Postgraduate Research Student Supervision Part Two: Assessing applications and interviewing Induction and training Supervisory meetings Examining Peter Heard

Assessing Applications Does the proposed topic fit within the departments areas of research expertise? Are their suitable (potential) supervisors available? Is the applicant suitably qualified and experienced to conduct the proposed research? Does the candidate meet the English (or other) language requirements? Are the applicants references positive? Does the applicants personal/proposal statement show appropriate knowledge of and motivation towards the proposed topic? Should AP(E)L be considered?

Interviewing Assess the applicants suitability: Prospective main supervisor plus one other should interview! Does the applicant have good presentation skills? Does the applicant have good verbal communication skills? Does the applicant demonstrate sufficient understanding of the research area? Does the applicant show sufficient commitment to the project? Advise the applicant of: Requirements of the programme Research and other training that must be taken alongside the research itself What student’s can expect and what is expected of them The commitment necessary to be successful Ethical requirements and research integrity Facilities and other resources that would be made available

Induction and Training All new PGR students should be given a formal induction Cover essential information on the University, the Department and Programme Outline resources and facilities available, including external resources Roles and responsibilities of students and supervisors Library information and tour Overview of Regulations, Polices and Procedures Advice and guidance on working with their supervisor Requirements of their programmes Training requirements and opportunities Opportunities to meet other students Q & A session

Induction and Training Knowledge and Intellectual abilities to do research Possess the personal qualities and approach to research Knowledge of the standards, requirements and professionalism necessary to conduct research Knowledge and skills to work with others and ensure the wider impact of research Researcher Development Framework (Vitae: www.vitae.ac.uk)

Induction and Training Knowledge and Intellectual Abilities Subject knowledge Research methods: theoretical and practical skills Problem solving skills Critical thinking Intellectual insight and innovation Personal qualities and approach to research Enthusiasm and motivation Self-confidence and self-reliance Self-reflective Time management skills Networking Commitment to continuing personal and professional development

Induction and Training Standards, requirements and professionalism Research ethics Research integrity Intellectual Property Project planning and delivery Risk management Resource management (including financial management) Work with others Team working Influencing and supervising others Communication skills Global citizenship

Training: Epigeum  Introduction to the Research Skills Master Programme Why is skills training important?  Intellectual property in the research context How can you exploit your research outputs and protect your IP?  Getting published in the arts Need help understanding the submission process, open access, book proposals, peer review…?  Getting published in the sciences How well do you understand the changing landscape of academic publishing in the sciences?  Ethics: Good research practice Can you justify the decisions you make in relation to your research? What do you need to consider when you involve humans in your research?  Managing your research project What’s your strategy for staying on track – and how will you handle any stumbling blocks?

Training: Epigeum  Career planning  Working with your supervisor What do you want from your career – and what are employers looking for? What skills do you have – and how will you market them to employers?  Working with your supervisor Is your relationship with your supervisor as positive and professional as you’d like?  Conferences, presenting and networking How confident do you feel getting your name out there and making useful contacts?  Research methods in the arts and humanities How do your research questions relate to your chosen methodologies? Do you know how to pick the most appropriate research design for your study? What kind of data do you need – and how will you analyse it? Do you know what’s out there already?  Academic entrepreneurship: An introduction What makes a good entrepreneur? Which opportunities are most likely to pay off in the long run? Do you know what it takes to launch a new venture?

Supervisory Meetings Agree a schedule in advance and stick to it! Face-to-face (generally) best but not always possible: Skype, email, phone, etc. can be used Agree which supervisor(s) will conduct the meeting Keep a formal (signed) record of the meeting Ask student to provide a brief report ahead of each meeting Think about how you communicate with your student and adapt your style if necessary Appreciate and adapt to the social and cultural difference of international students Balance positive feedback with constructive criticism (consider how much freedom you grant students to make their own mistakes!) Allow students the freedom to provide you with feedback Allow time for a more general intellectual discussion Allow time to discuss pastoral issues Agree challenging but realistic targets ahead of the next scheduled meeting/progression point Invite others to the discussion if it helps

Examining Theses  What is expected? The aim of the viva process is to satisfy the examiners that the thesis is the student’s own, original work; that the student has a good command of your subject; that the student has developed and applied appropriate, critical methodologies; and that the thesis represents a valid contribution to its area Assessment criteria Clarity of presentation: the layout, language and structure of the thesis must clear and consistent Coherence: reflect a coherent research process from the acquisition of its basic data to its final findings Methods of enquiry: methodologically sound with an explicit discussion of the underpinning principles Analysis: the criteria used and the results of each analysis must be clear and consistent Review of relevant literature: other important contributions to the field must be compared and evaluated Research problem: the research problem should be articulated clearly and set in the context of other research Contribution to knowledge: demonstrate a novel contribution to the body of knowledge: not just results! Originality: an original contribution to your field of study. Discussion of outcomes: discuss the limitations, as-well-as the achievements, of the research

Examining Theses General (opening) questions Briefly summarise the work you have done What is the novel contribution of your thesis to scholarly knowledge? Summarise your key findings   How do you know that your findings are correct? How do your findings relate to the critical literature in this field of studies? 2. Questions about methods Describe your methodological approach how generally applicable is your methodological approach? What would you do differently today if you were to start again? What are the alternatives to your approach? 3. Questions on specific aspect of the research What are the recent major developments in this topic? Which are the most important published works related to your research? Why have you tackled this problem in this way? Specific questions on the results of the research itself and the outcomes/conclusions

Examining Theses 4. Questions about possible development of your research Which aspects of your thesis are worth publishing? Where will you publish your work? 5. Questions about the future development in your area of study What is the relevance of your contribution to other research in the field? How do you expect the research in your field to progress over the next few years? Where do you think your research will move in the future? Dig deep: focus on principles and concepts, rather than small errors, such as typos and grammatical errors – you can provide the candidate with a list of correction later

Thank You!