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Council for Research EducationSVERIGES LANTBRUKSUNIVERSITET
Supporting a culture of research and education
8th November 2011Dr Anne Lee
www.drannelee.wordpress.com
• Trends in doctoral education• Identifying ‘doctorateness’• Recent developments in the UK
relating to learning outcomes• Creating appropriate milestones
Trends in doctoral education (Taylor 2009)
1. Massification
Full-time students starting: 81% increase in 13 years1996 – 9,980; 2009 – 18,075:
but recently the fastest increase is to part-time students
from HEFCE Trends and Issues Report Oct 2011
Trends in doctoral education (Taylor 2009)
1. Massification
2. Globalisation 77% UK; 12% International; 11% EU from HEFCE Trends and Issues Report Oct 2011
Trends in doctoral education (Taylor 2009)
1. Massification2. Globalisation 3. Diversification
age, gender, race, social background and more part-time students. 30% are over 28 years
from HEFCE Trends and Issues Report Oct 2011
Trends in doctoral education (Taylor 2009)
1. Massification2. Globalisation 3. Diversification 4. Commodification –
Education as a service. PRES survey measures an increase in student satisfaction of 81% in 2007 to 86% in 2011. Supervision was rated the most important area and the area about which they were most positive. Skills development also positive but problems arise with infrastructure, financial support and intellectual climate. Students critical of institutions ability to respond to student feedback. HEA (2011) Postgraduate Research Experience Survey
Trends in doctoral education (Taylor 2009)
1. Massification 2. Globalisation 3. Diversification 4. Commodification 5. “McDonaldisation”
Sources of funding (2009/10)Research council = 35% (much of it through
doctoral training centres)Institution = 26%Industry = 8%
from HEFCE Trends and Issues Report Oct 2011
Trends in doctoral education (Taylor 2009)
1. Massification 2. Globalisation 3. Diversification 4. Commodification 5. “McDonaldisation” 6. Regulation
– QAA audits against code of practice (QAA 2004)– UK Professional Standards Framework lists four levels of
recognition: Associate Fellow, Fellow, Senior Fellow and Principal Fellow. Senior Fellow responsible for successful engagement in CPD, and supervision, management and mentoring of others.
HEA PSF 2.11.2011
Trends in doctoral education (Taylor 2009)
1. Massification 2. Globalisation 3. Diversification 4. Commodification 5. “McDonaldisation” 6. Regulation7. Capitalisation
Largest subject groups chosen by students (28%): engineering/technology/ building/architecture and biological sciences. Fastest increase in creative arts/design (3%).
from HEFCE Trends and Issues Report Oct 2011
Trends in doctoral education (Taylor 2009)
1. Massification 2. Globalisation 3. Diversification 4. Commodification 5. “McDonaldisation” 6. Regulation7. Capitalisation8. Multiplication
increasing range of doctoral degrees (eg: Psych D; Ed D; Eng D; DBA) see QAA report on ‘Doctoral Degree Characteristics’
Implications for supervisory practice
• Group supervision• Supporting diversity• Meeting institutional demands for completion• Following polices and procedures• Generic skills and careers advice• Meeting student expectations
What do students want? Identifying student motivation, objectives and needs
Functional
What students might be seeking
Certainty
Clear signposts
and learningoutcomes
Evidence of Progress
What do students want? Identifying student motivation, objectives and needs
Functional Enculturation
What students might be seeking
Certainty
Clear signposts
and learningoutcomes
Evidence of Progress
Belonging
Direction
Careeropportunities
Role models
What do students want? Identifying student motivation, objectives and needs
Functional Enculturation Criticalthinking
What students might be seeking
Certainty
Clear signposts
and learningoutcomes
Evidence of Progress
Belonging
Direction
Careeropportunities
Role models
Ability tothink in new
ways
Ability to analyse, torecognise flaws in
arguments
What do students want? Identifying student motivation, objectives and needs
Functional Enculturation Criticalthinking
Emancipation
What students might be seeking
Certainty
Clear signposts
and learningoutcomes
Evidence of Progress
Belonging
Direction
Careeropportunities
Role models
Ability tothink in new
ways
Ability to analyse, torecognise flaws in
arguments
SelfAwareness
Autonomy
Selfactualisation
What do students want? Identifying student motivation, objectives and needs
Functional Enculturation Criticalthinking
Emancipation RelationshipDevelopment
What students might be seeking
Certainty
Clear signposts
and learningoutcomes
Evidence of Progress
Belonging
Direction
Careeropportunities
Role models
Ability tothink in new
ways
Ability to analyse, torecognise flaws in
arguments
SelfAwareness
Autonomy
Selfactualisation
Friendship
Nurturing
Equality
What do students want? Identifying student motivation, objectives and needs
Functional Enculturation Criticalthinking
Emancipation RelationshipDevelopment
What students might be seeking
Certainty
Clear signposts
and learningoutcomes
Evidence of Progress
Belonging
Direction
Careeropportunities
Role models
Ability tothink in new
ways
Ability to analyse, torecognise flaws in
arguments
SelfAwareness
Autonomy
Selfactualisation
Friendship
Nurturing
Equality
Beliefs about how people learn
AbsorbingRegurgitating
EmulatingReplicating
TheoriseAnalyse
DiscoveryConstructivism
Being affirmed
What do students want? Identifying student motivation, objectives and needs
Functional Enculturation Criticalthinking
Emancipation RelationshipDevelopment
What students might be seeking
Certainty
Clear signposts
and learningoutcomes
Evidence of Progress
Belonging
Direction
Careeropportunities
Role models
Ability tothink in new
ways
Ability to analyse, torecognise flaws in
arguments
SelfAwareness
Autonomy
Selfactualisation
Friendship
Nurturing
Equality
Beliefs about how people learn
AbsorbingRegurgitating
EmulatingReplicating
TheoriseAnalyse
DiscoveryConstructivism
Being affirmed
Values Performativity Belonging Rigour Autonomy LoveAgape
Identifying ‘doctorateness’
• UK Framework for Higher Education
• Dublin Descriptors• Researcher Development
Framework• Stepping stones to the Doctorate
Excerpt from the: NATIONAL QUALIFICATION FRAMEWORK:
MA
degrees are awarded to students who have demonstrated:
i knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed; ii ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context; iii knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; iv an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.
i a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline; ii an ability to deploy accurately established techniques of analysis and enquiry within a discipline; iii conceptual understanding that enables the student: to devise and sustain arguments, and/or
to solve problems, using ideas andtechniques, some of which are at the forefront of a discipline; and
to describe and comment upon particular aspects of current research, orequivalent advanced scholarship, in the discipline;
iv an appreciation of the uncertainty, ambiguity and limits of knowledge; v the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline).
i a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice; ii a comprehensive understanding of techniques applicable to their own research or advanced scholarship; iii originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; iv conceptual understanding that enables the student: to evaluate critically current research
and advanced scholarship in the discipline; and
to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
i the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication; ii a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice; iii the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems; iv a detailed understanding of applicable techniques for research and advanced academic enquiry.
Typically, holders of the qualification will be able to:
a use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis; b effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively; c undertake further training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within organisations;
a apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; b critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; c communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences;
a deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; b demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; c continue to advance their knowledge and understanding, and to develop new skills to a high level;
a make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences; b continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches;
and will have: d qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.
d qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal
responsibility; decision-making in complex and
unpredictable contexts; and the learning ability needed to undertake
appropriate further training of a professional or equivalent nature
d the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal
responsibility; decision-making in complex and
unpredictable situations; and the independent learning ability
required for continuing professional development.
c the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.
http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp#annex1
Dublin Descriptors: The Third Cycle Qualifications are awarded to students who:
• have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field;
• have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity;
• have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication;
• are capable of critical analysis, evaluation and synthesis of new and complex ideas;
• can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise;
• can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society;
The Researcher Development Framework• Major new approach to researcher development
• Builds the UK research base
• Develops world-class researchers
• Enhances the personal, professional and career development of researchers
• Developed through UK-wide interviews with successful researchers in a range of disciplines
• Led by Vitae in collaboration with the HE sector and other stakeholders
The Researcher Development Framework
Framework of the knowledge, behaviour and attributes of successful researchers
Enables self-assessment of strengths and areas for further development
Common framework across institutions in the UK
Universal language for communicating researcher capabilities
Using the RDF
Researchers:identify strengths and priorities for professional and career development
Managers and supervisors of researchers fundamental to planning researcher development
Staff supporting researchers in HEIsunderpins strategies for researcher development
Policy makers, employers and other stakeholdersrealising researchers’ potential for all sectors of the economy and society
‘It put career development back into the forefront of my mind as it can often slip back when you’re engaged in what you’re doing day to day.’
‘The RDF will encourage me to be more proactive about my career development as it provides me with a framework (list of milestones).’
‘It was very good for me to reflect. I realised that nothing is stopping me but myself. The sky is the limit.’
‘I’ve always thought of myself as being quite ambitious, driven and focussed on what I want, but the framework made me realise I can have a much larger vision.’
Researcher feedback
Linking the framework to learning outcomes
Functional Enculturation Criticalthinking
Emancipation RelationshipDevelopment
Ability to plan and conduct
research within specified time
limits.
Ability to communicate orally and in
writing
Broad and specialist
knowledge
Systematic understanding of field of research
Identify their need for further
knowledge
Familiarity with scholarly methods
Ability to engage in scholarly analysis and
independent, creative and
critical examination of
new phenomena
Ability to present research results with authority to
local, national and international audiences.
Identify their own need for further
knowledge
Demonstrate potential to
contribute to development of
society
Deeper insight into the
potential and limitations of
scholarship, its role in society and people’s responsibility
for how it might be used.
PLACING QUESTIONS FOR ASSESSING A THESISAdapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on
your viva from the start. Maidenhead. McGraw Hill/Open University Press
SCHOLARSHIP AND INTERPRETATION (Low) (High)
PLACING QUESTIONS FOR ASSESSING A THESISAdapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on
your viva from the start. Maidenhead. McGraw Hill/Open University Press
INNOVATION ANDDEVELOPMENT
(High)
SCHOLARSHIP AND INTERPRETATION (Low) (High)
(Low)
PLACING QUESTIONS FOR ASSESSING A THESISAdapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on
your viva from the start. Maidenhead. McGraw Hill/Open University Press
INNOVATION ANDDEVELOPMENT
(High)
SCHOLARSHIP AND INTERPRETATION (Low)
Practice of research
Demonstrating doctorateness
(High)Technology of the thesis
Theoretical perspectives
(Low)
PLACING QUESTIONS FOR ASSESSING A THESISAdapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on
your viva from the start. Maidenhead. McGraw Hill/Open University Press
INNOVATION AND DEVELOPMENT (High)
SCHOLARSHIP AND (Low)INTERPRETATION
Research questionsChoice of topicLocation of study
Research design and operational fieldwork issues (also
Defending doctoratenessContribution to knowledgeConceptualising findingsSynthesising findingsDeveloping conceptual frameworksEstablishing links, concepts (High)
Resolving practical research problemsContent of the thesisStructure of the thesis
Identifying the research approach and the paradigmsImplications of findingsAwareness of wider literatureFamiliarity with relevant literature
(Low)
Some typical examination questions1. Why did you choose this topic for your doctorate?2. How did you arrive at your conceptual framework?3. How did you design your research?4. How would you justify your choice of methodology?5. Why did you decide to use XYZ as your main instrument(s)?6. How did you select your respondents/material/area?7. How did you arrive at your conceptual conclusions?8. How generalisable are your findings and why?9. What is your contribution to knowledge?10. We would like you to critique your thesis for us11. What are you going to do after you gain your doctorate?12. Is there anything else you could tell us about your thesis which you
have not had the opportunity to tell us during the viva? Pp20-22 Trafford and Leshman (2008)
How to prepare the student for their assessmentFunctional Enculturation Critical Thinking Emancipation Relationship
Development
• Ensure that the assessment criteria are clear.
• Ensure the timetable is clear.
• Give the assessors all the information they need.
• Enable formative assessment and feedback in good time.
• Encourage students to pre-assess each other’s work against the assessment criteria.
• Get previous students to talk about their experience of the assessment
• Rehearse the process with a group so they can hear each other’s questions
• Explore the implications of the assessment criteria early on.
• Get the students to identify the questions they might be asked.
• Rehearse the process and reflect on it afterwards
• Involve the students in the design of appropriate assessment criteria.
• Help the students to pre-assess their own work and identify how secure they felt about each judgement.
• Rehearse the process
• Ensure that no student could believe that a personal relationship with any other student might prejudice the assessor’s judgement.
• Ensure that students feel that you recognise the amount of work they have put in, as well as the results they get.
Creating appropriate milestonesinformal and formal?
• Not too many or restricting• Half time evaluation• Yearly revision of study plan• Continuous reflection with fellow students• Attending writing courses• Milestones in developing critical thinking? Reading and discussing scientific
work• Helping supervisors to review papers – needs seminars and discussions around• Presenting at journal clubs• One year seminars• Draft papers• Papers submitted• Papers published• Conference presentations- smaller to larger• Teaching tasks• Submit evidence of network building• Involve students in writing grant applications
Creating appropriate milestones?• Regular supervision meetings• Forms completed (by student) summarising each supervision
discussion (and plans for the next). Copies kept by student and supervisor, and sent to co-supervisor.
• Log books signed off• Agenda for supervision meetings planned a year ahead• Student completes self assessment on progress towards meeting
learning outcomes and presents to supervisor(s)• Presentations to colleagues• Set assignments completed and feedback given• Agreed deadlines for papers to be written
– First draft– Soliciting feedback– Submissions
• Annual performance reviews• Mock defence (rehearsal)
RDF Links and resources• RDF: www.vitae.ac.uk/rdf• RDS: www.vitae.ac.uk/rds• RDF profiles:www.vitae.ac.uk/rdfprofiles • Downloadable CPD tool: www.vitae.ac.uk/rdftool• Contact: [email protected]
References
Dublin Descriptors (2004) www.jointquality.orgHigher Education Funding Council. (October 2011/33) PhD study. Trends and Profiles http://www.hefce.ac.uk/pubs/hefce/2011/11_33/Higher Education Academy: Postgraduate Research Experience Surveyhttp://www.heacademy.ac.uk/resources/detail/postgraduate/PRES_2011_reportHigher Education Academy Professional Standards Framework http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf.pdf
Lee A (2012) Successful Research Supervision. Abingdon. Routledge.
QAA (2004) Code of Practice for Postgraduate Research Programmes http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/postgrad2004.pdfQAA (2008) Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Taylor, S. (2009) The Post-Humboldtian Doctorate: Implications for Supervisory Practice. in V.King, F.Deepwell, L. Clouder, L. and C. Broughan (eds.) Academic Futures: Inquiries into Higher Education and Pedagogy. Cambridge, Cambridge Scholars Publishing.
Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on your viva from the start. Maidenhead. McGraw Hill/Open University Press