1. Preparing for Master’s Study Bill Lawson: Programme Leader MSc Person-centred Practice, Queen Margaret University.

2. Session aims Raise awareness of what is expected of you at Master’s level Offer some advice as to how to meet these expectations

3. Master’s level study: Questions to consider How will it be different than UG study? What will be expected of you? What do you expect of us?

4. MASTER’S FACETS Stepping up to Master’s level

5. Stepping up to Master’s level: Facets of Mastersness: the ways in which we expect you to learn at this level

6. Stepping up to Master’s level: Autonomy

7. Autonomy: Taking responsibility for own learning in terms of self-organisation, motivation, location and acquisition of knowledge What do you DO when you’re demonstrating autonomy when you’re learning?

8. Stepping up to Master’s level:

9. Depth (of Learning): Depth of learning, i.e. acquiring more knowledge and using knowledge differently. For example, engaging in a narrow topic in depth, engaging in up-to- date research or taking a multidisciplinary approach

10. Stepping up to Master’s level:

11. Abstraction: Extracting knowledge or meanings from sources and then using these to construct new knowledge or meanings

12. Stepping up to Master’s level:

13. Complexity: Recognising and dealing with complexity of knowledge - including the integration of knowledge and skills, application of knowledge in practice - conceptual complexity, complexity of learning process

14. Stepping up to Master’s level:

15. Research and enquiry: Developing critical research and enquiry skills & attributes What do you DO when you’re demonstrating you can work with research when you’re learning?

16. Stepping up to Master’s level:

17. Unpredictability: Dealing with unpredictability in operational contexts - recognising that 'real world' problems are 'messy' and complex, being creative with the use of knowledge and experience to solve these problems

18. Stepping up to Master’s level

19. Professionalism: Displaying appropriate professional attitudes, behaviour and values in whatever discipline/occupational area chosen including learning ethical behaviours, developing academic integrity, dealing with challenges to professionalism, recognising the need to reflect on practice

20. Advice: Personal Academic Tutor Reading Writing Planning Rules and Regulations Librarian

21. Personal Academic Tutor Allocated when you start You will direct and lead – They will then respond accordingly Meet regularly Build a relationship Communicate Other people to contact You will get out what you put in

22. Active reading Think about Why am I reading - context? What am I reading – how do I know what to read? Why am I reading, this, now? Read, with questions –What is the main idea –What is the authors argument? –What evidence is offered? –Is the evidence robust?

23. Writing Practice makes perfect Plan & structure Send outlines and drafts to academic staff for comment Mind maps Proof read and edit ALL work Referencing Utilise study skills training available at your chosen institution

24. Librarians Essential to your studies because they help you with….. Search strategies Examining electronic databases Forgetting wikipedia! Referencing

25. Rules and Regulations Read the relevant Programme Handbook Guidance on –Submissions –Extension –Extenuating / Mitigating Circumstances –Marking process –Plagiarism –Pass marks –Progression

26. Time management Planning –When do you study best? –What other commitments do you have? –When will you rest and relax? –What deadlines are there? Activities –Classes –Post-class reflection –Preparation for class –Other reading –Assignment preparation

27. What is the independent learner doing ie…..you? Taking responsibility for learning Developing key transferable skills Actively engaging in their learning Seeking out learning opportunities Setting learning objectives, reflecting on and evaluating their progress

28. Good Luck!