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Doctoral Development Programme
Ian Douglas
Faculty of Medicine, Dentistry & Health
Agenda
• Overview of DDP and Rationale• Training Needs Analysis
– Examples– Gaining the “training”
• Assessment• e-Portfolio• Role of the supervisor • Questions• http://www.shef.ac.uk/ddp/main.html
Principles of the DDP• Replacement of the current (RTP)
– Innovative but rigid– Module choice “because they have to..”; least painful
• For all research students– PhD, MPhil, FT and PT (inc. Joint location etc.),
• Student specific – based on a Training Needs Analysis
• Not credit bearing• Based on 4 skill sets:-
– Generic skills to become a high-level professional– Subject specific advanced training– Craft skills (may be subject specific)– Broad scholarship and wider engagement within the
full community of scholars
Implementation requirements
• Expected outcome: High Level Professional• Training must be:
– Relevant– Student-specific (individual)
• The DDP aims to avoid– Teaching students what they already know– Encouraging the belief that students are trained
to be academics only (or data/paper machines)– Being too prescriptive– Being too bureaucratic
From a student’s perspective
Cross-sessional students
• DDP starts when they arrive, just as the RTP does
• TNA and induction should be as for main intake students
TRAINING NEEDS ANALYSIS
• Skills and experiences that a PGR student should obtain by the end of their higher degree studies
• For each applicable skill, student indicates the extent of their experience and ability by placing an “X” in the most appropriate box
1 = I have no knowledge or experience of this2 = I have some knowledge, but no experience of this3 = I have done this only occasionally4 = I do this regularly, but require more experience to become
proficient 5 = I have extensive knowledge and experience of this6 = I consider myself highly proficient at this and could train
others in the area
Extent of experience/ability
Evidence/Comments Training Needs
Skills 1 2 3 4 5 6Generic skills to become a high level professional in any fieldAbility to convert a research topic into a testable hypothesisIdentify, gather, critically appraise and synthesise research literature, identifying gaps and prioritising research in those gapsAbility to critically evaluate own workAbility to keep good records of own researchAbility to describe your research in writing, in a clear and concise mannerDemonstration of good scientific practice including understanding of plagiarism, why it is important and how to avoid it.Understand the meaning and importance of research ethicsSuccessfully present and defend your research to peers in verbal presentationsAbility to manage the research process – time management skills; working with and respecting colleagues.
Successfully present and defend your research to peers in verbal presentations
• Acceptable presentation of technical information (1-2)• Can select an appropriate form and level of delivery for a given audience (3-4)•Can integrate presentational techniques and the information to be presented for maximum impact (5-6)
Successfully present and defend own research to peers in verbal presentations
x • Acceptable presentation of technical information (1-2)• Can select an appropriate form and level of delivery for a given audience (3-4)•Can report information in a structured and interesting way that is easy to understand. Can integrate presentational techniques for maximum impact (5-6)
Training in presentation (attend Presentation skills unit GSC6060; Faculty skills unit)
Role of Supervisors in TNA• Discussion of evidence the student
has for their self rating – Identify training needs– Person appointed to oversee development
(e.g. 2nd supervisor/personal tutor)
• Agree a development plan– Signed by student and supervisory team– Content of development plan is flexible; may
contain compulsory units; RTP modules, training courses, experiential items etc
– Can change and adapt to new requirements
Acquiring the “training”
• Students automatically registered for Shell modules e.g. (year 1)– FCM611: Generic research skills I– FCM612: Broad scholarship and engagement
skills I– FCM613: Subject specific skills I– FCM614: Research craft skills I
• Students also automatically registered for any compulsory modules
• Online registration for modules
Shell modulesFCM601 Generic research skills
Literature Review and critical appraisal
MED6950; HAR6035; HAR6029; Research Skills seminars
How To Be An Effective Researcher
HCS6001; DEN601
Referencing skills and use of referencing software
Research skills seminars
Plagiarism and How to Avoid it
New module
Searching the internet
GS6200; GSC6000 Quantitative and/or qualitative methods
HAR6071/6081; HAR 6010/6090
Ethics and Governance
New module + DEN601; HAR6000; GHU6007; HAR6250
Scientific Method and Experimental Design
New module
(1) Generic skills
• PhD experience…
• R&IS seminars
• External courses
• “RTP” modules
(2) Subject-specific advanced training
• Level 4, Masters modules
• External courses– e.g. for EU-funded students (summer schools
etc.)
(3) Subject-specific craft skills
• Computer courses– E.g. statistics (at appropriate level)
• Use of common equipment– Lab techniques course and experience…
• Experimental design– e.g. Epidemiological research design
(HAR619)
(4) Broad scholarship and wider engagement within the full
community of scholars• Conference attendance and presentation
• Continuing professional development– Might involve requirements of learned
societies
• Wider dissemination, public understanding
“Tailor made” - dip-in-and-out
• Possibility to take only relevant parts of modules– Negotiate such cases on an ad hoc basis
[Syllabus for units should be made available]– Not expected to apply very often
Assessment
• Not everything requires assessment!• Level 4, M.Sc. Modules
– Assessed as before
• Library modules etc.– Online tests should be available
• Level of achievement required– Aim for competent in all, proficient in 2/3
• Assessment and progress – Annual Progress Reports (2nd supervisor)– As part of existing upgrade process - student must
present evidence of development (e.g portfolio)– Periodically at supervisory meetings
e-Portfolio
• Record of experience and skills– Reflective log of activity
• Maintained by the student• To be able to be seen by Supervisory team and
the PG Tutor• Supporting evidence recorded in an online
database operated by R&IS
– A print out of appropriate development activity given at graduation
Summary of DDP in the PhD Process
Role of Supervisors
Doctoral Development Programme: www.shef.ac.uk/ddp/main.html
Guidance for supervisors: www.shef.ac.uk/ris/development/development_team/guidance.html
Careers Service Support for Postgraduate Researchers and Research Staff
Kevin Mahoney
Jane Simm
Careers Service
21/04/23 © The University of Sheffield / Department of Marketing and Communications
Specialist support for PGRs and research staff
• Available to students in all years of study and to research staff on fixed-term contracts
• Careers seminars at NCGRC – RTP/DDP accredited
• Sheffield University Gradschool
• Individual careers advice for research students
• One-off events focusing on specific employers or sectors
• Promoting PGRS/CRS to employers outside academia
Career Seminars 2010/2011
• Developing Skills for Employment
• Careers in Academia
• Careers Outside Academia
• Networking for Careers Success
• Applications Workshop
• CV Workshop
• Interview Workshop
• Understanding Yourself (MBTI)
21/04/23 © The University of Sheffield / Department of Marketing and Communications
21/04/23 © The University of Sheffield / Department of Marketing and Communications
Sheffield University Gradschool (SUGS)• Two held in 2010 (May and July)
• One scheduled to take place in 2011 (April or May)
• Open to PGRs from all faculties, full-time and part-time, in year 2 and above of their research
• Held on University premises (Halifax Hall) with a tutor team drawn from across the University’s professional service departments
• The website is at: www.shef.ac.uk/ris/rtp/sugs3.html/
21/04/23 © The University of Sheffield / Department of Marketing and Communications
Content of the Gradschool
Skills development activities (communication, creative thinking, presentation, etc.)
Careers sessions (CV writing, interview technique)
Case studies and group discussions
Comments from 2010 participants• “Highly recommended! Even though it caught me at a difficult
time I am pleased that I did it.”
• “It changed my view of myself for the better. Life changing.”
• “This is a fantastic programme that should be extended to all students”
• “I’m glad I took this opportunity: it has given me a better perspective on my PhD.”
• “Good fun and helped me to develop people skills which don’t form part of the PhD experience.”
21/04/23 © The University of Sheffield / Department of Marketing and Communications
Working with employers• Guide to recruiting researchers (available
on-line at (www.sheffield.ac.uk/careers/employers/pgr)
• Participation in surveys of employers (see the most recent one at:http://vitae.ac.uk/policy-practice/113331/Survey-of-employer-practice.html)
• Targeted emailing of vacancy information
• Employer-led skills development sessions
21/04/23 © The University of Sheffield / Department of Marketing and Communications
21/04/23 © The University of Sheffield / Department of Marketing and Communications
Additional support• Dedicated pages on Careers Service
website
• Careers Service ‘What’s On’ Programme
• Access to Careers Information Centre, including careers adviser and information staff
Specialist Careers Advisers for PGRs and Research Staff
• Kevin Mahoney (Engineering: Medicine, Dentistry and Health: Social Sciences) [email protected]
• Jane Simm (Arts and Humanities: Science) [email protected]
21/04/23 © The University of Sheffield / Department of Marketing and Communications
21/04/23 © The University of Sheffield / Department of Marketing and Communications
General contact information for the Careers Service For general advice and information:
Careers Service office – 388 Glossop Road,
on the corner of Glossop Road and Durham
Road, next to the Students’ Union (tel. 0114
222 0910)
Website – www.shef.ac.uk/careers
