WORKSHOP PAPERS Stage 1 Induction

Transcription

1 WORKSHOP PAPERS Research Training and Support for Postgraduate Researchers 3-Stage Generic Research Skills Training Anglia Ruskin University

2 Welcome to the Workshop Session This programme is designed specifically to provide guidance and support in presenting your research and in preparing for your MPhil / MProf / PhD / DProf / MD(res) examination. If you require any of the booklets or other course materials in an alternative format or have any other additional requirements please research.training@anglia.ac.uk or call Charlotte Neale on The Main Aims are to: Provide Introduce Raise Equip Discuss Understand an introduction to postgraduate research, the nature of a PhD, MPhil, DProf, MProf qualification and the pathways towards gaining the award the facilities available via the Research, Development and Commercial Services website and the electronic resources available from the library awareness of the wider context for student training that is provided by the UK wide Research Development Framework and the Concordat to Support Career Development of Researchers. Also to raise awareness of integrity in research, Intellectual property rights and ethical issues and familiarise students with the University s framework for supporting progression through the postgraduate doctoral process and its various elements the different roles and responsibilities of supervisors and students and prepare for successful research supervision tutorials how to seek ethical approval for your research Workshop Session Format: The workshop will contain information and discussion sessions in which we very much encourage you to participate. There will also be opportunities to network and discuss the wider issues involved in embarking on a prolonged piece of postgraduate research. Research Training and Support Team December

3 Contents Page Some General Information 5 Part 1 Orientation 1. Induction: Quiz 7 2. Your Research Journey The Research Degrees Path: Registration to Graduation The Professional Doctorate Path: Registration to Graduation Postgraduate Research Student Training Planning and Undertaking your Research Personal Development Planning for Research Students Getting Started with your Personal Development Plan (PDP) Researcher Development Training Needs Analysis Personal Development Plan Research Student Review Meetings Introduction to Anglia Ruskin University Library s Resources for Graduate Students Awareness of Academic Integrity Issues Our Research Degrees Regulations Information and training Use of Turnitin Academic Honesty, Plagiarism and Cheating: a self-instruction unit for postgraduate students Academic Appeals and Student Complaints Procedure Intellectual Property Rights 58 3

4 Part 2 Starting Out 1. The Doctorate The Research Proposal: Writing a Concise by Clear Proposal Research Ethical Approval Your Expectations of your Research Student Experience Working with your Supervisory Team The Functions of Supervisors Research Supervision: Notes of a Meeting Time Management Postgraduate Students, Supervisors and Project Management Thinking about Doctoral or Master s Level Research Characteristics of Doctoral Studies Critical Considerations for your Research The Research Proposal: thinking about predictable questions Our Requirements for the Research Proposal Further Preparation Writing your Research Proposal Setting Milestones and Targets References and Suggested Reading for Research Students 91 4

5 Some General Information Research Development and (RDCS) Anglia Ruskin University s University-wide 3-Stage generic training for postgraduate research students is organised by Research, Development &. The Research Support and Training Team is comprised of the following people: Research Development and Research Training and Support Assistant Director (Research Training and Support Professor Caroline Strange Caroline.Strange@anglia.ac.uk or Director of Research Dr Alan White Alan.White@anglia.ac.uk Research Policy and Research Excellence Framework (REF) Manager Research Training and Ethics Manager Research Support Co-ordinator Research Training and Support Administrator Dr Tim Brooks Julie Scott Jill Smit Charlotte Neale Tim.Brooks@angalia.ac.uk Julie.Scott@anglia.ac.uk or Jill.Smit@anglia.ac.uk Research.Training@anglia.ac.uk or Web-links for information for research students The Research Development and (RDCS) website contains helpful information the address is: The Research Degrees Regulations are available at: The Research Degrees Handbook, RDCS s guide to doctoral studies at Anglia Ruskin University is available here: Progress Platform to access Progress Platform, which enables you to track your progress, access research student forms related to progression and supervision, and book on to 5

6 training please click here You will need your Anglia log in and password. Guidance on using ProgressPlatform is available at: Research Training - you can also access the research training descriptions, dates and times on ProgressPlatform and on the RDCS website: Research Student Mailbase: Having joined the mailbase, you can send a message to other research students. Information about key events, training opportunities and other issues is also sent out from RDCS via the mailbase, therefore it is important that you join it at the earliest opportunity. Please research.training@anglia.ac.uk to join. IT: You can contact the University Library Student IT Helpdesk for support. Please see Library: To access the library please go to My.Anglia ( You will need to log in from here. The link to the library is provided at the bottom of the page. For information on referencing and on the Harvard Referencing system in particular, see: Research Student Charter: We are committed to your success. Our Student Charter for Research Degree Students outlines what you can expect from us and equally what we expect of you. For further information, please see 6

7 Part 1 Orientation 1. Induction: Quiz 1 What are the main criteria for the award of a doctorate? 2 What are the main criteria for the award of a research masters? 3 What is the minimum number of supervisors in a supervisory team? 4a What is the role of the First Supervisor? 4b For Professional Doctorate candidates what is the role of your adviser in Stage 1? 5 Who is the Director of Research Students for the faculty in which you are based? 6 Where would you find information on deadlines for the different stages on your doctoral journey? 7 What is the main difference between the Research Degrees Regulations and the Research Degrees Handbook? 7

8 8 Is there any compulsory training for research students? 9 Why might you need ethical approval for your research? 10 What skills will you gain in undertaking research for a doctorate? 8

9 2. Your Research Journey In progressing from admission to graduation, there are several stages through which you will pass all designed to ensure you progress as smoothly and rapidly as possible. Full details of these stages are given in the Research Degree Regulations, 15th Edition, revised September The Doctoral and Master s Levels Please see the current Research Degrees Handbook for detailed information on Doctoral and Masters Levels. This is an online document available on Anglia Ruskin University Research Degree Regulations Anglia Ruskin University Research Degree Regulations 15th Edition (September 2014) may be found on Anglia University web-site at Sections in the Regulations include: registration requirements the registration period supervision confirmation of approval as a candidate for a doctorate the thesis the candidate s responsibilities in the examination the examiners first examination re-examination review of an examination decision complaints There is much helpful and essential information in the regulations do ensure you refer to them, particularly when submitting your research proposal, your transfer or confirmation of candidature document and, most importantly, your thesis. 9

10 2.1 The Research Degrees Path: Registration to Graduation: MPhil/PhD/MD(Res) Admission Annual Events Registration Compulsory Research Training Programme Approval of research proposal MPhil, MPhil (with possibility of transfer to PhD), PhD & MD(Res) Stage One Research Ethics Application Form (Stage 1) & further ethical approval if required 1. Monitoring Stage Two 2. Re-registration 3. Research Student Conference Approval of Confirmation of Candidature for PhD & MD(Res) only Stage Three Submission of Thesis Viva Voce Graduation 10

11 2.2 Professional Doctorate (DProf / MProf / PGDipProf) Admission & Registration Annual Events Stage 1 Research Training Programme 1. Monitoring 2. Reregistration 3. Research Student Conference Completion of Papers totalling 21,000 words (Postgraduate Diploma in Professional Research) & Approval of Research Proposal, Research Ethics Application Form (Stage 1) and further ethical approval if required Stage 2 Approval of Confirmation of Candidature for DProf only All students must attend the Three Stage generic skills research training programme. Additionally, Prof Doc Programmes have workshops. Candidates are expected to attend these. Submission of Thesis Viva Voce Graduation 11

12 3. Postgraduate Research Student Training The Researcher Development Framework provides a mechanism for researchers to reflect on and develop their research skills. 1 It provides tools for research degree candidates to assess and widen skills, competencies and techniques that will help with career development. This is done through a Research Skills Training Needs Analysis, from which the student and his/her supervisor can identify development priorities, and subsequently find relevant training to meet this need. The action points are recorded in the student s Personal Development Plan, which in turn feeds into the research student s Annual Monitoring process. For further information and an introduction to the Researcher Development Framework, please go to Compulsory Research Skills Training: The three-stage University wide training programme, run by Research, Development & Commercial Services (RDCS), is compulsory for all students unless the Faculty Director of Research Students has formally approved an exemption from any element of the programme. for new research students comprising strategies for success as a research student; the Doctorate and Masters expectations, introduction to the library and facilities for research students; working with supervisors; university services and facilities; the Researcher Development Framework and personal development planning; introduction to ethics, intellectual property rights, academic integrity, the national research context; preparing and developing the research proposal. Stage 2 Comprising two parts: Part 2A: seminar and conference presentations; Part 2B: academic writing and scholarly publishing. Stage 3 Comprising thesis production and preparation for the viva voce. Ethics All research degree students must either attend Introduction to Research Ethics and Integrity (in Human research), a course provided by RDCS, or pass the online Epigeum course Ethics 1 Good Research Practice. All research students whose research involves human participants are also required to pass the online Epigeum course Ethics 2 Working with Human Subjects, or an equivalent course approved by the Chair of the appropriate Faculty Research Ethics Panel. Learning and Teaching in Practice any research degree candidate who will be teaching undergraduates or postgraduates must attend the three-day programme, Learning and Teaching in Practice or hold a suitable teaching qualification. If research degree candidates are not certain whether their teaching qualifications are sufficient to teach they should contact Dr Jaki Lilly (jaki.lilly@anglia.ac.uk) in Anglia Leaning and Teaching ( for advice. 1 Vitae: Researcher Development Framework, accessed 4 September

13 Additional Research Skills Training: Research, Development and runs additional courses for research students. Details of these are given on our website ( and on ProgressPlatform. To book a place on a course please log in to Progress Platform, more information here: Most sessions have a limited number of places. We recommend you book as soon as possible. We also need to plan materials and rooms depending on the number of students who are coming so if you are unable to attend please make sure you cancel your place. If the training you would like to attend is not available or is fully booked, please research.training@anglia.ac.uk to register your interest. Online courses hosted by Epigeum are available at: Alternative Training Programmes Research students may attend training provided by HR Services, although this is subject to sufficient places. See for more information. Please book early to avoid disappointment, by ing training@anglia.ac.uk (with full department name, Faculty/Dept., First Supervisor s name and the workshop title and date of interest to you). Please ensure you consult your First Supervisor before contacting HR Services to make a booking(s). You will be charged if you book a place on a HR Services course and do not attend. Details of all the training sessions can also be found online at Faculty training - In addition to the research skills training organised by RDCS, each faculty organises research skills training and other research skills development, for more details please get in touch with your faculty administrator. Workshops for Professional Doctorate Programmes - For Professional Doctorate candidates support is also offered in the form of workshops. There are advantages in bringing the different cohorts together at the start of their studies to build group cohesion, introduce cross-disciplinary perspectives and cover common elements, and reflect on their experiences, problems and achievements before embarking on Stage 2. The British Library (St Pancras, London) also offers excellent facilities and events for researchers. Information on using the British Library is available at: The Annual Research Student Conference We hold an Annual Research Student Conference which is usually in May or June at the Cambridge or Chelmsford Campus. It provides an opportunity for research students to meet and share information regarding their current research and celebrate their achievements. The conference includes paper and poster presentations by current postgraduate research students. There arel also be concurrent workshops which, in previous years have included Networking for a Successful Career, Publishing the Viewpoint of a Journal Editor, Turning your thesis into a Book, Blogging: An introduction to using blogs for academic communication and Maintaining Momentum in your Research. Research students are invited to submit an abstract for the conference. Prizes are awarded for the best abstract and additionally for the best poster and paper presentations. For further information, please see the RDCs website: 13

14 4. Planning and Undertaking your Research ProgressPlatform Please use ProgressPlatform to plan and manage your research for your research degree. This may be accessed at You use your Anglia username and password to log in to the website. This website records your progress and the training you have undertaken. You can also book your research skills training via ProgressPlatform. Your supervisory team are also able to monitor your progress through ProgressPlatform. ProgressPlatform also holds some of the documents and forms that you will need as you progress towards submission of your thesis. Further information about ProgressPlatform may be accessed at: Documents and Forms for your Doctoral / Master s Journey Please note that the documents referred to in this section may be found on ProgressPlatform ( Undertaking research may initially appear to be a daunting prospect but one that should hopefully prove deeply rewarding. You may be very clear about why you are undertaking research, but it may be useful to remind yourself, periodically: Why this particular research and why at this point in time? What aims and ambitions lie behind your planned work? Where do you want it to take you? We are committed to ensuring that our research students get the most out of their studies. The following have been designed to support you towards successful completion, submission and defence of your research thesis: Notes of Meetings with Supervisor(s) - You will need to record details of your discussions with your supervisor(s) and all agreements reached, in the context of your research. Over time, this will offer valuable insight into your development, both academically and professionally, and will provide a useful resource to draw upon when preparing for the annual review of your progress. For Annual Monitoring, you will be required to supply copies of your supervisory meeting notes. Reflective Research Diary A reflective diary is a personal account of your research process, your responses to information received, and records of ideas you may have considered. It becomes a log, or source document of your experiences and achievements, both positive and negative. It may contain useful information, memos or reminders to yourself, brainstorming notes, and reflective thoughts and opinions. In other words, it should contain a lot more than just facts. As such, the reflective diary offers a space where you can report your thoughts and feelings about your research work as it develops. This in turn can act as a useful back-up for making decisions and resolving problems as you take your research forward. Your diary will also enable you to reflect on and 14

15 identify your research skills development needs. You then go on to address these key developmental needs in your Personal Development Plan (PDP). Personal Development Plan (PDP) The PDP offers you the opportunity to reflect on your development, as your research progresses. In particular, you are advised to use this opportunity to review your development with respect to the skills identified in the Researcher Development Framework (see )using the Research Skills Training Needs Analysis provided. Having identified your areas of strength and potential areas for development in relation to your research, you should consider how you plan to build on these through, for example, professional networks / research links / further training. Together with your supervisor, you will need to identify priorities for skills development and discuss your progress in meeting them on an annual basis. Your PDP then feeds into the Annual Monitoring process. Guidance on completing your Training Needs Analysis and the PDP, including an example PDP are provided on the RDCS web pages - Research Training Programme - You will find it helpful to keep a record of training attended, together with any actions arising and skills gained as a result. Linking this with your PDP and Research Skills Training Needs Analysis will be important. You will also be able to see the training you have attended through Progress Platform. Development & Planning From the moment you start your research degree you should also start preparing for and planning your future career or how you will be enhancing your career. Student Services ( provide very helpful advice. There are also two online Epigeum courses Career Planning in the Sciences and Career Planning in the Arts, Humanities and Social Sciences. For information on how to access these courses please go to As you develop your research, it is advisable to record details of your professional development, including attendance and participation at conferences / seminars. The Emplyability Service at Anglia Ruskin is always pleased to advise research students. For more information, please visit Personal Development Planning for Research Students Many of you may have already encountered professional development planning as part of on-going monitoring and review at work i.e. CPD. Although you may be very clear about why you are undertaking your current research, Personal Development Planning (PDP) should help you to achieve your full potential. As you get used to working on and using a Personal Development Plan, it should help ensure you conceptualise your key developmental goals systematically and on a regular basis, linked to your experience and progress. You should also find that it helps you organise your research programme more effectively. Finally, becoming proactive about meeting your own development needs represents a sound investment, not only towards the success of your research but also, potentially, to your own future employability. 15

16 Essentially, PDP offers the opportunity for you to - reflect on your development and monitor progress at any given point identify developmental priorities in the light of this monitoring establish clear goals, as an aid to personal and professional progression Individual response to these processes will vary according to personal need but potentially PDP can help you to - feel more in control of your own development become more aware of how to access opportunities for development keep on track / help ensure you achieve specific milestones in the context of your research see the bigger picture, linked to your area of research and professional progression add focus to current and future plans 4.2 Getting started with your Personal Development Plan (PDP) a) The Researcher Development Framework and the Research Skills Training Needs Analysis The Researcher Development Framework (RDF) was developed in response to a range of recommendations to create a UK-wide development framework for postgraduate researchers and research staff in higher education institutions. The RDF has been created from empirical data, collected through interviewing researchers, to identify the characteristics of excellent researchers, which are then expressed in the RDF as 'descriptors'. The descriptors are structured in four domains and twelve sub-domains. These descriptors encompass the knowledge, intellectual abilities, techniques and professional standards needed to undertake research, as well as the personal qualities, knowledge and skills required to work with others and ensure the wider impact of research. At the start of your research programme, you will need to audit your current level of skills against those recommended by the Researcher Development Framework. The Research Skills Training Needs Analysis form is shown on page 17 of this workshop booklet and can also be downloaded from the RDCS website using the link: As you will see from the Research Skills Training Needs Analysis, you need to consider your development across a range of areas which form part of the Researcher Development Framework. These comprise 4 key domains : Knowledge and intellectual abilities Personal effectiveness Research governance and organisation Engagement, influence and impact A detailed listing of the RDF domains can be downloaded using this link: 16

17 Each of these areas explores a detailed range of aspects which your Supervisor will contextualise further with you in the context of your own subject discipline, when you meet. At first sight, the range of skills, knowledge and attitudes sought may appear quite daunting but it is important to remember that these are developmental goals. Equally, you may already have many in place and so may not need to spend too much time on certain aspects where you are already competent. We advise that, in undertaking your research skills training needs analysis, you focus on sections of the Framework, or limit your analysis to about 20 of the skills given. Clearly, you should change the focus of your analysis each year so that you cover the entire set of skills during your period of study as a research degree candidate. Although the four domains support and underpin effective development as a research student, they also offer the opportunity to develop wider generic skills, linked to professional and progression planning. It is likely that as you progress, you will find that you need to concentrate on different aspects. Vitae has developed lenses to help researchers focus on particular themes when identifying their skills training needs. To-date these themes are employability, engineering, enterprise, getting started in research, information literacy, intrapreneurship, leadership, public engagement, teaching, and, the researcher mobility lens. For further information about these lenses please see Having identified your areas of strength and potential areas for development in relation to your research, you should consider how you plan to build on these through, for example, professional networks / research links / further training. Using the research skills training needs analysis At first glance, you may feel that there is an element of superficiality involved in self- assessing yourself in this way. You may also find it difficult to gauge exactly where you are in relation to each component, within the broad parameters listed. Please note that the research skills training needs analysis is not designed to be scientific but merely to give you the opportunity to consider relevant aspects of your skills and knowledge base at the start of your research programme, with a view to - Identifying the skills, knowledge and competencies that you already have and the evidence which demonstrates this Identifying gaps where further development is needed Helping you to establish priorities to work on and ways of addressing them. Your supervisor will support you in this process and help clarify aspects, as needed. The process should ensure that you have a more informed understanding of the broad range of skills that you are expected to develop and will encourage you to reflect more on your on- going professional development. The research skills training needs analysis and the training needs that emerge from this for yourself must be reviewed annually and should inform the key targets and priorities that you identify and agree with your supervisor in your Personal Development Plan. b) Accessing Anglia Ruskin University Research Training Anglia Ruskin takes meeting the training and development needs of research students very seriously and you are advised to utilise this training where you have identified development needs. 17

18 The Research Support and Training Team in Research, Development and, together with your Faculty will support you through training to develop your skills and competencies. For full, up-to-date details of research skills training please refer to the RDCS website and to your Faculty research training events. These details change frequently and are often updated, so it is in your best interest to keep up-todate with what is on offer and even make suggestions for useful additions to the programme. Remember, too, that you are encouraged to take advantage of relevant training opportunities outside Anglia Ruskin University, if you feel it will contribute to your development as a research student. As you identify and access training, please record these details, as this will form part of Annual Monitoring. c) Monitoring and developing your PDP You are expected to complete an annual plan. A template for this can be accessed on this website: and is shown on page 27 of this workshop booklet. You can also access an example of a completed PDP on this website. The plan itself is fairly self-explanatory and offers you the opportunity to identify key priorities for development, across the four domains of the Researcher Development Framework, together with planned strategies to meet them. Careful reflection on your needs and aspirations is essential to obtain maximum benefit from the process. Once you have identified what you perceive as key priorities, together with strategies to meet them, you will need to discuss them with your First Supervisor and possibly adjust them in the light of feedback. Your First Supervisor will then sign off the plan. This document will then form part of your Annual Monitoring, where your progress in meeting identified priorities will be reviewed. 18

19 5. Researcher Development Training Needs Analysis (Researcher Development Framework) Candidate: SID: Date: Researcher Development Framework Where do you feel you are in relation to the attributes currently? No experience Some experience Very experienced Evidence which demonstrates that you have these attributes in place at Master's / Doctoral level Further training that you will require to develop attribute(s) to Master's / Doctoral level Self -assessment & development priorities agreed with 1 st supervisor A Knowledge and intellectual abilities A1 Knowledge base Subject knowledge Research methods: theoretical knowledge Research methods: practical application Information seeking 19

20 Languages Information literacy and management Academic literacy and numeracy A2 Cognitive abilities Analysing Synthesising Critical thinking Evaluating Problem solving A3 Creativity Inquiring mind 20

21 Intellectual insight Innovation Argument construction Intellectual risk Researcher Development Framework Where do you feel you are in relation to these skills currently? No Some Very experience experience experienced Evidence which demonstrates that you have these skills in place at Master's / Doctoral level Further training that you will require to develop skill(s) to Master's / Doctoral level Self -assessment & development priorities agreed with 1 st supervisor B Personal effectiveness B1 Personal qualities Enthusiasm Perseverance Integrity Self-confidence 21

22 Self reflection Responsibility B2 Self-management Preparation and prioritisation Commitment to research Time management Responsiveness to change Work-life balance B3 Professional and career development Career management development Continuing professional 22

23 Responsiveness to opportunities Networking Reputation and esteem Researcher Development Framework Where do you feel you are in relation to these skills currently? No Some Very experience experience experienced Evidence which demonstrates that you have these skills in place at Master's / Doctoral level Further training that you will require to develop skill(s) to Master's / Doctoral level Self -assessment & development priorities agreed with 1 st supervisor C Research governance and organisation C1 Professional conduct Health and safety Ethics, principles and sustainability Legal requirements IPR and copyright 23

24 Respect and confidentiality Attribution and co-authorship Appropriate practice C2 Professional conduct Research strategy Project planning and delivery Risk management C3 Finance, funding and resources Income and funding generation Financial management Infrastructure and resources 24

25 Researcher Development Framework Where do you feel you are in relation to these skills currently? No Some Very experience experience experienced Evidence which demonstrates that you have these skills in place at Master's / Doctoral level Further training that you will require to develop skill(s) to Master's / Doctoral level Self -assessment & development priorities agreed with 1 st supervisor D Engagement, influence and impact D1 Working with others Collegiality Team working People management Supervision Mentoring Influence and leadership Collaboration Equality and diversity 25

26 D2 Communication and dissemination Communication methods Communication media Publication D3 Engagement and impact Teaching Public engagement Enterprise Policy Society and culture Global citizenship 26

27 6. PERSONAL DEVELOPMENT PLAN (for use in conjunction with the Researcher Development Framework) Name: Faculty: Student ID: Year of Study: You should complete this log and submit it as part of your annual progress review. It is expected that you will have recorded training and / or practical experience in each of the four areas by the time you reach the final year of year PhD. Please see the Researcher Development Framework for the full list of skills under each domain. RDF Domain Domain A: Knowledge and intellectual abilities This domain relates to the knowledge and intellectual abilities needed to be able to carry out excellent research. Training / professional development activity Key skills development priorities up to month/year Please list any training courses undertaken in this area Please list any practical experience undertaken in this area and comment on how it has helped you develop specific skills in this domain 27

28 Domain B: Personal effectiveness This domain contains the personal qualities, career and self-management skills required to take ownership for and engage in professional development. Key skills development priorities up to month/year Please list any training undertaken in this area Please list any practical experience undertaken in this area and comment on how it has helped you develop specific skills in this domain Domain C: Research governance and organisation This domain relates to the knowledge of the standards, requirements and professional conduct that are needed for the effective management of research. Key skills development priorities up to month/year Please list any training undertaken in this area 28

29 Please list any practical experience undertaken in this area and comment on how it has helped you develop specific skills in this domain Domain D: Engagement, influence and impact This domain relates to the knowledge, understanding and skills needed to engage with, influence and impact on the academic, social, cultural, economic and broader context. Key skills development priorities up to month/year Please list any training undertaken in this area Please list any practical experience undertaken in this area and comment on how it has helped you develop specific skills in this domain 29

30 Having completed your PDP above: critically reflecting on your research experience to date which of your skills need further enhancement to achieve a successful academic outcome and enhance your employment prospects? What skills do you think you have best achieved or improved? Dates reviewed with Supervisor Signature:. Date:. 30

31 7. Research Student Review Meetings Purpose of the annual review meeting - The annual review meeting takes place by no later than the end of July each year. The meeting is designed to be supportive and to acknowledge your achievements throughout the year as well as prompting you to reflect on your progress and to talk about your experiences as a research student. It also allows you the opportunity to discuss your research, your achievements, the research skills training you have undertaken, future development needs, what is working well and any difficulties you may be experiencing. At the beginning of the annual review meeting you will have the opportunity to discuss any confidential issues with the independent convenor of the meeting, without your supervisory team being present. Please note that this part of the meeting will not form part of the summary report and the convenor will discuss with you how any issues you raise should be progressed. Additional Review Meeting for first year MPhil, PhD and MD (Res) research students all MPhil, PhD and MD (Res) research students have an additional review meeting in their first year. The format is the same as for the annual review meeting. For their first review meeting the research student should provide a plan for their research and writing of the thesis, so they can achieve the submission of their thesis within the given timeframe set out in the Research Degrees Regulations. Attendees - review meetings are run by an experienced supervisor (convenor) who is independent of your supervisory team and has knowledge of the broad subject area of your research. This also provides you with the opportunity to receive additional guidance from someone external to your supervisory team, based on their experience of supervising other research students. Your First Supervisor attends your annual review meeting, together with one other member of your supervisory team. For those candidates registered on stage 1 of a Professional Doctorate programme only your Programme Director will attend. Timing and location of the review meeting - Annual review meetings for full-time students take place face to face, however for part-time students the meeting may take place using video links such as Skype and for students located overseas teleconferencing may be used. All new MPhil/PhD/MD students have two meetings in their first year of study. Documents needed for a review meeting - You are required to submit a copy of your up- to-date log of supervisory meetings, personal development plan (PDP) and work plan to the convenor of your review meeting a week in advance of the meeting. Who organises a review meeting? - Your Faculty Director of Research Students is responsible for organising the annual review meetings and you will be contacted by a member of your faculty to arrange your meeting each year. What happens after a review meeting? - The convenor of your review meeting will produce a summary report of the meeting, a copy of which will be sent to you and your supervisory team within 5 working days of the meeting. The Faculty Director of Research Students will receive a copy of this summary report and will take forward any issues identified as appropriate. 31

32 8. Introduction to Anglia Ruskin University Library s Resources for Graduate Students Locating resources for your research topic The Library web site: is your gateway to information resources provided by the University Library. You will need to use your standard University login in order to access the full range of our resources. Start searching the general subject and move on to the more specific. Resources may be available either in print or electronic form (or both). Start with sources within the University Library and move on to consider using other libraries or sources. General Reference It is worth considering resources such as encyclopaedias (for an overview of a topic) thesauri (for help in selecting keywords), directories and yearbooks. These are often available in electronic form, which may offer greater currency than print. For example, use the main search box on the Library web site to locate Oxford Reference Online. Books Use the Library Search box on our website to find books and e-books. You can expand your book search beyond Anglia Ruskin by using the Copac National, Academic & Specialist Library Catalogue which is a combined catalogue of many libraries in the UK, including the British Library: For new books, publishers web sites, online bookshops such as Amazon, which has an alerting service, and the national press, are all good sources. Journals (serials) Search for journals by title in the Library Search box. Click on View Online to see access routes and years covered. Our subject guides, available on the library website, may be useful in identifying relevant titles. Databases (indexes) The University Library subscribes to a large number of online databases which can be used to search for journal articles. Some of these contain full text, others only abstracts. The Library Search box may be useful as a starting point when looking for articles for your research, but the subject guides and Guide to Databases: on the library website will help you choose relevant databases to search for articles. You can access the databases via the guides or directly by typing the database name in the library search box. Finding out about current research Theses The University Library holds copies of Anglia Ruskin doctoral level dissertations. Recent theses 32

33 appear in the University repository, ARRO. UK and Irish Theses are listed in the Index to Theses. Proquest Dissertations and Theses and NDLTD (Networked Digital Library of Theses and Dissertations: ) are sources of international theses. EThOS the online theses service from British Library provides free access to a growing number of British theses and will digitise other requested theses for a reasonable fee. Conference proceedings Search ZETOC (The British Library Table of contents service) for details of conferences and published proceedings. Conference Papers Index is a good place to search for international conference papers. (Institutional)Repositories Many universities and other institutions have set up repositories in order to make their research output freely available online. Anglia Ruskin has its own repository ARRO: Search for other repositories via the Open DOAR website: Google Scholar Google Scholar covers peer-reviewed papers, theses, books, abstracts, and other scholarly literature from all broad areas of research. If you access Google Scholar via the library website (and log in) it will link to the full text of articles subscribed to by Anglia Ruskin. For example, Scholar scans JSTOR, a large, multi- disciplinary, full-text journals database. To make it link to full text off-campus, you will need to add Anglia Ruskin University Library - Full-Text@Anglia Ruskin to your Google Scholar settings. Keeping yourself updated Use alerting services The option to set up a personal profile is also available in many of our key databases such as Science Direct and Emerald and doing so will enable you to set up search alerts and receive updates. ZETOC is the table of contents service from the British Library and has an alerting service called Zetoc Alert. Join mailing lists such as - the national academic mailing list service sponsored by JISC (joint information systems committee) Blogging and using social networking tools such as Facebook can be a good way of making contact with others working in the field and for exchanging information in a less formal way. Accessing other libraries or obtaining material not held in Anglia Ruskin University Library Inter-Library Loans service - Books and copies of journal articles not held in Anglia Ruskin University Library can generally be obtained for you from the British Library. This service is free. Journal articles can be delivered to you digitally or by post (UK only). For more details see: 33

34 Cambridge University Library - Students registered for a research degree at a UK university may apply for a reading ticket on production of student ID and, in some cases, a letter from their supervisor. See: The British Library - Postgraduates can approach the British Library for a reader s pass. More information can be found on the British Library web site. See: SCONUL Access allows members of academic staff and postgraduate researchers to obtain borrowing rights at other participating libraries. More details: Special collections contact your Subject Librarian for advice. The Archives Hub - gives information on special archives held in UK universities and colleges. Contact your subject librarian for advice. Bibliographic management - RefWorks: The Library provides access to this web-based bibliographic management system, which can be used to create and manage bibliographies and display them in a variety of formats, including the Harvard referencing system. Many of our databases have a direct import facility into RefWorks. Details at: More Help and Advice Your Library subject team is available to offer help and support. Details are on subject guides and on the website at: See Book a Librarian to arrange appointments: Services for Researchers Guide: Details of services and resources for researchers. Information Skills Guides: Use it from your desktop to help improve your knowledge of using and searching for information. Online Guides There is a range of online guides available on the Library web site. Find our Guide to the Harvard Referencing System at Ask Us is our general online enquiry service via the Library web site: DG/KR Oct

35 9. Awareness of Academic Integrity Issues Academic integrity is a core value of the research community. It means maintaining rigour and standards in the quality of research, and eliminating plagiarism and cheating. In this section, there are a number of sources of information about academic integrity that you should familiarise yourself with. 9.1 Our Research Degrees Regulations The 15 th edition of the Research Degrees Regulations, September 2014, requires that research degree candidates check their writing for plagiarism and collusion. The Regulations (Section 5.1) state that: All candidates are expected to produce a Turnitin report on their research proposal and submissions for Confirmation of Candidature and their thesis and discuss the online report with their First Supervisor. First Supervisors are required to sign the form which accompanies the formal submission of work, to confirm that the Turnitin report has been discussed with the candidate and that any issues arising from the report have been addressed. Candidates for Professional Doctorates and Professional Masters degrees must additionally produce a Turnitin report for each of their Stage 1 papers and discuss the report with the Programme Director. Plagiarism and collusion are common forms of assessment offence. They are defined as follows: Plagiarism is the submission of an item of assessment containing elements of work produced by another person(s) in such a way that it could be assumed to be the candidate s own work. Examples of plagiarism are: the verbatim copying of another person s work without acknowledgement the close paraphrasing of another person s work by simply changing a few words or altering the order of presentation without acknowledgement the unacknowledged quotation of phrases from another person s work and/or the presentation of another person s idea(s) as one s own. Copying or close paraphrasing with occasional acknowledgement of the source may also be deemed to be plagiarism if the absence of quotation marks implies the phraseology is the candidate s own. Plagiarised work may belong to another candidate or be (purchased) from a published source such as a book, report, journal or material available on the internet. Collusion occurs when two or more individuals collaborate to produce a piece of work submitted (in whole or in part) for assessment and the work is presented as the work of one candidate alone. (Section 5.2) 9.2 Information and training Research students have access to online training in Research Integrity that is offered free of charge to research degree candidates. To access this training, please follow the instructions on this webpage: Additionally, information on good academic practice may be found at: 35

36 9.3 Use of Turnitin Turnitin UK is an electronic, "text-matching" service used by most Universities and Colleges in the UK. It is a piece of software that can help to develop academic writing skills, most particularly in terms of referencing and citing the work of others. Turnitin also offers an online marking and feedback facility - Turnitin GradeMark. At Anglia Ruskin we use Turnitin UK with students as both a formative learning tool, and as part of the submission and assessment process. Turnitin offers you the opportunity to submit draft written work so that you can: check that you have referenced and cited sources appropriately check that the work you are preparing to submit is your own seek supervisor advice on how to improve your work. After you have submitted written work, and after a period of time, Turnitin UK will create a report on how your work matches other text based items on the Turnitin UK database which includes electronic books and journals, papers, websites and other student papers submitted to Turnitin UK. The report is called an 'Originality Report', and your supervisor will be able to help you understand what the originality report for your work means. All research students will submit their work to assignments set up in one of two classes by the Academic Office. Because of the differing structure of the Professional Doctorate programme to that of the PhD/MD (Res)/MPhil routes, there will be one class for Professional Doctorate programme students and one class for PhD/MPhil and MD (Res) students. To submit to Turnitin UK you will need a Turnitin Account and the details of the Turnitin Class and Assignment. Your supervisor and Faculty Research Administrator will help you to set this up. Notes of Guidance for research students on using Turnitin are available at: 4%2010%2012.pdf You can get more information about Turnitin by going to this link: Academic Honesty, Plagiarism and Cheating: a self-instruction unit for postgraduate students Taken from an article by Jenny Moon, University of Bournemouth and Independent Consultant, jenny@cemp.ac.uk The aim of this unit is to: clarify the ideas of academic honesty and academic misconduct clarify the definitions of academic misconduct - cheating and plagiarism and collusion provide you with information that you need in order to be academically honest identify and help you to attain the skills that you need for academic honesty and good practice As well as providing some exercises to help you to learn from this material, this block of material is intended to be a resource to which you may wish to return for guidance. This unit takes account of 36