Leeds Metropolitan University Research Training Programme

Transcription

1 Leeds Metropolitan University Research Training Programme 1. Introduction As part of your research degree at Leeds Metropolitan University you will need to engage with the Research Training Programme (RTP). The RTP is designed to develop your skills as a doctoral research student. The skills identified are those which are important for your development as a researcher and for your future employability, whether at the beginning of your career, or as an experienced professional. This guide explains the rationale for the programme and details the process. 2. Rationale Postgraduate research education in the UK has changed over the last three decades to embrace a broader set of skills and requirements. These changes have come about as a result of the recognition that research degrees are being pursued for a variety of reasons, not all of which involve preparation for full-time academic research. The successful pursuit of a research career however, also involves a broader set of skills than those involved in the completion of a single research project. The context for Leeds Met RTP therefore, is the national policy framework for the development of research skills. 3. The Joint Skills Statement and Researcher Development Framework The Research Councils have produced a national document: The Joint Statement of the UK Research Councils Training Requirement for Research Students ( (See Appendix l) which identifies the skills that have been agreed are necessary for all researchers. The Joint Skills Statement (JSS) includes research skills and techniques necessary for the completion of the thesis, but equally importantly those skills you will need to be a successful researcher into the future. These skills include personal effectiveness, communication and networking skills and career management all of which are essential for long term employability in your chosen field (see Appendix I). Vitae have built upon the JSS to produce a more comprehensive Researcher Development Framework to help researchers manage their development across their entire research career ( Researcher-Development-Framework.html) (see Appendix II). Vitae resources to support the RTP can be accessed through the Researcher Development Framework pages. We have chosen to maintain the JSS framework for the RTP as we believe it covers the main aspects required for research students and can be easily mapped to the more comprehensive RDF at a later stage should you so wish. 4. Training Needs Analysis The RTP is based on a Training Needs Analysis (TNA). The JSS identifies the areas where you need to be able to demonstrate your skills and effectiveness. The TNA is simply the means by which you identify which skills you already have, and those areas where you need to undertake more training or engage in additional activities in order to enhance your skills. In completing the TNA you need to analyse whether you think; 1

2 you already have the particular skills, and in which case how you can evidence that you already have them; areas where you think you need more development in which case you need to specify how you will develop these skills and be able to demonstrate that you have; and new areas where you need to be able to specify and demonstrate that you have acquired the new skills. This process is supported by your supervisors and is iterative. You will need to develop some skills very rapidly, but some may develop over time or towards the end of your studies. The structure of the TNA is very simple: you need to carry out an analysis of your existing skills and your levels of competency, formulate a plan, and then detail how you are going to evidence that you have acquired the skill. 5. Skills Audit The headline skills are: Research Skills and Techniques, Research Environment, Research Management, Personal Effectiveness, Networking and Team working, and Career Management. Each of these has outcome descriptors (See Appendix l) saying what you should be able to do. With your supervisors you will carry out a skills audit against each of the headings and assess your level of competency. The headings listed below will allow you to assess your level of competency: I have no experience of using this skill I have some experience but feel I need to improve further I have experience of using this skill but still need to improve in certain aspects I am an expert and feel that this is not a priority for my development There are a range of resources to help you and your supervisors with this process including at Training Needs Analysis Plan (TNA Plan) will also assist with the skills audit. Once you have identified your skill level you are in a position to decide what you need to do and how you can evidence the skills you have developed. 6. Training Needs Analysis Plan The TNA plan involves identifying activities which will allow you to improve your skills. Below is a template that shows how you can complete the TNA plan. Joint-Skills Statement Requirements Research Skills and Techniques Research Environment Research Management, Personal Effectiveness, Skills Audit Competence level Training Plan Evidence 2

3 Networking and Team working, Career Management The example below takes you though the TNA plan step by step. Under the first skill area (Research Skills and Techniques) for example, you might look at the Joint Skills Statement an understanding of relevant research methodologies and techniques and their appropriate application within one's research field and decide that while having done a Masters degree you have a good level of competency in collecting interview data but that you have only limited experience in analysing qualitative data: 6a) Joint-Skills Statement Requirements Research Skills and Techniques Skills Audit Analysing Qualitative data Competence level I have some experience but feel I need to improve further Training Plan Evidence You might decide that the most appropriate course of action would be to investigate how useful a specialist software package might be and book yourself onto a training course, but only after you have already collected some of your pilot data, so you have your own data to work with: 6b) Joint-Skills Statement Requirements Research Skills and Techniques Skills Audit Analysing Qualitative data Competence level I have some experience but feel I need to improve further Training Plan NVivo training session (dates) after the collection of pilot data Evidence You will then need to think about how you will evidence that you have met your needs. One source of evidence is simply attendance and your notes and reflections on the session, but you might also produce a poster detailing how you carried out your analysis for a postgraduate student conference, and there will also be a section in your thesis showing how you went about the analysis. So the planned evidence might look like this: 3

4 6C) Joint-Skills Statement Requirements Research Skills and Techniques Skills Audit Analysing Qualitative data Competence level I have some experience but feel I need to improve further Training Plan NVivo training session (dates) after the collection of pilot data Evidence Date and time of session/notes and reflections Poster presentation (copy) Preparation of Appendix II (thesis) The evidence will be put together over time. The attendance and your notes and reflections may pre-date the poster, and the preparation of appendices for your thesis, by some months. The point is, however, that you ve identified your needs, assessed your competency, planned actions, and can evidence that you have gained the skills. 7. Evidencing the RTP In putting together your TNA Plan you need to specify how you will evidence what you have achieved and put this together in the form of a portfolio. Some of the evidence will form part of your thesis and you will need to cross reference to the appropriate section/s. Other items will incude a record of courses and activities, reflections on these activties, copies of posters, papers, and other outputs. The portfolio is assessed purely on the basis of you having met your training needs and evidencing the skills identified. The portfolio is a record of your activities with reflections and comments regarding how you have developed. For example the portfolio could include: some extracts or cross references to research work, the notes involved in the preparation of the poster, a copy of the poster, information about the conference and notes about the conversations at the conference and feedback on the poster and reflections on how well you thought the poster was received, what contacts you made and how successful you were, some reflections on the graphic qualities of the poster. The portfolio might also include reference to planned acitivities arising out of this experience. For example, if you felt you had not networked successfully you might attend the joint universities postgraduate conference and practise your networking skills there, and then make a portfolio record to show how you have gained in confidence. Your plans and activities should be regularly reviewed by you and your supervisors. The portfolio will develop over the course of your research degree programme and has to be submitted to your Director of Studies prior to submission of your thesis for examination. The Director of Studies will assess the portfolio. 4

5 The portfolio is not designed to be onerous, but is a major resource for you in crafting your Curiculum Vitae for the future. The RTP also serves as a form of personal development planning (PDP). All UK students from undergratuate to Doctoral level are expected to have opportunties to reflect on their progress and plan actions to meet their development needs. In the case of Doctoral students at Leeds Met this requirement is met through the RTP and is not a separate process. The portfolio therefore, also provides the evidence that you have enagaged in onging personal development and planning. You may find the resources for PDP helpful and these can be found at: ( html). Some activities will help you improve skills in more than one area therefore it will not be uncommon to see duplicate entries in the TNA Plan evidencing more than one skill area. You should review your training plan regularly with your supervisors to assess the progress you are making and in order to identify new needs as these emerge. 8. The RTP in summary The RTP is a vital part of doing your research degree not just an add on. It gives you the opportunity to widen as well as deepen your skills and it prepares you for life after the doctorate. Your portfolio will be invaluable for structuring your CV and in gaining employment and/or advancement. There are multiple resources available to you and the TNA is your guide to making the best of these opportunties. The training plan should be agreed with your supervisors and approved as part of the Confirmation of Registration process. 9. Resouces to support your Training Needs Analysis Plan The university offers multiple resources to support you in carrying out your training plan as follows: There is a programme of events: Staff and Student Research Development Programme which are mapped against the JSS dedicated Blackboard resource Research Training Programme (RTP) which includes Epigeum resources PORESO the student research organisation organises events, reading groups, and other activities Vitae resources at Development-Framework.html Annual Postgraduate Student Research Conference with opportunities for presentations and posters, as well as a postgraduate conference with other universities in the region There are also external postgraduate, disciplinary and professional conferences and your supervisors will be able to advise about suitable external events and opportunities Where appropriate accessing taught Master s provision Your supervisory team. 5

6 Evolving Process throughout period of study Evolving Process throughout period of study Final January 2012 Quick Reference Guide to the RTP Process Training needs analysis (TNA) STUDENT TO START PROCESS ON ENROLMENT Working with your supervisors on enrolment, you must identify which skills you already have, and those areas where you need to undertake more training or engage in additional activities in order to enhance your skills. Skills Audit (competence level) STUDENT TO COMPLETE IN PREPARATION OF THE CONFIRMATION OF REGISTRATION With your supervisors you will carry out a skills audit against each of the headings and assess your level of competency. Once you have identified your skill level you are in a posistion to decide what you need to do and how you can evidence the skills you have developed. Training Needs Analysis Plan (TNA Plan) STUDENT TO KEEP TNA PLAN UP TO DATE WITH DETAILS OF NEW SKILLS AND DEVELOPMENTS REQUIRED The TNA plan involves identifying activities which will allow you to improve your skills. You should review your training plan regularly with your supervisors to assess the progress you are making and in order to identify new needs as these emerge. Evidence STUDENT TO KEEP PORTFOLIO UP TO DATE WITH EVIDENCE OF NEW SKILLS AND DEVELOPMENTS In putting together your TNA you need to specify how you will evidence what you have achieved and put this together in the form of a portfolio. The portfolio is a record of your activities with reflections and comments regarding how you have developed. Submission of RTP Portfolio STUDENT SUBMITS COMPLETE RTP PORTFOLIO PRIOR TO THE SUBMISSION OF THESIS 6

7 Appendix l Joint Statement of the UK Research Councils' Training Requirements for Research Students Introduction The UK Research Councils play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisors support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training. It is expected that each Council will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions. (A) Research Skills and Techniques - to be able to demonstrate: 1. the ability to recognise and validate problems 2. original, independent and critical thinking, and the ability to develop theoretical concepts 3. a knowledge of recent advances within one's field and in related areas 4. an understanding of relevant research methodologies and techniques and their appropriate application within one's research field 5. the ability to critically analyse and evaluate one's findings and those of others 6. an ability to summarise, document, report and reflect on progress (B) Research Environment - to be able to: 1. show a broad understanding of the context, at the national and international level, in which research takes place 2. demonstrate awareness of issues relating to the rights of other researchers, of research subjects, and of others who may be affected by the research, e.g. confidentiality, ethical issues, attribution, copyright, malpractice, ownership of data and the requirements of the Data Protection Act 3. demonstrate appreciation of standards of good research practice in their institution and/or discipline 4. understand relevant health and safety issues and demonstrate responsible working practices 7

8 5. understand the processes for funding and evaluation of research 6. justify the principles and experimental techniques used in one's own research 7. understand the process of academic or commercial exploitation of research results (C) Research Management - to be able to: 1. apply effective project management through the setting of research goals, intermediate milestones and prioritisation of activities 2. design and execute systems for the acquisition and collation of information through the effective use of appropriate resources and equipment 3. identify and access appropriate bibliographical resources, archives, and other sources of relevant information 4. use information technology appropriately for database management, recording and presenting information (D) Personal Effectiveness - to be able to: 1. demonstrate a willingness and ability to learn and acquire knowledge 2. be creative, innovative and original in one's approach to research 3. demonstrate flexibility and open-mindedness 4. demonstrate self-awareness and the ability to identify own training needs 5. demonstrate self-discipline, motivation, and thoroughness 6. recognise boundaries and draw upon/use sources of support as appropriate 7. show initiative, work independently and be self-reliant (E) Communication Skills - to be able to: 1. write clearly and in a style appropriate to purpose, e.g. progress reports, published documents, thesis 2. construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally through a variety of techniques 3. constructively defend research outcomes at seminars and viva examination 4. contribute to promoting the public understanding of one's research field 5. effectively support the learning of others when involved in teaching, mentoring or demonstrating activities (F) Networking and Team working - to be able to: 1. develop and maintain co-operative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research community 2. understand one's behaviours and impact on others when working in and contributing to the success of formal and informal teams 3. listen, give and receive feedback and respond perceptively to others (G) Career Management - to be able to: 1. appreciate the need for and show commitment to continued professional development 2. take ownership for and manage one's career progression, set realistic and achievable career goals, and identify and develop ways to improve employability 3. demonstrate an insight into the transferable nature of research skills to other work environments and the range of career opportunities within and outside academia 4. present one's skills, personal attributes and experiences through effective CVs, applications and interviews. 8

9 Appendix ll 9

10 Frequently asked questions 1. Question: What is the Research Training Programme (RTP)? Answer: The programme of research training that all postgraduate students are required to engage in as part of their studies. 2. Question: What is the Training Needs Analysis (TNA) Answer: The training needs analysis is the process by which you identify what your training needs are and how you are going meet and evidence them. 3. Question: What is the Skills Audit? Answer: It is an audit of your current skill level against the items specified in the Joint Skills Statement (JSS). You need to undertake a skills audit as part of completing your TNA. 4. Question: What is the Joint Skills Statement (JSS)? Answer: It is the national framework agreed by all the Research Councils which spells out the skills expected of doctoral students in the UK. 5. Question: When do I start the RTP process? Answer: At the beginning of your studies immediately after enrolment. 6. Question: Where can I access information on courses that can help me evidence my RTP? Answer: The main internal resources, including Epigeum, can be accessed through Blackboard and at: Your supervisors will be able to advise you of additional specialist resources available internally and externally. 7. Question: Why is the Research Training Programme important? Answer: Because it shows that you have the necessary skills not only to complete your doctoral study but also for your future employability and career advancement. 8. Question: How will the RTP be assessed? Answer: By a portfolio which records the evidence of the outputs you identified in the TNA. 9. Question: Is there a particular way that I should present my RTP and the evidence that I gather? Answer: No it should be fit for purpose and matched against you own TNA. 11. Question: Will I receive any credits for completing the RTP? Answer: No, but it is essential for your personal and professional development and as evidence of your capabilities as the holder of a postgraduate research qualification. 10. Question: Is the RTP compulsory? Answer: Yes, exceptionally students may be granted an exception, but it is an expectation of the University and a requirement before the submission of your thesis. 10