Learning Outcomes and Generic Skills in Doctoral Education Dr. Jon Turner Institute for Academic Development, p,
Scottish Higher Education & the EQF http://ec.europa.eu/education/lifelong- learning-policy/doc/eqf/ukreport_en.pdf li / df
SCQF level 12 descriptors (doctoral) Knowledge and understanding Demonstrate and/or work with: A critical overview of a subject/discipline, including critical understanding of the principal theories, principles and concepts; A critical, detailed and often leading knowledge and understanding at the forefront of one or more specialisms; Knowledge and understanding that is generated through personal research or equivalent work that makes a significant contribution to the development of the subject/discipline.
SCQF level 12 descriptors (doctoral) Practice: applied knowledge and understanding Use a significant range of the principal p skills, techniques, practices and materials associated with a subject/discipline. Use and enhance a range of complex skills, techniques, practices and materials at the forefront of one or more specialisms. Apply a range of standard and specialised research/equivalent instruments and techniques of enquiry. Design and execute research, investigative or development projects to deal with new problems and issues. Demonstrate t originality i and creativity it in the development and application of new knowledge, understanding and practices. Practise in the context of new problems and circumstances.
SCQF level 12 descriptors (doctoral) Generic cognitive skills Apply a constant and integrated approach to critical analysis, evaluation and synthesis of new and complex ideas, information and issues. Identify, conceptualise and offer original and creative insights into new, complex and abstract ideas, information and issues. Develop creative and original responses to problems and issues. Deal with very complex and/or new issues and make informed judgements in the absence of complete or consistent data/information.
SCQF level 12 descriptors (doctoral) Communication, ICT and numeracy skills -Use a significant range of advanced and specialised skills as appropriate to a subject/discipline i for example: Communicate at an appropriate level to a range of audiences and adapt communication to the context and purpose; Communicate at the standard of published academic work and/or critical dialogue and review with peers and experts in other specialisms; Use a range of software to support and enhance work at this level and specify software requirements to enhance work; Critically evaluate numerical and graphical data.
SCQF level 12 descriptors (doctoral) Autonomy, accountability and working with others Exercise a high level of autonomy and initiative in professional and equivalent activities. Take full responsibility for own work and/or significant responsibility for the work of others. Demonstrate leadership and/or originality in tackling and solving problems and issues. Work in ways which are reflective, self-critical and based on research/evidence. Deal with complex ethical and professional issues. Make informed judgements on new and emerging issues not addressed by current professional and/or ethical codes or practices.
Dublin Descriptors have demonstrated a systematic understanding of a field of study and mastery of research associated with that field have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication are capable of critical analysis, evaluation and synthesis of new and complex ideas can communicate with their peers, the larger scholarly community, and with society in general e about their areas of expertise can be expected to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society.
PhD and generic skills assessment PhD assessment: Original work and significant contribution to knowledge Contains material a worthy of publication Adequate knowledge of field of study and literature Exercise of critical judgement (own work and others) Unified body of work Satisfactory literary presentation, coherent structure Generic skills assessment: Formal credit bearing (minority) Linked to annual review and monitoring
The role and relevance of generic skills.
Context - PhD Culture Change Apprenticeship model of sole supervision Supervisory teams Unstructured Structured progression and training Little formal training Emphasis on formal training (specialist and transferable skills) Isolated Joining postgraduate and academic community Preparation for academic career Preparation for broader range of careers (including academia) Improved researcher experience Higher completion rates
Generic skills relevance for doctoral researchers Getting started e.g. language, g computing & IT orientation Completing a project e.g. project planning, statistics, teamwork, time management Presenting results e.g. presentations, thesis workshop, paper p production Mixing with others social and intellectual benefits peer support networks
Relevance to PhD career destinations Business and Financial Professionals 5.0% Education Professionals 21.1% Health Professionals 6.1% Information Technology Professionals 2.7% Arts, Design, Culture and Sports Professionals 2.0% Social & Welfare Professionals 8.6% Other Professionals 23.7% Engineering Professional 3.5% Scientific Professionals 17.4% Postgraduate Study in the UK 2000/01 to 2005/06 DIUS (2008) Commercial, Industrial and Public Sector Managers 6.4% Other Occupations 3.3%
Careers beyond academia What employers say about PhD graduates Enthusiastic, imaginative, creative Hugely valuable: thinking capacity, problem solving Self-starting, able to work without direct management High standard of written communication and presentations Sectors actively recruiting PhD graduates: academia, management consultancy, public sector, technical/specialist industry, specialist consultancies, teaching, civil il service
What do PhD job applicants need to improve Verbal communication: Especially in interviews Making PhD topic accessible to non-specialists (e.g. employers) Commercial awareness and awareness of sector/employer applying to Articulation/explanation of skills they have
National Frameworks: Research Councils Joint Skills Statement Research skills and techniques Research environment Research management Personal effectiveness Communication skills Networking and team working Career management www.vitae.ac.uk/1690/joint%20skills%20statement.html
Researcher Development Framework Major new approach to researcher development evolution of the Joint Skills Statement for PGRs and research staff describes knowledge, behaviours and attributes of researchers at different stages of development providing a language for communicating researcher qualities Researcher Development Statement endorsed by key stakeholders RDF website resources, FAQs researcher profiles JSS mapping Professional development tool Consultation on future development www.vitae.ac.uk/rdf
The Roberts Review - 2002 Recommendation 4.2: PhD training elements..the training elements of a PhD particularly training in transferable skills need to be strengthened considerably. should include the provision of at least two weeks dedicated training a year, principally in transferable skills, for which additional funding should be provided. Recommendation 5.3: A vision for postdoctoral researchers [ensure] that all postdoctoral researchers have a clear career development plan and have access to appropriate training opportunities Implementation - additional funding & reporting
QA and Monitoring Structures Quality Assurance Requirements: QAA Code of Practice for Research Degree Progammes Puts skills development into overall picture of support and experience National Surveys: PRES Allows institutions to monitor their provision and benchmark this against national picture
Vitae - Support for researchers Website doctoral researchers research staff careers GRADBritain GRADschools PhD planner PGR tips Balanced researcher Creative researcher
Vitae - Support for staff supporting researchers Networks Vitae connections National & regional events Databases Trainers and developers practice/resources Programmes Effective researcher Careers in focus: academia, other sectors Publications Hub newletters, bulletins, Overview Supervising a doctorate
Generic Skills Training at Edinburgh
Structures and Approach University Structure 3 Colleges, 21 Academic Schools (Graduate Schools) Support departments (Institute for Academic Development - transkills, Careers Service etc.) University committees and working groups Approach variety and flexibility Embedded in School Programmes (e.g. specialist skills) Embedded with central support (e.g. generic research) Central programmes (e.g. professional development) Central targeted (e.g. specific cohorts or topics)
Prior experience Individual advice & support e.g. careers Web-based information & resources External courses e.g. Vitae Teaching, organising seminars etc. Skills Development Through research work (e.g. presenting, writing, projects) Extra-mural activities - e.g. science communication Supervisor/PI support School/Department courses (mostly PhD) University courses transkills, careers, computing services Identification of training needs, reflection, review, recording, awareness and articulation of skills
Linking skills training to PhD milestones Why? Engagement with students, Schools, supervisors Impact Increased (and explicit) awareness of skills development through PhD Skills development improving PhD effectiveness Positive reinforcement between the two How? Early stages of PhD Key points during PhD Discussed at annual review
Graduate School of Engineering and Electronics Institute for Academic Development PhD monitoring, milestones and training Science Communication in Action (optional, months 3 to 4 or 15 to 16) NING PhD TRAI or Strongly d courses) Compulsory o ecommended (C re Induction Event (Roberts Funded) Induction Part 2 The Effective Researcher (planned 04/06) Searching Research Literature (month 2 or 3) Writing a Scientific Paper (month 17) Research Posters Preparing a Poster Getting Your Message Across Graduate School Poster Day (months 16 to 18) UK GRADschool (optional, 18-36 months) Thesis Workshop (month 26) YEAR 1 YEAR 2 YEAR 3 PhD MONITO ORING AND MILEST ONES Project Plan (2 months) Project Report (6-8 months) 1 st Year Review Research Poster (18 months) Research Paper (24 months) 2 nd Year Review Thesis Plan (27 months) Submit Thesis (36 months, 48 month final deadline) Training Needs Assessment during induction and annual review points students towards appropriate elective courses including: 3 rd Year Review Effective Presentations (1), Effective Writing (any), Communicating Science to Non-Specialists (1 or 2), Scientific Computing Tools (usually 1), Computing Toolbox (any), Web Page Production (any), Research Grant Applications (3), Developing a Successful Career (3), Interviewing Skills (3), Entrepreneurship (any), IPR (any), Tutoring & Demonstrating (1)
Subject specific provision Research Methods in the Social Sciences Compulsory, assessed, running over two semesters Research Methods in Arts, Culture & Environment Compulsory, linked to student-organised conference, first semester Includes sessions tailored to practice-based PhDs Animal handling, radiation, health & safety Examples of compulsory workshops in some disciplines i (especially laboratory science) SUPA Advanced Topics Video conference courses for all Scottish physics PhDs
Want to get your PhD off to a flying start? Managing Your PhD in Social & Political Studies 27 October, 10.45 14.00 (lunch included) Get to know the rest of the SPS postgraduate community Consider the challenges you ll face during the first year of your PhD Learn from the experience of and hear from 2 nd year PhDs and supervisors How to make the most of your PhD Interactive, informal and practical e.g. SPS, Informatics, PPLS, History & Classics, Biology
Other bespoke courses Poster Presentations (e.g. GeoSciences) 2 nd year assessment milestones Linked to poster design, written and verbal presentation courses Academic Paper Writing Tailored to different academic disciplines Led by senior academics PhD Thesis Workshops Timetabled for students about to start 3 rd year Core materials tailored to local requirements and led by academics PhD Career Alumni Events
Online provision: e.g. PG Essentials Online course for PhD researchers (developed d at University of Melbourne). Flexible and interactive. Covering the essential knowledge needed to make the best start to a PhD. Register in September, October or January http://www.transkills.ed.ac.uk/pgessentials.htm
Open workshops and short courses transkills for PhDs; RDP for postdocs Communication, project and time management, publishing, knowledge exchange, enterprise, teaching, career and personal development, information and IT skills, etc. Designed for researchers, free of charge Flexible wide range of options and repeats
Edinburgh Local GRADschools Mix of disciplines 4-day residential Aimed at 2 nd & 3 rd years Taking stock of skills Looking at career options Tutors from range of sectors and organisations Time out from PhD to regain momentum
Teaching skills Opportunities for tutoring and demonstrating Mix of local and central orientation sessions Central enhancement sessions to broader and deepen teaching experience Support for individual applications for HEA Associate status Experience of teaching valued by doctoral candidates
Research Communication in Action Sandwich style approach to skills development Run with individual Graduate Schools Training in communication, working with children and a specific workshop Teams of PhD students and/or research staff take workshops to local schools Review day Variation with focus on policy development for social science
How the programme works Semester 1 Full programme of business and enterprise workshops (www.transkills.ed.ac.uk/bet.cfm) Semester 2 Mentoring teams and individuals through business plan competitions and events to gain business skills and experience (www.launch.ed.ac.uk) ac uk) Summer A residential course on Enterprise skills
Edinburgh International COMPASS Programme find your way Edinburgh COMPASS Programme Orientation courses and social events for International Postgraduate Research Students in Edinburgh A chance to socialise, gain an understanding of academic culture in the UK and build a network of peers from a variety of disciplines, universities and locations. Induction Event: Wednesday 29 th September Book by emailing: transkills@ed.ac.uk International Office
Part-Time Researcher Conference Collaboration: Universities, Vitae Hub, SFC Designed for part-time PhD researchers & research staff: Including professional doctorates and distance Based on feedback from part-time researchers High quality venue, major event Informed by activities tried by institutions Content: network with colleagues from diverse research areas & universities; develop professional skills; consider future careers; Meet service providers from universities across Scotland and Northern Ireland. vitae.ac.uk/policy-practice/916-203971/part-time-researcher-conference.html
Researcher-led initiatives Funding aimed at communities of researchers Developed and led by researchers themselves Linked to formal and informal training Examples include: Research staff societies, networking, workshops, events, e-journals, EUSci www ed ac www.ed.ac.uk/schools-departments/researcher- development/staff/researcher-led-activities/initiative-fund
Principal s Career Development PhD Scholarships hi 60 new scholarships, open to all applicants & fields of study Include additional career development opportunities: University teaching Public engagement Enterprise First scholarship holders arrived in September www.scholarships.ed.ac.uk/postgraduate/development.htm
Looking ahead.
Impact University Strategic Plan: Double recorded take up of skills training opportunities by PhDs PRES (national survey): Marked increase in satisfaction with skills development opportunities (86% met or exceeded expectations) Vitae Impact Framework: Framework and range of case studies (engagement and outcomes) Vitae Cohort Study (3 years beyond graduation) Value and relevance of PhD to a range of careers Use of research and generic skills
Collaboration - research pooling and other examples EaST Chem Scientific Paper Production (St Andrews) PhD Thesis Workshop (Edinburgh) SUPA Entrepreneurship event Mathematics ICMS Generic skills training i for postgraduate mathematicians in Scotland Scottish Graduate School/Doctoral l Training i Centre in Social Science
Other emerging g themes. looking to the future Impact of end of Roberts funding and changes in funding mechanism Use of E-learning Moving the location/ownership of skills training closer to the main academic experience Researcher-led initiatives Links to employers (including placement programmes) Internationalisation, multi-disciplinarity, mobility
Getting in touch: j.d.turner@ed.ac.uk
References Institute for Academic Development www.iad.ed.ac.uk Roberts and generic skills at the www.postgrad.ed.ac.uk/pgskills/wgpublic.htm d kill / Vitae www.vitae.ac.uk Researcher Development Framework www.vitae.ac.uk/rdf PRES 2009 www.heacademy.ac.uk/pres QAA Code of Practice www.qaa.ac.uk/academicinfrastructure/codeofpractice/ Scottish Credit & Qualifications Framework www.scqf.org.uk