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

2. 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?

3. 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

4. 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

5. 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:

6. 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

7. 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

8. 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?

9. 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?

11. Supervisory Meetings Agree a schedule in advance and stick to it!
Face-to-face (generally) best but not always possible: Skype, , 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

12. 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

13. 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

14. 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

15. Thank You!