Graduate School - Research Degrees Code of Practice

Section 6 - Training and Professional Development

This section covers the training needs of research students. It is recognised that students need training of different sorts at different stages of their degree, and that this training should encompass general personal development as well as the narrow needs of the research project.

1. Research training
2. Conference attendance and publication
3. Professional development

1 Research Training

1.1 There are three levels of research training internal to QMU: the compulsory generic Research Skills Training Programme, more specific training arranged through Schools, and that provided by the supervisory team.

The Research Skills Training (RST) Programme, which is delivered centrally through CAP, has the following aims:

• to develop students’ skills in retrieving, managing, analysing and assimilating information;
• to foster communication and presentation skills;
• to introduce students to a variety of research methodologies; and
• to enhance students’ understanding of the importance of ethics in research.

Upon completion of the first phase of the RST Programme, which takes place during the first semester, students will be able to do the following:

• use the library effectively;
• use Reference Manager;
• explain the differences between, and the usages of, the major research families;
• explain what is meant by ‘research ethics’ and how to go through the process of gaining ethical approval;
• use Pebble Pad for Personal Development Planning;
• scope and define a research question;
• write a research proposal; and
• explain and present their research to a non-specialist audience.

It is important for all research students to complete the generic RST Programme, and therefore only in exceptional circumstances will exemptions be given. Exemption may be allowed where the student can provide evidence of prior learning at an appropriate level. For instance, an MRes degree would qualify a student for an exemption if similar material had been covered. Such decisions are made on a case-by-case basis. Exemptions are approved by the School Academic Board.

If a student performs poorly in the RST assessment, his or her Director of Studies will be informed so that corrective action can be put in place. The student may choose to resubmit the assignment as a formative exercise but this is not mandatory.

1.2 The University expects research students to attain a breadth of competencies through the RST Programme and the wider experience of their supervised research study. A Director of Studies should ensure that a student acquires appropriate competences in the following areas:

• relevant research skills and techniques
• understanding of the research environment
• research management
• personal effectiveness
• communication skills
• networking and team working
• career management

In addition to the core RST Programme, CAP has developed a number of workshops in line with the Roberts Agenda to ensure that students attain the above competences. There are opportunities for training in the following areas: SPSS and NVivo8, career planning, grant writing, writing for publication, designing and delivering effective presentations, and preparing for the viva.

1.3 The University endorses the Joint Funding Councils’ Statement regarding the skills training requirements for research students across these areas, and expects training provision and supervision to support attainment of these competences.

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2 Conference Attendance and Publication

2.1 Presentation of papers at conferences can provide an excellent opportunity for research students to rehearse the presentation and defence of their work. The appropriateness and the timing of such presentations will vary with the discipline and the nature of the programme of work (e.g. where there is pilot data which provides a meaningful basis for a preliminary report an early presentation may be appropriate; in other cases presentation may not be appropriate until all data collection and analysis is complete). In all cases, however, the student should consult with their Director of Studies before offering or accepting any offer of presentation of material at any meeting. While conventions vary across disciplines, the role of supervisors in supporting the work described in such presentations should normally be acknowledged.

2.2 Each individual student’s circumstances will vary, but a normal expectation would be that a student would attend at least one conference during the course of their degree and be involved in the publication of at least one paper. However, it is important that such activities aren’t allowed to distract from the over-riding priority, which is the timely production of a high quality of thesis.

2.3 In preparing collaborative publications before a student has been awarded a research degree, both supervisors and the student should take particular care to protect the identifiability of the student’s original contribution to the work.

2.4 A supervisor may wish to refer to the findings of a research student under their supervision in a presentation at a meeting or symposium. In such circumstances, the specific consent of the student should be obtained and his or her contribution fully and explicitly acknowledged within the presentation.

2.5 The principle underlying such practice is that QMU staff are expected to give appropriate recognition to the contributions to collaborative work made by research students under their supervision. There is, in turn, a reciprocal expectation of research students that they give appropriate recognition to the contributions of their supervisors to their work. Both of these expectations continue beyond the point of award of a postgraduate degree by QMU for a programme of study.

2.6 These principles should be reflected in consideration of publications arising from a supervised programme of research study. Discussion between supervisors and supervised research students of the conventions of co-authorship within the early phases of the research programme is likely to protect the interests of all concerned in the collaboration. The delicacies and complexities of joint publication should not distract from the fundamental principle that prompt publication of research in refereed journals is generally in the interests of students, supervisors and the institution that has provided the context for such work. To this end, defining a clear ‘publication plan’ within the course of a research programme may be useful.

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3 Professional Development

3.1 A research degree is principally a training programme that aims to equip an individual with the skills and experience necessary to act as an independent researcher. This could lead to a range of careers: in academia, in scientific research, in business or in clinical practice.

3.2 In consequence, it is appropriate that supervision of a research student includes some consideration of broader professional development issues. These are potentially addressed by a number of actions. Within the context of the approved programme of work there will often be opportunities for professional networking and dissemination activity of relevance both to the project in hand, and future work in the field. Students should be encouraged to take part in research seminars or professional workshops and to develop contacts with professionals working in the discipline. For those students on bursaries, the duties performed as part of the contract can be learning opportunities. The student and supervisor should discuss how to make the School duties as relevant as possible to the student’s likely future career path.

3.3 Non-bursary students may also be offered teaching work, if appropriate. Please note that a Disclosure Scotland certificate will need to be obtained (if not already supplied) for anyone working with taught students. All students who teach must take the Short Course in Learning, Teaching and Assessment.

3.4 Specific career advice may also be relevant. The University Career Advisory Service is available to all postgraduate research students (see the Student Handbook for staff and contact details). Directors of Studies and other supervisors may also be in a position to offer advice on training and employment opportunities, and should see this as part of their wider responsibility to students.

3.5 Students are encouraged to make use of the e-portfolio facility. This can be used both as a record of progress for the benefit of supervisors and as a record of career development. Advice is available from the Centre for Academic Practice.

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Resources:

Centre for Academic Practice: http://www.qmu.ac.uk/cap/

Careers Advice: http://www.qmu.ac.uk/prospective_students/student_services/careers.htm

E-portfolio: http://www.qmu.ac.uk/eportfolio/

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