VICTORIA UNIVERSITY S TRAINING MODEL FOR STARTING RESEARCHERS RON ADAMS VICTORIA UNIVERSITY, MELBOURNE

Transcription

1 VICTORIA UNIVERSITY S TRAINING MODEL FOR STARTING RESEARCHERS RON ADAMS VICTORIA UNIVERSITY, MELBOURNE

2 VU s APPROACH TO RESEARCH Fundamental Applied Translational

3 VU s RESEARCH AIM Our aim is to be known as the University of industry and community, to be recognised for our deep engagement with industry and community and for producing research that makes a tangible difference to the lives of people. We want to find creative and evidence-based solutions to important contemporary challenges in Australia, Asia and globally, relating especially to education and lifelong learning, to health and active living, to the cultural diversity and well-being of communities, to economic development and environmental sustainability, and to the success of particular industries and places

4 VU s RESEARCH TRAINING ORGANISATION Provost & Professor of Higher Education PVC Research & Research Training Office for Research Graduate Research Centre Dean, Graduate Research Graduate Research Researcher Academic Administration Development Team

5 GENESIS OF VU RESEARCH TRAINING Following its establishment in the early 1990s, VU confronted a diverse range of research students who were often first-in-family to attend university Many had entered VU through TAFE or special bridging programs for students who did not meet formal entry requirements, and achieved excellent results during undergraduate years qualifying them for HDR studies VU was an institution without a tradition of postgraduate study and without a critical mass of staff with research supervision experience Many students (and staff) subscribed to the myth that only very special people who had followed traditional academic pathways could do research

6 DEMYSTIFYING THE PROCESS VU response: equip students with the understanding, the tools and the confidence to assume greater personal control over key tasks and processes involved in successfully completing a thesis from minor coursework thesis, to professional doctorate, through to PhD The emphasis was on encouraging students to: ask the right kinds of questions take a strategic approach to coming up with the right kinds of answers equip themselves to manage the research and writing processes Result: Students not only empowered as independent researchers, but motivated to contribute to the university s intellectual culture achieving personal goals and delivering institutional dividends

7 DEMYSTIFYING THE THESIS We developed Demystifying the thesis, an awardwinning suite of programs for students and staff that continues to generate high demand across Australia & internationally: Demystify your thesis for all research students Beginning a thesis for commencing International students adjusting to new academic and cultural settings Performing the word residential writing retreat where students come together for a week off-campus to explore and practise different ways of engaging with readers Demystifying thesis supervision for supervisors and prospective supervisors

8 WHAT DEMYSTIFY YOUR THESIS COVERS 9 sessions over 3 days for all research students: 1 Getting the most out of your supervisor 2 Being an independent researcher is more than completing a thesis 3 What is a thesis? 4 Developing a research question 5 The literature review: when to start & when to stop 6 Finding your voice in what you write 7 The architecture of a thesis 8 Controlling your chapters 9 What examiners look for

9 DYT in action: RE-THINKING THE LITERATURE REVIEW

10 DYT in action: USING A TEMPLATE TO CRITICALLY REVIEW THE LITERATURE Step 1: Summarise the key points of the text you are reviewing in terms of: a) Research question/issue being investigated b) Scope of investigation/research (e.g. group(s) being investigated, size of sample, country or locality in which research was undertaken, etc.) c) Methodology d) Theoretical or conceptual framework e) Major findings Step 2: Indicate as specifically as you can the ways in which your study is borrowing from/building on a, b, c d and e. Acknowledging the work of others in this way positions your work in relation to the literature (existing knowledge). Step 3: Way(s) in which your research goes beyond or differs from a, b, c, d and e which points to what is new and original about your work vis-à-vis the literature (existing knowledge). Step 4: Why we need this new information. How will it be significant? What are its practical as well as intellectual outcomes? Will it cause people to think about the issue/s in a new way? Enter all this information briefly into template, which, because it uses the same categories, enables you to compare and contrast different texts, noting shared or different approaches to issues, or methods used. In this way, you can group the different texts into main schools of thought.

11 DYT in action: MOVING FROM A TOPIC TO A RESEARCH QUESTION BEGINNING TOPIC Chronic illness Psychosocial adjustment to chronic illness Psychosocial adjustment to Huntington s disease Psychosocial adjustment to Huntington s disease by recently diagnosed sufferers RESEARCH QUESTION What are the variables determining why some people adjust well and others do not adjust well to being diagnosed with Huntington s disease? Entails two sub-questions How did they respond? (narrative, descriptive) [NOTE HOW A STRUCTURE IS BEGINNING TO EMERGE] Why do they respond in these ways? (analysis/interpretation of factors)

12 DYT in action: RE-THINKING THEORY EVIDENCE THEORY THESIS Hours worked regularity of work security of employment childcare provision role in trade unions wage rates management responsibility ownership of shares Weberian: class (income) status power Marxist: class is to be defined in terms of one s relationship (ownership & control) to the means of production The position of women workers has improved significantly over the last decade The position of women workers has not improved significantly over the last decade Same evidence Different theories Different thesis/argument

13 PEDAGOGY OF RESEARCH TRAINING The literature points to continuing national and international concern with the lack of systematic and pedagogicallyinformed approaches to research training This diminishes research outputs It also impedes the development of students as independent researchers There is recognition that supervision must move away from an individual-to-individual, apprenticeship-based dependency relationship between the student and the 'God' supervisor with a broader range of input and expertise valuable for the researcher s development

14 EMERGING THEMES FROM THE INTERNATIONAL EVIDENCE Research training is increasingly expected to provide a pathway to a broad range of graduate employment outcomes not just academic and university research roles This requires different styles of research training & greater emphasis on on practice-led and practice-based learning o with a stronger integration of research training into the overall university research effort o and more distributed models of supervision, with a focus on supervisory teams, group supervision as a pedagogy, as well as input of a broader range of experts drawn from industry and the community in the guidance of the student

15 VU RESPONSE: PhD COURSEWORK Two compulsory units taken in first 3 months after enrolment: Conceptualising & contextualising research Research integrity & ethics The coursework: Prepares students for Confirmation of Candidature Complements the work students do with supervisors Lays the foundations for completion of PhD in a timely fashion Introduces students to other graduate researchers at VU Helps students position their PhD within a broader research context Gives them guidance and practice in developing their research writing skills Gives students a thorough understanding of research integrity and ethical practice

16 CCR LEARNING OUTCOMES On successful completion of Conceptualising & Contextualising Research, students are able to: 1. formulate an original and significant research question or problem that their research will address 2. demonstrate an understanding of the epistemological basis of their research discipline(s) 3. identify and specify how they will apply key theories and methodologies that relate to their area of research 4. locate their research project within existing knowledge as represented in the literature 5. justify their choice of theories and research methods and techniques within their chosen disciplinary framework(s) 6. understand how different disciplines conceptualise and contextualise research 16

17 RIE LEARNING OUTCOMES On successful completion of Research Integrity and Ethics, students are able to: 1. demonstrate an advanced understanding of fundamental principles and current debates about ethics and integrity in research 2. demonstrate familiarity with relevant national codes and university policies that impact on research practice and appropriate conduct in various research environments 3. identify key areas of ethics and integrity that relate to their own area of research practice 4. demonstrate ability to critically evaluate options and approaches to resolve issues in research integrity and ethics that may arise in their field of research 5. argue to defend a position in relation to research ethics and integrity as it relates to their own area of research practice and design of their own research project 17

18 FEATURES OF CCR Interdisciplinary research literacy balanced with disciplinary immersion Students engaged in producing new knowledge Students presented with explicit strategies for: demonstrating how they are contributing to knowledge defining a central research question developing an appropriate and feasible research design and methodology making a case for how their research is significant and important Cumulative build-up of literature reviewed 'Academic Writing Slot in each class Hands-on learning of how to do research writing Students learn how to communicate ideas orally Supervisors assigned key partnership role

19 WE FOLLOW RESEARCHER DEVELOPMENT FRAMEWORK

20 PUTTING THE RDF INTO PRACTICE In addition to PhD coursework, VU offers over 150 research training workshops and programs for its research students and staff These include programs for early stage graduate researchers, mid-stage graduate researchers, completing graduate researchers as well as new and continuing supervisors Programs include: beginning research series; thesis writing; finding and reviewing the literature; methodology and analysis; VU processes and procedures; and planning and support

21 THE COMMON THREAD A common parallel thread runs through VU s research training programs and workshops: Empower and equip students to assume greater control over their own research training Equip supervisors with the knowledge and strategies to play a productive role in the student s journey Key to building viable research pathways is acknowledging and developing the mutuality and reciprocity of the student-supervisor relationship

22 FEEDBACK? I have a clear picture of what is required, as well as an understanding of the processes and strategies I can use I began to see the thesis not as some amorphous thing but as something real, manageable and doable I ve only been six months into my program and now have a clear picture of what is required, as well as an understanding of the processes and strategies I can use Has boosted my confidence and made what I m doing infinitely clearer Gave me a framework from which to reach upwards and outwards very challenging and enlightening All of my how, why and what for questions were answered including many questions I didn t even know I had!

23 NEXT STEPS: (1) VU DOCTORAL LEARNING PROGRAM Building on Researcher Development framework, the VU Doctoral Learning Program (DLP) & Development Toolkit will provide a more formalised framework to: o support graduate researcher learning o maximise graduate researcher s potential to: achieve successful research outcome develop as a professional & independent researcher Reflects revised understanding of the doctoral experience from a monographic style thesis to a focus on training graduate researchers for a complex & varied workplace

24 AIMS OF VU DOCTORAL LEARNING PROGRAM To identify and support every graduate researcher s learning needs For our students to thrive & achieve success as professional researchers within the academy & in the wider workplace To reinforce a positive & productive culture within VU s research & disciplinary environments, consolidating our reputation as an excellent provider of HDR & research opportunity To ensure candidature processes are transparent & effective increasing the likelihood of quality & timely completions, reducing load on supervisors, and consolidating RTS revenue

25 VU MyPlan CENTRAL TOOL IN DOCTORAL LEARNING PROGRAM A supported space where graduate researcher & supervisor can clearly map and monitor the individual doctoral journey: Customising: Determining the core research, professional and personal/organisational skills relevant to them & to the successful undertaking & completion of their project Reflecting & Planning: Reflection upon the nature & progress of the project at key milestones throughout the doctoral journey. Prioritising & planning for addressing learning/skill needs according to stage of research The PhD & Beyond: Helping graduate researchers contextualise their doctoral studies in the context of life goals, & planning toward a post-doctoral professional life for which key skills have been identified & built upon.

26 MAPPING THE DOCTORAL JOURNEY

27 NEXT STEPS: (2) DOCTOR OF PHILOSOPHY (INTEGRATED) 4 year program targeting domestic and international applicants who have extensive Masters coursework studies in disciplinary and professionally relevant areas, and in some cases considerable workplace experience in professional and/or academic contexts, but who lack recent rigorous initial research training and experience in undertaking a substantial research project, and International research students where academic performance in the Australian context needs to be clearly demonstrated, even though the person has introductory research experience in their own country s context. These applicants are not able/willing to be enrolled in a Masters by Research because they already have a Masters degree/their sponsors will only support a PhD.

28 DOCTOR OF PHILOSOPHY (INTEGRATED) Preliminary year of coursework and a Year 1 thesis arising from a research project conceptualised as a sub-project of the PhD. An average of 70% across all units plus 70% minimum result for the Year 1 thesis component will be required to proceed to years 2-4 during which the PhD research and thesis will be completed. Two exit awards will be available after Year 1: a Master of Research Practice where a Masters degree (AQF9) in a cognate discipline was held on entry, and a Graduate Diploma of Research Practice in other cases.

29 SUPERVISION OF DOCTOR OF PHILOSOPHY (INTEGRATED) A pro-tem supervisor will be allocated by the College when the student begins Year 1. Using the brief initial research proposal submitted on application, the pro-tem supervisor will advise in the selection of electives and work with the student in the context of the Semester 1 units to design and develop the research proposal (and Ethics application if appropriate) as a sub-project of the planned PhD. In Semester 2, the pro-tem supervisor will supervise the Year 1 thesis, and may then become the supervisor or associate supervisor for the following 3 years A change of supervisor may be made by the College, though continuity will be desirable to assist in the integration of the Year 1 research into the full Doctor of Philosophy (Integrated) thesis.

30 PhD (INTEGRATED) YEAR 1 STRUCTURE (full time) Semester 1 Semester 2 Introduction to research methodology 12 points Year 1 Thesis 36 points (conceptualised as a sub- Research Design and Proposal Development 12 project of the planned PhD ) points Research Integrity and Ethics 12 points Elective studies: students choose 1 Introduction to Qualitative Research Methods 12 points Introduction to Quantitative Research Methods 12 points English Language for Graduate Researchers 12 points Enhancing Research Capability ( Shell unit) 12 points Developing Researcher Knowledge and Skills ( Shell unit) 12 points Elective studies: students choose 1 Introduction to Qualitative Research Methods 12 points Introduction to Quantitative Research Methods 12 points English Language for Graduate Researchers 12 points Enhancing Research Capability ( Shell unit) 12 points Developing Researcher Knowledge and Skills ( Shell unit) 12 points

31 NEXT STEPS: (3) REACHING UNDERGRADUATE STUDENTS VU is exploring adapting the Researcher Development Framework and the Demystifying the Thesis framework to undergraduate and honours level This builds on a long VU tradition of undergraduate Problem- Based Learning, in Business and Science & Engineering It complements & extends the VU Model for Research It plants the seeds in undergraduate students who may never have considered undertaking research