Research & Professional Development Plan. AIT Graduate School

Transcription

1 Research & Professional Development Plan AIT Graduate School

2 Introduction Introduction

3 Introduction Welcome to Postgraduate Research Studies at Athlone Institute of Technology Research and Professional Development Planning (RPDP) is a process by which you can manage the development, advancement and completion of your research through a process of structured planning and reflection. Your RPDP is designed to guide you effectively through your Master s and PhD research programmes. Progression from the Master s programme to the PhD programme requires a transfer assessment after months. The RPDP will form part of the transfer assessment process. Your supervisor is available to assist and guide you throughout your programme and will work with you on your RPDP. Additional support is also available from your School, Research Institute manager, the Office of Research and the Office of the Registrar. AIT is continually investing in the development and fostering of a vibrant research culture. We are committed to providing the perfect learning environment to enable you to fulfill your ambitions. We wish you the very best with your graduate studies and look forward to forging a bright, exciting future with you. Yours sincerely, Dr Robert Stewart Director of Graduate Studies The RPDP is a recent innovation at AIT and has been received positively by research students and staff members alike. The consensus is that it provides a more focused approach to research and helps progression through both the Master s and PhD programmes. The taught modules on offer enhance the employment prospects of students. This folder will give clear direction to new research students as to what is expected of them, encouraging them to plan their research project from an early stage. As it is a personal record, it enables me to assess my achievements to date and the changes that are required from me for future work. A list of taught modules allows me to see what additional courses could help my current project or just be of interest helping with job applications in the future. AIT Research Scholar on the RPDP Athlone Institute of Technology 2010

4 Overview Overview

5 Overview Your RPDP is an integral part of your research programme at AlT. It is specifically designed to help you identify your needs, improve your work and decide on the strategies and activities required to accomplish your goals. During the course of your research you will be encouraged to reflect on your research plan as you progress and create a portfolio of your achievements. A plan with explicit goals provides structure for learning. As a research student, you will have expectations of AIT and likewise we will have expectations of you. Your RPDP will play a major part in directing the course of your research and in your training and development. Your RPDP will form an important part of the assessment process should you wish to progress to a PhD programme. Student Responsibilities and Duties Commitment, dedication and a willingness to engage fully with research projects and with supervisors are essential in order to succeed in graduate research. Students must be sincerely committed to their project and participate in activities associated with it. In addition to the Code of Conduct outlined in the Student Handbook (which can be accessed at responsibilities and duties should also include the following: Keeping your RPDP Up-To-Date Your knowledge and skills should be kept up-to-date throughout your entire working life and therefore you should regularly take part in educational activities in order to develop your competence and performance. This RPDP will help you to keep track of your development and assist you in maintaining and improving your standards throughout your graduate studies. It should be updated as far as possible before every scheduled meeting with your supervisor(s). It should be completed in conjunction with your supervisor and there are numerous places in the document on which your supervisor should sign off. The appropriate meeting template should also be completed by the student and signed by the supervisor. A soft copy of the final document should be sent to the Postgraduate Research Office. Please note that your RPDP is not a replacement for your formal lab book and therefore should not be used to store any sensitive project information. Working with your Supervisor There are many factors behind a good relationship with your supervisor. In order to maintain an active and positive relationship, students should strive to: (a) (b) (c) agree in advance the programme of work, the aims, objectives and timeframe for the proposed programme, including the nature and extent of the guidance expected, with the supervisor; agree a process of communication and a schedule of meetings with the supervisor(s); maintain regular and frequent contact with the supervisor. Good Management and Practice The following concepts provide for the foundation of good management and practice: (a) (b) (c) submitting written work in a specified and agreed time and format as agreed with the supervisor(s); ensuring that any problems regarding the project are drawn to the attention of the supervisor(s) and providing adequate explanation of any failure to attend meetings or to meet other commitments, so that appropriate guidance may be offered; informing the supervisor(s), as early as possible, of any significant problems and difficulties encountered. Taking Ownership of your Project Supervisors continually support students in taking ownership of their own project; however students should be proactive in: (a) (b) (c) ensuring that satisfactory progress is made at all times; being responsible for developing the direction and innovation of the research project as it progresses; making appropriate use of teaching and learning facilities made available by the institute; Athlone Institute of Technology 2010

6 (d) (e) (f) successfully completing training programmes arranged by agreement with your supervisor; ensuring that any circumstances that might require your mode of study to be modified or your institutional registration to be extended, suspended or withdrawn, are brought to the attention of your supervisor(s); submitting a thesis in accordance with the institute s schedule of exams as outlined in the Procedures and Guidelines document available online. The Role of the Supervisor in your RPDP Every student has a principal supervisor who is an active and successful scholar in the relevant research area. The supervisor has a very important role in providing the student with academic guidance, authority and leadership within the subject area of the research programme. The supervisor will take full responsibility for the overall supervision and management of the student and an appropriate level of responsibility for the project. The supervisor should provide advice in relation to: n the suitability of the research proposal to the award being sought; n the nature of the work undertaken, the formulation of the research proposal and the standard expected; n the planning of the research and the specific direction of the research being undertaken; n the appropriate literature and sources; n attendance at appropriate research seminars and/or conferences; n the proper acknowledgement and citation of sources; n the monitoring of the work. Supervisors will also agree formal meeting dates with students during which progress will be monitored. A record of these meetings should be signed by both the student and supervisor and retained in the Office of the Postgraduate Research Coordinator. Meetings Regular and frequent contact should be maintained between the student and the supervisor. The frequency of contact is likely to vary throughout the project; during the initial stages of the programme when design and preparation work are being undertaken, the frequency of meetings is expected to be high but may ease slightly once the project is underway. Your RPDP incorporates a number of formal meetings as follows: Initial Supervisory Meeting This meeting will cover issues such as ensuring that you are correctly registered, attending relevant modules, available funding, some relevant housekeeping issues and day-to-day requirements. Work will commence on your RPDP and discussions relating to your research plan and the professional development plan will take place. A list of your generic and specialist training needs will be agreed with your supervisor, and provisions made for facilitating the required skills. Three-Month Review Meeting The purpose of this meeting is to finalise your student summary, research plan, skills self-assessment and skills development plan. Work on this should already have taken place since the initial supervisory meeting and a draft copy prepared. Six-Month Review Meeting During this meeting your research progress and skills development progress will continue to be monitored and your RPDP record updated and signed. Progress reports should be signed at this meeting. Laboratory notebooks will also be inspected at this meeting. Twelve-Month Review Meeting This meeting will be similar to your six-month review meeting where your research progress and skills development progress will be monitored and your RPDP record updated and signed. Progress reports will also be completed and signed by both the student and supervisor. Laboratory notebooks will be inspected. Athlone Institute of Technology 2010

7 Meeting in Advance of Master s Thesis Submission (Students Completing a Master s Programme) This meeting will take place in advance of the Master s thesis submission. It will involve you and your supervisors. The meeting will clarify and record issues such as the thesis structure, process of submission, thesis examination, etc. Meeting Subsequent to Transfer Assessment (Students Eligible to Access the PhD Programme) This meeting will take place after the actual transfer assessment itself. This meeting will involve you and your supervisor. For more information on the transfer assessment, the Procedure and Guidelines document is available online. Meeting in Advance of PhD Thesis Submission This meeting will take place in advance of the PhD thesis submission. It will involve you and your supervisors. The meeting will clarify and record issues such as the thesis structure, process of submission, process of the thesis examination, etc. The outcome of these formal meetings should be recorded in the document templates provided. Records of these meetings should be signed by both the student and supervisor and retained in the Office of the Postgraduate Research Coordinator. All meetings should be recorded and signed by both the student and supervisor. Progress Reports Progress reports should be completed and signed by the student, their supervisor(s), head of school or research institute manager on a six-monthly basis. These report forms will be issued by, and should be returned to the Postgraduate Research Coordinator from where they will be presented and discussed at the Postgraduate Review Group meeting. MASTER S PROGRAMME FULL-TIME (subject to agreement with supervisor) Task Deliverable Milestone Months (min) Research proposal Research proposal 5 Stage 1 review Stage 1 report Stage 1 review External reviewer (non-specialist) Thesis submission Master s thesis Viva External examiner (specialist) PhD PROGRAMME FULL-TIME (subject to agreement with supervisor) Task Deliverable Milestone Months (min) Research proposal Research proposal 5 Stage 1 review Stage 1 report Stage 1 External reviewer (non-specialist) 12 Transfer assessment Transfer Report Viva External examiner (specialist) 18 PhD thesis submission PhD Thesis Viva External examiner (specialist) 36+ Athlone Institute of Technology 2010

8 Summary The RPDP comprises five main parts, each with its own specific objective to support the successful completion of your research degree: (i) Student Summary Here you should record relevant personal details along with details of the programme of research and any funding information. (ii) Research Plan Your research plan should be developed in conjunction with your supervisor. It is a map for your career as a research student and should demonstrate your intellectual vision and aspirations. It s also an opportunity to demonstrate the creative and independent thinking required of a successful researcher. Your research plan will provide a mechanism whereby you can monitor your progress throughout your research. It is a dynamic document and should be updated to reflect any changes in the direction of your work. Each time there is a change in your research direction this should be reflected in an updated version of your research plan. (iv) Skills Development Record This skills development record section allows for the recording of your achievements during your research programme at AlT. These can include attending and/or presenting at a conference or seminar, academic tutoring and mentoring, demonstrating at practical classes, poster display, journal publication, organising of events, etc. This will also be reviewed during meetings with your supervisor. It will be a valuable resource when seeking employment. (v) Meetings The professional development plan involves the formal documentation of regular meetings between you and your supervisor. During those meetings you will discuss whether your research is going according to the planned timetable and how your research might progress and what particular areas of development and training you might need to focus on in order to maximise your effectiveness and efficiency in this area. A record of these meetings should be signed by both yourself and your supervisor and retained in the Office of the Postgraduate Research Coordinator. (iii) Professional Development Plan The professional development plan enables you to have a clear understanding of your skills, abilities and knowledge. You and your supervisor should formally audit your skills and identify the further development of your skills by highlighting any future courses necessary to support the successful completion of your research degree and to maximise your future employability. Athlone Institute of Technology 2010

9 Research and Professional Development Plan Overview Office of the Postgraduate Research Coordinator n Overall QA of the RPDP process for Master s/ PhD students n Customise the RPDP for Master s/phd students n Holds RPDP records n Sends reminders & receipt for submission Director of Graduate Research n Coordinates review of RPDP n Supports production of new version of RPDP based on review School Office n Responsible for review of RPDP and sign-off relevant sections n Management of supervision n Management of day-to-day student requirements Postgraduate Review Group n Monitors progress of student with RPDP n Offers advice & guidance n Reviews RPDP to advise on transfer & final submission Student n Owns RPDP n Completes RPDP in consultation with supervisor n Responsible for timely submission Supervisor n Supports student in the development & completion n Responsible for sign-off of relevant sections n Reviews RPDP to advise on transfer and final submission Athlone Institute of Technology 2010

10 Student Summary Student Summary

11 Student Summary The purpose of the student summary is to enable you to record general details about your programme, including key contacts. Personal Details CONTACT DETAILS Name AIT Student No Address Telephone AIT Funding Details PROGRAMME DETAILS School Research Institute Degree Full/Part-Time SUPERVISION Principal Supervisor Name Affiliation Second Supervisor Name Affiliation Additional Supervisor (if applicable) Name Affiliation Change in Supervisor (if applicable) Name Affiliation Date of Change Athlone Institute of Technology 2010

12 Research Plan Research Plan

13 Research Plan Every research project requires advanced planning, and the better the planning the more successful the project. Preparing a research plan is one of the most important tasks you will undertake as a Master s/phd candidate. This brief document offers some basic guidelines for preparing a research plan and for using it as a roadmap during your graduate experience. The research plan should be retained by the student; it is a dynamic document and should be updated to reflect any changes in the direction of the research work. Each time there is a change in the research direction, this should be reflected in an updated version of your research plan. Essential elements of a Research Plan n Your research question or hypothesis n Background information on why your research question is important n A plan of how you intend to investigate your hypothesis and interpret your results n How you intend to write-up and publish your findings. Keep in mind that your objectives should be specific, challenging and achievable within a defined timeframe. It may be helpful to refer to the SMART framework, which is widely used as a means of describing objectives in a way that makes them more useful and easier to review. The SMART guidelines indicate that objectives should be: Specific Specific and clear statements about what is to be achieved. Measurable Quantitative and/or qualitative (if objectives are not measurable then it is difficult to determine whether they have been achieved). Achievable Objectives need to be realistic, challenging and motivating. Relevant Relevant to the achievement of your research aims. Time bound Include a time scale for in which to achieve your objective or goal. Athlone Institute of Technology

14 Your Research Plan Formulating your research questions and hypotheses, setting objectives and timelines What questions are you asking in your research programme? What Hypotheses are you testing? Reviewing the literature How will you review the relevant literature and when will this be done? Reviewing possible methodologies How will you review the possible methodological approaches and select the most appropriate? Designing how to test your research questions/hypotheses How do you propose to answer your research question and test your hypotheses? What approaches or methods will you use? Collecting your data How and when will you collect your data (sources, documents, surveys, experiments, etc.)? 12 Athlone Institute of Technology 2010

15 Organising and analysing your data How and when will you organise and analyse these data? Interpreting your data How and when you will interpret your data? Reviewing your findings How and when will you review your data and determine what further work needs to be done? Disseminating your research How and when will you disseminate your research findings? Drawing conclusions What conclusions can you draw from your work to date? Athlone Institute of Technology

16 Professional Development Plan Professional Development Plan

17 Professional Development Plan All of the training offered by the Office of Research is created to ensure that all students have access to the appropriate development opportunities tailored to their individual needs. The Office of Research, at the request of the supervisors, will facilitate students training requirements. The process is outlined as follows: Initial Skills Assessment Skills Development Plan Review Skills Self-Assessment Actions to gain skills identified Athlone Institute of Technology

18 Athlone Institute of Technology Date Training and Developmental Needs Analysis This audit on your current skill set is compiled as a means to identify where your personal strengths and weaknesses are. Please read the statements on the following pages to provide information on which specific areas you are confident and competent in and which require improvement. It is recommended that you assess your own personal training and development requirements on a regular basis for the duration of your studies. A chronological record will allow you to monitor the development of your skill set during your studies here at AIT. Competency Levels 1 = Good first degree candidate 2 = A research student with a little experience 3 = A more experienced PhD student 4 = A competent and confident doctoral candidate 5 = A truly outstanding doctoral candidate able to teach, train or coach research colleagues in this area. And finally, before you enter a score for any statement, think to yourself how can I provide evidence for this? You can download copies of this document at An honest assessment is important to get a correct gauge on your ongoing development as a postgraduate student. To assist you, the following key is recommended. Adapted with thanks from the University of Manchester PG Development Needs Analysis. 16 Athlone Institute of Technology 2010

19 A. Research Skills and Techniques Be able to demonstrate More specifically Your competence (Please tick one) A1. The ability to recognise and validate problems Able to define original research problems An understanding and application of appropriate research philosophies Able to write a research proposal, to the level required of applications for postdoctoral work A2. Original, independent and critical thinking, and the ability to develop theoretical concepts A3. A knowledge of recent advances within one s field and in related areas Able to formulate hypotheses and/or research questions for the purposes of designing a doctoral research project Able to provide new and innovative research ideas and strategies Have in place a strategy for keeping up to date with the latest publications from own and closely-related research areas. Confident in searching for information in a variety of bibliographic and virtual sources Can communicate knowledgeably and debate concepts about their wider research area with academic colleagues Confidently able to manage any collected information so it can be retrieved and cited appropriately A4. An understanding of relevant research methodologies and techniques and their appropriate application within one s research field A5. The ability to critically analyse and evaluate one s findings and those of others An understanding of what constitutes high quality academic research within one s field Have in depth knowledge and understanding of appropriate research techniques and their application Able to demonstrate objectivity and carry out unbiased research Able to discuss and prioritise a range of methodologies to address a research question Ability to objectively acknowledge weaknesses and assumptions in one s findings. Ability to apply the same objectivity to the work of others Can write a literature review of publishable standard on the topic Good understanding of appropriate methods for testing conjectures or tentative conclusions Where appropriate, an excellent IT ability in data collection, analysis and presentation in an appropriate graphical form A6. An ability to summarise, document, report and reflect on progress Able to objectively criticise own research and define future work Able to maintain and use a research log or record of research activity commensurate with best practice from your discipline Able to produce written summaries and progress reports of a variety of lengths to suit the purpose, and to an appropriate professional standard Able to take regular reviews of own work to determine that it is of sufficient originality, quality and quantity to merit the award of a doctorate. Athlone Institute of Technology

20 B. Research Environment Be able to demonstrate More specifically Your competence (Please tick one) B1. Show a broad understanding of the context, at the national and international level, in which research takes place B2. Demonstrate awareness of issues relating to the rights of other researchers, of research subjects, and of others who may be affected by the research, e.g. confidentiality, ethical issues, attribution, copyright, malpractice, ownership of data and the requirements of the Data Protection Act B3. Demonstrate appreciation of standards of good research practice in their institution and/or discipline B4. Understand relevant health and safety issues and demonstrate responsible working practices B5. Understand the processes for funding and evaluation of research Able to explain how research in own particular field is organised nationally in terms of (where appropriate) institutions and centres, congresses, societies, publications and some understanding of these internationally. Be aware of the guidance offered to researchers at a national level (appropriate to your discipline) Be fully aware of Athlone Institute of Technology s rules and regulations relating to academic misconduct (and particularly plagiarism) Be aware of institute guidelines on intellectual property, copyright and ownership of research A complete understanding of any relevant institute guidelines on research practice (e.g. ethical practice) and any statutory regulatory requirements in your subject area Be competent in working with all relevant health and safety regulations A broad understanding of how research is funded within one s own discipline and the mechanisms by which funding might be sought to continue one s current research Knowledge of how large and small-scale research proposals within your discipline are evaluated B6. Justify the principles and experimental techniques used in one s own research B7. Understand the process of academic or commercial exploitation of research results Have good knowledge of competing techniques and approaches in subject area and their relative strengths and weaknesses Be able to justify and defend the decisions that underpin your research direction and methods Understanding of both procedures for submission and evaluation of research by journals and publishers and be able to prepare research results for submission. Understanding of the major conferences in the research area. Awareness of the various institute facilities and support for exploitation of research. 18 Athlone Institute of Technology 2010

21 C. Research Management Be able to demonstrate More specifically Your competence (Please tick one) C1. Apply effective project management through the setting of research goals, intermediate milestones and prioritisation of activities Able to plan, organise and evaluate a research programme Able to execute a research programme which follows a designated schedule to produce a finished thesis within the funded period Able to set and prioritise a number of intermediate goals within an individual research project and to develop an effective strategy and timetable for meeting them Able to make plans and balance competing demands on time effectively C2. Design and execute systems for the acquisition and collation of information through the effective use of appropriate resources and equipment C3. Identify and access appropriate bibliographical resources, archives, and other sources of relevant information C4. Use information technology appropriately for database management, recording and presenting information Able to collect and record information in an organised and professional way Competence in relevant data-collection and analysis software Able to conduct searches using appropriate online and offline resources Able to demonstrate an excellent awareness of potential sources of relevant information for subject area Fluent in referencing appropriate sources (books, articles, websites, interviews and quotations) and able to use a variety of referencing styles and systems Able to establish a bibliography at the level expected for scholarly publication and keep it up-to-date through searches and electronic services Able to use appropriate software to prepare extensive documents with any relevant special features, such as use of master documents and templates or embedding of charts, figures and images Athlone Institute of Technology

22 D. Personal Effectiveness Be able to demonstrate More specifically Your competence (Please tick one) D1. Demonstrate a willingness and ability to learn and acquire knowledge Able to identify and exploit sources of information or instruction on a new area. Fully committed to, and engaged in, undertaking a meaningful research-specific and transferable skills training programme Excellent attendance at seminars, meetings, workshops and conferences, evidenced with an up-to-date training record D2. Be creative, innovative and original in one s approach to research Ability to generate new ideas and approaches Ability to develop new methodologies as required Ability to find and implement solutions to difficult problems D3. Demonstrate flexibility and open-mindedness Able to analyse the strengths and weaknesses of one s own approach, and willing to complement it by an engagement with other approaches Be fully aware of all of the means of exploiting intellectual property and have considered the scope of knowledge transfer and entrepreneurial activity in relation to your research work D4. Demonstrate self-awareness and the ability to identify own training needs D5. Demonstrate self-discipline, motivation, and thoroughness D6. Recognise boundaries and draw upon/use sources of support as appropriate D7. Show initiative, work independently and be self-reliant Able to evaluate a wide range of skills, evaluate training needs in the light of this and the requirements of the research project, develop a coherent plan for future training Able to work to a professional level without supervision Able to demonstrate high levels of accuracy, organisation and attention to detail commensurate with that of a professional independent researcher of your discipline Be able to objectively consider gaps in knowledge, understanding or ability and be aware of possible sources of support such as the skills of colleagues Able to make and execute substantial research plans with guidance necessary only for specialist issues Provide evidence of academic independence to colleagues and peers 20 Athlone Institute of Technology 2010

23 E. Communication Skills Be able to demonstrate More specifically Your competence (Please tick one) E1. Write clearly and in a style appropriate to purpose, e.g. progress reports, published documents, thesis E2. Construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally through a variety of techniques Able to produce a well-structured and well written report of substantial length. Able to write concise, academic prose and express ideas with suitable clarity Full mastery and control when writing a variety of types of research document and in a variety of written styles Able to communicate own research orally, with proficiency and confidence Able to explain own research at a range of levels Able to produce well constructed clear presentations and use audiovisual aids where appropriate (slides, OHPs, PowerPoint) Able to provide feedback around own research subject of the kind expected in referee s reports for journals and publishers and to respond to such feedback E3. Constructively defend research outcomes at seminars and viva examination E4. Contribute to promoting the public understanding of one s research field E5. Effectively support the learning of others when involved in teaching, mentoring or demonstrating activities Able to present academic work at seminars and conferences fluently and confidently, and able to respond clearly and persuasively to questions and comments at such occasions Confidently able to defend own work in meetings, at transfer, during academic interviews and during the viva Able to explain the importance and benefits of communicating your research outside of academia Able to write and present research in an appropriate manner for specialist or lay audiences, and be understood Demonstrate an ability to effectively facilitate the learning of others and an ability to impart information effectively Have an understanding a range of appropriate techniques for supporting the learning of others Athlone Institute of Technology

24 F. Networking and Teamworking Be able to demonstrate More specifically Your competence (Please tick one) F1. Develop and maintain cooperative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research community Regular attendance at conferences and meetings, awareness of other researchers in own and related fields Both build and maintain cooperative networks and working relationships with supervisor(s), colleagues and peers within the institute Both build and maintain cooperative networks and working relationships with colleagues and peers in the wider research community Aware of and subscriber to appropriate virtual networks and sources of support F2. Understand one s behaviours and impact on others when working in and contributing to the success of formal and informal teams Aware of the impact that own behaviours and actions have when building a healthy working relationship with supervisor(s) I understand my behaviour and impact on others when working in and contributing to the success of formal and informal teams Can work in teams (both inside and outside of academia) on often complex projects and can both reflect on quality of teamwork and solve team-working problems as they arise Am aware of all the stakeholders of one s work, and have considered and acted-upon the best ways for interacting with them F3. Listen, give and receive feedback and respond perceptively to others Aware of techniques of giving and receiving feedback effectively I am able to listen, give and receive feedback and respond perceptively to others 22 Athlone Institute of Technology 2010

25 G. Career Management Be able to demonstrate More specifically Your competence (where 4 is an experienced PhD student) (Please tick one) G1. Appreciate the need for and show commitment to continued professional development Active member of an appropriate professional institution or body Regularly attend any appropriate departmental, school, faculty or institute seminars and research meetings Take some role in facilitating or organising seminars and research meetings, or some other form of administrative responsibility Have ownership of, update and regularly review a personal development plan G2. Take ownership for and manage one s career progression, set realistic and achievable career goals, and identify and develop ways to improve employability G3. Demonstrate an insight into the transferable nature of research skills to other work environments and the range of career opportunities within and outside academia G4. Present one s skills, personal attributes and experiences through effective CVs, applications and interviews Be aware of potential employers, general recruitment practices and effective job hunting techniques Have considered own career direction post-phd and set realistic and achievable career goals Have identified ways to improve my employability and acted upon them Be aware of the range of career opportunities within and outside academia Be fully able to demonstrate the transferable nature of research skills to other work environments Be aware of potential career paths stemming from the generic aspects of a PhD, including research techniques, project planning and communication skills A broad knowledge of types of CVs, interview techniques and standard questions and recruitment techniques such as psychometric testing. Able to create a targeted CV which effectively presents own skills, attributes and experiences Able to present own skills, attributes and experiences effectively in a job interview situation Adapted with thanks from the University of Manchester PG Development Needs Analysis. Athlone Institute of Technology

26 H. Ethics Be able to demonstrate More specifically Your competence (where 4 is an experienced PhD student) (Please tick one) H1. An understanding of the need for high ethical standards in the practice of research Awareness of the requirement for sensitivity in his/her actions towards people and the environment H2. Knowledge of the responsibilities of the postgraduate student towards people and the environment. What form of research needs to be reviewed for ethical approval? H3. An understanding of the role of the Research Ethics Committee Experience in gathering information about human beings (and organisations though interviewing, surveying, questionnaires, observation of human behaviour, audio/video taping, administrating tests or stimuli, collection of human tissue/bone/blood or other body fluids. Ability to conduct clinical trials. Using archived data in which individuals are identifiable Knowledge of the process to prepare and submit a project for review Adapted with thanks from the University of Manchester PG Development Needs Analysis. 24 Athlone Institute of Technology 2010

27 Skills Development Plan Name Date Area for Development What is your objective (what do you want to achieve)? How are you going to get there? By when? How will you know when you have succeeded? Athlone Institute of Technology

28 Skills Development Record Skills Development Record

29 Skills Development Record Your skills development record is the culmination of your RPDP. Here you should record everything you have achieved during your research programme at AIT e.g. modules/training courses attended, publications, seminars, conferences. Courses/Modules Attended Course Title Date School/Other Learning Outcomes Skills Developed Course Title Date School/Other Learning Outcomes Skills Developed Course Title Date School/Other Learning Outcomes Skills Developed Course Title Date School/Other Learning Outcomes Skills Developed Athlone Institute of Technology

30 Conferences/Presentations Course Title Date Location Learning Outcomes Skills Developed Course Title Date Location Learning Outcomes Skills Developed Course Title Date Location Learning Outcomes Skills Developed Course Title Date Location Learning Outcomes Skills Developed 28 Athlone Institute of Technology 2010

31 Papers Published Journal Title Date Vol. (No.) Authors Pages Title Journal Title Date Vol. (No.) Authors Pages Title Journal Title Date Vol. (No.) Authors Pages Title Other Achievements Please detail these below Athlone Institute of Technology

32 Your RPDP and Taught Modules By using your RPDP, you will identify particular skills, both research and professional skills, which you will need to develop over the course of your programme. One way that you can develop these skills is by selecting appropriate taught modules with the assistance of your supervisor. The following modules are available: (i) Diploma in Research Practice, Special Purpose Award, Level 9, 60 Credits The Diploma comprises three mandatory modules (Research Methods, Research Management and Personal Development for Researchers) which are taken in year one. In year two, three electives are taken which currently are Data Handling and Analysis, Creativity and Entrepreneurship, and Communications for Researchers. All modules are 10 ECTS. Research Methods, M, 10 Data Handling and Analysis, E, 10 Diploma in Research Practice, Special Purpose Award. Level 9, 60 Credits Research Management, M, 10 Creativity & Entrepreneurship, E. 10 Personal Development for Researchers, M, 10 Communications for Researchers, E, 10 (ii) Certificate in Research Practice, Special Purpose Award, Level 9, 30 Credits The Certificate comprises three modules, one mandatory and two electives. The mandatory module is Research Methods. The modules can be taken over one or two years. All modules are 10 ECTS. Data Handling & Analysis, E, 10 Research Management, E, 10 Certificate in Research Practice, Special Purpose Award, Level 9, 30 Credits Research Methods, M, 10 Creativity & Entrepreneurship, E, 10 Personal Development for Researchers, E, 10 Communications for Researchers, E, Athlone Institute of Technology 2010

33 (iii) Certificate in Research Methods, Special Purpose Award, Level 9, 10 Credits Certificate in Research Methods, Special Purpose Award, Level 9, 10 Credits (iv) Certificate in Research Management, Special Purpose Award, Level 9, 10 Credits Certificate in Research Management, Special Purpose Award, Level 9, 10 Credits (v) Certificate in Personal Development for Researchers, Special Purpose Award, Level 9, 10 Credits Certificate in Personal Development for Researchers, Special Purpose Award, Level 9, 10 Credits (vi) Certificate in Communications for Researchers, Special Purpose Award, Level 9, 10 Credits Certificate in Communications for Researchers, Special Purpose Award, Level 9, 10 Credits (vii) Certificate in Data Handling and Analysis, Special Purpose Award, Level 9, 10 Credits Certificate in Data Handling and Analysis, Special Purpose Award, Level 9, 10 Credits (viii) Certificate in Communications for Researchers, Special Purpose Award, Level 9, 10 Credits Certificate in Creativity and Entrepreneurship, Special Purpose Award, Level 9, 10 Credits Proposed Entry Requirement Candidates must be registered as a research postgraduate student in one of the institutes of technology or be a staff member. Candidates will register on the programme through the Registrar s Office and the award will be jointly awarded by all institutes of technology. Mode of Delivery Distance learning comprised 2-3 face-to-face workshops per module with online learning using Moodle and/or Breeze. Roll Out The core design of the programme delivery is to group programme participants, therefore facilitating formation of networks and collaborations. Delivery is based on a residential workshop approach. The current delivery model proposed for the initial roll out is based on two nine-hour face-to-face contact sessions biannually per module. The remaining workload will be made up by independent learning and directed online learning activities. Athlone Institute of Technology

34 Meetings Meetings

35 Meetings Your RPDP Meetings Your RPDP incorporates a number of meetings including weekly, the initial Supervisory Meeting, Three Month Review Meeting, Six Month Review Meeting, Twelve Month Review Meeting. For students progressing to the PhD programme a Meeting Subsequent to Transfer Assessment followed by a series of six monthly review meetings should be scheduled. Initial Supervisory Meeting: n start-up and induction programme completion n start work on your Research Plan and your Professional Development Plan Three Month Review Meeting n finalise your Student Summary, research plan, Skills Self-Assessment and Skills Development Plan In the case of subsequent review meetings, the intention is that you will complete the Research Progress and Skills Development Progress sections. Record of Meetings Meeting Scheduled Date Actual Date Athlone Institute of Technology

36 Generic Meeting Template In addition to the formal review meetings associated with the RPDP process (e.g. Initial Supervisory Meeting, Three Month Review Meeting), you may also have many other meetings and discussions with your supervisors throughout your research project (e.g. routine weekly/ monthly meetings, etc.) Record of Meeting In this section you can provide a summary of the main points of the meeting (e.g. progress in your research work since your last review meeting, alterations/updates to your Research or Professional Development Plan etc.) The purpose of this supervision meeting template is to provide a structure for documenting the outcome of these meetings. The template is generic in nature, so that it can be used for most types of supervision meetings that will take place. Main Points Discussed 34 Athlone Institute of Technology 2010

37 Agreed Activities You can use this section to document any detailed activities that you hope to complete before your next supervision meeting Activity Timeframe Student Principal Supervisor Second Supervisor (if applicable) Date Date Date Athlone Institute of Technology

38 If found please return to: Office of Research, AIT Web: