Framework. for. Structured PhD Programmes. at the. Dublin Institute of Technology

Transcription

1 Framework for Structured PhD Programmes at the Dublin Institute of Technology Approved by Academic Council February 2010

2 Framework for Structured PhDs programmes at DIT The purpose of this framework is to provide the structure within which PhD programmes at DIT will operate so as to ensure that the delivery of doctoral education reflects the significant changes, nationally and internationally, in graduate education. We hope that a more structured approach to the delivery of PhD programmes will enhance the quality of graduate education, increase completion rates, reduce completion times and provide internationally attractive and competitive programmes. Definitions Structured PhD Traditionally the Apprenticeship Model of a PhD was of 3 to 4 years duration with students working alone or in very small groups with a single supervisor within their own HEI. The PhD thesis was the basis on which the award was made and training in generic and discipline specific skills were seen as extras usually delivered in an ad-hoc fashion. Typically times to completion were of the order of 4-8 years. A Structured PhD Programme incorporates the apprenticeship model and as such recognises that the central element of any PhD is research and generation of knowledge and therefore the thesis remains the basis on which the award is made. However to facilitate provision of a well-rounded PhD education, training in generic and discipline specific skills which support personal and career development are embedded in a 4 year programme. This training provides additional means of improving skills development. However it is acknowledged that a balance between research and skills training must be considered and maintained. Thematic structured PhD programmes should also facilitate groups of students from several HEIs participating in group training elements. Supervision Academic supervision is central to the successful completion of postgraduate research work. Supervisors play a key role in designing the research project, guiding the postgraduate student in their work, maintaining the general direction of the research, setting appropriate academic targets and standards to be attained by the student and assessing when they have achieved them. More than one supervisor may be appointed. Lead Supervisor The lead supervisor will normally be a member of staff of the school or associated centre hold a qualification equivalent to or higher than the award being sought by the postgraduate student to be supervised The role of the supervisor is given in the current edition of the DIT Regulations for Postgraduate Study by Research. 1 Where research work is interdisciplinary, involving possibly more than one school in the Institute and/or collaboration with an external organization, a second (or third) supervisor, may be appointed.

3 Advisory Supervisor If a proposed supervisor has not previously supervised a research student to successful completion at the level of the award being sought then a suitably experienced advisory supervisor must be appointed. In the conduct and management of the project the lead supervisor normally provides the day-to-day supervision of the postgraduate student s work. Associate Supervisor An associate supervisor(s) not necessarily possessing the requisite qualifications may also be appointed to the supervision team if they are experts in the required discipline, Supervisory Team Each graduate student should be supervised by at least one qualified and experienced supervisor. However supervisory teams are encouraged and are comprised of all relevant supervisors (lead, advisory, associate, external from industry or another HEI) who play an active role in the graduate student s research project. Research Team The research team includes all supervisors (lead, advisory, associate, external from industry or another HEI) and the graduate student. College Evaluation Panel For recognition of prior learning the graduate student applicant should provide evidence of appropriate past learning to the Graduate Research School Office when they first register for the PhD. The College Evaluation Panel will assess if the applicant is eligible for recognition of prior learning and which taught modules they are exempt from. At least once a year a College evaluation panel evaluates the progress of the research, the professional development plan and the research plan for the following year. The annual evaluation panel includes the College Director (or nominee), the College Head of Research, the Head of School and the Supervisory Team. There must be a quorum of at least three panelists, including the lead supervisor in attendance at the annual evaluation. The graduate student is required to complete a written annual progress report as specified by the relevant College for assessment each year, returning it to College Head of Research normally before 31 March each year. Once this report has been submitted, the student is required to attend an annual assessment event organized by the College Head of Research. An oral presentation of the research will be made followed by questions from the panel in respect of the presentation. The panel will assess the quality and progress of the research work to date and the quality and feasibility of the proposed programme of work for the award sought. 3

4 For registration to be renewed the progress must have been satisfactory and the annual progress report for the previous year must have been received and approved by College Board. 4

5 Governance and Management of Postgraduate Study by Research Quality Assurance Procedures at DIT are governed by Academic Council and managed through the Dean of Graduate Studies and the Graduate Research School Board as shown below. The Graduate Research School, approved by Academic Council in October 2007, is designed as the over-arching entity within DIT to support and develop graduate education across the organisation. All postgraduate researchers and supervisors are, in addition to being registered in their own school, members of the Graduate Research School. The Graduate Research School Office at the Directorate of Research and Enterprise provides a comprehensive support service to the Graduate Research School. Support services include: o Postgraduate Research Regulations o Doctoral Programme Management; o Graduate Research Project Approval and Ethics Approval; o Graduate Student Application and Registration; o Annual Evaluations, Transfer and Confirmation inations; o MPhil and PhD Theses Submission and ination; o Arnold Graves Postdoctoral Research Administration. The Graduate Research School Board is a sub-committee of Academic Council and meets 6 times per annum. The membership of the Board is as follows o Director of Research and Enterprise and Dean of Graduate Research School (chair) o Director of Academic Affairs o 2 College Directors o Head of Graduate Research Programmes o Head of Commercialization 5

6 o Head of Research o Representative from Library Services o 2 Representatives from each College Board o 1 Head of Research o 1 Research Supervisor o Representative from the Learning and Teaching Centre o College Administrator o 2 Postgraduate Students o 1 Postdoctoral Researcher o Research Institute Representative o Research Centre Representative o Coordinator of Graduate Research School (ex officio) The Graduate Research School Board has the following responsibilities: o Advising Academic Council on matters related to postgraduate and postdoctoral research and development work o Promoting, facilitating and encouraging research within the Institute o Developing guidelines and procedures to assist in the allocation of internal funds for postgraduate research and development o Monitoring the Institute s Postgraduate Research Programmes of Study o Liaising with other sub-committees of Academic Council in relation to Postgraduate Study by Research o Liaising directly with appropriate external institutions, in matters relating to collaborative research and supervision of postgraduate studies o Carrying out such other functions as are considered appropriate subject to the approval of Academic Council o Preparing and submitting an annual report on its work to Academic Council. The Directorate of Research and Enterprise (DRE) provides an integrated suite of services to support research and enterprise as follows o Strategy & policy o Support for research development o Ethical research practice; o Contracts and agreements, negotiations; o Research information data o Industry, professional services and commercialisation of research. 6

7 DRE is comprised of various support units as shown below Programme Aims The aims of any structured PhD programme developed at DIT should match to the HEA key guiding principles for graduate education in Ireland 2 specifically The development of a rounded individual in order to meet the challenges of the workplace, A supportive and pedagogically rich graduate education environment that is internationally attractive, A four year programme with original research and taught courses and structured entry and exit points, The professionalization of supervision, PhDs of a calibre that makes them sought after internationally, Increased number of PhDs, Infrastructure and capability to achieve ground breaking research, Collaboration, where appropriate, to deliver complementarity, Uniquely differentiated collaboration between academia and enterprise in its widest sense. Programme Outcomes. Programme outcomes can only be achieved if we provide postgraduate students with a more "rounded" education, and support structures, such as frequent feedback, as well as ensuring there are appropriate quality enhancement procedures. The programme outcomes below are in line with NQAI recommendations for Level 9 and 10 programmes 3 and structured PhD probrammes will ensure that these outcomes are achieved. Knowledge - graduates will have an understanding of a substantial body of knowledge which is at the forefront of their discipline. 7

8 Know-how and Skill - graduates will be able to demonstrate a broad range of skills which are associated with the discipline and will have acquired skills which highlight the interdisciplinarity. Competence - graduates will be able to demonstrate initiative in complex situations in any professional context, communicate results of research, oral and written formats, to satisfy review by peers, learn to critique the implications of applying new knowledge and assess the effect on society. Outcomes relevant to PhD programmes have also been identified by the Irish Universities Association s Fourth Level Network of Deans of Graduate Studies as relevant to PhD student and the list below is taken from the IUA PhD Graduates Skills statement: 4 Research skills and awareness exhibit knowledge of advances and developments in their field demonstrate knowledge of research in related fields and disciplines comprehend and effectively employ appropriate research methodologies critically analyze and synthesize new and complex information from diverse sources formulate and apply solutions to research problems and effectively interpret research results exercise critical judgment and thinking to create new ways of understanding demonstrate, where appropriate, a knowledge of health and safety procedures and their application in the research environment have a broad awareness and knowledge of key relevant funding sources and grant application procedures appreciate basic principles of project and time management Ethics and social understanding understand, and apply in their research, principles of ethical conduct of research, including avoidance of plagiarism, allocation of credit and authorship and definitions of research misconduct understand the relevance of research in society and the potential impact of research on individuals, groups and society where applicable, understand and apply the relevant guidelines for the ethical conduct of research involving people, human tissue and animals Communication skills demonstrate effective writing and publishing skills effectively use and decide on appropriate forms and levels of communication communicate and explain research to diverse audiences, including both specialist and nonspecialist teach and support the learning of undergraduate students when involved in teaching and demonstrating Personal effectiveness/development operate in an independent and self-directed manner, showing initiative to accomplish clearly defined goals appreciate key rhetorical skills, including how to persuade others of a viewpoint s merits, demonstrating and communicating credible suggestions to achieve one s aims appreciate the importance of initiating new projects, proactively reacting to newly identified needs or aiming to resolve persistent problems 8

9 ability to handle difficulties in research or other professional activities in an appropriate way critically reflect on experiences and act on such in a cycle of self-improvement Team-working and leadership develop and maintain effective relationships with colleagues work in a collaborative environment awareness of their own working style, that of others, and how they interact understand how to acknowledge others views, with a willingness to reflect on and critically appraise them understand leadership in team environments, recognizing the strengths of team members and work effectively to achieve mutual goals Career management demonstrate an awareness of transferable skills and their applicability to both academic and non-academic positions and how they are applied in different circumstances take ownership of their own career management, forming credible career plans initiate and sustain networks and relationships that may encourage opportunities for employment present themselves and their skills, attributes, experiences and qualifications, through effective job applications, CVs and interviews understand the broadest possible range of their employment opportunities Entrepreneurship & innovation understand the role of innovation and creativity in research demonstrate an awareness and understanding of intellectual property issues, appreciate and, where appropriate, contribute to knowledge exchange appreciate the skills required for the development of entrepreneurial enterprises in the public and private sectors understand different cultural environments, including the business world, and the contribution that knowledge transfer can make to society Recognition of Prior Learning Recognition of prior learning (RPL) is a process which acknowledges, and gives value to, learning achieved prior to registering for a DIT programme or prior to seeking a DIT award. For structured PhD programmes RPL is particularly relevant to applicants who may already hold a Masters degree. Prior learning may be a result of successful participation in a formal learning programme for which certification has been awarded. In this case the process is called: Accreditation of Prior Certificated Learning (APCL). There are different processes for RPL depending on the purpose for which it is used. For entry to a structured PhD programme the RPL process requires the applicant to provide evidence of appropriate past learning to the Graduate Research School Office when they first register for the PhD. The College Evaluation Panel will assess if the applicant is eligible for recognition of prior learning and which taught modules they are exempt from. 9

10 Framework The structured PhD model proposed for DIT is shown in Figure 1 and has four main elements: Element 1 Original Research Viva Voce ination Element 2 Research Plan 30 ECTS Element 3 Generic Skills 30 ECTS Element 2 Discipline Skills 30 ECTS Research and Professional Development Plan PhD Thesis Discipline Specific Skills Generic Skills Figure 1: Proposed Structured PhD Model This integration of training ensures that our graduates are well suited to the modern business, commercial and industrial environments as well as the more traditional careers in academia and research. Any structured PhD programme developed at DIT should be flexible and not prescriptive. There should be a balance between generic and discipline specific modules. Graduate students themselves together with supervisors should assess any skills training they may require in order to effectively implement the methodologies and answer the research question and should take into account the acquisition of particular skills at appropriate times. Therefore the package of modules in order to acquire the requisite number of ECTS will normally be tailor made by the research team, to suit the student and their research & professional plans and not prescribed by any programme committee. Generic and discipline modules can be replaced with approved modules from other HEIs and initiatives and elsewhere eg PRTLI Cycle 4 (Inspire, NBIP, GradCam), IRCSET (Nanotechnology, Marine Science), FIRM, (Food Science and Technology), DRHEA (Chemistry, Physics, Biomedical & Engineering). 5 RPL is also relevant particularly to graduate students who may already hold a Masters degree. Such candidates may be exempt from taught modules. Graduate students may choose to attend modules at any time during their 4 year PhD. However they are encouraged to attend and develop their skills early in their PhD programme with the requirement for training tailing off as they approach completion and submission of their thesis. There are no restrictions on the relative 10

11 proportion research plans, annual evaluations, transfer/confirmation examinations and taught modules except for the minimum thresholds as given below. Original Research While students may be registered on a structured PhD programme in a particular discipline/thematic area each student still follows their own individual programme the core of which must be a coherent body of original research. The candidate must complete a viva voce examination following submission of a thesis and the regulations for Postgraduate Studies by Research as approved by Academic Council will apply to any structured PhD programmes developed at DIT. In order to encourage mobility between sectors, students are encouraged to avail of placements in related industries or other HEIs. All work carried out during this placement must contribute to the core research element of the project. Attendance and oral/poster presentations at national and international conferences and dissemination of research results in peer-reviewed journals, books and/or other media are strongly encouraged. All of these components should be an inherent part of any PhD project and as such are not awarded ECTS separately. Research Plans (RP) Research teams, inclusive of the graduate student and their supervisors, will meet initially to discuss the research question and methodologies to be used. The team should also assess any skills training the graduate may require in order to effectively implement the methodologies and answer the research question and should take into account the acquisition of particular skills at appropriate times. If possible the skills training should also take account of any future professional needs of the student. A skills analysis and training in the application of this analysis are available from the Graduate Research School Office. As stated previously students may be registered on a structured PhD programme in a particular discipline/thematic area but each student will follow their own individual programme. Following the initial meeting the research team (student and supervisory team) should develop and annually review this individual programme through the mechanism of a research plan (RP). The RP will include The hypothesis/research question, Background information on current state-of the-art, Schedule of work-packages/methodologies including measurable outcomes and time-lines for 4 years, List for generic and discipline specific skills training to be completed in the coming year Plans for dissemination of results, Possible lay-out of final thesis. The RP should be reviewed annually by the student in consultation with the supervisor(s) and with reference to any project plan which may have been developed as part of a funding application. This element of the structured PhD programme will also incorporate existing annual evaluations and transfer/confirmation examinations. The Regulations for Postgraduate Studies by Research 9 give full details of the policies governing annual evaluations, transfer and confirmation examinations. In 11

12 summary all postgraduate research students are required to complete a written annual progress report and give an oral presentation as specified by the relevant College for assessment each year. At this annual evaluation stage, a College assessment panel evaluates the progress of the research. Students may also transfer to a higher register eg from MPhil to PhD by completing a transfer report and undertaking an oral examination, attended by an external transfer examiner, the supervisor(s) and a chairperson. The transfer examiner assesses the quality and progress of the research work done to date, as well as the quality and feasibility of the proposed programme for PhD research outlined in the written submission. Direct entry PhD Students need to undertake a similar external examination to the transfer examination outlined above, after being registered for between 18 and 24 months to confirm their registration on the PhD Programme. The Research Plans should be coordinated through the College Heads of Research and returned to the Graduate Research School Office so that the schedule for generic and discipline specific skills training in the coming year can be developed. The distribution of ECTS for element 2 of the structured PhD programme is as follows: Research Plan 5 ECTS (for each plan) Annual Evaluation 5 ECTS (for each evaluation) Transfer/Confirmation 5 ECTS Discipline Specific Skills Training The structured PhD programme will also include additional taught modules for discipline specific skills training. In any structured PhD programme at DIT discipline specific modules should be developed and validated to address each of the learning outcomes outlined in the National Framework of Qualifications 26 of the NQAI for level 10 PhD awards specifically Knowledge breadth: A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of a field of learning, Knowledge kind: The creation and interpretation of new knowledge, through original research, or other advanced scholarship, of a quality to satisfy review by peers, Know-how and skill range: Demonstrate a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with a field of learning; develop new skills, techniques, tools, practices and/or materials, Know-how and skill-selectivity: Respond to abstract problems that expand and redefine existing procedural knowledge, Competence context: Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts, Competence role: Communicate results of research and innovation to peers engage in critical dialogue, lead and originate complex social processes, Competence learning to learn: Learn to critique the broader implications of applying knowledge to particular contexts, Competence insight: Scrutinize and reflect on social norms and relationships and lead action to change them. Discipline specific modules for structured PhD programmes should be developed by Colleges, Schools, Research Institutes or Research Centres who can provide evidence of a strong track record in research. 12

13 Feedback from the research community through the annual evaluation and research and professional development planning processes will be vital to the smooth operation of any structured PhD programme and will be particularly useful in the development of discipline specific modules. The ability to directly engage with the research community especially the student community is critical to the development of new relevant modules to reflect student requirements and preferences. A student can be admitted to a structured PhD programme with recognition of prior learning and exempted from some taught modules by application to the Graduate Research School Board. In order to encourage development of interdisciplinary skills a graduate student may choose level 8 modules to a maximum of 5 ECTS from a discipline in which they do not already have an honours degree or equivalent qualification. Graduate students may choose to attend modules at any time during their 4 year PhD. However they are encouraged to attend and develop their skills early in their PhD programme with the requirement for training to tail off as they approach completion and submission of their thesis. Evidence shows that delivery in short (1week) blocks is a more appropriate mode. Winter Schools and Summer Schools are suggested for delivery of generic and discipline specific skills training. Alternatively a student may choose modules delivered by other institutions through initiatives such as Dublin Region Higher Education Alliance (DRHEA SIF 2), PRTLI Cycle 4, etc. Modules should be at an advanced level and have an approved ECTS credit rating. Taught modules will not normally be assessed by written examination. Programme committees will give consideration to offering a classification of Pass/Fail/Distinction on taught modules within the programmes whilst ensuring that the overall award of PhD remains unclassified. Generic Skills Training The structured PhD programme will include additional taught modules for generic skills training. In any structured PhD programme at DIT generic skills modules should be developed and validated to address each of the learning outcomes outlined in the IUA PhD Graduates Skills statement specifically Research Skills and Awareness, Ethics and Social Understanding, Communication Skills, Personal effectiveness and development, Team-working and leadership, Career Management, Entrepreneurship and Innovation. Taught modules will not normally be assessed by written examination. Programme committees will give consideration to offering a classification of Pass/Fail/Distinction on taught modules within the programmes whilst ensuring that the overall award of PhD remains 13

14 unclassified. The Generic Skills Modules at DIT are as follows: Grad 1 5 ECTS Communication Skills Grad 2 5 ECTS Ethics & Social Understanding Grad 3 5 ECTS Pedagogy Grad 4 5 ECTS Personal effectiveness, Team-working & leadership Grad 5 5 ECTS Entrepreneurship & Innovation Grad 6 5 ECTS Career Management These or similar modules should be included in all programme documents for structured PhDs at DIT and validated/reviewed concurrently with the programme. A student can be admitted with recognition of prior learning and exempted from some taught modules by application to the Graduate Research School Board prior to registration. Graduate students may choose to attend modules at any time during their 4 year PhD. However they are encouraged to attend and develop their skills early in their PhD programme with the requirement for training tailing off as they approach completion and submission of their thesis. Also evidence shows that delivery in short (1week) blocks is a more appropriate mode. Winter Schools and Summer Schools are suggested for delivery of generic and discipline specific skills training. 14

15 An indicative timetable for delivery is shown below: Year 1 Year 2 Year 3 Year 4 3 day Induction 7-8 days Grad 1,2,3 7-8 days Discipline 5 day Grad 4 & 5 5 day Discipline 2-3 day Grad Discipline RPDP RPDP RPDP RPDP Research Research Research Research Annual Evaluation Confirm Annual Evaluation 15

16 European Credit Transfer Scheme All structured PhD programmes developed at DIT should operate within the European Credit Transfer Scheme. Any structured PhD programme developed at DIT should be modular with ECTS credits accumulated over 4 years for full-time PhD programmes or 8 years for part-time PhD programmes. The degree of PhD will be awarded only where a student has successfully completed a course of study and research and submitted a thesis and successfully completed a viva voce examination. The Regulations for Postgraduate Studies by Research details the academic guidelines and regulations in relation to postgraduate awards at DIT and will apply. The degree of PhD will be awarded only where a student has obtained an additional 90 ECTS awarded for successful completion of research planning, annual evaluation, transfer/confirmation examination, generic and discipline specific taught modules. There are no restrictions on the relative proportion research plans, annual evaluations, transfer/confirmation examinations and taught modules except for the minimum thresholds as given in the following sections. ECTS credits are awarded on completion of each module and are presented by the College Head of Research to the ination Boards for graduate research students which take place in June each year. The results are returned to the Graduate Research School Office and are approved by the Graduate Research School Board. The Graduate Research School Office will maintain the record of ECTS credits accumulated by each graduate research student. If a student fails to achieve the required ECTS credits for progression he/she may progress to the following year provided they have successfully completed the research planning and annual evaluation. In such cases the student will need to complete the failed modules the following year and only two attempts at the failed modules are permitted. A student must have successfully completed all research plans, annual evaluations, transfer/confirmation examinations and taught modules before proceeding to thesis submission and examination. 16

17 Induction and Annual Postgraduate Symposium During their first year all research students should attend an induction event which will acquaint the students with the research process. This event will be organized by the Graduate Research School Office in collaboration with the College Heads of Research. The student is introduced to DIT research regulations, research finances and information/library resources. The aim of induction is also to give students an understanding of the principles and applications of ethics and health and safety issues. Students in the science/engineering disciplines are also required to complete a 1 day first aid training programme and chemical risk assessments if appropriate. A typical Induction Programme is a follows: Research Ethos: What is a PhD? Introduction to Research Plans, Introduction to Professional Development Plans Introduction to Ethics in Research, Introduction to Research Methodologies, Library Services, Student Services at DIT, International Student Services at DIT, Finance Regulations at DIT, Postgraduate Research Regulations, Health & Safety / First Aid, Risk Assessment (Physical Sciences). A DIT annual postgraduate symposium will take place each October/November in the Gleeson Theatre. This event will be organized by the Graduate Research School Office in collaboration with the College Heads of Research. Year 1 and 2 students will be invited to give poster presentations while year 3 and 4 students will give oral presentations. Sessions will be thematic in accordance with our six strategic areas and will therefore be truly inter-disciplinary. In this way we hope to encourage cross-fertilization of research activities and lively debates. We also hope that this event will help create a pan-dit research community. Professional Development Plans. A professional development plan has explicit goals and provides a structure for learning in order to ensure that a graduate student can develop professionally while undertaking their PhD. The Professional Development Plan (PDP) is a key document which can be used to summarize current activities, identify aims and goals over a defined period and outline the activities required to achieve these goals. As far as possible a PDP should bring together personal aspirations and organizational needs resulting in an agreed personal development plan for the immediate future. The period covered by the Professional Development Plan can vary but in general they are for a fixed 12 month period reviewed annually. Graduate students should develop the appropriate skills during their PhD so that they can effectively manage their own careers at present and in the future. The onus on individuals to take responsibility for their own career development is crucial given the changing world of work, technological advancement and flexibility and transience in the workplace. Atypical forms work, such as tele-working, contract, project based, temporary work are on the increase; and transferable skills, allied to a strong knowledge base, facilitate movement from position to position is vital that the PhD and research masters graduates can manage their own career, and plan how to best prepare for constant changes in the workplace. During the induction event graduate students will be 17

18 introduced to Professional Development Plans and will be encouraged to maintain the plan over the course of their PhD. 18

19 Full-Time PhD Students. A Full-Time PhD graduate research student over the course of the 4 year programme must submit at least three research plans successfully complete at least two annual evaluations successfully complete one confirmation examination successfully complete a body of original research including the thesis, viva voce examination, conference participation and peer reviewed publication. A Full-Time PhD student can accumulate a total of 30 ECTS can be accumulated for research planning, annual evaluation and confirmation examinations an additional 60 ECTS for successful completion of generic and discipline specific training The 90 credits from taught elements, research planning, annual evaluation and confirmation are used to assess yearly progress and therefore full-time PhD students will need to gain 40 credits in first year to proceed to Year 2 30 credits in second year to proceed to Year 3 20 credits in third year to proceed to Year 4 If a student fails to achieve the required ECTS credits for progression he/she may progress to the following year provided they have successfully completed the research planning and annual evaluation. In such cases the student will need to complete the failed modules the following year and only two attempts at the failed modules are permitted. Table 1: Structure of Full-time PhD Programmes Generic Skills Discipline Skills RPDP An Eval Confirm Year 1 Year 2 Year 3 Year 4 Totals Induction 15 ECTS 10 ECTS 5 ECTS 30 ECTS 15 ECTS 10 ECTS 5 ECTS 30 ECTS 10 ECTS 10 ECTS 10 ECTS 30 ECTS Total 40 ECTS 30 ECTS 20 ECTS & 90 ECTS 19

20 Part-Time PhD Students. A Part-Time PhD graduate research student over the course of the 8 year programme must submit at least six research plan successfully complete at least five annual evaluations successfully complete one transfer/confirmation examination successfully complete a body of original research including the thesis, viva voce examination, conference participation and peer reviewed publication. A Part-Time PhD student can accumulate a total of 30 ECTS can be accumulated for research planning, annual evaluation and confirmation examinations an additional 60 ECTS for successful completion of generic and discipline specific training The 90 credits from taught elements, research planning and annual evaluation are used to assess yearly progress and therefore part-time PhD Students will need to gain 20 credits in first year to proceed to Year 2 20 credits in second year to proceed to Year 3 15 credits in third year to proceed to Year 4 15 credits in fourth year to proceed to Year 5 10 credits in fifth year to proceed to Year 6 10 credits in sixth year to proceed to Year 7 If a student fails to achieve the required ECTS credits for progression he/she may progress to the following year provided they have successfully completed the research planning and annual evaluation. In such cases the student will need to complete the failed modules the following year and only two attempts at the failed modules are permitted. Table 2: Structure of Part-time PhD Programmes Years 1& 2 Year 3& 4 Year 5& 6 Years 7&8 Totals Generic Skills Discipline Skills RPDP An Eval Confirm Induction 15 ECTS 10 ECTS 5 ECTS 30 ECTS 15 ECTS 10 ECTS 5 ECTS 30 ECTS 10 ECTS 10 ECTS 10 ECTS 30 ECTS Total 40 ECTS 30 ECTS 20 ECTS & 90 ECTS 20

21 For students on PgDip or MPhil registers all of the above framework applies except for the following. For MPhil programmes a total of 45 ECTS credit for generic and discipline skills training should be accumulated over 2 years full-time or 4 years part-time For PgDip programmes a total of 15 ECTS credit for generic and discipline skills training should be accumulated over 1 year full-time or 2 years part-time Students can transfer from the MPhil register to the PhD register on successful completion of a transfer examination (5 ECTS). The total ECTS accumulated during the two years of the MPhil programmes are carried forward. Students can transfer from the PgDip register to the MPhil register on successful completion of a transfer examination (5 ECTS). The total ECTS accumulated during the PgDip programme are carried forward. 21

22 Full-Time MPhil Students. A Full-Time MPhil graduate research student over the course of the 2 year programme must submit at least two research plans successfully complete at least one annual evaluation successfully complete a body of original research including the thesis, viva voce examination, conference participation and peer reviewed publication. A Full-Time MPhil student can accumulate a total of 15 ECTS for research planning and annual evaluation. an additional 30 ECTS for successful completion of generic and discipline specific training. A student must take three generic skills modules which must include Entrepreneurship & Innovation and Career Management and one other module. A full-time MPhil student will need to gain 40 credits from taught elements, research planning and annual evaluation in first year to proceed to Year 2 If a student fails to achieve the required ECTS credits for progression he/she may progress to the following year provided they have successfully completed the research planning and annual evaluation. In such cases the student will need to complete the failed modules the following year and only two attempts at the failed modules are permitted. Table 3: Structure of Full-time MPhil Programmes Generic Skills Discipline Skills RPDP An Eval Confirm Year 1 Year 2 Totals Induction 15 ECTS 15 ECTS 15 ECTS 15 ECTS 10 ECTS 5 ECTS 15 ECTS Total 40 ECTS & 5 ECTS & 45 ECTS 22

23 Part-Time MPhil Students. A Part-Time MPhil graduate research student over the course of the 4 year programme must submit at least two research plans successfully complete at least one annual evaluation successfully complete a body of original research including the thesis, viva voce examination, conference participation and peer reviewed publication. A Part-Time MPhil student can accumulate a total of 15 ECTS for research planning and annual evaluation an additional 30 ECTS for successful completion of generic and discipline specific training. A student must take three generic skills modules which must include Entrepreneurship & Innovation and Career Management and one other module. The 40 credits from taught elements, research planning and annual evaluation are used to assess yearly progress and therefore part-time MPhil Students will need to gain 20 credits in first year to proceed to Year 2 20 credits in second year to proceed to Year 3 If a student fails to achieve the required ECTS credits for progression he/she may progress to the following year provided they have successfully completed the research planning and annual evaluation. In such cases the student will need to complete the failed modules the following year and only two attempts at the failed modules are permitted. Table 4: Structure of Part-time MPhil Programmes Generic Skills Discipline Skills RPDP An Eval Confirm Years 1& 2 Years 3 & 4 Totals Induction 15 ECTS 15 ECTS 15 ECTS 15 ECTS 10 ECTS 5 ECTS 15 ECTS Total 40 ECTS & 5 ECTS & 45 ECTS 23

24 Full-Time PgDip Students. A full-time PgDip graduate research student must successfully complete a body of original research including the thesis, viva voce examination, conference participation and peer reviewed publication. A full-time PgDip graduate research student must submit one research plan over the course of the 1 year programme. A full-time PgDip student can accumulate an additional 15 ECTS for successful completion of generic and discipline specific training. A full-time PgDip student must take the Career Management generic skills module. Table 5: Structure of Full-time PgDip Programmes Year 1 Totals Generic Skills Discipline Skills Induction 5 ECTS 5 ECTS 5 ECTS 5 ECTS RPDP 5 ECTS 5 ECTS Total & 15 ECTS & 15 ECTS 24

25 Part-Time PgDip Students. A part-time PgDip graduate research student must successfully complete a body of original research including the thesis, viva voce examination, conference participation and peer reviewed publication. A part-time PgDip graduate research student must submit one research plan over the course of the 1 year programme. A part-time PgDip student can accumulate an additional 15 ECTS for successful completion of generic and discipline specific training. A part-time PgDip student must take the Career Management generic skills module. Table 6: Structure of Part-time PgDip Programmes Years 1 & 2 Totals Generic Skills Discipline Skills Induction 5 ECTS 5 ECTS 5 ECTS 5 ECTS RPDP 5 ECTS 5 ECTS Total & 15 ECTS & 15 ECTS 25

26 Criteria for Structured PhD Programme Development at DIT Structured PhD programmes at DIT must be in line with the criteria below and validated according to the Institutes Quality Assurance procedures. Each Structured PhD programme at DIT will undergo quinquennial review in order to take account of the effectiveness of the programme to date and also reflect changes in doctoral education both nationally and internationally The Regulations for Postgraduate Studies by Research and the Quality Assurance Procedures as approved by Academic Council will apply to any structured PhD programmes developed at DIT. All structured PhD programmes developed at DIT should operate within the European Credit Transfer Scheme and the approved Structured PhD Framework. Each structured PhD programme must have a programme committee in accordance with the DIT Quality Assurance procedures. Structured PhD programmes should be developed which are aligned to our six strategic research themes, o new materials & technologies o food & health sciences o social economic & business development o environmental sustainability o information & communication technologies o creative arts & media Structured PhD programmes should be developed by Faculties, Schools, Research Institutes or Research Centres who can provide evidence of a strong track record in research. In particular evidence of past performance in supervision of PhD students to completion, peer reviewed publications and receipt of research awards will be a requirement. The metrics for determining a track record in research are: Current Staffing Levels to include at least 2 principal investigators/academic research active staff, 1 postdoctoral researcher and 3 postgraduate researchers. A minimum of 5 postgraduate students supervised to completion of PhDs in the previous 5 years by the current staff cohort. A minimum of 500,000 in externally earned research income in the previous 5 years. A least 15 peer reviewed publication in international journals and/or 30 book/book chapters and at least 50 citations in the previous 5 years. Any structured PhD programme should enable the quality training of young researchers, contribute significantly and directly to the national goal of doubling of Ph.D. output and contribute to the creation of a strong world-class higher education and research system which address the needs of Irish society and economy and our role in the development of the European Research Area. Evidence will be required that there is appropriate supervisory capacity for the postgraduate students. Structured PhD programmes should enrich the educational environment within the institution, and any networked institution but should not duplicate any existing programmes in DIT or any other HEI.

27 Mobility of students, particularly in the context of some international and/or industrial experience in the course of their training, will be encouraged. 27

28 References 1 Regulations for Postgraduate Studies by Research (5th Edition) 2 HEA key guiding principles. 3 National Framework of Qualifications. 4 IUA, Reform of 3 rd Level and Creation of 4 th Level Ireland, f 5 INSPIRE. NBIPI. GradCAM. Dublin Region Higher Education Alliance.