RESEARCH HIGHER DEGREE STUDENT PROFESSIONAL DEVELOPMENT PORTFOLIO

The University of Queensland School of Social Work and Applied Human Sciences RESEARCH HIGHER DEGREE STUDENT PROFESSIONAL DEVELOPMENT PORTFOLIO 2005

RESEARCH HIGHER DEGREE STUDENTS GRADUATE ATTRIBUTES UQ A. In-depth knowledge of field of study B. Effective communication C. Independence and creativity D. Critical judgement E. Ethical and social understanding SWAHS A. Superior skills in communicating in a range of modalities across diverse contexts B. Critical analytical skills in information processing and research C. Expert integrated knowledge relating to the social and behavioural sciences D. Independence, innovation, project management expertise and leadership E. Critical social analysis, engagement and commentary F. Professional and ethical responsibility 2

SWAHS GRADUATE ATTRIBUTES AND PROFESSIONAL DEVELOPMENT PORTFOLIO Background and purpose The professional development portfolio linked to SWAHS graduate attributes is designed to assist post graduate research students to develop and extend knowledge and skills, keep track of these developments and be able to express these in a variety of communication forms both within and outside the University. The portfolio is intended to assist students in their current study and make them more competitive for future employment. It also has potential to assist the advising process and result in a more focused approach to research and research outputs. We anticipate that students who use the portfolio will be able to clearly articulate the knowledge and skills they have developed and built on throughout the PhD process and have greater confidence and authority in presenting themselves to colleagues and employers. The portfolio, initially developed by Dr Catherine Manathunga (Tedi/UQ Graduate School) with the Advanced Wastewater Management Centre (AWMC), is linked to The University of Queensland Research Higher Degree Graduate Attributes. The portfolio has been piloted in the AWMC, the School of Animal Studies and by individual advisors in the health sciences. SWAHS has undertaken to adapt, use and evaluate the portfolio in 2005. The portfolio has been modified for use in SWAHS by Cheryl Tilse in consultation with Associate Professor Margaret Shapiro and Dr Catherine Manathunga. Within the School, two focus groups with advisors and one group with post graduate students assisted in developing the SWAHS graduate attributes. The groups also served to canvas views on the purpose and use of the portfolio. Some comments from the focus groups suggest that the portfolio has potential to assist in developing and naming skills and in the supervisory process. Students great idea too many times you are trying to tie skills down and can t great for writing job applications very helpful to know how much you have built on what you already know this is the guts it puts some flesh on it relevant in [country named] to know what kinds of skills developed [international student] Advisors I wish I could have taken this to my supervisor it will help students to sell themselves those intermediate milestones would have helped me employers do not know what a thesis means partializing and naming of skills, knowledges and abilities helps(students) to keep going 3

In the focus groups, concerns about the reflective tool and the portfolio were related to its purpose and use. There was general agreement from participants in the focus groups that: 1. The portfolio and the ways of demonstrating achievement of the graduate attributes should not be prescriptive. Students and advisors should recognise that there are many ways of demonstrating the attributes. The reflective tool should be seen as providing a range of examples rather than a prescriptive or exhaustive list. 2. The portfolio is owned by the student and is neither compulsory nor linked to other University processes around reports on progress. The focus in our school will be on career outcomes rather than thesis process and deliverables at the university level. Advisors and students may elect to use the reflections and action plan as a useful summary to inform the annual reporting process but this is not the primary intent of the process. 3. The portfolio should be a working documents used to reflect on and record progress over the research degree. It has potential to be used in supervision and in forward planning as well as in recording achievements and activities. How to use the reflective tool and portfolio The portfolio has two parts. Part A is a reflective tool used twice yearly by students and advisors as a basis of reflection, planning and action. Part B is system for documenting and organising evidence of professional development over the course of the research higher degree. Students will take primary responsibility for keeping Part B of the portfolio up to date. A. The reflective tool The reflective tool is intended to provide opportunity for advisors and students to reflect generally on goals and progress and agree on developmental plans at least twice each year. The tool is intended to enable communication between student and advisor about goals and processes and to learn together about how best to assist the student achieve these goals. This is important addition to the usual focus in supervision on the thesis topic and outcomes. Students will be at different life stages and many will bring to their research higher degree candidature established knowledge and skills. Plans for further development will therefore vary according to students needs and interests. 4

Process At the beginning of candidature Advisors introduce the list of graduate attributes, what they mean and how they can be demonstrated. With the advisor, students will identify preexisting knowledge/skills and the knowledge/skills they seek to build on and/or develop. The reflective tool is introduced and the portfolio made available in electronic and print form to enable students to speedily document their existing and developing skills/knowledge. Ongoing six monthly reviews The first reflection on progress and plans should occur six months after the beginning of full time candidature. The reflection and action plan should be completed prior to the confirmation of candidature process. Both the student and the advisor retain a copy of the reflections and action plan. The student takes responsibility for recording achievements in Part B of the portfolio. Subsequent six monthly reflections should begin with the action plan from the previous meeting. Students and/or advisors may wish to use the reflection and action plan at any time in supervision to monitor progress, to identify resources needed and to seek opportunities to extend skills and experiences. The reflections As part of each process, students reflect briefly on their development in relation to each graduate attribute and what they would like to focus on for future development. A brief written reflection is made available to the advisor before the six monthly meeting. The advisor reads through the reflections and makes constructive comments. Student and advisor discuss the comments and together develop an action plan for the next six months. The action plan is reviewed at six monthly intervals or more often if appropriate. The plan is a guide and a mechanism for discussions around the progression of skills and knowledge and resources required. It is developmental rather than set or prescriptive. B. Documenting professional development Students use an electronic or print portfolio to organise and document their development and achievements. The reflective tool and action plan provide the resources for the portfolio. Students are responsible for building their portfolios. It will serve as an ongoing tool for career development and a resource for job applications. 5

PROFESSIONAL DEVELOPMENT RESEARCH PORTFOLIO PART A Reflections on knowledge, skills and achievements in relation to SWAHS Graduate Attributes 6

SWAHS Graduate Attribute 1 1. Superior skills in communicating in a range of modalities across diverse contexts Disciplinary description of SWAHS attribute Advanced level skills in communicating ideas, arguments, knowledge and understanding effectively to a range of audiences both inside and outside the discipline and to the wider community High level skills in using a range of communication forms, media and technologies (for example written, oral, audiovisual, graphic, numerical, Web, performance, publications and media interviews) Ability to work collaboratively and effectively within a range of teams and contexts, respecting individual roles and responsibilities Capacity to listen to and appreciate other people s ideas and cultures Ability to critically engage with feedback from a variety of sources Capacity to engage constructively in discussions and debates Practical Demonstration Remember that this is not a prescriptive list. You may decide here to select particular ways to demonstrate the attribute, prioritise aspects for the coming year or add new ways of demonstrating the attribute. You have: Presented your work at internal seminars and/or external conferences, congresses, etc. Sought and used feedback to improve your presentation skills Written well structured, highly effective reports/papers and/or demonstrated attempts to improve your writing skills Co-written a paper with your advisor/s Developed skills in using media and technologies through activities and courses Demonstrated the ability to plan, organise and deliver lecture, tutorial or training sessions to students, community groups or colleagues Actively participated in meetings and seminars showing that you understand other people s perspectives and can engage constructively in social science debates Worked collaboratively with other post graduate students, tutors, advisors and/or other researchers to complete tasks Managed conflict and negotiated problems Shown you are able to listen to and appreciate other people s ideas and cultures through your writing, presentations and activities Engaged with your field of work, participated in relevant networks and in the wider academic community Engaged with the research culture of the school/university through willingness to present and critique ideas, use feedback and contribute to discussions An understanding of power relationships and can communicate reciprocally with marginalised groups 7

SWAHS Graduate Attribute 1 Student Achievements: Student Comments: Advisor comments: Action plan: 8

SWAHS Graduate Attribute 2 2. Critical analytical skills in information processing and research Disciplinary description of attribute SWAHS Advanced level skills in accessing, seeking and managing information using a range of sources and technologies Ability to identify, critically analyse, synthesise and prioritise complex information from a variety of sources Ability to contextualise research within an international body of specialist knowledge Ability to engage critically in the relevant philosophies of enquiry and discourses Ability to conduct independent and original research and scholarship using appropriate methodologies. Critical awareness of issues related to dissemination of information, intellectual property management, commercialisation of innovation and patents where applicable Practical Demonstration You have: An up-to-date, comprehensive data base of relevant literature Demonstrated skills in systematically accessing, evaluating and synthesising information from a variety of sources through undertaking courses or the presentation of a research proposal Reflected critically on the literature and issues surrounding the study including ethical considerations Located your topic in the relevant philosophy of enquiry, theoretical context and discourses Conceptualised and operationalised a researchable problem in the social sciences Independently developed a research proposal and designed a research project Reviewed several research methodologies and justified selection of the preferred methodology Completed a course on research methods. Used appropriate approaches to analysing data Completed training in relevant software to complete your analysis Critically engaged with and applied feedback from a variety of sources to improve the project. Reflected on the strengths and limitations of the approach Presented findings and conclusions to a variety of audiences in seminars, publications or conferences Identified relevant intellectual property issues and sought appropriate advice 9

SWAHS Graduate Attribute 2 Student Achievements: Student Comments: Advisor comments: Action plan: 10

SWAHS Graduate Attribute 3 3. Expert integrated knowledge relating to the social and behavioural sciences Disciplinary description of SWAHS attribute In-depth, substantive, current, critical knowledge in a particular domain at the forefront of social and behavioural science theory and practice Advanced understanding of key disciplinary and appropriate multi- and trans-disciplinary perspectives relevant to the field Knowledge of international approaches to issues and responses and best practice in the field Practical Demonstration You are able to Frame research problems in an epistemological, theoretical, socio-political and cultural context Locate your research in the appropriate disciplinary and multi/transdisciplinary literature and in a local and global context Clearly identify your contribution to knowledge development 11

SWAHS Graduate Attribute 3 Student Achievements: Student Comments: Advisor comments: Action plan: 12

SWAHS Graduate Attribute 4 4. Independence, innovation, project management expertise and leadership Disciplinary description of SWAHS attribute Ability to make a substantive and independent contribution to knowledge development and application in the social and behavioural sciences in an original, innovative and scholarly way Ability to develop inventive responses to problems, demonstrating flexibility and resourcefulness Ability to apply discipline skills and knowledge in the workplace and practice Ability to set project goals, to formulate and implement a project plan, to monitor progress and to prioritise activities in order to complete a complex project within available resources Ability to actively seek outcomes and produce quality outputs to meet deadlines Ability to work independently and proactively Potential to take a leadership role in the relevant study area or discipline at a local and international level Ability to critically reflect on a project and take appropriate action Practical Demonstration You have Developed a research proposal that reflects an original contribution to knowledge development by taking an innovative approach to problems or issues or applying existing skills and knowledge in innovative ways Demonstrated an ability to plan, organise and prioritise your work to achieve stated goals and meet deadlines for conferences, reports, meetings and/or teaching Been motivated in your research undertakings, leading to research outputs throughout the year (e.g. presentation of results or problems in seminars, preparation of manuscripts, presentation at conferences) Prepared and worked within a budget and within the limits of the resources available Used timelines to organise the project and meet deadlines for conferences, reports, meetings and teaching Developed an identity as a member of the relevant profession, industry or disciplinary group through consultations, conference presentations, and publications. Actively participated in professional, industry or scholarly networks Initiated contact with relevant organisations and writers in the field Shown initiative in seeking out relevant educational opportunities, resources and support Been proactive and well prepared for meetings Demonstrated in your research project the ability to think laterally and creatively and to integrate concepts from different fields in order to reframe problems or approaches 13

SWAHS Graduate Attribute 4 Student Achievements: Student Comments: Advisor comments: Action plan: 14

SWAHS Graduate Attribute 5 5. Critical social analysis, engagement and commentary Disciplinary description of SWAHS attribute The students is Self directed, critical, resourceful, analytical and reflective Able to engage critically in the relevant philosophies of enquiry and discourses and to integrate new knowledge Committed to principles of socially responsible practice in the generation and use of knowledge Able to initiate and or engage with social analysis and critical commentary around social issues Practical Demonstration You have Demonstrated in your research the ability to think independently and reflect critically on current knowledge, integrate new knowledge, and contribute to knowledge development in the discipline or profession Critically reflected on the significance of your research and the contribution made to the discipline, profession, field or community Critically reflected on the outcomes of the research and considered the social and cultural dimensions of its application and use Engaged with critical discussion in your area of study 15

SWAHS Graduate Attribute 5 Student Achievements: Student Comments: Advisor comments: Action plan: 16

SWAHS Graduate Attribute 6 6. Professional and ethical responsibility Disciplinary description of SWAHS attribute An understanding and commitment to social, professional, legal and ethical responsibilities as a researcher in the social and behavioural sciences A capacity to understand and respect interdisciplinary and diverse cultural perspectives, and the roles and expertise of others An appreciation of local, national and global issues and the social, cultural and philosophical context of research and practice in the discipline A capacity to engage productively with diversity Capacity to evaluate and reflect on one s own knowledge and expertise and practice An approach to learning that takes appropriate responsibility for learning processes and outcomes Commitment to lifelong professional development and a willingness to listen and respond to constructive feedback An identity as a member of a discipline or professional group with emerging membership of an international scholarly community of that discipline or group. Practical Demonstration You are able to Articulate the social relevance of the research Recognise and respond to ethical issues Write an ethical approval application Demonstrate an awareness of the social and ethical implications of the research in written work, presentations and discussions. Consider the use of the findings and address the application of the research to policy, theory or practice Demonstrate a high standard of integrity and ethical behaviour in your scholarship and relationships Reflect on your own cultural context and the impact this has on the research Work effectively with a range of ideas across disciplines and cultural contexts Reflect on and use new learning to a advance your understandings Engage constructively with supervision, taking appropriate responsibility for learning and being accountable for the use of time and resources. Improve employability through effective presentation of CV s, applications and interviews Develop an identity within a scholarly community and/or professional group 17

SWAHS Graduate Attribute 6 Student Achievements: Student Comments: Advisor comments: Action plan: 18

A. THE REFLECTIVE TOOL Student: Advisors: Date: Date of prior reflections/action plan: 19

STUDENT/ADVISOR ACTION PLAN FOR NEXT SIX MONTHS Student Date Graduate Attribute 1 Graduate Attribute 2 Graduate Attribute 3 Graduate Attribute 4 Graduate Attribute 5 Graduate Attribute 6 20

Comments from student Comments from advisor 21

MAJOR ACHIEVEMENTS NEXT MEETING DATE: 22

PROFESSIONAL DEVELOPMENT RESEARCH PORTFOLIO PART B Evidence of Achievement 23

B. EVIDENCE OF ACHIEVEMENT When you apply for positions, completion of a thesis is insufficient to reflect the knowledge and skills you have developed over the course of your research higher degree. Employers require evidence of a range of attributes and thus you will need to keep track of and organise evidence of your professional development over at least a three year period. Your professional development achievements and examples of achievements are stored in this section of the portfolio, organised around the themes in the SWAHS graduate attributes. It is available in electronic form and hardcopy so that materials can be organised and stored in a range of ways. There will be some overlap in the evidence. For example, evidence of project management skills can overlap with communication skills. You can decide where best the evidence sits within the portfolio and what suits your particular purposes. The portfolio is your document to develop and use. Evidence may include guest lectures, participation in community meetings, courses undertaken, papers presented or published, teaching evaluations or other feedback, letters of appreciation, reflections on feedback, tutor training undertaken, library courses etc. You could begin your portfolio with a brief curriculum vitae. You might also want to include a listing of the attributes you bring to your higher degree research study. You should also include in your portfolio, copies of each action plan arising from the reflective review of your professional development. These could be useful in framing up responses to selection criteria in applications at some future stage. 24

Table of Contents 1. BRIEF CV 2. RECORDS OF REFLECTIONS AND ACTION PLANS 3. ACHIEVEMENTS IN AREAS OF Communication Information processing and research skills In-depth knowledge in a particular domain Independence, leadership and project management expertise Critical analysis, engagement and commentary Professional and ethical responsibility 25

1. CURRICULUM VITAE A. Personal Details B. Qualifications, Awards, Memberships (most recent first) Academic Qualifications Year Qualification Institution (if relevant) Awards, incl. Fellowships Year Description Memberships Year Description C. Positions Held (most recent first) Dates Position Institution/Employer D. Summary of current knowledge and skills 26

2. RECORDS OF REFLECTIONS AND ACTION PLANS 27

3. EVIDENCE OF ACHIEVEMENTS LINKED TO SWAHS GRADUATE ATTRIBUTES 28

SWAHS Graduate Attribute 1 1. Superior skills in communicating in a range of modalities across diverse contexts Some examples of evidence You could include here: Papers presented at internal seminars and/or external conferences, congresses, etc. Examples of feedback on your presentations and how you responded to it Examples of any reports/papers you have written Certificates or lists of media and technology courses you have attended or skills you already have Details of your teaching or training experiences delivered to students, community groups or colleagues (including TEVALS, informal student/participant feedback, curriculum documents, lecture or learning activity outlines etc) Details of any representative roles you have played on committees or at other meetings in the university, workplace settings or in the community Examples of feedback you have given students, colleagues or community groups showing that you understand other people s perspectives and can engage constructively in social science debates Details of collaboration with other post graduate students, tutors, advisors and/or other researchers eg participation in work in progress seminars Reflections on how you may have managed conflict and negotiated problems Examples in your writing, presentations and activities that demonstrate how you are able to listen to and appreciate other people s ideas and cultures through your writing, presentations and activities Details of your participation in your field of work, relevant networks and in the wider academic community eg participation in community meetings, references groups, presentations to community groups Examples of your work with marginalised groups that show your understanding of power relationships and your ability to engage respectfully and reciprocally with these communities/groups 29

1.1 Presentations and feedback 1.2 Reports/papers 1.3 Media and technology courses 1.4 Teaching/training experience and evaluations (TEVALs) 1.5 Meeting roles and participation 1.6 Collaborative research or teachin 1.7 Conflict management and resolution 1.8 Engagement in your field of work and networks 1.9 Engagement in your discipline s research networks and culture 1.10 Engagement with community groups 1.11 Collaborative work with advisor 30

SWAHS Graduate Attribute 2 2. Critical analytical skills in information processing and research Some examples of evidence You could include here: Evidence of data base searching skills and courses Research courses undertaken and explicit skills and knowledge outcomes Data management and analysis software package skills and training Other computer skills and training eg Endnote A copy of your research proposal A summary of literatures reviewed and used Research methodologies reviewed and used in developing your proposal Theoretical approaches reviewed and used. Notes on competencies in research methods and analysis Training in or consideration of intellectual property issues 31

2.1 Data base searching skills and courses 2.2 Research courses and achievements 2.3 Data management and analysis software packages skills and training 2.4 Presentation of an original research proposal 2.5 Literatures reviewed and used 2.6 Research methodologies reviewed and used 2.7 Theoretical approaches reviewed and used 2.8 Training, consideration of intellectual property issues 32

SWAHS Graduate Attribute 3 3. Expert integrated knowledge relating to the social and behavioural sciences Some examples of evidence You could include here: Evidence of your knowledge base through literature reviews, bibliography and research proposal Evidence of a review of international literature Evidence of the location of research in the discipline, field, social and cultural context through your research proposal, papers and seminar presentations, feedback Evidence of exposure to the discipline or field through a range of presentations Evidence of contribution through reviews of papers, invitations to present, responses to presentations etc 33

3.1 Literature reviews and bibliographies 3.2 Papers and seminar presentations, invitations to speak or comment 3.3 Reviews, comments and feedback 34

SWAHS Graduate Attribute 4 4. Independence, innovation, project management expertise and leadership Some examples of evidence You could include here: Evidence of innovation in your research approach, theory or method in your proposal Project management expertise such as organising fieldwork, negotiating entry or access to research sites and materials, feeding back to participants, managing workload issues, managing a budget, responding to ethical issues Management of teaching responsibilities or other work eg feedback from lectures, advisors or students Evidence of research outputs such as abstracts submitted, conferences attended Evidence of a developing identity and leadership in field, discipline or profession through consultations, invitations or comments, participation in networks, guest lectures Leadership within the school such as undertaking post graduate representative positions, serving on committees, leadership outside of the school through professional seminars, committees etc. Evidence of initiative in teaching and research by seeking out resources and educational opportunities eg travel scholarships, courses in other disciplines, consultation with relevant individuals or groups 35

4.1 Feedback on innovation in approach 4.2 Research project management 4.3 Other management skills and responsibilities eg teaching 4.4 Research outputs and deadlines 4.5 Identity and leadership 4.6 Initiatives in teaching, research and seeking out opportunities 36

SWAHS Graduate Attribute 5 5. Critical social analysis, engagement and commentary Some examples of evidence You could include here: Evidence of a critical approach in your papers, research and /or approach to supervision An articulation of the significance of your contribution and any feedback comment by others in papers, reviews, citations etc. Reflections on and engagement with application and use of your research through dissemination of findings, feedback to relevant groups Evidence of engagement in critical discussion through seminars, media commentary, professional commentary, policy comment, submissions, engagement with policy processes, engagement with groups most affected by your research, participation in forums, community awareness raising, community education etc 37

5.1 A critical approach 5.2 Significance 5.3 Application and use 5.4 Engagement in critical commentary 38

SWAHS Graduate Attribute 6 6. Professional and ethical responsibility Some examples of evidence You could include here: Awareness of social, cultural and ethical considerations in papers, presentations, teaching, and/or or activities A completed ethics proposal Evidence of responses to ethical issues in data collection, analysis and application and use of research such as ensuring findings are disseminated and used Evidence of ability to work with diverse groups in appropriate ways (this could include how feedback is given, how people are included in the research etc) Evidence of a constructive approach to supervision, use of feedback and adult learning Evidence of ethical and socially responsible practice in research approach, teaching and other work eg feedback from students on approach, feedback on marking from course coordinators, engagement with other post graduate students 39

6.1 Social, cultural and ethical awareness 6.2 Ethical practice in research 6.3 Working with diversity 6.4 Adult learning and professional responsibility 6.5 Ethical practice in teaching and other work 40