done only with permission of your supervisor and Head of College/School, and with the agreement of the College/School providing the modules. While all Masters modules are potentially open to you under the agreed arrangements, the majority are of relevance only to students studying those particular specialisms. Please contact the College Administrator for further details on which Masters degree modules you are eligible to attend.

69 65 2. Academic Success Programme The Academic Success Programme (ASP) is part of Swansea University s Centre for Academic Success (CAS). We run a series of certificated short courses, workshops and drop-in classes that have been specifically designed to help you manage the transition into Higher Education and become a more confident and successful student during your time at Swansea University. Covering everything from academic grammar to advanced essay writing techniques; from effective listening methods to delivering successful presentations, our classes will set you on the path to academic success. We also offer confidential one-to-one appointments during which you can receive detailed feedback on your work. There are three ways to get involved in the programme: Certificated short courses enrol online Flexible drop-in sessions just turn up One-to-one appointments book online Where? See timetable on Blackboard for details When? Throughout the academic year How much? Absolutely Free! What next? Enrol online for one of our short courses, turn up for a workshop or drop-in session or book your individual appointment online Research Institute for Arts and Humanities (RIAH) Skills Training Workshops The Graduate Centre in the Research Institute for Arts and Humanities (RIAH) runs a skills and training workshop series which is open to Postgraduate Research Students and Early Career Researchers. The series includes a diverse range of workshops, for example: 'Selling' Your Project - Practical advice on writing the introduction to your thesis Gathering and Using Oral Histories Using Archives (Beginners) Using Archives (Advanced) Organising Conferences and Workshops Planning your first chapter/scholarly article for publication Publishing your monograph For more information about the courses in this series please contact either Dr. Nathan Roger (n.roger@swansea.ac.uk) or Kate Spiller (k.spiller@swansea.ac.uk) 4. Health and Safety courses for postgraduate researchers Details of further Health & Safety and First Aid training will be forwarded to all postgraduate research students who register on the Teaching Skills course.

70 66 5. Teaching Skills Course for Postgraduate Tutorial Assistants and Student Demonstrators Monday 6 th October Training Room A, APECS 1 st Floor, Grove Building Extension Tuesday 7 th October Training Room A, Development & Training Services 1 st Floor, Grove Building Extension Wednesday 8 th October Training Room A, Development & Training Services 1 st Floor, Grove Building Extension Thursday 9th October Training Room A, Development & Training Services 1 st Floor, Grove Building Extension Thursday 9th October Training Room A, Development & Training Services 1 st Floor, Grove Building Extension Thursday 9th October Training Room A, Development & Training Services 1 st Floor, Grove Building Extension This will be arranged within your department OCTOBER 2014 Session 1A General Teaching Skills Psychology Business ECS ASS Geography Economics Anthropology Session 1C General Teaching Skills American Studies Law German Hispanic Studies French Media & Communications English Italian Politics Classics History Welsh ALS Session 2A - Small Group Teaching Session 1B General Teaching Skills Engineering Session 1D - General Teaching Skills Biological Sci. Computer Science Mathematics Chemistry Health Science Physics Sports Science Medicine Session 2B - Small Group Teaching Session 3 - Laboratory Demonstrations 9:30 10:30 Session 4 Working in IT Laboratories 10:45 11:45 Session 5 - Fieldwork 12:00 1:00 Session 6 - Marking - Departmental procedures and practices This session will only be delivered to postgraduates who will be used for marking. To complete the course, you are required to attend: Session 1 (A, B, C or D where possible choose the session that relates to your subject area although the information delivered will be the same on each occasion) And At least one of Session 2, 3, 4 or 5 depending on your subject area and the type of tutoring, teaching or demonstrating that you will be undertaking. All postgraduate students who apply to become Postgraduate Tutorial Assistants / Student Demonstrators will need to have completed this Teaching Skills Course. Those who do not do so will not be allowed to undertake teaching duties. Payment will be made to students for attendance at Session 1 and for attendance at those other sessions (2 to 5) which relate to the teaching duties to be carried out. ( 25 will be paid for each of sessions 1 & 2 and 15 for each of sessions 3-5). The maximum payment made for participation in the course will be 65. Payment will be made once the PG has been appointed as a Student Teacher/Demonstrator These training hours do not count towards the six hours per week limit for teaching allowed for registered postgraduate students.

71 67 ENROLMENT FORM FOR POST GRADUATE TEACHING SKILLS COURSE OCTOBER 2014 Please enrol me for the course on Teaching Skills for Postgraduate Tutorial Assistants and Student Demonstrators. Name: (please print) Student Number: Department: I confirm I have been nominated by (enter the name of the person who has indicated that you should attend this course) within my Department to carry out teaching/demonstrating duties and these will comprise of: (list the teaching/demonstrating duties you will be carrying out) Session 1 is run on five separate occasions. Please indicate which of the following Session 1s you will be attending. You must attend Session 1. It will take place in Training Room A, Development & Training Services, 1 st Floor Grove Building Extension Please indicate your first and second choice of session Session 1A General Teaching Skills DTS (A) Monday 6 th October 9:30 12:30 Session 1B General Teaching Skills DTS (A) Monday 6th October 1:30 4:30 Session 1C General Teaching Skills DTS (A)) Tuesday 7 th October 9:30 12:30 Session 1D General Teaching Skills DTS (A) Tuesday 7 th October 1:30 4:30 Please indicate which of the following optional sessions you will be attending. You should ensure that you attend all the sessions which relate to the teaching duties you will be carrying out. You must attend at least one of these sessions. Session 2 is run on two separate occasions. Small Group Teaching - Session 2A Wednesday 8 th October DTS (A) Small Group Teaching Session 2B Wednesday 8 th October DTS (A) Please indicate your first and second choice of session Laboratory Demonstrating Thursday 9th October- 9:30 10:30 Working in IT Laboratories Thursday 9th October 10:45 11:45 Fieldwork Thursday 9th October 12:00 1:00 Please tick to enrol Return this form to: s.v.ace@swansea.ac.uk (an will be sent back to you confirming sessions booked) OR to Development & Training Services, first floor, Grove Building Extension, marking it for the attention of Sue Ace If you have any queries, please phone 5762 or s.v.ace@swansea.ac.uk

72 68 Useful Contacts Academic Office for Postgraduate Research The Academic Office for Postgraduate Research is located in the Academic Registry, Stable Block Building, Singleton Abbey. This office is responsible for issues affecting postgraduate research candidature including: Support for the Academic Board (Research), Dean and Associate Deans Co-ordination of research student progression monitoring Co-ordination of the examination process including external examiner appointments and result letters Administration of requests for changes in candidature, suspensions, extensions, transfers and withdrawals of study. Production of online research degree regulations and publications The Academic Office for Postgraduate Research is there to ensure that you get the support and feedback you need. There is also a forum for discussing and addressing issues affecting postgraduate research students called the Research Student Engagement Window. For further information/advice regarding any issues affecting your candidature or for details about the Research Student Engagement Window please contact Vicky Jones (Assistant Registrar (Research) by at v.t.jones@swansea.ac.uk.

73 69 Information Services and Systems (ISS) Did you know that your College has a Subject Librarian? Please see below for their contact details: College Subject Support Team College Subject Support Team Arts & Humanities School of Management, Criminology Law Human and Health Sciences Medicine Science, Engineering Librarians Librarians Ian Glen (team leader), Bernie Mathias & Carine Harston Michele Davies (team leader), Sam Oakley, Marie Bevan, Rebecca Kelleher Sean Barr (team leader), Katherine Jones Clare Boucher (team leader), Katrina Dalziel, Elen Wyn Davies, Stephen Storey Clare Boucher (team leader), Katrina Dalziel Alasdair Montgomery (team leader), Susan Glen. Team artslib@swansea.ac.uk buslib@swansea.ac.uk lawlib@swansea.ac.uk humscilib@swansea.ac.uk healthlib@swansea.ac.uk medlib@swansea.ac.uk scieng@swansea.ac.uk miners@swanea.ac.uk Other useful contact details for ISS include: IT Support Careers and Employability General enquiries Student Services itsupport@swansea.ac.uk Careers@swansea.ac.uk Library@swansea.ac.uk student.services@swansea.ac.uk

74 70 External Links Disabled students have been under represented within postgraduate research degree programmes in the UK. But this is changing and, as the numbers of disabled graduates increases, there will inevitably be more wishing to enter the research community. The resources have been designed to address directly the issues raised by disabled researchers. They have been written and edited by a project team consisting of academic staff, staff developers, disabled students, disability specialists and careers personnel. Their website is: Vitae is an excellent resource. Each year the National and Regional hubs'' run residential courses (GRADschools) of between three and four days. Visit their website to learn how constructive and enjoyable these courses are for postgraduate researchers. The main objective of the GRADschools is to encourage you to identify the skills you have and how best to market them. Vitae also have a section exclusively for Postgrads where you can access tips on how to manage your PhD effectively. Their website is: The National Postgraduate Committee is a charity to advance, in the public interest, postgraduate education in the UK. Check out their invaluable general information page: The Graduate Junction is the first website to bring together Masters, Doctoral and Postdoctoral researchers and scholars from any discipline across the globe. The Graduate Junction s aim is to provide an easy way of meeting and discussing research interests with others in a multi-disciplinary environment, alongside comprehensive listings of information relevant to the graduate research community. The UK Council for Graduate Education (UKCGE) was established for the public benefit to advance graduate education in all academic disciplines throughout the UK. The Council aims to achieve its mission through a variety of activities such as the organisation of conferences, workshops and discussion forums debating and reflecting on topical postgraduate issues, and the publication of reports and newsletters. UKCGE also promotes and conducts research surveys and investigations into postgraduate education, as well as providing postgraduate data and information to both members and other interested parties. Their website is:

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