AHRC Whitefriars, Lewins Mead, Bristol, United Kingdom BS1 2AE Telephone +44 (0) Web

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1 Whitefriar, Lewin Mead, Britol, United Kingdom BS1 2AE Telephone +44 (0) Web COMPLIANCE WITH THE DATA PROTECTION ACT 1998 In accordance with the Data Protection Act 1998, the peron data provided on thi form will be proceed by, and may be held on computeried databae and/or manu file. Further detail may be found in the guidance note Block Grant Partnerhip 2 September 2008 PROPOSAL Document Statu: With Council Reference: AH/G015112/1 Reearch Organiation Organiation: Department: Newcatle Univerity Geography Politic and Sociology Contact Name: Mr Caroline McLean Superviion Detail What are the uperviory arrangement at the organiation Superviory arrangement are covered in Newcatle Potgraduate Reearch Code of Practice for Reearch Degree Programme, introduced in 2004, which adopt the nation code, and wa poitively reviewed in the HEFCE Speci Review in In the Newcatle verion of the nation code the univerity require that uperviion hould be undertaken by a team coniting of a minimum of two member, both of whom hould be demontratively reearch active. Within the uperviory team, the Univerity require that one member hould be deignated the academic or main upervior. The academic upervior, who mut have experience of at leat one previou ucceful uperviion, advie and upport the tudent throughout and monitor their engagement with reearch training. Addition upervior() play a upporting role providing addition reearch expertie, wider academic experience or pator upport. If a member of the uperviory team i on tudy leave the norm expectation i that they hould continue to dicharge their uperviory reponibilitie, though the remaining upervior() may take on addition adminitrative tak. If the above arrangement are not poible an addition upervior will be appointed. Superviory arrangement at Newcatle are formied around the Learning Agreement, a contract igned by the tudent and their uperviory team immediately after regitration. A Project Approv form, containing a project outline and a reearch plan with key miletone i o completed by the tudent and the uperviory team in the early tage of the reearch. The propoed project i approved by an Independent Panel of two experienced academic within a related ubject area who have uperviory experience. Thi Project Approv Panel i key to indicating that the reource are available to complete the project and that the project i deliverable within the tipulated timeframe. The propoed project i confirmed by the Head of School and reviewed and igned off by the Potgraduate Dean. In um, a flexible and reponive programme of uperviory meeting pecific to the tudent need i developed, though it way conform to the minimum required by the Univerity Code of Practice. Thi tipulate that at leat 10 tructured interaction take place between the academic upervior and the tudent per year and that the full uperviory team meet at leat three time in that period. The meeting provide the main point of contact between the tudent and their upervior and provide a forum to de with problem and iue a they arie. A written record of meeting i maintained, uing a tandard form and entered on the tudent E-Portfolio (ee Training and Support ection). In addition to the upport of the uperviory team, the Potgraduate Reearch Director in the ubject area act a a potgraduate tutor, conulting with the potgraduate community regularly, and they are available to dicu academic or peron iue that cannot be reolved within the uperviory team (including change of upervior). The Potgraduate Reearch Director in the ubject area arrange addition uperviion where neceary. A Potgraduate Director within the School in which the ubject area i baed, the Head of School and ultimately the Potgraduate Dean and Graduate School Adminitrator in the Faculty Graduate School are o available to de with complex iue. Page 1 of 101 Date printed: 02/09/ :14:51

2 Ethic Iue Pleae give brief detail on how potenti ethic iue are identified in art and humanitie tudent' project. What i the organiation' policy for upporting uch tudent Following the publication of the Reearch Ethic Framework by ESRC, a lead Reearch Council, Newcatle Univerity Senate and Council approved, in 2006, a revied Ethic in Reearch Policy and Procedure deigned primarily for academic taff [but] o relevant to reearch degree tudent, taught potgraduate tudent and undergraduate tudent engaged in project/diertation. Academic dicipline vary widely in the range and ignificance of the ethic iue and problem they face but Univerity policy encourage engagement with the ethic principle and dilemma faced within individu dicipline in the light of the gener principle of beneficence ( doing good in the widet ene) and non-mfeaance (not doing harm), and repecting the right of other and treating them fairly. Newcatle framework for the conideration of ethic iue in reearch comprie: form conideration of ethic iue in reearch at School and Faculty level, monitoring by Faculty Executive Board and intitution overight by the Univerity Ethic Committee to which Facultie report on an annu bai. It eek to embed conideration of ethic iue within exiting procee for the development of and approv of PhD and Mater project, and to identify reearch that require more detailed ethic crutiny. Where more detailed crutiny i required, thi i carried out via a ubmiion to the Faculty Reearch Ethic Committee a decribed below. Currently l Reearch Council PhD tudenthip and Mater application are ubject to Faculty level crutiny to enure that application meet the profeion academic tandard expected by Newcatle Univerity for reearch, atify norm heth and afety requirement and are ethicly ound. A Management Group, chaired by the Potgraduate Dean will take reponibility for managing the Newcatle BGP (ee Management and Monitoring below), and thi will enure that preliminary ethic creening of tudenthip continue, prior to the appointment of individu tudent. Subequently, once ha approved tudenthip nomination, l PhD project will go through the form Project Approv proce decribed above, igned off by an Independent School Panel, and ethic evuation form part of thi. Where ignificant ethic iue are identified a part of thi proce the project mut o make a more detailed form application for approv, via the School Reearch Ethic co-coordinator, to the Faculty Reearch Ethic Committee. Ethic conideration are integrated within Faculty Potgraduate Reearch Training, a part of the initi Managing a PhD eion, and a two day intenive eion run jointly with Northumbria Univerity ubequently explore ethic quetion in more detail. Thee eion include, for example, nation profeion code of reearch practice, the ESRC Reearch Ethic Framework, theorie of ethic and their hitory, and deing with human ubject, artefact and natur object, anim and the environment. For Mater tudent reearch ethic form part of the foundation reearch preparation provided at ubject level and l diertation project will be ethicly creened. Faculty Teaching and Learning Committee ha recently confirmed that School have embedded ethic awarene in their taught programme and that ethic approv i incorporated within norm approv procedure for project and diertation. Knowledge Tranfer Pleae detail how your organiation() will enure that knowledge and outcome generated from BGP tudenthip will be identified and will be effectively tranferred, exchanged or exploited a appropriate, for oci good and to benefit the UK economy Newcatle Univerity' prioritiation of oci and cultur engagement in it miion tatement and it deire to play a centr role in the region economy mean it take effective knowledge tranfer eriouly, to ecure both the effective commerciiation and exploitation of innovation generated by public fund, and to enure innovation originating in the univerity ecure the maximum reward for the intitution and it taff. It ee no conflict between thee go and the univerity' miion to further education and reearch for the wider benefit of ociety. Knowledge Tranfer enable buinee to acce the kill and reource available at the Univerity and o provide opportunitie for tudent and taff in the univerity to work cloely with buinee and thereby gain knowledge that can further the intitution' academic miion. Knowledge tranfer activitie are integrated with potgraduate education at Newcatle. Faculty reearch training ha extenive coverage of Intellectu Property Right (IPR) and enterprie kill development i being extended in (Training and Support below). Iue covered include commerciiation of academic knowledge, breaking out of academia (where role model of individu from the knowledge and creative ector are ued to inpire tudent), networking and creativity in academic and non-academic environment. Reearch tudent ign an IPR agreement at the outet of their tudie. The Univerity own the IPR when an invention ha occurred or know how developed in the coure of an employee' norm work. However, tudent benefit from Page 2 of 101 Date printed: 02/09/ :14:51

3 exploitation of intellectu property becaue the IPR agreement regard them a a member of taff, eligible for a hare of roytie and other fee according to their intellectu contribution to the work. The Univerity enure taff and tudent are properly rewarded in the event of ucceful commerci exploitation. A an indication the inventor will retain 100% of roytie on invention up to 5K; roytie will be plit 50/50 between the inventor and the univerity on the next 200K and 40/60 on the next 795K. Individu PhD or Mater tudent are provided with advice on IPR by the Commerci Development Team which draw on extern profeion upport a required. Example of our previou commerciiation of univerity expertie in the Art and Humanitie include: Newcatle ha been awarded 11 collaborative PhD award with partner building on it long run ucce in ESRC CASE award where we are among the top 5 univeritie. The Children' Literature Unit ha an etablihed relationhip with Seven Storie, Newcatle' nationly important centre for children' book, and the Univerity Library houe ome of the Seven Storie archive. The Life Work Art programme ha a five year hitory of delivering a profeion practice programme working with a wide range of region partner in the cultur ector. Short CPD coure on Art and Enterprie develop cultur capit and financi planning, income generation, project planning, marketing and networking among the elf-employed. The Internation Centre for Culture and Heritage Studie integrate practitioner and employer (Tyne and Wear Mueum; Beamih - The North of England Open Air Mueum; and BALTIC - Centre for Contemporary Art) in the delivery of it heritage, mueum and glery programme, expoing tudent to chlenge facing organiation and intitution in the ector. More widely, drawing on the above range of expertie, Newcatle Univerity Buine School obtained Higher Level Skill Pathfinder funding for the development of management and buine kill for the creative indutrie. Currently, working cloely with Univeritie for the North Eat Culture Committee, Newcatle Univerity i the lead partner in a North Eat wide collaborative Strategic Development Fund bid focued on workforce development in the creative and cultur ector. Page 3 of 101 Date printed: 02/09/ :14:51

4 Propoed Training and Support Decribe how generic and employability kill development training i offered acro the art and humanitie dicipline at the organiation and will be offered during the term of the bid Newcatle offer a ditinctive integrated programme of Reearch Training for Art, Humanitie and Soci Science at Faculty level, incorporating Robert generic and employability kill, augmented by peciit diciplinary-pecific training in ubject area baed within School. The Faculty Training Programme foter an interdiciplinary intellectu atmophere among reearch tudent from the wide range of dicipline. In , 21 Art and Humanitie academic contributed to the Programme, and l firt year reearch tudent were regitered for the firt year of the programme (covering Information Skill, Managing a PhD, Nature of Explanation and Enquiry, Quitative and Critic Approache, Quantitative Method) with reearch tudent in later tage of regitration chooing from a menu of more advanced training module. Recap, lecture capture, wa piloted in 2008 and will be expanded to provide l key lecture remotely over the web (particularly important for part-time tudent), and lowing thoe on ite to reprie lecture. Since 2007 catch up eion for part-time tudent have o been delivered at weekend. All firt year module on the Programme are aeed, and from next year a Potgraduate Certificate will be awarded to tudent who pa 60 credit worth of Faculty module. The Faculty Director of Potgraduate Reearch Training liaie with School to develop the content of the Programme to meet the training need of Art and Humanitie tudent according to Training Guidance. A Board of Studie include PG Director and preparatory Mater Degree Programme Director. Student feedback i gathered regularly, via form placed on Blackboard and through the Faculty Potgraduate Staff Student Committee, to enure the programme i reponive to Art and Humanitie tudent perpective eg gener eion on Managing a PhD have been extended to focu pecificly on creative writing, recogniing the particular need of thee tudent. The involvement of paid teaching aitant from Art and Humanitie ha been expanded to provide inight into their reearch experience; two day prior training on teaching and learning in Higher Education i a requirement. Alo, to trengthen the range of reearch training three new option have been incorporated into a larger Quitative and Critic Approache module: Mueum Glerie, Heritage and Archive, Text, Image and Sound and Creative Practice and Critic Reflection. The range of addition theoretic approache in the epitemologic module Nature of Explanation and Enquiry ha been extended to include: aethetic, hermeneutic, pot-tructurim and pot-coloniim. The Faculty Programme for reearch tudent build on a Faculty Mater preparation module incorporated into every Art and Humanitie Mater programme, where generic library eion are augmented by a erie of multi-diciplinary eion delivered by academic from a range of dicipline on reading, reearching and thinking at potgraduate level and methodologie within and acro dicipline. Robert generic and employability kill are integrated within the above programme, with ome kill delivered within reearch module (eg team working and or preentation kill there i a Reearch Student Conference in l 3 year), and other provided in eparate eion (eg web deign, academic writing, workhop on breaking into and out of academia, employability and career). In we will be expanding the range of Robert eion to addre Networking, Innovation, Creativity and Enterprie. Student will develop enterprie-related kill in relation to their own academic project and apply thee to their long-term career plan. A mentoring cheme pae on thee and other kill from more to le experienced tudent. A 2008 audit confirmed the Faculty Programme meet l the requirement of the Joint Statement of Skill Training for Reearch Student (2001 Decribe how tudent' training need will be identified, met and monitored throughout the period of the award Student participate in Faculty and School induction programme which introduce them to potgraduate teaching and learning and outline the range of module and eion available. For PhD tudent, Faculty Reearch Training i covered a well a other training opportunitie available in the School, ubject area and intitution. Within the firt few week tudent and upervior meet to dicu and ign a Learning Agreement, which cover how they will work together, and pecificly to begin the proce of agreeing a peron development plan (PDP) which i recorded in an E- Portfolio. The Univerity wide E-Portfolio, noted a good practice in the QAA Speci Review of Reearch Degree Programme, cover l element of the reearch potgraduate experience, including a Reearch Training Need Anyi baed on the categorie indentified in the Joint Reearch Council Potgraduate Skill Requirement. During the firt intenive day of the opening module of the Faculty Reearch Training, Managing a PhD, there are eion on Why Reearch Training, Managing your Profeion Development and the Reearch Training Portfolio and the E-Portfolio more generly. Student are encouraged to reflect on each element of the Joint Reearch Council Skill Requirement, ae whether they need to develop the kill further and record the outcome of their deliberation in the E-Portfolio. Thi training need anyi i baed on an aement of the need of their reearch project, the training need they require to become well-rounded reearcher and the uite of module available in the Univerity and nation training opportunitie. 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5 Dicuion of training need i an integr part of the uperviion of each project and at leat one uperviory meeting a year pecificly focue on thi. After tudent complete the training need anyi and dicu their training need with their upervior, they book Faculty Training module and eion via an E-Booking ytem which facilitate the monitoring of tudent attendance. In l year of the Training Programme, there are 'core' module which l full-time reearch potgraduate hould normly take (bar thoe with evidence of prior learning). 'Core' module in thi context mean that l tudent hould graduate with the kill, competencie and expertie outlined in the learning outcome of the module. The reearch training programme equip tudent with the full range of conceptu, epitemologic and practic kill neceary to deign and implement a reearch project in the Art and Humanitie. Alo covered are l the neceary practic iue of time management, tak etting, managing link with upervior and planning. Further ubject pecific training will be given a agreed between the tudent and the upervior, and thi might include, for example, relevant Mater module in the School and the attendance at School and Faculty reearch eminar. Attendance at reearch training i a requirement of Annu Progreion and i dicued/reviewed by the Progre Review Panel. Some tudent enter their reearch potgraduate regitration with a range of kill developed via prior potgraduate learning and/or reearch experience from work. Thee kill and competencie are identified when the tudent complete the kill training anyi in the E-Portfolio and during the dicuion of their training need with upervior at an early uperviory meeting in year 1. Exemption from training can be obtained, via an application from the tudent and upervior to the Faculty Director of Potgraduate Reearch Training, providing a jutification for an exemption i produced in accordance with Univerity Accredited Prior Learning policy. Decribe how tudent progre i monitored and aeed acro the art and humanitie dicipline of the organiation, and what upport i in place for tudent whoe circumtance may have changed Student progre i aured through regular uperviion and tudent are managed through a uperviory panel of a lead academic upervior and a econd upervior (ee Superviion Detail above). In l cae there hould be a written record by the tudent of meeting, uing the form in the E-Portfolio. Thee interaction are upplemented by le form contact between tudent and upervior. Open communication i encouraged between tudent and their uperviory team. Regular uperviory contact i upported by the Annu Progre Review proce. Each tudent and uperviory team mut complete a progre report form, now ubmitted electronicly through the Univerity E-Portfolio and reviewed by a panel of two academic independent of the reearch project. Any tudent who i not performing adequately will have to convince the Review Panel that they are able to proceed. During thee meeting, the reviewer and tudent dicu piece of work identified by the School for Progre Review, ae progre, review the availability of reource for the tudent project and identify any peron iue in need of reolution. The Panel complete a report and make a recommendation, and thi i confirmed by the Head of School, or their nominee the Potgraduate Director, and igned off by the Faculty Potgraduate Dean. Where there are doubt about progre another review of pecific apect of the tudent performance can be conducted in a further two month and the Progre Review Panel can refue to confirm the regitration of the tudent. A part of thi proce the tudent can raie confidenti iue directly with the Student Progre Service. For l year one tudent, Annu Progre Review i dovetailed with the Project Approv proce (ee Superviion Detail above). In year 1, the Annu Progre Review Panel confirm that Project Approv ha been conducted atifactorily. For l year three tudent, a particular focu of the Annu Progre Review i on aeing a likely ubmiion date, confirming that miletone are in place to enure ubmiion and identifying and overcoming any particular obtacle to ubmiion. A Progre Review Panel can recommend change to the nature of the project or adjutment to the project uperviory team. However, it i norm for uch change in tudent circumtance to be firt dicued within the uperviory team. A dicued above the Potgraduate Director i o available to upport tudent whoe circumtance have tered, and it i o poible for the Potgraduate Director to ter the uperviory team to match change in the project. Under the BGP cheme l tudent Annu Progre Review will be reported to a Management Group (ee Management and Monitoring below) and ignificant progre iue or change to the nature of the tudent project will be reported to the July meeting and if neceary conulted. The Dean, who chair the Management Group, o ign off l tudent Annu Progre Review. Reearch Environment Page 5 of 101 Date printed: 02/09/ :14:52

6 Decribe the organiation-level reearch environment that will be in place for art and humanitie tudent during the term of the bid Newcatle Univerity' Code of Practice for Reearch Degree Programme tate that doctor reearch tudent hould only be accepted where there i confidence that they can be trained and upported within an environment which i fully upportive of reearch. Currently, uch an environment i defined a the location of a potgraduate within a School or reearch grouping where the reearch undertaken i at leat of nation tanding with ome at internation tanding, previouly indicated by a 2001 RAE rating of 4 or above. Supervior with relevant experience and recent publication in tudent' project area mut o be available, and the facilitie for reearch mut at leat meet thoe needed for reearch of a nation tandard. Currently, if a ubject area doe not at leat have a 2001 RAE grade 4 rating, the School mut make a cae to the Dean of Potgraduate Studie, with a full ratione a to how uch a regime can be provided in order to be permitted to continue to recruit. Thee procedure will obviouly be reviewed following the 2008 RAE. Retructuring of the Univerity in 2004 created large Facultie and School to bring together ml ubject area into larger unit to create a critic ma of reearcher and a ubtanti potgraduate community. Thi ha been reinforced by electivity in appointment a outlined in the Cae for Support. Sml ubject area hare reource and collaborate acro dicipline. In addition to a Faculty-wide reearch training environment for potgraduate (ee Training and Support ection), current example of cro cutting reearch grouping are the Centre for Gender and Women' Studie, Centre for Reearch in Linguitic and Language Science, the Pot-Coloni Reearch Group, Developing Area Reearch Network and the America Reearch Group (ee Cae for Support for more example). To enure the reearch environment continue to meet the expectation of a reearch univerity Annu Monitoring i conducted in which School addre key apect of the Univerity' Code of Practice including appropriate proviion of working pace, PC acce, office conumable and photocopying facilitie, reaonable funding for conference attendance and travel, acce to oci facilitie and opportunitie to undertake paid teaching job after completion of the required training. From thi will be followed up by an annu viit in which a team of experienced upervior examine the facilitie and tk to tudent and taff. Newcatle Univerity regard ubmiion and completion rate a one indicator of the quity of the reearch environment and annuly monitor data for School and Facultie to enure that they are acceptable to the Reearch Council. A recent HEFCE tudy of reearch degree quification rate for l tudent indicated that Newcatle' even year quification rate at 79% wa above the average for Englih intitution, and wa conitent with our benchmark, cculated to reflect the diciplinary mix and the number of reearch council tudent in the intitution. Currently the Newcatle award holder four year ubmiion rate i 75% and l ubject area with four tudent or more have ubmiion rate of at leat 70%. Indicating an improvement in our hitoric performance, in 2007, on the bai of data following Univerity of Newcatle convention, 50% of l full-time Art and Humanitie tudent at Newcatle ubmitted in 4 year and 56% completed in 5 year. Newcatle i, nonethele, making further effort to improve it ubmiion and completion rate. Recently a word limit wa introduced for the PhD, we are o becoming more retrictive in granting extenion beyond 4 year, and we have recently reviewed writing up fee and in 2009 will introduce a financi incentive for tudent to ubmit within four year. How will tudent be encouraged to integrate with thi environment The nation PRES urvey of the tudent experience, in which Newcatle participated, demontrate that enuring tudent integrate in the reearch environment i one of the more chlenging area for Higher Education Intitution. At Newcatle our ubject area create a lively potgraduate community by: Encouraging tudent to attend loc and nation eminar and conference and providing appropriate financi upport eg Claic. Collaborative workhop and eminar with other intitution eg we are involved in Two Collaborative Training programme awarded in 2008 in creative practice media and digit heritage. Potgraduate eminar and conference within ubject area where tudent have opportunitie to preent their work eg School of Englih Literature, Language and Linguitic, Modern Language, Linguitic. Running potgraduate journ to provide inight into and experience of the publication proce eg Modern Language, Architecture. Financi upport for thee activitie i largely upplied at School level (ee individu ubject bid). However, 20Kpa i ued to upport Faculty level Reearch Training including upport for the Faculty tudent conference, nation conference attendance (including UKGrad ummer chool) and teaching aitance training. Involving tudent in variou committee at Subject, School and Faculty level, and other form of feedback including on Faculty training, one off focu and dicuion group on pecific iue, low u to identify area for improvement and Page 6 of 101 Date printed: 02/09/ :14:52

7 thi upplement the evidence provided by the PRES and HEA Mater urvey. In repone to the HEFCE Speci Review in 2006 we o introduced a Faculty wide Potgraduate Forum where tudent have an opportunity to raie iue about reource and facilitie and the reearch environment more generly directly with the Dean. More detail for individu ubject area are covered in ubject bid but it i worth highlighting here that the Faculty Training Programme ha a purpoe built Training Suite with tate of the art lecture facilitie including acce to RECAP, a dedicated computer uite and oci facilitie adjacent to the HaSS Graduate School and Faculty Office. The Faculty Training Programme organie, uuly in the above facility, annu conference for l three year of the PhD (baed on or preentation, then poter and in the third year web page development), which provide an opportunity to bring tudent together in a multi-diciplinary environment and promote inter-diciplinary networking and interaction, a well a developing Robert preentation and communication kill. Networking and interaction i enhanced by the Faculty upported Potgraduate On-line Journ which provide tudent with opportunitie to manage a journ, run an editori board, conduct peer review and gain experience of publication. Thi initiative i upported by Faculty training eion, run by the potgraduate editor of the journ and thi dovetail with other initiative in thi area within individu ubject. Supervior Training and Selection Decribe the upervior training provided The HaSS Faculty Graduate School maintain an Approved Supervior' lit which i updated annuly. Supervior are nominated by the Head of School and approved by the Potgraduate Dean. Approved Supervior mut be reearch active and have appropriate reearch experience. Further information for individu ubject area i included in the relevant ection of the form, but in gener the joint uperviion model low u to pair inexperienced and experienced upervior and offer 'on-the-job' training to le experienced upervior. The Potgraduate Director in each ubject area are o available to offer uperviory upport to colleague. To conform to it Code of Practice, the Univerity run a erie of annu workhop on the centr apect of upervior training. Attendance i compulory for l new member of taff a part of the Certificate of Advanced Studie in Academic Practice, recently uccefully reaccredited by the Higher Education Academy, and attendance i trongly encouraged for more experienced upervior. Dicuion of the Univerity' Code of Practice take place in l ubject area at the beginning of each academic year. The Univerity Code wa reviewed in and form mechanim to monitor the performance of upervior were clarified. Head of School and School Potgraduate Director review Annu Progre Review form and tudent ubmiion/completion rate, and uperviory performance and aociated training need are det with in the taff performance development review. Staff uperviory workload are o reviewed a part of thi proce and annuly the PG Dean o conider the overl ditribution of potgraduate tudent in the Faculty. In addition, the potgraduate team from the Faculty of Humanitie and Soci Science (Potgraduate Dean, Director of Potgraduate Reearch Training and Adminitrator of the Graduate School) viit each School annuly to deliver Superviory Updating eion. Open to l academic and upport taff, thee eion are deigned to create a diogue between School and Faculty taff where uperviory practice and other reearch potgraduate matter can be raied, and update can be given on a range of potgraduate policie and regulation, including iue relating to Reearch Council, the PG Code of Practice, ubmiion and completion rate and the reult of the PRES urvey of PhD tudent and the HEA Mater tudent urvey. Action reulting from previou Superviory Updating eion are o reported and dicued. From thee eion will be recorded uing RECAP lecture capture and upplied by to any taff unable to attend Superviory Updating. Thi will enure that l taff in Art and Humanitie are aware of Univerity PG policie and the requirement of the BGP cheme. Management and Monitoring Decribe how the organiation will manage and monitor the block grant award Newcatle ha organied it application to the BGP Scheme via a Steering Group, chaired by the Faculty Potgraduate Dean and including repreentation from the main ubject area involved in the bid. Thi Steering Group developed the Cae for Support, together with the Faculty Reearch Dean (o lead Univerity Dean), drawing on Univerity policy tatement and liaiing with Faculty Executive Board and Univerity enior management. The Steering Group o conducted an intern bidding proce and crutiny of individu ubject area application to the BGP (ee Cae for Support). Thi Steering Group will be tranformed into a Management Group, again Chaired by the PG Dean, to handle the Newcatle BGP. The Director of PG Reearch Training will be a member of the Management Group to co-ordinate reearch training to meet the need of tudent. The Management Group will o include Manager for each of the ubject area identified in the Newcatle bid. The Management Group will be upported by the HaSS Graduate School and the Graduate Adminitrator will ervice the Group. The Graduate School i reponible for PG admiion, Page 7 of 101 Date printed: 02/09/ :14:52

8 PGR and PGT tudent progre, PGR quity aurance and adminitrative upport for the Potgraduate Dean. The involvement of the Adminitrator will mean that the Management Group will have joined-up and cutomied adminitrative upport. Each Subject Area Manager (SAM) will be reponible for the delivery of the tudenthip awarded to that part of the Newcatle bid. SAM will be upported by a team of up to 5 academic repreenting the variou academic interet in the area. Thi will be epecily important where the ubject cut acro intitution boundarie and where a ubject area cut acro School l the main organiation unit will be repreented in the team. SAM will be reponible for the appointment of tudent in their ubject area to meet the quota identified in the Newcatle bid. They will bring to the Management Group the detail of individu tudenthip award o that the Management Group can crutinie appointment to enure they meet the requirement of the Newcatle bid and that preliminary ethic approv ha been carried out prior to the award of tudenthip. The Graduate School Office cloely monitor the progre of l Reearch Council tudent and report thi regularly to the Dean. Under the new arrangement for the BGP the Management Group will take reponibility with the Dean for tudent progre and ubmiion. Thi will enure ownerhip of tudent progre and ubmiion acro the Faculty, building on the Superviory Updating eion being conducted in l School and outlined above. In addition, Faculty Potgraduate Reearch Training emphaie to tudent the importance of timely ubmiion. Student and upervior are contacted regularly to dicu progre. A fund offer 10,000 pound each year to upport 4th year Reearch Council tudent to promote timely ubmiion, and ait thoe on fee only funding. The Management Group will meet at leat 5 time a year including the following key miletone: 1. Late September to review the plan for the forthcoming academic year and enure l tudent from the previou year have been recruited. 2. December to co-ordinate advertiing and recruitment for new tudent. 3. April and June (ubject to confirmation of date) to approve Subject Area hort liting of applicant and enure the nomination of new tudent to meet the requirement of the Newcatle bid and if neceary liaie with. 4. Late July - to ae the progre of tudent in Annu Progre Review and if neceary liaie with. The Management Group will report via the Potgraduate Dean to Faculty Graduate School Committee, which the Dean chair, and Faculty Executive Board containing l the Head of School. Graduate School Committee o report via Univerity Teaching and Learning Committee to Univerity Executive Board. Detail the tudent recruitment and election procedure Newcatle follow the QAA Code of Practice for the Aurance of Academic Quity and Standard in Higher Education, and i committed to a comprehenive policy of equ opportunitie. Individu are elected and treated on the bai of their merit and abilitie, and are provided with equ opportunitie. We have a pecific admiion policy for Potgraduate recruitment and election which enure that no tudent receive le favourable treatment on any ground not relevant to good employment practice, academic ability or potenti attainment. It i the Univerity' policy to treat l people equly irrepective of race, ethnic origin, ex, marit or parent tatu, exu orientation, religion, diability, age, politic belief or trade union memberhip. For the BGP cheme, recruitment and election i the ultimate reponibility of the Faculty Management Group who delegate authority to Subject Area Manager (SAM) and their upporting Subject Team to fill tudenthip in their area in line with the Newcatle BGP bid. SAM report on recruitment to the Management Group. It i the Group reponibility to enure that the Univerity keep to l apect of the Newcatle bid document and the term and condition et down by for it tudenthip. If, due to unforeeen circumtance, it prove impoible to fill a tudenthip, or if a tudent ubequently withdraw, the Graduate School Adminitrator on behf of the Management Group will conult with. The Faculty Marketing and Recruitment Team will advertie nationly l tudenthip, in the Guardian and on the web, indicating the Subject Area that have funding, and the HaSS Graduate School Office will conduct the admiion proce on behf of the Management Group. In line with the Univerity Potgraduate Admiion policy the Univerity will provide clear, accurate and comprehenive pre-entry information on the BGP cheme and it tudenthip condition to applicant. Pre-entry information will o cover arrangement for diabled applicant and outline the upport of the Student Wellbeing Service. SAM will be intructed to only recruit to their approved Subject Area, and to treat part-time and full-time tudent equitably. Applicant will be elected on the bai an open competition, and the norm admiion requirement for an tudenthip will be a firt cla honour degree in a relevant ubject, though exceptionly a very good upper econd degree and ignificant relevant work experience may be conidered. Recruitment will be conducted in line with the Univerity Code of Practice for Reearch Degree Programme. Thi tate that for PhD tudent there hould be clear Page 8 of 101 Date printed: 02/09/ :14:52

9 evidence of candidate uitability to undertake the project, evidence of a uperviory team uitable for the reearch and uitable reource to conduct the project. To foter innovation and creativity, PhD tudent will outline a reearch propo a part of the application proce, and will be encouraged to develop thi into a reearch topic that i of interet to them, and which upervior at Newcatle have expertie to upport. The Univerity policy tipulate that at leat two experienced and reearch active academic are involved in the appointment proce, but for the BGP cheme we will require the involvement of the full Subject Area Team in the recruitment. We will normly interview tudent hortlited for tudenthip. Interviewer will have been trained in admiion and will be converant with Univerity policie and tatutory policie, a well a the BGP cheme. It i Univerity policy to take up to two reference and if one of thee i not available at the time of offer make offer ubject to receipt of a atifactory reference. Once a candidate ha accepted, a form offer will be accompanied by information on fee, maintenance, facilitie, and arrangement for upervior, induction, attendance and progre. Requeted Spread of Studenthip Summary Studenthip Subject Specific Reearch Subject area Sought Training Environment Superviion Mueum Studie 37 Y Y Y Englih Language and Literature 35 Y Y Y Creative Writing 9 Y Y Y Archaeology 5 Y Y Y Claic and Ancient Hitory 2 Y Y Y Hitory 10 Y Y Y Film, Digit & Media Production 4 Y Y Y Fine Art 22 Y Y Y Hitory of Art, Architecture and Deign 3 Y Y Y Iberian & Latin American Language and Culture 3 Y Y Y Interpreting and Tranlation 3 Y Y Y Linguitic 8 Y Y Y Muic 24 Y Y Y Philoophy 3 Y Y Y Law 2 Y Y Y Tot: 170 Studenthip Sought Summary Year 1 Year 2 Year 3 Year 4 Year 5 Tot Reearch Preparation Mater Profeion Preparation Mater Tot: Subject Area: Mueum Studie Studenthip Sought Pleae detail the tudenthip you are bidding for within thi ubject area acro the five year of the award Year 1 Year 2 Year 3 Year 4 Year 5 Tot: Reearch Preparation Mater 0 Profeion Preparation Mater Tot: Page 9 of 101 Date printed: 02/09/ :14:52

10 Pleae detail why your organiation hould be a priority to hold the requeted number of tudenthip in thi ubject area (mandatory, maximum 4000 character) It i a priority to fund tudenthip in the Internation Centre for Cultur and Heritage Studie (ICCHS) a it ha etablihed a ucceful record of recruiting tudent to thi ubject area, aiting them to uccefully apply for funding, and upporting them to completion. Since 2003 ICCHS ha been awarded 23 tudenthip in the open PPM cheme, 9 in the doctor, and 3 Collaborative Award (CDA). ICCHS wa commended by in 2008 for it 100% completion rate for funded doctor tudent. It i a particular priority to award tudenthip in thi ubject area at doctor level, a it ha been recognied in the ' own panel convenor report ince 2005 that the doctor competition ha been underubcribed and thi i a matter of concern. Given the high number of application that project with funding (e.g. the CDA) attract, we are confident that if we are able to advertie funded doctor tudenthip we will recruit trongly to them. ICCHS continue to recruit trongly to it PPM programme and eek to provide funding where poible to upport the bet applicant, many of whom are unable to elf-fund. It i o a priority to fund thee potgraduate tudenthip becaue of their excellent fit with the ' own priority to promote and utain UK mueum, glerie and heritage a outlined in it five-year Delivery Plan. ICCHS' programme are well-etablihed and repected both in the academic and profeion ector. ICCHS ha it origin in 1993, when the MA in Mueum Studie wa etablihed in the Department of Archaeology. In Augut 2000, ICCHS became a eparate centre and i now baed in the School of Art & Culture. It MA taught programme have become well known in the UK and internationly with an excellent reputation for training thoe wihing to conduct reearch on or work in the heritage/mueum/glery ector. Attracting up to 85 MA tudent per year, ICCHS i one of the larget campu-baed provider for thi ubject in the UK and, poibly, in Europe. At preent ICCHS deliver the following programme: MA in Mueum Studie (MS), MA in Heritage Education & Interpretation (HEI), MA in Art Mueum & Glery Studie (AMGS), MA in Art Mueum & Glery Education (AMGE), and MA in Heritage Management (HM). MA programme are completed within a year full-time. However, people ready working in the ector may regiter part-time and complete over two year. The programme in MS, HEI and AMGS have been vidated and recognied by the Mueum Aociation. ICCHS will have two new MA programme to offer in the near future. Thee are Culture & Enterprie and Mueum, Glery & Heritage Reearch. The former i deigned for freelancer and the econd for tudent pecificly wihing to progre to a reearch degree. From next year ICCHS taff will o be running module in Digit Heritage thu reflecting the Centre' growing expertie and trategic invetment in thi emerging area. ICCHS ha ready won an CDA for a digit heritage-baed project in collaboration with Tyne & Wear Mueum and ha developed ubject peciit training in thi area (ee below). With the internation reputation of it taff, ICCHS attract reearch tudent; it currently ha 21 tudent regitered and 5 other recently obtained their PhD. Teaching taff conit of 2 Profeor (1 part-time), 4 Senior Lecturer, 4 Lecturer and a Work Placement Manager. In addition, up to 150 ector practitioner are invited in annuly to lecture to the tudent. Thi provide extremely vuable profeion input from the ector itelf. A econd key element i the compulory eight-week Work Placement which i managed by a dedicated manager. A with guet lecture, the Work Placement enable tudent to ee how theory relate to practice. Subject Specific Training Decribe the ubject-pecific training in place for tudent undertaking reearch-baed programme of tudy, and any change likely to occur to thi during the term of the bid (mandatory, maximum 4000 character) Subject pecific training for doctor candidate i provided through a combination of route. Superviory team identify each tudent' ubject-pecific training need and devie a programme of tudy to be purued through the uperviory proce. Student are o encouraged to attend the regular ICCHS reearch eminar which bring together both intern and extern taff and from 2008, a programme of extern peaker will o offer workhop pecificly for reearch tudent each year. Student are expected to attend and organie a reading group which taff attend. Staff and tudent o co-organie eion on data collection and anyi uing exiting tudent project to explore common problem or concern. ICCHS hot an annu two-day workhop where tudent preent their work to an audience of taff and fellow tudent. Again, thi i co-organied between tudent and taff to encourage tudent to develop ueful profeion kill and to take an active role in the reearch community. ICCHS taff member o run a 10 credit aeed module on Quitative Reearch Method in Mueum, Glery, and Heritage Studie at Faculty level. ICCHS ha recently uccefully been awarded a grant, ong with the Univeritie of Leiceter, Glagow, Mancheter and the Collection Trut, to run an Collaborative Training Scheme in the area of digit heritage. Thi will provide an addition ource of ubject-pecific training and again develop thi trategic priority. The Univerity ha o been awarded an Collaborative Training Grant to develop doctor training in the area of digit media and creative practice. Thi will be run by taff with expertie in digit media and digit heritage in Newcatle and Sunderland Univeritie and will thu help to build a region reearch environment for doctor tudent. Thi new activity build on recent initiative. For example, in 2008, ICCHS taff organied a one-day eminar at Newcatle Univerity' Culture Lab on the ubject of Digit Curating. Thi brought together curator, cholar, and practiing artit to reflect on the Page 10 of 101 Date printed: 02/09/ :14:52

11 curatorhip of digit art. Thi wa deigned for ICCHS MA and PhD tudent but wa open to, and well attended by, artit, curator, academic and other tudent in the region. Decribe the ubject-pecific training in place for tudent undertaking profeion-baed programme of tudy, and how thee area of tudy may be developed during the term of the bid (mandatory, maximum 4000 character) The 5 MA provide tudent with knowledge and kill to move into the mueum/ glery/heritage ector. They encourage a 'hand-on' approach that demand participation and reflect 're-life' ituation. The MA in Mueum Studie wa etablihed in 1993; the MA in Heritage Education & Interpretation in 1999; and the MA in Art Mueum & Glery Studie in In 2006 ICCHS introduced 2 new programme, the MA in Heritage Management and the MA in Art Mueum & Glery Education, which have proven popular with tudent. Graduate from l the MA have an excellent track record of finding work; in a recent urvey completed by 125 former tudent, 61.8% were employed in the ector, 10.6% were tudying for a PhD, and 14.6% were employed outide the ector. The MA in Mueum Studie can be ued toward obtaining the Aociatehip of the Mueum Aociation (AMA). The vocation approach of the MA i reinforced by major input from profeion and tudy viit to venue/ite in the ector, with follow-up dicuion and problemolving exercie. It i thee vocation apect which help a high proportion of tudent to gain employment in the ector. All 5 current MA programme are modular in tructure and require tudent to complete 180 credit in tot. Thee comprie three 'compulory module' (60 credit) and more programme-pecific peciied module (40 credit). Taught component are followed by an eight-week Work Placement (20 credit) in a hot venue, and a reearch-baed 15,000-18,000-word diertation (60 credit). Student on the MA programme take Iue & Idea; Management; and, Communication & Interpretation (20 credit each). Thi enure that tudent obtain a comprehenive overview of the ector and a better undertanding of how their peciit interet fit into the growing cultur/heritage arena. Student then elect from programme-pecific taught module, placement hot and diertation topic. The arrangement of module within the individu programme track varie in one repect which i that the Heritage Management, Heritage Education & Interpretation, Art Mueum & Glery Studie and Art Mueum & Glery Education programme have fairly fixed module route that are organied thematicly, whilt the Mueum Studie programme i organied in a way which reflect the ector, with it wide range of divere job. In thi programme tudent complete the Collection Management (20 credit) module and then go on to elect one from a choice of 20-credit 'peci option' module, baed ong the line of academic dicipline related to area of curatorhip or related to key area of work in the ector. Thee peci option are: Archaeology; Hitory; Natur Science; Heritage/Mueum Education; and Interpretation & Exhibition. Input from academic taff i complemented by expertie from ector profeion invited to peak a guet lecturer throughout the year. Sector profeion o have repreentation in the Board of Studie for l taught MA programme. In addition, input i obtained from the profeion ector for any major change made to exiting programme or module, or when new one are being developed. In 2008, ICCHS taff member conducted a reearch project into Workforce Development iue in the Cultur Heritage Sector; the outcome from thi reearch will be fed into curriculum review and development to enure that the ICCHS programme keep up to date with ector training need, both for employer and employee. The report ha ready led to the amendment of timetabling to make it eaier for tudent to combine tudy and profeion work and will lead in 2008 to the creation of a trategic employer' forum which will help to advie and comment upon the programme. Anecdot evidence from employer, ong with a high ucce rate in tudent finding job within ix month of completion, how that thee taught profeion MA programme are highly repected. Decribe how the ubject-pecific training need of tudent will be monitored and aeed during their coure of tudy (mandatory, maximum 4000 character) Potgraduate reearch tudent need to complete a elf-aement kill audit oon after regitration in their firt year. Each tudent dicue the audit information with hi/her uperviion team and review it on an annu bai. The upervior will then dicu anything needed in term of ubject-pecific training need with the ICCHS Director of Reearch Student. If ubject-pecific training i not ready in place to meet thee training need, the Director of Reearch Student will arrange for appropriate training to be provided. The tudent' participation in reearch training i monitored through the Annu Progre Review proce, where tudent have to ubmit a lit of training undertaken and planned a part of the review documentation. In addition, the ubject-pecific training need of reearch tudent are dicued at the regular Staff-Reearch Student Committee meeting. Each tudent regitered for one of the MA programme i appointed a Peron Tutor from the academic taff. Thi provide individu auditing and monitoring mechanim to enure individu ubject-pecific need are met. In relation to the MA reearch Diertation the monitoring of training need i again conidered at an individu level. Well before tudent tart the Diertation reearch work, they each ubmit a Diertation Outline Propo Form. Thee are read by the Degree Programme Director for the taught MA programme, who then appoint each tudent to a Diertation Supervior on the academic taff. A far a poible, the tudent' reearch interet are igned with thoe of a taff member. The Diertation Supervior will monitor the training need of each of hi/her uperviee. Page 11 of 101 Date printed: 02/09/ :14:52

12 Subject-pecific training need of MA tudent group are o monitored through tudent repreentation on the Board of Studie, regular Staff-Student Committee meeting, end-of-year Programme Meeting, and, individu online module evuation. Reearch Environment Decribe the reearch environment, within your organiation, in thi ubject area (mandatory, maximum 4000 character) ICCHS i an internationly important centre for reearch into mueum, heritage and glery tudie; it taff member are renowned expert who have publihed widely on a uniquely divere range of reearch interet. The Centre' ix key reearch theme are: 1) Cultur policy and politic; 2) Digit culture and heritage; 3) Heritage management; 4) Hitory and theory of mueum, glerie and heritage; 5) Identity, place and community; and, 6) Interpretation, diplay and education. Staff have been ucceful in attracting reearch council and public funding from a variety of ource. The mot recent example i an large grant ( 345k) which will fund reearch to underpin the redevelopment of a permanent glery in Newcatle' Laing Art Glery. Other example include reearch funding from the Art Council of England; Mueum, Librarie, and Archive Council; ENGAGE (the nation organiation for glery education); DCMS; DfES; Channel 5; and the Upland Centre. In recent year, ICCHS ha won and ESRC funding for internation reearch workhop on the topic of Heritage and Acce, and Cultur Policy. The ix reearch theme act a the focu for reearch grouping made up of academic taff member and reearch potgraduate who have imilar reearch interet. However, MA tudent completing reearch diertation are often drawn into one of thee reearch group, a are extern partner involved in pecific reearch project. Thee extern partner can include both paid practitioner working in the ector, a well a freelance conultant. Thi make for an organic and lively reearch environment with new idea being brought into the group a people move into them. ICCHS hold monthly open reearch eminar with an invited peaker, who will be a taff member, or an extern peaker. A indicated above, the reearch potgraduate tudent organie a two-day reearch conference annuly and participate in a regular reading group where they dicu a particular piece of academic literature. Reearch potgraduate are encouraged and upported to attend conference, epecily where they can preent paper. Support i provided through an annu conference fund location plu a further competitive funding cheme to which tudent can bid. Often tudent preent paper that have been jointly written with one or both of their academic upervior; in many cae leading to joint publication. There are opportunitie, where appropriate, for tudent to be involved in organiing conference and co-editing reulting publication. With it large internation network of practitioner and ector partner, ICCHS can help tudent at any level to find appropriate organiation, intitution or agencie to work with on reearch project. ICCHS often help to facilitate 'introduction' for MA Diertation and Potgraduate Reearch tudent. In 2008, ICCHS participated with colleague from the department of Hitory, Archaeology, and Claic in an event deigned to highlight to taff and practitioner the potenti for tudent to carry out reearch in the cultur heritage ector. Finly, ICCHS i very intereted in adviing tudent on progreion from the MA programme to Potgraduate Reearch degree. Annuly, a eion i held where MA tudent are invited to come and dicu reearch idea and to meet with the Potgraduate Reearch tudent. It hould o be noted that Reearch Student preent lecture on their reearch to the MA tudent during the taught module, in the preence of their Supervior. They are paid according to the Univerity' agreed rate for potgraduate teacher and provided with uitable training which can lead to a quification if they chooe. Decribe the current facilitie available in thi ubject area, including thoe that will become available during the term of the bid (mandatory, maximum 4000 character) In addition to dedicated teaching pace in the Bruce Building (which houe the ICCHS academic and upport office), ICCHS tudent enjoy excluive acce to a common room, with facilitie for preparing drink and me. Thi operate a a meeting facility and a oci pace, a well a a place where tudent can browe through leaflet and publicity materi from the ector. ICCHS augment univerity library ervice with internly-financed facilitie pecific to the need of the dicipline. Thi proviion i well appreciated by the tudent a indicated in the recent urvey (undertaken at the end of the taught component of the programme, 2006/07). Among the participant in the urvey, 79% of tudent ranked ICCHS learning reource a either Good/Very good and 18% ranked reource a Average. Subject-pecific reource provided by ICCHS include the following. 1. Each MA module i upported by a dedicated VLE Blackboard online reource, containing digit verion of preentation and handout from the module. It include the module handbook and addition digit reource uch a lit of related web addree, digit paper and addition information about the aignment and tudy trip. An Page 12 of 101 Date printed: 02/09/ :14:52

13 addition reource in Blackboard i the ICCHS Community pace. Thi pace contain common information acro l programme, uch a guideline on ubmiion & aement, a referencing guide and a comprehenive reading lit. It o provide a job hop facility with job vacancie. 2. Module Folder that provide copie of important relevant paper and reading are held in a dedicated Reource Room. Thi room o hold a ml in-centre library with report, government publication, journ and addition printed and digit materi, which are often unavailable in the main Univerity Library. 3. A et of l previou MA diertation and PhD thee i available for tudent to borrow from the Gener Office. 4. A erie of tudy trip, where every taught module may include up to 3 upervied tudy trip to mueum/heritage/glery venue relevant to the topic of the module. 5. A pace with ix PC, a canner and ubject pecific oftware, uch a the collection documentation oftware MODES, are provided in the Reource Room to facilitate tudent' elf-directed-learning. 7. Preventive conervation equipment appropriate for meauring relative humidity, light level a well a object handling and labelling materi (uch a acid free tiue paper, ewing kit, conervation marker, glove etc. are o available). 8. The Univerity Library provide an extenive range of appropriate book and journ (with multiple copie of key text) and wa the firt univerity library to receive (and continue to receive) a Charter Mark for Excellence in Additionly, tudent have acce to the Library' online literature. Student o have acce to the librarie at other HEI in the region. The Btic Education Reource Archive provide peciit ubject materi for Art Mueum & Glery Education tudent. The Univerity' Liaion Librarian for ICCHS contribute teaching eion (focuing on bibliographic earching and Internet ue) during the Induction and Reearch & Profeion Development Week. 9. ICCHS o ha partnerhip with loc Newcatle Gatehead cultur intitution, ome baed on the univerity campu. Thee include the Hatton Glery, new Great North Mueum initiative (that bring together the Hancock mueum, Mueum of Antiquitie and the Shefton Mueum), Tyne & Wear Mueum, and Btic Centre for Contemporary Art. The Potgraduate Reearch Student have acce to individu dek and computer, with up to four tudent per large office. Student have an individu annu interlibrary loan location, acce to a photocopier, dedicated printer and telephone. If tudent require peciit oftware or equipment uch a voice recorder or camera, thi i provided. Superviion Decribe the proce for matching the doctor project and the upervior in thi ubject area: how will upervior be appointed to reearch-baed tudent upported by BGP funding (mandatory, maximum 4000 character) All arrangement will be conitent with the application procedure et down by the Faculty BGP Management Group to meet requirement. Prior to ubmitting the form application form required by the Univerity, potenti Potgraduate Reearch tudent are aked to ubmit a reearch propo of 1,000-2,000 word. In the propo, it i recommended that applicant include the following detail: a proviion title; an introduction to the reearch topic (poibly with an initi literature review) to et the cene; reaon to how why the reearch i important and a tatement about the academic contribution it i likely to make; a well thought through 'reearch quetion' that the reearch will aim to anwer, or a thei to be teted; clearly defined reearch aim and more detailed reearch objective; an outline of the methodology that will be ued to achieve the reearch objective and anwer the reearch quetion, or tet the thei; an initi uggeted chapter tructure (though thi i likely to change a the reearch progree); and, an initi bibliography. Reearch propo ubmitted by applicant go firt to the Director of Reearch Potgraduate Student who cover admiion. Two appropriate reviewer among the academic taff are identified and approached to dicu the applicant' uitability and the taff member are aked to review the propo and whether or not they would act a potenti Supervior if the application i accepted. Applicant receive the review with the deciion on their application. Where appropriate, candidate will be invited to meet with the potenti Supervior face-to-face to dicu the propoed reearch project further. If it i not poible to meet the applicant in peron, taff will communicate by telephone. Each Reearch Potgraduate tudent accepted will be given a main or academic Supervior and a econd Supervior. Student need to meet with their main Supervior at leat ten time per year, with meeting with both Supervior taking place at leat thee time a year. All tudent have an Annu Progre Review where documentation including ample of written work, bibliographie, lit of reearch training, a tudent annu report and a upervior' annu report are conidered by an independent panel of two other academic taff member. Thi annu review proce monitor the uperviory arrangement. Staff without experience of PhD uperviion receive training in PhD uperviion from the Univerity' Staff Development Unit. All taff who upervie PhD are expected periodicly to undertake training in order to refreh their kill in uperviion. A training eion on good uperviory practice, including ubmiion and completion i planned for September All taff are regularly updated on the training available for tudent and the univerity requirement for both tudent and upervior. Page 13 of 101 Date printed: 02/09/ :14:52

14 Pleae enter the number of academic in thi ubject area, who are reearch active and able to act a tudent upervior currently in pot (mandatory, maximum 0 character) 10 Pleae indicate how many of thee taff have uccefully upervied to completion (mandatory, maximum 0 character) 6 Page 14 of 101 Date printed: 02/09/ :14:52

15 Subject Area: Englih Language and Literature Studenthip Sought Pleae detail the tudenthip you are bidding for within thi ubject area acro the five year of the award Year 1 Year 2 Year 3 Year 4 Year 5 Tot: Reearch Preparation Mater Profeion Preparation Mater 0 Tot: Pleae detail why your organiation hould be a priority to hold the requeted number of tudenthip in thi ubject area (mandatory, maximum 4000 character) Thi bid i excluively for tudenthip in Englih Literature. The Englih Language bid i being made through Linguitic. A trong record of attracting high-quity tudent and extenive taff reearch excellence make BGP funding for Englih Literature at Newcatle a priority. From Englih Literature potgraduate won 30 tudenthip (20, 10 Reearch Preparation Mater) and our intention i to build on thee uccee. Supervied by 22 reearch-active taff with expertie in a range of etablihed and non-tradition area, the application for 25 award will enure potgraduate continue to purue innovative, tudent-led reearch from the 16th Century to the 21t. The breadth of taff expertie make Englih at Newcatle ditinctive and mean that we will be able to utain tudent reearch excellence acro the ubject, it o enure that the School can continue to nurture the kind of heterogeneou reearch culture in which potgraduate flourih. Englih Literature at Newcatle i ditinguihed by concentrated excellence: early period literature (old Icelandic, early modern tudie, eighteenth-century and Romantic literature), modern and contemporary tudie, film and digit media, children' literature, and potcoloniim. Becaue of their profile, the expectation i that thee ubject will continue to attract ignificant number of applicant and our intention i to ue the BGP to upport them. Literary cholarhip in the School i both cro-period and interdiciplinary, and thi i upported by loc, region and nation collaboration in which our potgraduate play an integr part eg Early Modern Studie@Newcatle, the Tudor Sympoium and the North Eat Potgraduate Forum in the Long Eighteenth Century. Centr to the ucce of children' literature ha been knowledge tranfer and collaboration with organiation like Seven Storie (the nation archive of children' writing baed in Newcatle) and the Nation Maritime Mueum and it i expected that new reearch tudent will both benefit from and enhance thee link. Effective engagement with region and nation context ha been another foundation for ucce (eg -funded Devolving Diapora project) and the expectation i, again, that new tudent will connect with thee prioritie and help extend Newcatle' internation profile. Our ambition i founded on a deire to maintain a divere academic culture that remain reponive to change and contribute to development acro the reearch bae. Our reearch potgraduate have an excellent track record of ecuring academic pot eg recently at Nareuan Univerity (Thailand), Free Univerity of Amterdam, and Tenneee State Univerity; in the UK, at Cardiff, Hull, Mancheter, Plymouth and the Open Univerity. Recent detination for reearch potgraduate have o included chool teaching, training for the minitry, and univerity adminitration. In addition to upport for doctor tudy, we are bidding for 10 Reearch Preparation Mater award to provide competitive opportunitie for tudent taking our MA ('Literary Studie' and 'Modern and Contemporary Studie'), or the MLitt (a tailor-made reearch Mater' degree).many excellent tudent have taken thee programme and gone on to -funded PhD with u. Thee degree offer exciting opportunitie for potgraduate tudy and give tudent excellent reearch training. A both taught degree attract roughly equ number of excellent tudent, the School plan to offer tudenthip to the bet applicant without privileging one MA over the other, or indeed, over the MLitt. Ditinctive in the range of taff expertie, with etablihed trength in knowledge tranfer with partner intitution and a proven hitory of attracting excellent tudent, BGP upport will enable u to continue to deliver quity potgraduate reearch and build on uccee in earlier tudenthip cheme Subject Specific Training Decribe the ubject-pecific training in place for tudent undertaking reearch-baed programme of tudy, and any change likely to occur to thi during the term of the bid (mandatory, maximum 4000 character) An Englih Literature PhD tudent' academic year begin with a uperviory meeting focued on reearch training and development. Here tudent agree to take appropriate module and one-off eion from the wide range of option available through the Faculty' Potgraduate Reearch Training and Reearcher Development Programme, to which taff in SELLL contribute eion on quitative and critic approache. They maintain a record of their training throughout Page 15 of 101 Date printed: 02/09/ :14:52

16 the year in their e-portfolio. Beyond attendance at uch pecificly tailored eion, the uperviory team will, when appropriate, encourage a tudent to preent a paper at the School' 'Wedneday group', a fortnightly eminar erie that offer a forum for taff, potgraduate and viiting peaker, and at region and nation conference. The Faculty' Early Modern Studie@Newcatle, Potcoloni and Childhood Culture reearch group hot regular event which enable tudent to develop their profeion kill, a doe the region North Eat Potgraduate Forum in the Long Eighteenth Century. Literature potgraduate in the chool have organized four conference in the lat two year and have won grant to upport thee event (mot notably a pretigiou Catherine Cookon Foundation award of 3850 to upport 'Echoe of the Pat: Women, Hitory and Memory in Fiction and Film'. School-baed training for Englih Literature PhD tudent i reviewed annuly. Currently eion are offered for tudent at different tage of the PhD on 'Writing a conference paper propo', 'Organizing conference', 'Delivering a conference paper', 'Preparing Work for Publication', 'CV Writing' and 'Academic Job Application'. Thee are deigned to help tudent progre their career o that they may join the two -funded tudent from the School who have gone on to ecure permanent academic pot in the lat year one. The School i o a partner in the -funded Interdiciplinary Reearch Training Network (IRTN) baed at CRASSH, Cambridge. Student on the School' Literature MA programme take three compulory reearch training module. 'Reearch Training in Literary Studie' include the teaching of advanced bibliographic technique, ICT kill and methodologic approache. One eion, delivered by the Univerity' Career Service, i deigned to make them aware of how to market their kill if they do not progre to reearch. Aement of thi module include innovative exercie baed on contructing 'imaginary' reearch ource, and writing a review of two paper given in one of the many peaker programme in the School and Faculty. Linked to thi module i 'Diertation Preparation'. Taught in workhop-baed eion with a trong emphai on elf-reflexive learning, it aim i to lead tudent toward the drafting of a plan that i then ubmitted a the aement for thi module. The drafting of thi diertation plan lead to the appointment of a diertation upervior who will provide more pecific advice with regard to reearch training. Thee module build upon the Faculty' 'Art Reearch Method'. Comparing dicipline and aking tudent to probe the boundarie between them (and, indeed, to cro them), thi module foter a critic elf-awarene about different methodologic approache. Linked to 'Art Reearch Method' i a conference where Literature MA tudent may preent hort paper, and eion with taff in the Robinon Library on 'Library Skill and Information' that are invuable for Englih Literature tudent in their firt year of potgraduate tudy. MLitt tudent take only two of thee three reearch training module ('Reearch Training in Literary Studie' and 'Art Reearch Method') ince preparation for the diertation preparation i built into the MLitt programme from the very beginning.. Decribe the ubject-pecific training in place for tudent undertaking profeion-baed programme of tudy, and how thee area of tudy may be developed during the term of the bid (mandatory, maximum 4000 character) N/A Decribe how the ubject-pecific training need of tudent will be monitored and aeed during their coure of tudy (mandatory, maximum 4000 character) The monitoring and aement of the training need of a PhD tudent in Englih Literature i conducted through regular dicuion between the tudent and uperviory team, and through Annu Progre Review (APR). A part of APR, each tudent i required to anwer a quetion in advance of their interview about whether they feel their training need have been met fully. If the APR panel judge that further training need to be put in place, it will recommend thi in the written Progre Review report which i een by the tudent, the uperviory team and the Director of Potgraduate Studie in the School of Englih Literature, Language and Linguitic and i igned off by the Head of School and the Faculty' Dean of Potgraduate Studie. Thi proce enure that the Director of Potgraduate Studie ha an overview in any given year of whether the reearch training provided for Englih Literature PhD tudent i fulfilling their need. If enhancement of the programme i neceary, the Director will conult with the Literature Potgraduate Reearch Training co-ordinator (who i a member of the academic taff) with a view to making adjutment the following year. Another mechanim by which the proviion of reearch training i monitored and aeed i through conultation with potgraduate tudent repreentative on the School' Potgraduate Student-Staff Committee and it Potgraduate Joint Board of Studie. Each meet once a term and memberhip include the Degree Programme Director of reearch degree in the School (the Director of Potgraduate Studie), the Literature Potgraduate Reearch Training co-ordinator a well a Englih Literature PhD tudent repreentative in Year 1, 2 and 3 of their programme. A tanding item in the agenda of the Potgraduate Joint Board of Studie meeting i a review of reearch training proviion. Minute of thee meeting are poted on the School of Englih Potgraduate blog enuring wide diemination. Reearch training i o frequently dicued at the School' Potgraduate Committee which meet once each term. With regard to Englih Literature MA tudent, ubject pecific training need are monitored and aeed a part of their taught coure and a part of their work with their diertation upervior, decribed above. Beyond thi, their whole programme i overeen by a Degree Programme Director. Managing the whole programme give the Director a perpective on the progre of l tudent and mean that he/he i well placed to help tudent toward addition Page 16 of 101 Date printed: 02/09/ :14:52

17 reearch training a required. In addition, the Degree Programme Director it on the above-mentioned Committee and Board of Studie and thu have regular form contact with the tudent repreentative. Finly, MLitt and MA tudent are invited to give written feedback on the above-mentioned 'Reearch Training in Literary Studie' module through form which are reviewed by the Literature Potgraduate Reearch Training co-ordinator. She or he ue tudent feedback in conidering adjutment to be made for the following year. Reearch Environment Decribe the reearch environment, within your organiation, in thi ubject area (mandatory, maximum 4000 character) Englih Literature ha an extremely active reearch culture, one baed in a range of collaboration, a clear ene of the wider relationhip with different intellectu communitie and, crucily, a very large number of reearch tudent. Partnerhip and knowledge tranfer are centr element of the reearch environment. In 2006, for example, the School worked with Northern Stage and New Writing North on "Making Theatre", a conference that brought together academic and creative practitioner (including Robert Lepage, Melly Still and Roxana Silbert) for a day of workhop, preentation and dicuion. In imilar term, the School i collaborating with The Tyneide Cinema on 'Page to Screen' an ongoing erie of public event baed around creening of film adaptation. Further evidence of the vibrancy of the reearch culture can be found in the number of viiting peaker' programme which run throughout the year. Thee eion provide opportunitie to hear and engage with a wide range of internation peaker (in 2006/7 peaker came from Canada, Germany and Norway, a well a the UK and US). Speciit event run for Early Modern Studie@Newcatle, Children' Literature and Potcoloni Studie add to the chool' ready ignificant region and nation profile, a do ever endowed lecture erie (the annu Fickling and Bloodaxe Poetry lecture, for example) and one-off public lecture (a recent preentation by the film-maker Saul Metztein drew an audience of around 200 people to the School). Moreover, ince 2005, taff have organied many major internation conference: the bienni conference of the Britih Shakepeare Aociation; the bienni conference of the Britih Aociation for Romantic Studie, 'Romanticim' Debatable Land'; 'Firt World War and Popular Culture' (funded by the Britih Academy); and 'Feminim and Popular Culture' (2007). Together, thee conference have brought over 1000 delegate from more than 16 countrie to Newcatle. 'Romanticim' Debatable Land' i particularly noteworthy in thi context, a it ucce wa trongly linked to contribution (both adminitrative and intellectu) made by three doctor candidate from the School. In addition to thee event, colleague have organied or co-organied many mler conference and colloquia both at Newcatle and further afield, like, for example, 'Rhetoric, Women and Politic in Early Modern England' (at Strathclyde in 2004), 'Sharpening the Subtle Knife: Cutting New Path Through Children' Literature' (at Princeton in 2006) and 'The Reception of Shelley in Europe' (at Oxford in 2006). The School o hot a number of peciit reearch network. The Tudor Sympoium, which wa founded by taff in the chool, convene and dieminate new reearch in the field and i the only internation colloquium of it kind for reearcher working on the ixteenth century. In 2008 the School will hot the firt roadhow of the Renaiance Society. Likewie, the interdiciplinary Potcoloni Reearch Group, again run by taff in Englih, provide a focu for cholar from the UK and abroad. Drawing on collaboration with Jackie Kay (Profeor of Creative Writing at Newcatle) and the award-winning film maker Tina Gharavi (Lecturer in film practice in the School) a well a the contribution of academic from acro the univerity, thi grouping i one of the mot dynamic entitie of it kind in the UK. A thee illutration how, the tudy of Englih Literature at Newcatle i creating an ever-broader and more vibrant reearch culture. Enriched by the large number of potgraduate tudent in the chool, at the ame time a it i enhancing their intellectu experience and academic development, the relationhip between reearch tudent and reearch culture ha been and will continue to be a fundament part of the School' reearch trategy. Decribe the current facilitie available in thi ubject area, including thoe that will become available during the term of the bid (mandatory, maximum 4000 character) Joining about ninety reearch tudent in Englih Literature (and another eventy or o in the School who are working in Creative Writing, and Englih Language and Linguitic), awardholder will benefit not only from expert taff, but from the School' excellent reearch facilitie. With acce to our large and well-equipped Potgraduate Suite in the Percy Building (occupied excluively by the School), PG tudent receive a high level of infratructur upport that erve to further differentiate the School from other comparable intitution. Renovated in 2005 and laid out over an entire floor of the School' building with 24-hour acce, fully-networked computing ervice and free copying (within copyright regulation) and printing facilitie, the Potgraduate Suite offer approximately 40 PC a well a providing a locu for potgraduate tudent life. The chool ha recently inveted another 10k to upgrade computer equipment ready for 2008/09, and there are plan to extend the Potgraduate Suite, which mean that thee ready excellent facilitie will only improve. Page 17 of 101 Date printed: 02/09/ :14:52

18 A far a individu upport i concerned, each reearch tudent i entitled to claim up to 150 pa for expene incurred through conference participation (more on application). The procedure for application and reimburement i traightforward: the tudent complete a brief application which mut be upported by their uperviory team and ubmit it to the Chair of the School Reearch Committee. Expene are refunded after the event and on production of receipt. In addition, potgraduate tudent may borrow laptop computer that they can ue on reearch or conference trip and anywhere within the fully wi-fi enabled Percy Building. The School o ubidie inter-library loan. Communication between taff and potgraduate and, indeed, among the potgraduate themelve i excellent, partly a product of the dynamic reearch culture and partly a conequence of the fact that taff and tudent are l baed in the ame building. Thee communication are trengthened by the potgraduate director who maintain an internet blog that carrie announcement and update. Potgraduate are o active in maintaining their own electronic communitie (via Blackboard) and in managing their workpace through the Potgraduate Suite Uer Committee. A mentoring cheme that link experienced Potgraduate with each year' new intake add to the tudent experience and enure that l tudent can make immediate connection with the chool' vibrant intellectu community. Beyond the School building are the excellent reource of the Robinon Library. Awarded a Charter Mark in 2008 for the fifth time in a row, it ha extenive holding in Englih Literature and a wide range of impreive reource, particularly thoe upporting reearch in earlier period: the STC and Wing microfilm collection; EEBO; ECCO. The School liaie cloely with the library with regard to electronic journ, databae, peci collection and bequet. Student o have acce to Newcatle' Lit and Phil. Holding over 150,000 book, it i the larget independent library outide London. Seven Storie, dicued earlier in the application, i another key reource. Located near the Univerity, thi nation archive ha been collecting manucript, artwork and correpondence by Britih writer and illutrator for children ince Reearch in Children' Literature i o upported by the Univerity Library Speci Collection' celebrated holding of earlier materi, including 18th and 19th century chapbook (the Robert White Collection) and the Wli, Crawhl, and Bradhaw-Bewick Collection. The Library o houe the Booktrut Collection, which receive a copy of every children' book publihed in Britain, and now hold over 60,000 item. Superviion Decribe the proce for matching the doctor project and the upervior in thi ubject area: how will upervior be appointed to reearch-baed tudent upported by BGP funding (mandatory, maximum 4000 character) The matching of doctor project and uperviion for BGP tudenthip will be conducted in accordance with the application proce et down by the Faculty BGP Management Group to meet requirement. A part of the form application required by the Univerity, potenti reearch tudent will be aked to ubmit a reearch propo of between 1500 and 2000 word. In the propo it i recommended that applicant include the following detail: a proviion title; an introduction to the reearch topic (poibly with an initi literature review) to et the cene; reaon to how why the reearch i important and a tatement about the academic contribution it i likely to make; a well thought through 'reearch quetion' that the reearch will aim to anwer, or a thei to be teted; clearly defined reearch aim and more detailed reearch objective; an outline of the methodology that will be ued to achieve the reearch objective and anwer the reearch quetion, or tet the thei; an initi uggeted chapter tructure (though thi i likely to change a the reearch progree); and, an initi bibliography. Application to tudy reearch degree in Englih Literature are ent by the Faculty Graduate School firt to the School' Director of Potgraduate Reearch Studie (who i o the Degree Programme Director for reearch degree). S/he then forward the application to the relevant colleague or colleague. Each application i conidered by at leat two potgraduate Selector. Thee Selector are identified by the Director a being the mot appropriate taff to make a judgement about the applicant' project and their quification. If the application i deemed to be of ufficient quity, two member of taff will be identified a upervior. Where appropriate, applicant will be invited to communicate with their potenti upervior to dicu the propoed reearch project further, in term deigned to refine and develop the propo. If no appropriate upervior can be found, then the reearch propo will be rejected. Once an offer ha been accepted, each reearch tudent i given a main upervior with etablihed reearch expertie in the choen ubject area and a econd upervior who will have a reearch background that i germane to the project. Pleae enter the number of academic in thi ubject area, who are reearch active and able to act a tudent upervior currently in pot (mandatory, maximum 0 character) 22 Pleae indicate how many of thee taff have uccefully upervied to completion (mandatory, maximum 0 character) Page 18 of 101 Date printed: 02/09/ :14:52

19 14 Page 19 of 101 Date printed: 02/09/ :14:52

20 Subject Area: Creative Writing Studenthip Sought Pleae detail the tudenthip you are bidding for within thi ubject area acro the five year of the award Year 1 Year 2 Year 3 Year 4 Year 5 Tot: Reearch Preparation Mater Profeion Preparation Mater Tot: Pleae detail why your organiation hould be a priority to hold the requeted number of tudenthip in thi ubject area (mandatory, maximum 4000 character) Newcatle ha a trong literary heritage, and the Univerity ha been at the centre of thi for over forty year. In the 1960, the Morden Tower hoted reading by poet including Bail Bunting, Hugh MacDiarmid, Allen Ginberg and Robert Creeley; Newcatle Univerity and Durham Univerity, with Northern Art, et up the oldet literary reidency in the country, bringing writer uch a Tony Harrion, Edward Bond and Barry Unworth to the city. Many Northern Literary Fellow not only remain in Newcatle, but now contribute to Creative Writing teaching and theory in the School. We began teaching creative writing at MA level in 1999, extending the programme from poetry to include fiction, drama and life-writing in 2002, with a concurrent expanion of our teaching taff accordingly. Current taff include Andrew Crumey, Cynthia Fuller, Tina Gharavi, W.N. Herbert, Jackie Kay, Jack Mapanje, Sean O'Brien, Colin Teevan and Margaret Wilkinon. Regular hort coure tutor include Gillian Allnutt, David Almond, Colette Bryce, Charle Fernyhough and Linda France. We have one of the mot pretigiou teaching team in the UK. We attract tudent locly, nationly and internationly, and, with the inception of the Northern Writer' Centre, a major new-build dedicated to reearch, teaching and performance, we intend to develop till further. In the lat five year Creative Writing at Newcatle ha devied a PhD combining creative and critic component in conultation with Literature colleague, HASS, and in accordance with tricture. The proportion of the creative and critic component of the thei (70% creative/ 30% critic) have been carefully thought out and are in line with current practice acro the UK. A a reult, Newcatle attract PhD tudent with both tent and originity. Thi i reflected in award in the lat two year, which repreent our baeline for development. Such development i in line with the Faculty' plan to expand Creative Writing into the Northern Writer' Centre, and the ' emphai on creativity, knowledge tranfer and engagement with the creative indutrie. Our development will remain linked with Literature thank to the critic component of the ubmiion, which encourage the formation of uperviory team acro ubject area. Our tudent o have acce to editor, agent and promoter and a full programme of internation event through The Northern Writer' Centre. Creative Writing ha ready etablihed a good record for continuity of tudy between undergraduate, potgraduate taught and reearch degree programme. In the lat three year we have had, on average, two BA tudent applying to go onto MA tudie, and two MA tudent applying for PhD. Thee are uuly tudent in firt cla or Ditinction category. Our MA programme, with it modern literature component and elf-reflexive commentarie on tudent' creative practice, low for a mooth tranition from taught coure to reearch. We encourage our tronget PGT tudent to apply for PGR tudy, and in recent year thi ha been reflected in grant awarded. In line with the trategy for growth in creative writing we intend to build on thi record. Within Creative Writing the relation of tudy to profeion development can be mapped out with relative clarity. Many of our tudent take the MA to deepen pecific kill or add new one by working acro the three trand of poetry, proe and cript. They do o with no intention of moving on to doctor tudie, but intead to eek publication or performance of their work. A triking feature of the Newcatle MA i our 'Life of Writing' module which offer eminar with agent, publiher, director, etablihed author and art profeion. The development of the Northern Writer' Centre, with it link between the School and the agency, New Writing North, further contribute to thi apect of our taught coure. Subject Specific Training Decribe the ubject-pecific training in place for tudent undertaking reearch-baed programme of tudy, and any change likely to occur to thi during the term of the bid (mandatory, maximum 4000 character) Reearch training for Creative Writing PhD tudent i organied at both School and Faculty level. A part of etablihing the Learning Agreement upervior and tudent dicu at the outet of the PhD the manner in which the particular reearch need of their project can be met by the intitution. A record of tudent' work in thi area i Page 20 of 101 Date printed: 02/09/ :14:52