Postgraduate Research Survey Report Trinity College Dublin3 Introduction The purpose of this report is to provide an overview of the findings of the Postgraduate Research Surveys conducted

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Postgraduate Research Survey Report

Trinity College Dublin

Quality Office

September 2017

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Table of Contents

Introduction ....................................................................................................................................................... 3

1. Executive Summary .................................................................................................................................... 4

2. Experience of the Postgraduate Research Programme ............................................................................. 7

Orientation/Induction Processes .............................................................................................................................. 9

Published Information .............................................................................................................................................. 9

Engagement in the College Community ................................................................................................................... 9

Supervisor Relationship ............................................................................................................................................ 9

Relationship within the School or Discipline ........................................................................................................... 12

Structured PhD ........................................................................................................................................................ 13

Resources available to PGR Students ...................................................................................................................... 14

3. Professional and Skills Development ....................................................................................................... 15

Skills Development .................................................................................................................................................. 15

Teaching and Demonstrating .................................................................................................................................. 18

4. Funding ..................................................................................................................................................... 20

5. Overall Satisfaction ................................................................................................................................... 24

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Introduction The purpose of this report is to provide an overview of the findings of the Postgraduate Research Surveys conducted at Trinity College Dublin in February 2016 and January 2017, as an input into the Quality Review of Postgraduate Education scheduled in Michaelmas Term 2017.

The Postgraduate Research (PGR) survey was introduced as an enhancement initiative arising from the Annual Faculty Quality Report 2013-14. It completes a cycle of evaluation that includes Undergraduate Modules and Postgraduate Taught programmes. It was developed based on the PRES (UK) and University of Sydney surveys by a working group lead by the Dean of Graduate Studies and supported by the Quality Office.

The survey questionnaire comprised a maximum of 23 questions, depending on whether the respondent is a Masters Research Student (NFQ Level 9) or Doctoral Research Student in the Structured PhD programme (NFQ Level 10). Survey questions address the following key areas of interest:

(i) Experience of the postgraduate research programme;

(ii) Professional and skills development;

(iii) Funding;

(iv) Overall satisfaction.

The survey outcomes assist the University in demonstrating enhancement under the National Framework for Doctoral Education1 principle 9, which seeks to ensure ‘A robust quality assurance system underpins all doctoral provision’ (HEA et al, 2015 pp.2). Quality & Qualifications Ireland (QQI) recently published (March 2017) Quality Assurance Guidelines for Research Degree Programmes2 and a Code of Practice specific to the University–sector is in development and expected to be published in 2017/18.

The Irish Survey of Student Engagement (ISSE), the national survey initiated in 2012/13 has measures on Student Engagement and Outcomes for Undergraduate and Postgraduate Taught student cohorts only. A plan to develop a question set for postgraduate research students to be piloted in 2017/18 as part of the ISSE fieldwork, is currently in place. This work is being led by the Dean of Graduate Studies in the Irish Universities Association Group. Trinity will await consultation on the PGR question-set and the outcome from the field work pilot to inform a decision on the potential for streamlining the Trinity institutional PGR Survey. The benefit to adopting the ISSE PGR Survey is that it will facilitate benchmarking against other Irish Universities on the PGR student experience.

In the two years of administration of the PGR Survey, the survey has attracted 445 (2016) and 448 (2017) responses representing a 26% response rate. As of May 2017, Trinity College Dublin has 1505 PhD Students and 75 Research Masters students enrolled in research programmes. The Ph.D. cohort has predominated in the two years the PGR survey has been administered to date (2016, 383 or 86 % of respondents and 2017 385, 90% of respondents). Responses from students in professional doctorate programmes has been low (2016, 6 or 6% of respondents and 2017, 19 or 2% of respondents), the data for this cohort should not be taken as reliable. The M.Sc. cohort predominate in the Research Masters (M.Sc. in 2016, 45 or 10 % of respondents; in 2017, 28, or 6.5% of respondents). The M.Litt. cohort attracted 1 % of respondents in 2016 and 2017, therefore data should not be taken as reliable for this cohort.

1 National Framework for Doctoral Education 2015 Higher Education Authority (HEA), Quality & Qualification Ireland (QQI) and the Irish Universities Association (IUA).

2 Topic Specific Statutory Quality Assurance Guidelines for Research Degree Programmes (March 2017), Quality & Qualifications Ireland

http://www.qqi.ie/Publications/Publications/Research%20Degree%20Programmes%20QA%20Guidelines.pdf

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1. Executive SummaryThe analysis provided in this report considers the experience of postgraduate research students across the key areas of interest:

(i) Experience of the postgraduate research programme;

(ii) Professional and skills development;

(iii) Funding;

(iv) Overall satisfaction.

The analysis seeks to determine correlations, where possible and identify potential points of intervention that could enhance the postgraduate research experience of students at Trinity College Dublin. Key to note is that the postgraduate student experience in Trinity is not a homogeneous experience. It differs according to the discipline in which a PGR student studies (Faculty/School), and this in turn influences the ability to attract funding (FEMS/HS vs AHSS), whether students work as part of a team (FEMS/HS) or under the sole supervision of their supervisor (AHSS) and if they are offered the opportunity to Teach or Demonstrate (FEMS/HS vs AHSS). This raises the question if interventions should be generic to the needs of all PGR students or if there is a case for targeting interventions to the differing subgroups of PGR students e.g. PGR students entering Trinity for the first time, working as part of a team e.g. in laboratory versus School settings, or off-campus in clinical settings away from a School environment or students at different points in the PGR lifecycle.

Potential areas for intervention identified include:

• Procedures are required to communicate the expectations/requirements of the postgraduate researchprogramme, and the Structured PhD Programme and supports available to PGR students across all levels ofCollege. This information should be available and reinforced at multiple points throughout the PGR lifecyclee.g. Orientation/Induction programmes; School/Discipline/Unit level, by Directors of Teaching & LearningPostgraduate and the Postgraduate Advisory Service and in student handbooks and on websites;

• Procedures are required to enhance the identification of respondent training and development needs asresearchers, in particular transferable skills gained outside the direct supervisory relationship e.g. throughgroup interaction, collaboration and professional networking; and through programmes that sit outside theformal Faculty/School structures e.g. Innovation & Entrepreneurship and Graduate Teaching Programmesthat attract low levels of participation and low scores by respondents;

• Learning opportunities that integrate PGR students into the research community in College e.g. enhancedprovision of research seminars in Schools and Disciplines, opportunities to collaborate/share research withother PGR students and academics across Disciplines, Schools, and the wider community in College. Theneeds of PGR students who are located off-campus, in laboratory settings, do not have access to a studyspace or the study space is located at a distance from the School requires consideration;

• Opportunities to teach and demonstrate are linked to three issues (i) opportunity (ii) quality and (iii) funding.The opportunity to teach or demonstrate varies by Faculty-lowest in AHSS and highest in FEMS. Respondentqualitative feedback indicates that a lack of opportunity to teach or demonstrate impacts negatively on theirpostdoctoral opportunities in academia. In terms of the quality of teaching and learning experience ofundergraduate students, participation in courses to benefit teaching and learning practice is lowest in FEMSwhere the opportunity to teach and demonstrate is highest and highest in AHSS where the opportunity toteach and demonstrate is lowest. In terms of funding respondents perceive the financial rewards did notreflect the commitment involved in terms of direct face to face hours vs indirect hours i.e. preparation ormarking; and that the stipend received through Trinity or School studentships is inadequate, particularlywhere this is the sole source of funding to sustain students in their research programme.

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The survey instruments and survey monkey statistical reports for the 2016 and 2017 survey are in the appendices.

The overall postgraduate student experience for 2016 and 2017 across the three Faculties of AHSS, FEMS and Health Sciences is seen in Figs 1.1 and 1.2 below

Fig 1.1 Faculty Summary 2016

Fig 1.2 Faculty Summary 2017

Prog. Under Sup Support Skills Dev Res Env Teaching StructuredPhD

TADevelopment

OverallSatisfaction

AHSS 52% 76% 53% 56% 51% 46% 36% 78%FEMS 64% 80% 69% 69% 79% 60% 30% 84%HS 52% 75% 69% 59% 56% 40% 21% 78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Prog. Under Sup Support Skills Dev Res Env Teaching StructuredPhD

TADevelopment

OverallSatisfaction

AHSS 73% 82% 57% 60% 49% 57% 55% 83%FEMS 62% 73% 66% 68% 75% 47% 31% 90%HS 68% 82% 71% 63% 60% 38% 31% 82%

0%10%20%30%40%50%60%70%80%90%

100%

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Tables 1.1-1.3 show the participation by Faculty in 2016 and 2017 PGR Survey and the profile of respondents.

Table 1.1 Faculty of AHSS

AHSS Profile of Respondents

Total Responses 2017 2016

172 (27%) 174 (42%)

Enrolment

M.Sc Research (7, 4%) M. Litt (4, 2%) Ph.D. (155, 91%) D. Clin. Psych. (2, 1%) D. Ed. (2, 1%)

M.Sc Research (9, 5%) M. Litt (5, 1.3% Ph.D. (159, 92%) D. Clin. Psych. (1, 1%)

Year of Study

YR 1 (50, 29%) YR 2 (41, 24%) YR 3 (41, 24%) YR 4 (29, 17%) YR 5 (6, 4%) YR 6 (5, 3%) Year 6 onwards (0, 0%)


Status Full-Time (136, 80%) Part-Time (34, 20%)

Full-Time (143, 82%) Part-Time (31, 18%)

Largest Responses from Disciplines

Psychology and Education (17, 14%) Languages, Literatures and Cultural Studies (16, 13%) English (15, 12%)

Psychology (29, 17%) Social Science and Philosophy (20, 12%) Histories and Humanities (28, 16%) English (16, 9%) Law (16, 9%)

Table 1.2 Faculty of FEMS

FEMS Profile of Respondents

Total Responses 2017 2016

135 (21%) 165 (37%)

Enrolment M.Sc Research (8, 6%) Ph.D (127, 94%)

M.Sc Research (17, 10%) M.A.I. (1, .6%) Ph.D. (145, 88%)

Year of Study

YR 1 (41, 30%) YR 2 (36, 27%) YR 3 (27, 20%) YR 4 (24, 18%) YR 5 (6, 4%) YR 6 (0, 0%) Year 6 onwards (1, .7%)




Disciplines

Com Sci & Stats (32, 24%) Engineering (31, 23%) Physics (17, 13%) Natural Science (16, 12%) Gen & Micro (7, 5%) Maths (4, 3%) Chemistry (13, 10%) Biochem & Imm (15, 10%)

Com Sci & Stats (36, 22%) Engineering (23, 14%) Physics (12, 13%) Natural Science (23, 14%) Gen & Micro (8, 13%) Maths (4, 6%) Chemistry (28, 7%) Biochem & Imm (15, 9%)

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Table 1.3 Faculty of Health Sc.

HS Profile of Respondents

Total Responses

2017 2016 85 (13%) 100 (22%)

Enrolment

M.Sc Research (9, 11%) Ph.D. (68, 82%) D. Ch. Dent. (6, 7%)

M.Sc Research (19, 19%) M. Litt (1, 1%) M.D. (3, 3%) M. Ch. (1, 1%) Ph.D. (73, 73%) D. Clin. Dent. (3, 3%)

Year of Study

YR 1 (26, 31%) YR 2 (26, 31%) YR 3 (20, 24%) YR 4 (11, 13%) YR 5 (1, 1%) YR 6 (1, 1%)

YR 1 (26, 26%) YR 2 (33, 33%) YR 3 (20, 20%) YR 4 (17, 17%) YR 5 (2, 2%) YR 6 (1, 1%)



Largest Responses from Disciplines

Dental Science (14, 17%) Medicine (41, 48%) Nursing & Midwifery (22, 26%) Pharmacy (8, 9%)

Dental Science (6, 6%) Medicine (63, 63%) Nursing & Midwifery (20, 20%) Pharmacy (11, 11%)

2. Experience of the Postgraduate Research ProgrammeThe questions relating to experience of the Postgraduate Research Programme sought to garner students’ understanding of the procedures that underpin the research programme, their access to and experience of the supervision, their integration as part of the academic community and their experience of the taught elements of the structured Ph.D. programme (Ph.D. students only).

Understanding of the Research Programme

Trinity provides Masters and Doctoral Research Programmes, the regulations for which are outlined in the College Calendar Part III. Masters by Research can be conducted on a full-time (1year) or part-time (2years) basis.

All Universities in Ireland operate a four-year Structured Ph.D. Programme that include generic skills training components and systematic protocols for the monitoring of student development and the progress of the research. Candidates enter on a probationary basis and are confirmed on the Ph.D. Register through a confirmation process sometime in the second year of their research programme. There is a requirement throughout the four-year study period (six years if part-time) for annual monitoring and evidence of satisfactory progress facilitated through regular meetings with a Principal Supervisor within a discipline, School or Trinity Research Institute.

Respondents across all three Faculties reported lower levels of understanding of the regulations and requirements for formal monitoring of progression and examination of their research programmes. Up to one-third of students for each question in this domain indicated a lack of understanding with regards to the formal requirements for participation in the research programme. This is reflected in the qualitative comments provided by some respondents to the survey:

Provide more guidance from the college on what I should be doing as part of a structured programme and more clarity from Academic Registry and the School about the Viva process and exact regulations clarified for all involved. Clearer information about the Ph.D process and expectations for graduate students (2016)

http://www.tcd.ie/calendar/graduate-studies-higher-degrees/

http://www.tcd.ie/calendar/graduate-studies-higher-degrees/

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More structure introduction at the beginning outlining examination process, expectations, options for taught module (2017).

I haven't been provided with a handbook for my research programme; no clear information was given to me (2017)

The lowest scoring question in this series of questions for both 2016 and 2017 related to supports available to PGR students other than their supervisor e.g. School Director of Teaching & Learning Postgraduate, the Postgraduate Advisory Service or Graduate Students’ Union.

Table 2.1

AHSS UNDERSTANDING OF RESEARCH PROGRAMMES (MA +PhD) 2017 152 responses

2016 145 responses

Regulations attached to research programme 79% 68% Requirements for formal monitoring of my progress 78% 66% Final examination procedures of my programme 71% 62% My responsibilities as a research degree student 79% 78% My supervisors' responsibilities towards me as a research degree student.

77% 69%

Other than my supervisors, whom I can approach if I am concerned about any aspect of my degree programme

56% 48%

Understanding of Research Programmes Average % 73% 65%

Table 2.2

FEMS UNDERSTANDING OF RESEARCH PROGRAMMES (MA +PhD) 2017 135 responses

2016 162 responses

The regulations attached to my research programme. 60% 63% The requirements for formal monitoring of my progress 65% 63% The final examination procedures for my programme 69% 75% My responsibilities as a research degree student 69% 71% My supervisors’ responsibilities towards me as a research degree student

61% 62%

Other than my supervisors, whom I can approach if I am concerned about any aspects of my degree programme

45% 49%

Understanding of Research Programme Average % 62% 64%

Table 2.3

HEALTH SCIENCES UNDERSTANDING OF RESEARCH PROGRAMMES (MA +PhD)

2017 85 responses

2016 100 responses

The regulations attached to my research programme. 68% 50% The requirements for formal monitoring of my progress 77% 52% The final examination procedures for my programme 73% 62% My responsibilities as a research degree student 72% 58% My supervisors’ responsibilities towards me as a research degree student

71% 56%

Other than my supervisors, whom I can approach if I am concerned about any aspects of my degree programme

45% 35%

Understanding of Research Programme Average % 68% 52%

https://www.tcd.ie/Senior_Tutor/postgraduateadvisory/

https://www.tcd.ie/Senior_Tutor/postgraduateadvisory/

https://www.tcdgsu.ie/

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Students gain an understanding of their research programme through various means, they include (i) Orientation/Induction processes, (ii) Information provision-written and web –publications and (iii) Relationships with other students, with Supervisors, other academics and across the wider research community –internal and external to College.

Orientation/Induction Processes Graduate students are invited to attend general Orientation Programmes provided by the Graduate Students’ Union and by Schools and additional specific Induction Programmes provided by Disciplines and by Research Laboratories. Of the 123 respondents who identified as a new PGR student to Trinity in 2017, 57 (46%) indicated that they attended programmes provided by the Graduate Students’ Union, 54 (44%) programmes provided through Schools, 31 (25%) programmes provided at Discipline level and a further 24 (20%) programmes provided by their research laboratory. Uptake of Orientation Programmes differed across Faculty/School/Discipline and students had the opportunity to attend multiple Orientation/Induction programmes, as seen in Table 2.4 below.

Table 2.4 Orientation Programme at Faculty Level (2017 n=123)

AHSS FEMS HS My Discipline 26% 6% 40% My School 45% 52% 25% Graduate Students’ Union 53% 42% 35% Research Laboratory 2% 39% 20%

A follow-up question on satisfaction with the orientation/induction programme attended was responded to by 130 PGR students new to Trinity in 2017: 28 (21%) were very satisfied, 41 (31%) were satisfied, 49 (38%) were non-committal in their response i.e. selected a Neutral response option, 8 (6%) were dissatisfied and 4 (3%) were very dissatisfied. These findings will be tested in future years to identify where opportunities exist to meet students’ understanding of the research degree programme through an enhanced Orientation Programmes provision and experience.

Published Information Students are expected to have access to quality and accessible information on their research programmes through School or Programme specific Research Handbooks, websites including the College Calendar Part III, the Academic Registry, the Graduate Studies Office and the Graduate Students Union websites. Students can access information on regulations supporting their research programme e.g. annual report, confirmation process, thesis submission etc. These sources of information are reviewed and updated annually and offer the opportunity for an immediate response if the need for one is identified. An example of this the Short Guide to Doing a Structured Ph.D. in Trinity which the Dean of Graduate Studies uploaded to the Graduate Studies Office website, following the 2016 survey.

Engagement in the College Community Students gain an understanding of the research degree programme, of their own responsibilities as research students and of the supports and opportunities available to them in College through the quality of their relationships with supervisors, other academics, administrative staff, other research students, student support services and the broader College community.

Supervisor Relationship The key relationship for research students is with their Supervisor. Postgraduate Research Students seeking admission to research programmes at Trinity approach a Faculty member to act as Supervisor to their research project as part of the pre-admission process. Students who are progressing from undergraduate to postgraduate

https://www.tcd.ie/calendar/graduate-studies-higher-degrees/complete-part-III.pdf

https://www.tcd.ie/academicregistry/research-degrees/

https://www.tcd.ie/academicregistry/research-degrees/

https://www.tcd.ie/Graduate_Studies/

https://www.tcd.ie/orientation/assets/pdf/GSU%20Handbook%202016-2017.pdf

https://www.tcd.ie/Graduate_Studies/students/current/phd-shortguides/index.php

https://www.tcd.ie/Graduate_Studies/students/current/phd-shortguides/index.php

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studies at Trinity may have prior knowledge or experience of their supervisor, whereas students entering Trinity for the first time as a postgraduate research student may not. The survey instrument tests a number of aspects on supervisor support, including frequency of scheduled meetings, access outside scheduled meetings, supervisor role in identifying training and development needs supervisor skills and subject knowledge and the quality of supervisor feedback that helps direct the student project.

The College Calendar Part III §2.8 states that ‘Principal Supervisors shall be accessible to the student for a personal consultation session at least once-a-month during the statutory term, unless a prior arrangement has been agreed between the two parties’.

Table 2.5 Meeting with the Supervisor

More than once a month

Once a month

Several times a year

Once a year Less frequently than once a year

2016/17 190 (43%) 132 (30%) 106 (24%) 8 (2%) 7 (1%)

2015/16 183 (42%) 125 (28%) 122 (28%) 9 (2%) 4 (1%)

Table 2.6 Meeting with the Supervisor at Faculty level

How often do you have arranged meetings with your supervisor?

AHSS FEMS HS

2016 2017 2016 2017 2016 2017 More than once a month 36

(21%) 41

(24%) 107

(65%) 92

(69%) 38

(38%) 36

(43%) Once a month 66

(38%) 70

(41%) 30

(18%) 19

(14%) 27

(27%) 30

(36%) Several times a year 65

(38%) 55

(32%) 24

(14%) 19

(14%) 31

(31%) 16

(19%) Once a year 4

(2%) 3

(2%) 3

(2%) 1

(1%) 2

(2%) 1

(1%) Less frequently than once a year 2

(1%) 3

(2%) 1

(1%) 2

(2%) 0

(0%) 1

(1%) Supervisor(s) is available to me outside planned scheduled appointments

124 (72%)

134 (89%)

135 (82%)

100 (74%)

83 (83%)

73 (87%)

It is acknowledged that the frequency of supervision meetings is not an indicator of the quality of the supervision

interaction. If can be seen also that the frequency of interaction with a principal supervisor is impacted by the nature

of the discipline and of the research project itself, e.g. students in FEMS and Health Science are more likely to work

in laboratory settings, as part of a team of postgraduate students, postdoctoral fellows working in close proximity to

the Principal Investigator/Research Supervisor. Respondents in AHSS are more likely to interact in a 1:1 relationship

with their supervisor through formal supervision meetings. These differences may also account for the response to

the follow-up question on access to supervisors outside scheduled appointments which is outlined in Table 2.7

below.

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Table 2.7 Access to Supervisor outside planned scheduled appointments

AHSS FEMS Health Science Year 2016 2017 2016 2017 2016 2017 Number of responses 145 152 162 135 145 85 Percentage Agree or Strongly Agree 72% 79% 82% 74% 83% 87%

Questions on supervision attracted some of the strongest scores across the survey in 2016 and in 2017, see weighted average (WA) scores in final column of Table 2.5 below.

Table 2.8 Supervisor Support - Question 6 SA A N D SD No. WA

My supervisor(s) helps me to identify my training and development needs as a researcher

2017 159 (36%)

153 (35%)

77 (17%)

40 (9%)

14 (3%)

443 3.91

2016 163 (37%)

147 (33%)

51 (11%)

53 (12%)

30 (7%)

444 3.81

70-71% Agree or Strongly Agree My supervisor(s) has the skills and subject knowledge to support my needs

2017 231 (52%)

140 (32%)

40 (10%)

19 (4%)

12 (3%)

442 4.26

2016 213 (48%)

149 (34%)

39 (9%)

26 (6%)

17 (4%)

444 4.16

82-84% Agree or Strongly Agree My supervisor(s) provides feedback that helps direct my research activities

2017 216 (49%)

143 (32%)

51 (12%)

16 (4%)

15 (3%)

441 4.20

2016 212 (48%)

139 (31%)

41 (9%)

30 (7%)

20 (5%)

442 4.12

Key: SA Strongly Agree; Agree; N Neutral; D Disagree; SD Strongly Disagree; No. Number; WA Weighted Average

Adopting a Year of Study lens indicates that supervisor support is rated most highly by Yr. 1 and Yr. 4 PGR students following the start – end lifecycle of the research thesis, as seen in Table 2.9 below.

Table 2.9 Supervisor Support across Years of Study by Faculty for Ph.D. respondents (2017).

SUPERVISOR SUPPORT Yr1 Yr2 Yr3 Yr4 Yr5 Yr6 AHSS FEMS HS

My supervisor(s) helps me to identify my training and development needs as a researcher.

80, 83%

67, 71%

54, 66%

41, 68%

68, 54%

4, 67%

96, 74%

19, 68%

49, 72%

My supervisor(s) has the skills and subject knowledge to support my needs

91, 95%

81, 86%

65, 79%

49, 82%

7, 58%

3, 50%

135, 90%

26, 79%

57, 84%

My supervisor(s) provides feedback that helps direct my research activities

87, 91%

77, 83%

66, 81%

51, 85%

5, 42%

1, 67%

135, 90%

43, 74%

57, 84%

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At a Faculty level, respondents in AHSS reported the most positive perception of Supervisor support, followed by Health Sc. and FEMS.

Respondents provided qualitative comments that identified both positive and suggested improvement in respect of supervision:

“My supervisor is an inspiration due to his work ethic and intelligence and his good-natured concern in the midst of an exceedingly busy schedule” (2016)

More than one supervisor would have been better (2016)

Lack of regular support from my PI/supervisor, meeting generally rushed and often informal, clear that they are interested and keen to provide support but too much on their plate, issues only addressed when deadlines are looming Postdoc has been great in terms of support but not clear if my supervision is part of their role (2016).

Of the 15% of students who reported they were overall dissatisfied in 2017, 53% met with their Supervisor less than once a month; and 32% identified a lack of identification of training and development needs as a researcher in their interaction with their supervisor.

The Deans of Graduate Studies in Trinity and University College Dublin have collaborated in a good practice in supervision seminar series since 2014 which is coordinated through the Centre for Academic Practice (CAPSL), Research Supervision Development Programme, as part of the professional development available to academics.

Trinity does not operate a single model of supervision, differences are seen across disciplines and may relate to the nature of the research project. The expectations of supervisors and students are set out in the Postgraduate Research Supervision Policy (July 2016). Trinity also has a policy on Remote Supervision of Research (Doctoral) Students (July 2016) specific to the needs of students for whom the nature of their research project requires them to spend extensive periods of time in other jurisdictions for data collection purposes.

Relationship within the School or Discipline Second to the relationship with the Supervisor is the relationship within the School or Discipline. Question 8 seeks respondent feedback on the provision of research seminars programme, opportunities to meet/ discuss their research with other research students and other academics/researchers, the research ambience within the School or Discipline, and participate in events. These elements inform the degree of integration students achieve in their time as PGR students in Trinity.

Table 2.10 Quality of Research Environment by Faculty (% of students responding Agree or Strongly Agree) AHSS FEMS HS

2016 n-173

2017 n-171

2016 n-162

2017 n-135

2016 n-100

2017 n-85

My discipline provides a good seminar programme 55% 58% 66% 56% 43% 68% I have frequent opportunities to discuss my research with other research students

45% 41% 64% 54% 51% 77%

The research ambience in my discipline or school stimulates my work

43% 48% 50% 51% 44% 73%

I have opportunities to become involved in the wider research community, beyond my discipline

41% 45% 48% 49% 40% 72%

The findings suggest that PGR students in Trinity would favour strengthening of structured opportunities, e.g. seminar programmes, where students and researchers can share their research in a wider learning environment.

https://www.tcd.ie/CAPSL/professional-development/graduate-supervision/

https://www.tcd.ie/teaching-learning/assets/pdf/academicpolicies/PG_Research_Supervision.pdf

https://www.tcd.ie/teaching-learning/assets/pdf/academicpolicies/PG_Research_Supervision.pdf

https://www.tcd.ie/teaching-learning/assets/pdf/Remote_Supervision_14_07_2016.pdf

https://www.tcd.ie/teaching-learning/assets/pdf/Remote_Supervision_14_07_2016.pdf

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Of note is that the survey does not provide a breakdown by Department for those Schools that operate under a departmental structure e.g. Engineering- Computer, Mechanical & Manufacturing, Civil and Electrical.

The qualitative comments support the desire for enhancement in this area: “Needs to learn how to foster a collaborative learning environment in which others know about the work of others and are interested in the work of the school.”

“More opportunity to talk about research with peers in Trinity. My department is off campus and so we assist each other but are based in different schools - but I do not know of anyone else in school doing a PhD. It would be nice if there were meetings set-up for us to get to know each other and projects.”

Structured PhD The Structured Ph.D. programme provides the framework for research doctorate programmes in Ireland. All students are expected to complete 10-30 ECTS taught modules. From an academic policy viewpoint, students may avail of all Level 9 Modules across the University i.e. across Schools, Faculties, in CAPSL and in the Innovation Academy through which students can also enrol in modules in University College Dublin and Queens University Belfast.

Two survey questions address the take-up of taught modules and the level of satisfaction with the variety of taught modules. Changes to the survey question occurred between 2016 and 2017, firstly to ensure that only students in Structured PhD programmes responded to the question, and, secondly PGR Students requested an additional response option ‘not yet but plan to’ to reflect the fact that taught modules can be taken at any time in the four-year period. The addition of this response option is aimed at ameliorating the high percentage of respondents who chose the ‘Not Applicable’ response option in 2016 (refer Table 2.11 below).

Of note in AHSS the reported uptake of taught modules increased by 11% between 2017 and 2016. This increase was seen across respondents in: third year (2017, 50%; 2016, 36%); and fourth year (2017, 71%; 2016 28%). A corresponding decrease was seen by first year AHSS respondents between 2016 (42%) and 2017(17%). The Faculty of Health Sc. had the lowest uptake of taught modules i.e. 38% and these were attended mostly by respondents in year 3 (65%) and year 4 (54%).

Table 2.11 Completion of Taught Modules as part of the structured PhD Programme

2016/17 2015/16 2016/17 2015/16 2016/17 2015/16

Answer Options AHSS FEMS HS

Yes 57.32% (90) 46.2%(80) 46.46% (59) 59.5% (97) 37.68% (26) 40.0% (40)

No 15.29% (24) 20.8% (36) 17.32% (22) 23.3% (38) 24.64% (17) 22.0% (22)

Not yet, but plan to 27.39% (43) 36.22% (46) 37.68% (26)

No, do not plan to 0.00% 0.00% 0.00%

N/A 32.9% (57) 17.2% (28) 38.0% (38)

Table 2.12

AHSS FEMS Health Sc. Taught Modules 2017 2016 2017 2016 2017 2016

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Usefulness 59, 66% 64, 38% 28, 48% 52, 33% 15, 56% 90, 44% Variety 46, 51% 48, 29% 21, 26% 36, 23% 9, 33% 28, 30%

Open comments from PGR respondents’ also point to this as a potential area of enhancement

Disagree that TCD provides a ‘structured Ph.D. programme – no information was provided about this when I registered. Maybe provide a ‘starter pack’ to each student

Broader range of modules to choose from; not all are relevant” (2016).

I had quite a bit a trouble in finding out that I needed to take taught courses, and how many; I was informed only very late that study areas were made available (2017)

Following the 2016 survey, the former Dean of Graduate Studies published a Short-guide to Doing a Structured Ph.D. at Trinity on the Graduate Studies website setting out the requirement to complete taught modules.

Respondents to the survey question on the variety of taught modules do not appear to be aware of the range of module options available to them. Additionally, it appears that generic skills modules offered outside the formal Faculty/School structure attract fewer preferences by students than those that are offered within the formal Faculty/School structure. For example, in 2016 30% and in 2017 40% of Teaching Assistants had completed the Teaching & Learning Support Module offered by CAPSL. Only 17% of respondents in 2016 and 33% in 2017 reported they had the opportunity to develop and apply skills in Innovation & Entrepreneurship. In response to this finding, in 2017, the Dean of Graduate Studies is reviewing and relaunching the ‘Supervision of Research Students Best Practice Guidelines which lists all the generic skills modules available to students in the structured PhD Programme. The Dean is also launching new generic skills modules e.g. in Careers. This finding also highlights the importance of educating Directors of Postgraduate Teaching & Learning, postgraduate advisors in Schools and Disciplines of the availability of taught modules outside their immediate discipline, School or Faculty and outside the formal School/Faculty structure.

Resources available to PGR Students The final component of the experience of PGR students relates to the availability of non-financial resources available to support the conduct of their research project e.g. work space/desk, computing facilities and specialist resources. The three remaining parts of question 8 address these aspects of the research experience and attracted strong scores from respondents but differences can be seen across Faculties with FEMS respondents being best served in terms of resources, followed by Health Sc. and then AHSS.

Table 2.13 Resources available to support PGR Students AHSS FEMS Health Sc. 2016 n-173

2017 n-171

2016 n-162

2017 n-135

2016 n-100

2017 n-85

I have access to a suitable working space 70% 77% 82% 85% 71% 75% I have access to computing resources and facilities

65% 74% 88% 90% 74% 84%

I have access to the specialist resources necessary for my research

71% 77% 84% 89% 77% 80%

15

The quality of some teaching and learning space is a known issue across College which is being addressed through the Estate Strategy and the Trinity Education Project. Space is a recurrent theme in quality review reports and Annual Faculty Quality Reports, particularly in the Arts and Humanities and the Arts Block where there is a disparity in the quality and availability of postgraduate research workspaces/desks across multiple locations. A related issue which also impacts on student engagement with academics and the research community is when PGR workspaces are located away from the Schools or the centre of postgraduate research activity.

Differences in resources may also be attributed across Faculties to the proportion of students who are unfunded or self-funded (highest in AHSS), versus students who receive external funding (highest in FEMS) and the level of funding they receive (highest in FEMS) as will been seen in Section 4 of this report. Students in FEMS and Health Sc. who work in laboratory settings are allocated bench space as part of their Ph.D. programme. This may account for the higher positive response rates to the two remaining questions in this area on the availability of computing and specialist resources available for research.

3. Professional and Skills DevelopmentQuestions relating to professional and skills development address the core skills outlined in the Irish Universities Association PhD Graduate Skills Statement and the opportunities PGR students have to develop their teaching skills by engaging in Teaching and Demonstrating during their postgraduate research programme.

Skills Development Question 7 addressed research skills development. There is a consistency across the findings in 2016 and 2017 and what can be described as ‘core’ research skills attained through engagement in the research project and supervision which attract higher respondent scores and transferable skills attained through engagement in the wider research community which attract lower respondent scores as outlined in Figs 3.1-3.3 below.

The reader is referred to the related findings discussed previously. See Table 2.8 under Supervision on ‘identification of training and development needs’ which has attracted the lowest score in this area in 2016 and 2017; and Table 2.10 on the quality of the research environment and open comments seeking enhanced opportunities for collaboration and participation in cross-campus research events.

Fig 3.1 Skills development in the PGR Programme (% respondents who Agree or Strongly Agree)

http://www.iua.ie/publication/view/iua-graduate-skills-statement-brochure-2015/

16

At an institutional level, Innovation & Entrepreneurship skills received the lowest rating from respondents in terms of the opportunity to develop and apply skills during their research programme. This is notwithstanding that Trinity has an Innovation and Entrepreneurship Strategy and offers a Joint Certificate in Innovation and Entrepreneurship (30 ECTS) within which students can avail of modules at no cost. Differences are seen in the opportunity to develop and apply I&E skills across Faculties and are influenced by the discipline or area of research (Fig 3.2 and Fig.4.3 below) with participation by respondents enrolled in Health and STEM disciplines participating at up to twice that of Arts & Humanities respondents.

Figs 3.2 Skills development by PGR students by Faculty (2016 - % Agree or Strongly Agree).

Fig 3.3 Skills development by PGR students by Faculty (2017- % Agree or Strongly Agree)

Researchmethodologies, tools

andtechniques.

Criticalanalysis

andevaluationof research

findingsand results.

Anunderstanding/appreci

ation of'researchintegrity'

(eg. rigour,ethics,

transparency,…

Collaboration and

teamwork.

Communication and

presentation skills.

Projectmanageme

nt.

Professional

networking.

Innovationand

entrepreneurship.

Presentation of a

paper orposter at

anacademic

conference.

Preparation of a

paper ormanuscript

forsubmission

to anacademicpublisher.

2016 81.28% 76.61% 77.78% 41.18% 70.18% 51.77% 47.06% 17.26% 60.00% 43.53%2017 85.19% 82.10% 78.40% 68.13% 81.98% 66.25% 52.17% 33.13% 74.53% 67.50%

0%10%20%30%40%50%60%70%80%90%

100%

I have been given the opportunity to develop and where appropriate, apply the following knowledge and skills during my research programme:


andtechniques.

Criticalanalysis





(eg.…

Collaboration and

teamwork.

Communication and


Projectmanageme

nt.

Professional

networking.

Innovationand

entrepreneurship.

Presentation of a

paper orposter at

anacademicconferenc…

Preparation of a

paper ormanuscript

forsubmission

to an…AHSS 73% 68% 75% 35% 59% 46% 49% 20% 62% 46%FEMS 67% 82% 78% 67% 81% 65% 52% 33% 74% 67%HS 83% 80% 72% 73% 73% 72% 54% 39% 73% 66%

0%10%20%30%40%50%60%70%80%90%100%

I have been given the opportunity to develop and where appropriate, apply the following during my research programme:

http://www.tcd.ie/innovation/assets/documents/trinity-ie-strategy.pdf

17

In respect of the Irish Universities Association PhD Graduate Skills Statement, the following analysis on attainment of skills by cohort was undertaken (Figs 3.4 and 3.5 below). Using Year 4 and 5 as the final year (thesis submission and corrections) it can be seen that no clear relationship exists between year of study and attainment of skills across in 2016 and 2017 with the possible exception of ‘Presentation of a paper at an Academic Conference’.

Fig 3.4 Attainment of skills by cohort year (2016 - % Strongly Agree or Agree)

Fig 3.5 Attainment of skills by cohort year (2017 - % Strongly Agree or Agree)


andtechniques.

Criticalanalysis





(eg.…

Collaboration and

teamwork.

Communication and


Projectmanageme

nt.

Professional

networking.

Innovationand

entrepreneurship.

Presentation of a

paper orposter at

anacademicconferenc…

Preparation of a

paper ormanuscript

forsubmission

to an…AHSS 81% 77% 78% 41% 70% 51% 47% 17% 60% 43%FEMS 84% 78% 84% 64% 75% 63% 49% 30% 71% 63%HS 87% 72% 80% 71% 76% 74% 59% 41% 74% 71%

0%10%20%30%40%50%60%70%80%90%

100%

I have been given the opportunity to develop and where appropriate, apply the following during my research programme:

18

Teaching and Demonstrating Other than the IUA Ph.D. Graduate Skillset, the other area explored in the survey was the opportunity to develop skills in teaching and learning through teaching or demonstrating, i.e. Teaching Assistants. Doctoral students (with the exception in some Schools and disciplines of first year students) may be offered the opportunity to teach and demonstrate with the level of opportunities varying across Schools and disciplines. Three questions (Q7-9) were directed at respondents’ experience in this area and asked respondents: (i) if they are engaged in teaching and demonstrating, (i) how many hours/week they taught or demonstrated and (iii) if they had attended any course to develop their teaching and demonstrating practice.

Note: The opportunity to teach or demonstrate is closely aligned to students receiving studentships that include an obligation to teach or demonstrate. The monetary aspects of which will be addressed in Section 4 of this report on funding.

19

It can be seen from the above graph that respondents from FEMS reported the highest participation in teaching and demonstrating, followed by Health Sc. and lowest engagement in AHSS. The options available to PGR students in terms of facilitating skills development in teaching and demonstrating and the uptake by option is outlined in Table 3.1 below:

Table 3.7 Attendance at courses to develop Teaching and Demonstrating Practice

Course 2017 2016 M.Ed. in Higher Education 0.8% 2 1% 4 School/discipline provided by Course coordinator/Year coordinator

13.6% 35 8.9% 35

CAPSL introduction to Teaching at Trinity (unaccredited)

19.8% 51 16.5% 65

CAPSL Teaching & Supporting Learning module (5 ECTS)

11.6% 30 7.1 28

None 59.7% 154 69.7% 275

The 2016 survey found that 30% of respondents who taught or demonstrated had participated in a course to facilitate their teaching or demonstrating practice. The 2017 survey found that this had increased to 40% following discussion of the report at Quality and Graduate Studies Committees and enhanced promotion of the Graduate Teaching Assistants Programme by Trinity Teaching and Learning and CAPSL. Across Faculties the uptake of courses aimed at developing teaching and learning skills was highest in AHSS, followed by Health Sc. and lastly by FEMS. This is the inverse of the above finding where participation in Teaching and Demonstrating by Faculty is highest in FEMS, followed by Health Sc. and lowest in FEMS. Efforts to increase the participation by PGR respondents in FEMS and Health Sc. in Graduate Teaching Programmes should be promoted as a measure to enhance the quality of the learning experience of undergraduate students on programmes where they teach or demonstrate.

AHSS FEMS HS2017 49% 76% 60%2016 51% 79% 66%

0%10%20%30%40%50%60%70%80%90%

100%

Engagement in Teaching and Demonstrating by Faculty

Fig. 3.6 Engagement in Teaching and Demonstrating by Faculty

https://www.tcd.ie/CAPSL/professional-development/graduate-teaching/

https://www.tcd.ie/CAPSL/professional-development/graduate-teaching/

20

2017 2016 2017 2016 2017 2016 M.Ed. in Higher Education 2.4% (2) 2.03% (3) 0% (0) 0% (0) 0% (0) 1.2% (1) School/discipline provided by Course coordinator/Year coordinator

15.9% (13) 6.8% (10) 11.8% (12) 14.0% (22) 3.9% (2) 3.5% (3)

CAPSL introduction to Teaching at Trinity (unaccredited)

35.4% (29) 26.4% (39) 8.8% (9) 10.2% (16) 15.7% (8) 10.6% (9)

CAPSL Teaching & Supporting Learning module (5 ECTS)

15.9% (13) 7.4% (11) 10.8% (11) 6.4% (10) 11.8% (6) 8.2% (7)

None 45.1% (37) 63.5% (94) 68.6% (70) 70.1% (110) 68.6% (35) 78.8% (67)

With respect to the final question on the number of hours respondents spent teaching and demonstrating, the following time allotments were provided and findings are presented below:

Table 3.9 Teaching and Demonstrating Hours

2016/17 (n-172)

2015/16 (n-174)

2016/17 (n-135)

2015/16 (n-165)

2016/17 (n-89)

2015/16 (n-100)

Answer Options AHSS FEMS HS

1-5 hours 80.8% (63) 71.6% (63) 62.5% (60) 72.9% (94) 81.3% (43) 76.8% (43) 6-10 hours 15.4% (12) 15.9 (14) 32.3% (31) 23.3% (30) 4.2% (2) 19.6% (11) 11-15 hours 1.3% (1) 6.8% (6) 4.2% (4) 3.1% (4) 6.3% (3) 3.6% (2) More than 15 hours 2.6% (2) 5.9% (5) 1.0% (1) 0.8% (1) 8.3% (4) 0.00% (0) Skipped/no response 54.6% (94) 49.4% (86) 28.8% (39) 21.8% (36) 41.5% (37) 44.0% (44)

Differences can be seen across Faculties with 70-80% of AHSS and HS respondents reported that they taught or demonstrated between 1-5 hours compared with 60-70% of FEMs respondents and FEMS had a higher proportion of respondents in the 6-10-hour range. Health Sc. respondents had a higher proportion of respondents in the 11-15-hour range and >15-hour range. This may be influenced by the different modes of delivery of undergraduate teaching employed in different disciplines e.g. the need for a ratio of demonstrators to undergraduate students in laboratory teaching in FEMS and Health Sc. due to safety regulations.

Of interest is the numbers of respondents who skipped this question 38% (171) in 2016 and 62% (396) in 2017. This may be due to the question design e.g. did hours include direct contact only or indirect hours e.g. in marking student assignments? Concern was raised by a small number of students (n-3) during the pilot phase as to why this information was being requested and how the information would be used by College.

4. FundingThe area of Funding was included as a topic of interest in the Survey as funding can be a factor in students’ non-completion of their programme of study. Of interest in the first year of the survey was the finding that approximately 30% of students were self-funded. The highest proportion of self-funded PGR students was in AHSS (50%,) followed by Health Sc. (12-26%) and lastly by FEMS (10%).

Course AHSS FEMS HS Table 3.8 Attendances at courses to develop Teaching and Demonstrating Practice by Faculty

21

Response %, N 2017 2016

a) Self 29.8% (131) 32.2% (142) b) Trinity College Studentship Funding 15.5% (68) 17.0% (75) c) School Studentship / Stipend 13.6% (60) 13.4% (59) d) Irish Research Council 15.9% (70) 14.7% (65) e) Industry 1.4% (6) 2.0% (9) f) Charity 1.8% (8) 2.5% (11) g) SFI 12.5% (55) 14.5% (64) h) HRB 4.8% (21) 3.6% (16) i) Horizon 2020 0.7% (3) 0.0% (0) j) ERC 2.3% (10) 1.6% (7) k) Employer 9.1% (40) 6.3% (28) l) Other EU/EC funded 2.7% (12) 4.8% (21) m) Other non-EU/EC funded 5.5% (24) 3.4% (15) n) If Other (please specify) 12.3% (54) 12.0% (53)

Tables 4.2-4.4 outline differences in funding sources at the Faculty level and in particular the predominance of external funding bodies such as the Irish Research Council in both AHSS and FEMS; Science Foundation Ireland in FEMS; and the Health Research Board in Health Sc. Apparent in Health Sc. also is the contribution of Employers as funders of student study programmes.

Differences can also be seen with respect of student enrolment status, i.e. over half (62%) of the part-time respondents were self-funded compared to 23% of full-time respondents. The main source of funding for part-time respondent (44%) was from employers compared to other sources of public funding for full-time respondents.

Differences are apparent across Faculties on the level of funding received by PGR Students. At the higher end of the scale, i.e. more than €20,000 Health Sc. students predominate, at the next band €15,000-€20,000 FEMS students predominate.

An area of current interest by the Dean of Graduate Studies is the area of studentships. Survey findings indicate that 30% of respondents are in receipt of Trinity or School studentships. At the level most closely associated with studentships i.e. more than €5,000 and less than €10,000 AHSS students predominate followed by Health Sc. respondents.

Table 4.2 AHSS Sources of Funding

AHSS: I am funded through:

Answer Choices 2016 2017 % (n) % (n)

Self 55.49% 96 52.91% 91 Trinity College Studentship Funding 17.34% 30 13.95% 24 School Studentship / Stipend 14.45% 25 15.12% 26 Irish Research Council 16.18% 28 21.51% 37 Industry 1.16% 2 0.58% 1 Charity 1.16% 2 0.58% 1 SFI 1.16% 2 0.00% 0 HRB 0.00% 0 0.00% 0

I am funded through: (select all that apply)

Table 4.1 Sources of Funding

22

Horizon 2020 0.00% 0 0.00% 0 ERC 0.00% 0 0.58% 1 Employer 9.25% 16 8.14% 14 Other EU/EC funded 1.73% 3 1.16% 2 Other non-EU/EC funded 2.89% 5 4.65% 8 If Other (please specify) 12.72% 22 9.30% 16

Answered 173 Answered 172 Skipped 1 Skipped 0

Table 4.3 FEMS Sources of Funding

FEMS - I am funded through:

Answer Choices 2016 2017 % (n) % (n)

Self 10.43% 17 7.41% 10 Trinity College Studentship Funding 15.34% 25 13.33% 18 School Studentship / Stipend 7.98% 13 13.33% 18 Irish Research Council 19.63% 32 13.33% 18 Industry 2.45% 4 2.22% 3 Charity 1.23% 2 0.74% 1 SFI 33.74% 55 35.56% 48 HRB 1.84% 3 3.70% 5 Horizon 2020 0.00% 0 2.22% 3 ERC 4.29% 7 4.44% 6 Employer 4.29% 7 4.44% 6 Other EU/EC funded 7.36% 12 5.93% 8 Other non-EU/EC funded 3.07% 5 6.67% 9 If Other (please specify) 9.82% 16 14.07% 19


Table 4.4 Health Sc. Sources of Funding

HS: I am funded through: Answer Choices 2016 2017

% (n) % (n) Self 26.26% 26 12.94% 11 Trinity College Studentship Funding 19.19% 19 20.00% 17 School Studentship / Stipend 20.20% 20 12.94% 11 Irish Research Council 5.05% 5 8.24% 7 Industry 3.03% 3 2.35% 2 Charity 7.07% 7 7.06% 6 SFI 7.07% 7 2.35% 2 HRB 13.13% 13 15.29% 13

23

Horizon 2020 0.00% 0 0.00% 0 ERC 0.00% 0 0.00% 0 Employer 5.05% 5 17.65% 15 Other EU/EC funded 6.06% 6 1.18% 1 Other non-EU/EC funded 4.04% 4 7.06% 6 If Other (please specify) 14.14% 14 20.00% 17


Table 4.5 Levels of Funding

Table 4.6 AHSS Levels of Funding

AHSS – The value of my annual stipend (living allowance) for my research programme (excluding fees) is: Answer Choices 2016 2017 €0 (none) 41.92% 70 40.48% 68 less than €5,000 7.19% 12 4.17% 7 more than €5,000- less than €10,000 23.95% 40 21.43% 36 more than €10,000-less than €15,000 5.39% 9 7.74% 13 more than €15,000-less than €20,000 19.76% 33 23.81% 40 Other (more than €20,000) 1.80% 3 2.38% 4


Table 4.7 FEMS Level of Funding

FEMS – The value of my annual stipend (living allowance) for my research programme (excluding fees) is:

Answer Choices 2016 2017 €0 (none) 9.32% 15 6.77% 9 less than €5,000 0.00% 0 0.00% 0 more than €5,000- less than €10,000 9.32% 15 4.51% 6 more than €10,000-less than €15,000 11.18% 18 13.53% 18 more than €15,000-less than €20,000 66.46% 107 70.68% 94 Other (more than €20,000) 3.73% 6 4.51% 6

The value of my annual stipend (living allowance) for my research programme (excluding fees) is: Answer Choices 2016 2017 €0 (none) 26.68% 115 40.48% 68 less than €5,000 3.25% 14 4.17% 7 more than €5,000- less than €10,000 17.40% 75 21.43% 36 more than €10,000-less than €15,000 7.89% 34 7.74% 13 more than €15,000-less than €20,000 39.91% 172 23.81% 40 Other (more than €20,000) 4.87% 21 2.38% 4


133 Answered 161 Answered Skipped 4 Skipped 2

24

Table 4.8 Health Sc. Levels of Funding

HS – The value of my annual stipend (living allowance) for my research programme (excluding fees) is:

Answer Choices 2016 2017 €0 (none) 27.55% 27 19.51% 16 less than €5,000 2.04% 2 6.10% 5 more than €5,000- less than €10,000 20.41% 20 15.85% 13 more than €10,000-less than €15,000 7.14% 7 10.98% 9 more than €15,000-less than €20,000 30.61% 30 28.05% 23 Other (more than €20,000) 12.24% 12 19.51% 16


A sample of respondent open comments provided on the issue of funding, in particular on enhancement to studentships and the link between receipt of studentships and Teaching and Demonstrating are outlined below:

“Increase in studentship funding, €6,500 is not a realistic sum of money to live off.”

“Increase stipend funding to minimise need for additional part - time work”

“The acknowledgement that TAs work more hours than merely those in which they're in the classroom, and better pay accordingly” (2016).

5. Overall SatisfactionThe final quantitative question in the survey asked students to rate their satisfaction as a postgraduate research student in Trinity. In 2016, 80% of respondents reported they were very satisfied or satisfied with the research programme in Trinity, while in 2017 these response options accounted for 85% of responses. While this is a positive outcome and second only to the results on Supervision, it remains that 15-20% of PGR students in Trinity are dissatisfied or very dissatisfied with their experience as a PGR Student in Trinity.

25

In order to explore this finding further ‘Overall Satisfaction by a Year of Study’ is outlined in Fig 5.2 below. There appears to be a negative correlation between years of study and overall satisfaction i.e. the proportion of respondents reporting they were overall ‘very satisfied’ is seen to decrease over years of study (Yr. 1 39%; Yr. 5 8%), while those reporting they were unsatisfied (Yr. 1 10%; Yr. 5 39%) or very unsatisfied (Yr.1 0%; Yr.5 15%) increases over years of study. Those findings are seen to correlates with peak periods in the PGR lifecycle, such as the Confirmation/ Transfer process in Year 2 and the thesis submission or corrections period in Year 4 and 5, where the onus is on the student to submit or complete their research. These findings support the need for interventions directed at the different point of the PGR Lifecycle, and support findings outlined previously for efforts to integrate students further into the research community through Seminars, Collaboration or Professional Networking events where they can access supports from students at the same stage of the PGR lifecycle.

Fig 5.2: Overall Satisfaction by Year of Study

The final view applied to the analysis of Overall Satisfaction is the Faculty view presented in Figs 5.3 -5.5 below.

30.68%

23.36%

29.97%

22.85%

54.55%

58.01%

55.42%

57.47%

13.07%

13.91%

13.10%

14.48%

1.70%

4.72%

1.51%

5.20%

0.00% 20.00% 40.00% 60.00% 80.00% 100.00%

Ph.D 2016/17

Ph.D 2015/16

All 2016/17

All 2015/16

Overall, how would you rate your time as a postgraduate research student in Trinity College Dublin:

Very satisfied

Satisfied

Unsatisfactory

Very unsatisfactory

0% 20% 40% 60% 80% 100%

Year 5

Year 4

Year 3

Year 2

Year 1

8%

27%

24%

30%

39%

39%

55%

60%

60%

51%

39%

17%

14%

10%

10%

15%

2%

2%

1%

0%

Year 5 Year 4 Year 3 Year 2 Year 1V. satisfactory 8% 27% 24% 30% 39%Satisfactory 39% 55% 60% 60% 51%Unsatisfactory 39% 17% 14% 10% 10%V. unsatisfactory 15% 2% 2% 1% 0%

Overall, how would you rate your time as a postgraduate research student in Trinity College Dublin

Fig 5.1 Overall Satisfaction

26

PGR respondents in FEMS report the highest levels of overall satisfaction in 2016 (84%) and 2017 (91%) a rise of 7%. Possible factors influencing positive aspects of postgraduate studies in FEMS include high levels of funding to sustain students during their research programme, access to resources such as workspace, computing and specialist resources, opportunities to Teach or Demonstrate and enhance transferable skills. FEMS respondents report high levels of access to supervisors but report lower levels of Supervisor Support than students from AHSS and Health Sc.

Respondents’ comments seek clarification in a laboratory team environment on the roles of Post Docs that act in support of Principal Supervisors or Principal Investigators on funded research programmes. This may also apply to Health Sc. PGR respondents.

Note in Fig 5.3 FEMS and Fig 5.4 AHSS below, levels of overall satisfaction fall in Year 5 and 6, however these responses are based on low numbers of participants and therefore any inference that this may relate to termination of funding or difficulties faced by part-time respondents or students in the post-thesis submission phase of the PGR cycle cannot be substantiated.

Fig 5.3: FEMS Overall Satisfaction

Note: 2017 N= 135 respondents (YR1-41; YR2-36; YR3-27; YR4-24; YR5-6; YR6-0; YR6+ 1.

2016 N= 164 respondents YR1-36; YR2-47; YR3-44; YR4-28; YR5-6; YR6-3, YR6+-0

AHSS respondents also report an increase of 5% in overall satisfaction across 2016 (78%) and 2017 (83%). Possible factors influencing positive aspects of postgraduate studies in AHSS include the perception by students of the support provided by Supervisors, and the opportunity to participate in College courses e.g. to support Teaching and Learning practice.

Possible factors influencing negative aspects of postgraduate studies in AHSS include funding for PGR students in the Arts & Humanities. Higher proportions of AHSS respondents are self-funded i.e. 50%, and/or rely on lower levels of funding such as Studentships as their main source of funding compared with respondents in other Faculties. In addition opportunities to teach or demonstrate were fewer and access to resources was lower than FEMS and Health Sc. respondents. For example, a higher proportion of AHSS respondents did not have a study space, or their study space was sub-optimal or located away from key areas of activity resulting in a sense of isolation and calls for more opportunities to enhance the research ambience in Schools and disciplines and for increased opportunities to meet with other PGR students among AHSS respondents.

FEMS Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 62016 84% 87% 84% 89% 75% 83% 75%2017 91% 100% 92% 82% 88% 50% 0%

0%20%40%60%80%

100%

V sa

tisfie

d / s

atisf

ied

FEMS: overall, how would you rate your time as a post-graduate research student in Trinity College Dublin

27

Note: 2017 N = 172, YR1-50; YR2-41; YR3-41; YR4-29; YR5-6; YR6-5; YR6+-0.

2016 N = 171, YR1-45; YR2-36; YR3-39; YR4-36; YR5-11; YR6-2; YR6+ -2.

Health Sc. respondents report a decrease of 4% in in overall satisfaction in the period 2016 (82%) and 2017 (78%). Of interest in Fig.5.5 below is the high level of overall satisfaction at the end of the study experience differs from the final years of FEMS and AHSS respondents, in that it continues to rise rather than decrease. As noted previously respondent beyond Year 4 are lower in Health Sc. (n = 2) compared with FEMS (6-9) and AHSS (11-15) and a higher proportion of Health sc. PGR respondents are in receipt of funding from employers and this may contribute to higher levels of overall satisfaction if their postdoctoral career is assured on completion of their programme. Factors influencing positive aspects of postgraduate studies in Health Sc. include opportunities to develop transferable skills and to teach and demonstrate, sources and level of funding available to PGR respondents and the availability of resources i.e. workspaces, computing and specialist resources.

Fig 5.5 Health Sc. Overall Satisfaction

Note 2017 n= 85, YR1-26; YR2-26; YR3-20; YR4-11; YR5-1; YR6-1; YR 6+ -0.

2016 N= 98, YR1-26; YR32; YR3-20; YR4-17; YR5-2; YR6-1, YR6+ - 0.

AHSS Year 1 Year 2 Year 3 Year 4 Year 5 Year 62016 78% 96% 69% 77% 69% 91% 50%2017 83% 84% 90% 88% 76% 33% 80%

0%10%20%30%40%50%60%70%80%90%

100%

V Sa

tisfie

d/ S

atis

fied

AHSS: Overall, how would you rate your time as a post-graduate research student in Trinity College Dublin

HS Yr 1 Yr 2 Yr 3 Yr 4 Yr 52017 82% 85% 85% 80% 82% 100%2016 78% 81% 78% 70% 88% 100%

0%10%20%30%40%50%60%70%80%90%

100%

Health Sc. Overall, how would you rate your time as a post-graduate research student in Trinity College Dublin:

Fig 5.4: AHSS Overall Satisfaction

This Postgraduate Research Survey is to be completed by Research Masters and Doctoral Studentsat Trinity College Dublin.

Feedback on your research experience is an important component of the College’s commitmenttowards quality improvement in teaching and learning. Student anonymity is assured in respondingto this survey. The results of the survey will be analysed and reports will be provided to the Deanof Graduate Studies, Faculty Deans, Schools and to the Quality Committee.

Please complete ALL questions. There are a maximum of 23 questions some of which may or notapply to you, depending on whether you are a Masters or PhD student.

Please complete once only.

Thank you for your time in completing this questionnaire.

Postgraduate Research Survey 2017

1. I am a new Postgraduate Research student enrolled at Trinity for the first time this academic year:

Yes No

1


2. On arrival I attended an orientation programme provided through one or all of the following:

My Discipline My School Graduate Students' Union

Research Laboratory

Very satisfied Satisfied Neutral Dissatisfied Very dissatisfied

3. Please state your level of satisfaction with the orientation programme you attended on arrival.

Strongly agree Agree Neutral DisagreeStronglydisagree

The regulations attached to my researchprogramme.

The requirements for formal monitoring of myprogress e.g. annual progress report, confirmationprocess.

The final examination procedures for myprogramme (incl. viva voce, if applicable).

My responsibilities as a research degree student(e.g. annual registration, structured components;research integrity).

My supervisors' responsibilities towards me as aresearch degree student.

Other than my supervisors, whom I can approach ifI am concerned about any aspect of my degreeprogramme.

4. With regard to my research programme, I understand the following:

More than once a month Once a month Several times a year Once a yearLess frequently than once

a year

5. How often do you have arranged meetings with your supervisor?

27 27

2


My supervisor(s) helps me to identify my trainingand development needs as a researcher.

My supervisor(s) has the skills and subjectknowledge to support my needs.

My supervisor(s) provides feedback that helps medirect my research activities.

My supervisor(s) is available to me outside plannedscheduled appointments.

6. To what extent do you agree or disagree with the following statements about supervision?


Research methodologies, tools and techniques.

Critical analysis and evaluation of research findingsand results.

An understanding/appreciation of 'researchintegrity' (eg. rigour, ethics, transparency,attributing the contribution of others).

Collaboration and teamwork.

Communication and presentation skills.

Project management.

Professional networking.

Innovation and entrepreneurship.

Presentation of a paper or poster at an academicconference.

Preparation of a paper or manuscript forsubmission to an academic publisher.

7. I have been given the opportunity to develop and where appropriate, apply the following knowledge andskills during my research programme:

3

27

Stronglyagree Agree Neutral Disagree

Stronglydisagree N/A

My discipline provides a good seminar programme.

I have frequent opportunities to discuss myresearch with other research students.

The research ambience in my discipline or schoolstimulates my work.

I have opportunities to become involved in the widerresearch community, beyond my discipline.

I have access to a suitable working space.

I have access to computing resources and facilities.

I have access to the specialist resources necessaryfor my research (library, laboratories or specialisedequipment).

8. To what extent do you agree or disagree with the following statements?

4


9. I am funded through: (select all that apply)

Self

Trinity College Studentship Funding

School Studentship / Stipend

Irish Research Council

Industry

Charity

SFI

HRB

Horizon 2020

ERC

Employer

Other EU/EC funded

Other non-EU/EC funded

If Other (please specify)

10. The value of my annual stipend (living allowance) for my research programme (excluding fees) is:

€0 (none)

less than €5,000

more than €5,000 - less than €10,000



Other (more than €20,000)

11. Do you demonstrate, give tutorials or facilitate teaching?

Yes, as part of my funding obligationseg. studentship.

Yes, independently of my fundingobligations.

Yes, I am a Trinity staff member.

Not yet.

No.

5


1-5 hours 6-10 hours 11-15 hours More than 15 hours

12. How many hours in a typical week in teaching term do you demonstrate, teach or give tutorials or carryout other teaching related duties?

13. Did you attend any course that assisted your demonstrating or tutoring practice and if so pleasespecify?

M. Ed in Higher Education.

The Course Coordinator/Year Coordinator provided training on demonastrating and tutoring.

I attended the Postgraduate Teaching Assistant - Introduction to Teaching at Trinity Workshop (CAPSL - unaccredited).

I attended the Teaching and Supported Learning Module (CAPSL - 5 ECTS).

No I did not attend any course.

14. I am enrolled in the following research degree:

M.Litt M.Sc (by research) Ph.D M.D. M.A.I. M. Ch. D. Clin. Psych. D. Couns. Psych.

D. Ed. D. Ch. Dent.

6


15. To-date, I have completed the taught modules (10-30 ECTS credits) components of my structured Ph.Dresearch programme.

Yes No Not yet, but plan to

7


Strongly agree Agree Neutral DisagreeStronglydisagree N/A

I found the modules auseful addition to myprogramme.

I was satisfied with thevariety of modulesavailable.


17. I am registered as:

Full time student. Part time student.

Yes No

If on the M.Litt. or M.Sc.register, do you intend to seek to transfer to the Ph.DRegister?

If on the Ph.D register, have you successfully completed the Ph.D confirmationprocess?

18. Please indicate which of the below statements applies.

19. I am currently enrolled in:

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Other (Year 6 +)

8

20. I am studying in the following School:

Business

Creative Arts

Education

English

Histories and Humanities

Languages, Literatures and CulturalStudies

Law

Linguistic, Speech andCommunications Sciences

Psychology

Social Sciences and Philosophy

Social Work and Social Policy

Confederal School of Religions, PeaceStudies and Theology

Biochemistry and Immunology

Chemistry

Computer Science and Statistics

Engineering

Genetics and Microbiology

Mathematics

Natural Sciences

Physics

Dental Science

Medicine

Nursing and Midwifery

Pharmacy and PharmaceuticalSciences

Very satisfactory Satisfactory Unsatisfactory Very unsatisfactory

.

21. Overall, how would you rate your time as a post-graduate research student in Trinity College Dublin:

22. What are the 3 best aspects of your research programme?

9

23. Please list 3 possible improvements to your research programme:

Data Protection Statement: Data Protection legislation safeguards the privacy rights of individuals in relation to the processing ofpersonal data. The Data Protection Act 1988 and the Data Protection (Amendment) 2003. The data collected in this questionnaire isbeing sought by the University and will only be used for the stated purposes.

10

33.07% 212

66.93% 429

Q1 I am a new Postgraduate Researchstudent enrolled at Trinity for the first time

this academic year:Answered: 641 Skipped: 0

Total 641

Yes

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Answer Choices Responses

Yes

No

Q2 On arrival I attended an orientationprogramme provided through one or all of

the following:Answered: 123 Skipped: 518

My Discipline

My School

GraduateStudents' Union

ResearchLaboratory

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1 / 17

Postgraduate Research Survey Feeedback Report 2017

25.20% 31

43.90% 54

46.34% 57

19.51% 24

Total Respondents: 123


My Discipline

My School

Graduate Students' Union

Research Laboratory

Q3 Please state your level of satisfactionwith the orientation programme you

attended on arrival.Answered: 130 Skipped: 511

21.54%28

31.54%41

37.69%49

6.15%8

3.08%4 130 3.62

(no label)

0 1 2 3 4 5 6 7 8 9 10

Very satisfied Satisfied Neutral Dissatisfied Very dissatisfied Total Weighted Average

(no label)

Q4 With regard to my research programme,I understand the following:

Answered: 448 Skipped: 193

2 / 17


18.83%84

51.12%228

17.26%77

9.87%44

2.91%13 446 3.73

25.45%113

47.30%210

13.96%62

10.59%47

2.70%12 444 3.82

21.82%96

48.86%215

16.59%73

11.36%50

1.36%6 440 3.78

25.23%112

48.87%217

15.32%68

9.46%42

1.13%5 444 3.88

27.19%121

42.25%188

17.75%79

9.89%44

2.92%13 445 3.81

14.67%65

35.21%156

23.25%103

17.83%79

9.03%40 443 3.29

Theregulations...

Therequirements...

The finalexamination...

Myresponsibili...

Mysupervisors'...

Other than mysupervisors,...

0 1 2 3 4 5 6 7 8 9 10

Stronglyagree

Agree Neutral Disagree Stronglydisagree

Total WeightedAverage

The regulations attached to my research programme.

The requirements for formal monitoring of my progress e.g. annual progressreport, confirmation process.

The final examination procedures for my programme (incl. viva voce, ifapplicable).

My responsibilities as a research degree student (e.g. annual registration,structured components; research integrity).

My supervisors' responsibilities towards me as a research degree student.

Other than my supervisors, whom I can approach if I am concerned aboutany aspect of my degree programme.

Q5 How often do you have arrangedmeetings with your supervisor?


3 / 17


42.89%190

29.80%132

23.93%106

1.81%8

1.58%7 443 4.11

(no label)

0 1 2 3 4 5 6 7 8 9 10

More than once amonth

Once amonth

Several times ayear

Once ayear

Less frequently than once ayear


(nolabel)

Q6 To what extent do you agree or disagreewith the following statements about

supervision?Answered: 443 Skipped: 198

35.89%159

34.54%153

17.38%77

9.03%40

3.16%14 443 3.91

52.26%231

31.67%140

9.05%40

4.30%19

2.71%12 442 4.26

Mysupervisor(s...

Mysupervisor(s...

Mysupervisor(s...

Mysupervisor(s...

0 1 2 3 4 5 6 7 8 9 10

Stronglyagree



My supervisor(s) helps me to identify my training and developmentneeds as a researcher.

My supervisor(s) has the skills and subject knowledge to support myneeds.

4 / 17


48.98%216

32.43%143

11.56%51

3.63%16

3.40%15 441 4.20

49.09%216

30.00%132

9.32%41

7.05%31

4.55%20 440 4.12

My supervisor(s) provides feedback that helps me direct my researchactivities.

My supervisor(s) is available to me outside planned scheduledappointments.

Q7 I have been given the opportunity todevelop and where appropriate, apply thefollowing knowledge and skills during my

research programme:Answered: 442 Skipped: 199

34.55%152

48.86%215

11.14%49

4.55%20

0.91%4 440 4.12

29.84%131

45.79%201

17.77%78

5.47%24

1.14%5 439 3.98

30.00%132

46.82%206

16.59%73

5.23%23

1.36%6 440 3.99

21.64%95

33.94%149

26.65%117

13.21%58

4.56%20 439 3.55

Researchmethodologie...

Criticalanalysis and...

Anunderstandin...

Collaborationand teamwork.

Communicationand...

Projectmanagement.

Professionalnetworking.

Innovation andentrepreneur...

Presentationof a paper o...

Preparation ofa paper or...

0 1 2 3 4 5 6 7 8 9 10

Stronglyagree




Critical analysis and evaluation of research findings and results.

An understanding/appreciation of 'research integrity' (eg. rigour, ethics,transparency, attributing the contribution of others).


5 / 17


24.15%106

49.66%218

17.54%77

6.38%28

2.28%10 439 3.87

21.05%92

39.36%172

25.40%111

10.98%48

3.20%14 437 3.64

14.42%63

35.47%155

29.29%128

15.10%66

5.72%25 437 3.38

8.05%35

19.31%84

36.55%159

26.21%114

9.89%43 435 2.89

33.79%147

34.02%148

19.31%84

9.20%40

3.68%16 435 3.85

24.71%108

32.72%143

23.11%101

12.81%56

6.64%29 437 3.56


Project management.



Presentation of a paper or poster at an academic conference.

Preparation of a paper or manuscript for submission to an academicpublisher.

Q8 To what extent do you agree or disagreewith the following statements?


19.09%84

36.36%160

19.77%87

13.41%59

7.05%31

4.32%19 440 3.49

18.91%83

29.61%130

20.27%89

22.32%98

8.43%37

0.46%2 439 3.28

18.00%79

32.12%141

23.92%105

14.81%65

9.57%42

1.59%7 439 3.35

16.25%71

30.66%134

24.71%108

18.76%82

8.01%35

1.60%7 437 3.29

39.18%172

40.77%179

8.20%36

6.15%27

4.56%20

1.14%5 439 4.05

My disciplineprovides a g...

I havefrequent...

The researchambience in ...

I haveopportunitie...

I have accessto a suitabl...

I have accessto computing...

I have accessto the...

0 1 2 3 4 5 6 7 8 9 10

Stronglyagree


N/A Total WeightedAverage


I have frequent opportunities to discuss my research with otherresearch students.

The research ambience in my discipline or school stimulates mywork.

I have opportunities to become involved in the wider researchcommunity, beyond my discipline.


6 / 17


35.54%156

45.33%199

11.39%50

5.24%23

1.59%7

0.91%4 439 4.09

36.36%160

45.00%198

10.23%45

2.95%13

1.82%8

3.64%16 440 4.15


I have access to the specialist resources necessary for myresearch (library, laboratories or specialised equipment).

29.77% 131

Q9 I am funded through: (select all thatapply)


Self

TrinityCollege...

SchoolStudentship ...

Irish ResearchCouncil

Industry

Charity

SFI

HRB

Horizon 2020

ERC

Employer

Other EU/ECfunded

Othernon-EU/EC...

If Other(please...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Self

7 / 17


15.45% 68

13.64% 60

15.91% 70

1.36% 6

1.82% 8

12.50% 55

4.77% 21

0.68% 3

2.27% 10

9.09% 40

2.73% 12

5.45% 24

12.27% 54





Industry

Charity

SFI

HRB

Horizon 2020

ERC

Employer

Other EU/EC funded



23.72% 102

Q10 The value of my annual stipend (livingallowance) for my research programme

(excluding fees) is:Answered: 430 Skipped: 211

€0 (none)

less than€5,000

more than€5,000 - les...

more than€10,000 - le...

more than€15,000 - le...

Other (morethan €20,000)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


€0 (none)

8 / 17


3.02% 13

15.35% 66

10.47% 45

41.16% 177

6.28% 27

Total 430

less than €5,000





13.61% 60

40.82% 180

5.44% 24

15.42% 68

24.72% 109

Q11 Do you demonstrate, give tutorials orfacilitate teaching?


Total 441

Yes, as partof my fundin...

Yes,independentl...

Yes, I am aTrinity staf...

Not yet.

No.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes, as part of my funding obligations eg. studentship.

Yes, independently of my funding obligations.


Not yet.

No.

Q12 How many hours in a typical week inteaching term do you demonstrate, teach or

give tutorials or carry out other teachingrelated duties?


9 / 17


73.47%180

19.59%48

3.67%9

3.27%8 245 3.63

(no label)

0 1 2 3 4 5 6 7 8 9 10

1-5 hours 6-10 hours 11-15 hours More than 15 hours Total Weighted Average

(no label)

0.78% 2

13.57% 35

19.77% 51

11.63% 30

Q13 Did you attend any course thatassisted your demonstrating or tutoring

practice and if so please specify?Answered: 258 Skipped: 383

M. Ed inHigher...

The CourseCoordinator/...

I attended thePostgraduate...

I attended theTeaching and...

No I did notattend any...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%






10 / 17


59.69% 154



1.40% 6

6.53% 28

89.74% 385

0.00% 0

0.00% 0

0.00% 0

0.47% 2

0.00% 0

Q14 I am enrolled in the following researchdegree:


M.Litt

M.Sc (byresearch)

Ph.D

M.D.

M.A.I.

M. Ch.

D. Clin. Psych.

D. Couns.Psych.

D. Ed.

D. Ch. Dent.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


M.Litt

M.Sc (by research)

Ph.D

M.D.

M.A.I.

M. Ch.

D. Clin. Psych.

D. Couns. Psych.

11 / 17


0.47% 2

1.40% 6

Total 429

D. Ed.

D. Ch. Dent.

49.61% 193

18.77% 73

31.62% 123

0.00% 0

Q15 To-date, I have completed the taughtmodules (10-30 ECTS credits) components

of my structured Ph.D research programme.Answered: 389 Skipped: 252

Total 389

Yes

No

Not yet, butplan to

No, don't planto

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No

Not yet, but plan to

No, don't plan to

Q16 To what extent do you agree ordisagree with the following statements?


12 / 17


21.59%38

36.36%64

16.48%29

15.34%27

6.82%12

3.41%6

176

3.52

14.77%26

28.41%50

18.75%33

18.75%33

15.34%27

3.98%7

176

3.09

I found themodules a...

I wassatisfied wi...

0 1 2 3 4 5 6 7 8 9 10

Stronglyagree



I found the modules a useful addition to myprogramme.

I was satisfied with the variety of modulesavailable.

86.01% 338

13.99% 55

Q17 I am registered as:Answered: 393 Skipped: 248

Total 393

Full timestudent.

Part timestudent.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Full time student.

Part time student.

Q18 Please indicate which of the belowstatements applies.


13 / 17


39.51%32

60.49%49 81 1.40

51.86%181

48.14%168 349 1.52

If on theM.Litt. or...

If on the Ph.Dregister, ha...

0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2

Yes No Total Weighted Average

If on the M.Litt. or M.Sc.register, do you intend to seek to transfer to the Ph.D Register?

If on the Ph.D register, have you successfully completed the Ph.D confirmation process?

29.95% 118

26.40% 104

22.34% 88

16.24% 64

Q19 I am currently enrolled in:Answered: 394 Skipped: 247

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Other (Year 6+)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Year 1

Year 2

Year 3

Year 4

14 / 17


3.30% 13

1.52% 6

0.25% 1

Total 394

Year 5

Year 6

Other (Year 6 +)

Q20 I am studying in the following School:Answered: 392 Skipped: 249

Business

Creative Arts

Education

English

Histories andHumanities

Languages,Literatures ...

Law

Linguistic,Speech and...

Psychology

SocialSciences and...

Social Workand Social...

ConfederalSchool of...

Biochemistryand Immunology

Chemistry

ComputerScience and...

Engineering

Genetics andMicrobiology

15 / 17


2.55% 10

1.53% 6

5.10% 20

3.83% 15

7.91% 31

4.34% 17

2.55% 10

2.30% 9

5.36% 21

2.81% 11

3.57% 14

2.04% 8

3.83% 15

3.32% 13

8.16% 32

7.91% 31

1.79% 7

1.02% 4

4.08% 16

Microbiology

Mathematics

NaturalSciences

Physics

Dental Science

Medicine

Nursing andMidwifery

Pharmacy andPharmaceutic...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Business

Creative Arts

Education

English


Languages, Literatures and Cultural Studies

Law

Linguistic, Speech and Communications Sciences

Psychology



Confederal School of Religions, Peace Studies and Theology


Chemistry


Engineering


Mathematics

Natural Sciences

16 / 17


4.34% 17

3.57% 14

10.46% 41

5.61% 22

2.04% 8

Total 392

Physics

Dental Science

Medicine


Pharmacy and Pharmaceutical Sciences

Q21 Overall, how would you rate your timeas a post-graduate research student in

Trinity College Dublin:Answered: 397 Skipped: 244

29.97%119

55.42%220

13.10%52

1.51%6 397 3.14

.

0 1 2 3 4 5 6 7 8 9 10

Very satisfactory Satisfactory Unsatisfactory Very unsatisfactory Total Weighted Average

.

Q22 What are the 3 best aspects of yourresearch programme?


Q23 Please list 3 possible improvements toyour research programme:


17 / 17


This Postgraduate Research Survey is to be completed by Research Masters and Doctoral Studentsat Trinity College Dublin.

Feedback on your research experience is an important component of the College’s commitmenttowards quality improvement in teaching and learning. Student anonymity is assured in respondingto this survey. The results of the survey will be analysed and reports will be provided to the Dean ofGraduate Studies, Faculty Deans, Schools and to the Quality Committee.

Thank you for your time in completing this questionnaire.


1. I am enrolled in the following research degree:

M.Litt M.Sc (by research) Ph.D M.D. M.A.I. M. Ch. D. Clin. Psych. D. Couns. Psych.

D. Ed. D. Ch. Dent.

Yes No

If on the M.Litt. or M.Sc.register, do you intend to seek to transfer to the Ph.DRegister?

If on the Ph.D register, have you successfully completed the Ph.D confirmationprocess?

2. Please indicate which of the below statements applies.

Very satisfied Satisfied Dissatisfied Very dissatisfied N/A

My Discipline

My School

Graduate StudentsUnion

3. If you attended an orientation programme on arrival provided through one or all of the following, pleasestate your level of satisfaction with the programme:

1


The requirements, deadlines and regulations forformal monitoring of my progress e.g. AnnualProgress Report.

The requirements, formal monitoring of myprogress e.g. annual progress report, confirmaionprocess.

The final examination procedures for myprogramme (incl. viva voce, if applicable).

My responsibilities as a research degree student(e.g. annual registration, structured components;research integrity).

My supervisors' responsibilities towards me as aresearch degree student.

Other than my supervisors, whom I can approach ifI am concerned about any aspect of my degreeprogramme.

4. With regard to my research programme, I understand the following:

More than once a month. Once a month. Several times a year. Once a year.Less frequently than once

a year.

5. How often do you have arranged meetings with your supervisor?


My supervisor(s) help me to identify my training anddevelopment needs as a researcher.

My supervisor(s) have the skills and subjectknowledge to support my needs.

My supervisor(s) provide feedback that helps medirect my research activities.

My supervisor(s) is available to me outside plannedscheduled appointments.

6. To what extent do you agree or disagree with the following statements about supervision?

2



Critical analysis and evaluation of research findingsand results.

An understanding/appreciation of 'researchintegrity' (eg. rigour, ethics, transparency,attributing the contribution of others).



Project management.



Presentation of a paper or poster at an academicconference.

Preparation of a paper or manuscript forsubmission to an academic publisher.

7. I have been given the opportunity to develop and where appropriate, apply the following during myresearch programme:




I have frequent opportunities to discuss myresearch with other research students.

The research ambience in my discipline or schoolstimulates my work.

I have opportunities to become involved in the widerresearch community, beyond my discipline.



I have access to the specialist resources necessaryfor my research (library, laboratories or specialisedequipment).


9. Have you completed the modules that are part of the structured components (modules for ECTS credit)for your research programme?

Yes No N/A

3




I was satisfied with the variety of modules available.


11. I am funded through: (select all that apply)

Self




Industry

Charity

SFI

HRB

Horizon 2020

ERC

Employer

Other EU/EC funded



12. The value of my annual stipend (living allowance) for my research programme (excluding fees) is:

€0 (none)

less than €5,000

more than €5,000- less than €10,000

more than €10,000-less than €15,000



13. Do you demonstrate, give tutorials or facilitate teaching? Tick all that apply.

Yes, as part of my funding obligationseg. studentship.

Yes, independtly of my fundingobligations.


No.

1-5 hours 6-10 hours 11-15 hours More than 15 hours

14. If you responded Yes to Q.13 - how many hours in a typical week in teaching term do you demonstrate,teach or give tutorials or carry out other teaching related duties?

4

15. Did you attend any course that assisted your demonstrating or tutoring practice and if so pleasespecify?






16. I am registered as:

Full time student. Part time student.

17. I am currently enrolled in:

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Other (Year 6 +)

18. I am studying in the following School:

Business

Drama, Film and Music

Education

English


Languages, Literatures and CulturalStudies

Law

Linguistic, Speech andCommunications Sciences

Psychology



Confederal School of Religions, PeaceStudies and Theology


Chemistry


Engineering


Mathematics

Natural Sciences

Physics

Dental Science

Medicine


Pharmacy and PharmaceuticalSciences

Verysatisfactory Satisfactory Unsatisfactory

Veryunsatisfactory

.

19. Overall, how would you rate your time as a post-graduate research student in Trinity College Dublin:

5

20. What are the 3 best aspects of your research programme?

21. Please list 3 possible improvements to your research programme:

Data Protection Statement: Data Protection legislation safeguards the privacy rights of individuals in relation to the processing ofpersonal data. The Data Protection Act 1988 and the Data Protection (Amendment) 2003. The data collected in this questionnaire isbeing sought by the University and will only be used for the stated purposes.

6

1.35% 6

10.11% 45

86.07% 383

0.67% 3

0.22% 1

0.22% 1

0.45% 2

0.00% 0

0.00% 0

0.90% 4

Q1 I am enrolled in the following researchdegree:


Total 445


M.Litt

M.Sc (by research)

Ph.D

M.D.

M.A.I.

M. Ch.

D. Clin. Psych.

D. Couns. Psych.

D. Ed.

D. Ch. Dent.

1

Postgraduate Research Survey Feedback Report 2016

Q2 Please indicate which of the belowstatements applies.


44.59%33

55.41%41 74 1.45

59.32%226

40.68%155 381 1.59

If on theM.Litt. or...

If on the Ph.Dregister, ha...

0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2

Yes No Total Weighted Average

If on the M.Litt. or M.Sc.register, do you intend to seek to transfer to the Ph.D Register?

If on the Ph.D register, have you successfully completed the Ph.D confirmation process?

2

Postgraduate Research Survey

Q3 If you attended an orientationprogramme on arrival provided through one

or all of the following, please state yourlevel of satisfaction with the programme:


9.09%35

17.66%68

4.94%19

3.90%15

64.42%248 385 2.59

10.53%42

23.81%95

8.02%32

3.76%15

53.88%215 399 2.75

8.09%31

21.93%84

5.48%21

1.57%6

62.92%241 383 2.67

My Discipline

My School

GraduateStudents Union

0 1 2 3 4 5 6 7 8 9 10

Very satisfied Satisfied Dissatisfied Very dissatisfied N/A Total Weighted Average

My Discipline

My School

Graduate Students Union

3


Q4 With regard to my research programme,I understand the following:


22.45%99

39.00%172

14.06%62

18.59%82

5.90%26 441 3.54

20.96%92

40.55%178

14.81%65

16.86%74

6.83%30 439 3.52

20.00%87

45.98%200

16.55%72

12.18%53

5.29%23 435 3.63

25.00%110

45.68%201

16.36%72

9.32%41

3.64%16 440 3.79

26.19%116

37.02%164

15.35%68

15.12%67

6.32%28 443 3.62

15.49%68

29.61%130

18.00%79

26.88%118

10.02%44 439 3.14

Therequirements...

Therequirements...

The finalexamination...

Myresponsibili...

Mysupervisors'...

Other than mysupervisors,...

0 1 2 3 4 5 6 7 8 9 10

Stronglyagree



The requirements, deadlines and regulations for formal monitoring of myprogress e.g. Annual Progress Report.

The requirements, formal monitoring of my progress e.g. annual progressreport, confirmaion process.

The final examination procedures for my programme (incl. viva voce, ifapplicable).

My responsibilities as a research degree student (e.g. annual registration,structured components; research integrity).

My supervisors' responsibilities towards me as a research degree student.

Other than my supervisors, whom I can approach if I am concerned aboutany aspect of my degree programme.

4


Q5 How often do you have arrangedmeetings with your supervisor?


41.31%183

28.22%125

27.54%122

2.03%9

0.90%4 443 1.93

(no label)

0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2

More than once amonth.

Once amonth.

Several times ayear.

Once ayear.

Less frequently than once ayear.


(nolabel)

5


Q6 To what extent do you agree or disagreewith the following statements about

supervision?Answered: 444 Skipped: 1

36.71%163

33.11%147

11.49%51

11.94%53

6.76%30 444 3.81

47.97%213

33.56%149

8.78%39

5.86%26

3.83%17 444 4.16

47.96%212

31.45%139

9.28%41

6.79%30

4.52%20 442 4.12

47.07%209

31.08%138

10.81%48

6.76%30

4.28%19 444 4.10

Mysupervisor(s...

Mysupervisor(s...

Mysupervisor(s...

Mysupervisor(s...

0 1 2 3 4 5 6 7 8 9 10

Stronglyagree



My supervisor(s) help me to identify my training and developmentneeds as a researcher.

My supervisor(s) have the skills and subject knowledge to support myneeds.

My supervisor(s) provide feedback that helps me direct my researchactivities.

My supervisor(s) is available to me outside planned scheduledappointments.

6


Q7 I have been given the opportunity todevelop and where appropriate, apply thefollowing during my research programme:


35.47%155

44.62%195

10.53%46

6.18%27

3.20%14 437 4.03

36.38%159

40.05%175

14.65%64

7.09%31

1.83%8 437 4.02

33.26%146

42.60%187

15.26%67

6.15%27

2.73%12 439 3.97

24.26%106

31.81%139

22.65%99

15.56%68

5.72%25 437 3.53

29.45%129

40.87%179

18.49%81

8.45%37

2.74%12 438 3.86

22.48%98

36.93%161

22.94%100

13.99%61

3.67%16 436 3.61

Researchmethodologie...

Criticalanalysis and...

Anunderstandin...

Collaborationand teamwork.

Communicationand...

Projectmanagement.

Professionalnetworking.

Innovation andentrepreneur...

Presentationof a paper o...

Preparation ofa paper or...

0 1 2 3 4 5 6 7 8 9 10

Stronglyagree




Critical analysis and evaluation of research findings and results.

An understanding/appreciation of 'research integrity' (eg. rigour, ethics,transparency, attributing the contribution of others).



Project management.

7


15.07%66

35.84%157

26.48%116

16.89%74

5.71%25 438 3.38

8.82%38

20.65%89

34.57%149

27.15%117

8.82%38 431 2.94

38.36%168

30.82%135

14.16%62

12.33%54

4.34%19 438 3.87

31.58%138

27.23%119

18.31%80

15.79%69

7.09%31 437 3.60



Presentation of a paper or poster at an academic conference.

Preparation of a paper or manuscript for submission to an academicpublisher.

8


Q8 To what extent do you agree or disagreewith the following statements?


19.09%84

36.82%162

16.82%74

14.32%63

7.95%35

5.00%22 440 3.47

15.45%68

37.50%165

20.23%89

16.59%73

8.86%39

1.36%6 440 3.35

15.68%69

29.55%130

26.59%117

14.77%65

11.36%50

2.05%9 440 3.24

11.36%50

31.59%139

25.00%110

21.82%96

9.09%40

1.14%5 440 3.14

35.54%156

38.95%171

11.16%49

6.61%29

6.83%30

0.91%4 439 3.91

34.32%151

41.59%183

12.50%55

6.82%30

4.09%18

0.68%3 440 3.96

35.91%158

41.36%182

12.95%57

3.86%17

2.73%12

3.18%14 440 4.07

My disciplineprovides a g...

I havefrequent...

The researchambience in ...

I haveopportunitie...

I have accessto a suitabl...

I have accessto computing...

I have accessto the...

0 1 2 3 4 5 6 7 8 9 10

Stronglyagree




I have frequent opportunities to discuss my research with otherresearch students.

The research ambience in my discipline or school stimulates mywork.

I have opportunities to become involved in the wider researchcommunity, beyond my discipline.



I have access to the specialist resources necessary for myresearch (library, laboratories or specialised equipment).

9


49.32% 218

22.17% 98

28.51% 126

Q9 Have you completed the modules thatare part of the structured components

(modules for ECTS credit) for your researchprogramme?


Total 442

Yes

No

N/A

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No

N/A

10


Q10 To what extent do you agree ordisagree with the following statements?


13.18%56

23.53%100

14.82%63

9.41%40

8.94%38

30.12%128 425 3.32

8.71%37

17.65%75

16.00%68

16.47%70

10.82%46

30.35%129 425 2.96

I found themodules a...

I wassatisfied wi...

0 1 2 3 4 5 6 7 8 9 10

Stronglyagree




I was satisfied with the variety of modulesavailable.

11


32.20% 142

17.01% 75

13.38% 59

14.74% 65

2.04% 9

Q11 I am funded through: (select all thatapply)


Self

TrinityCollege...

SchoolStudentship ...

Irish ResearchCouncil

Industry

Charity

SFI

HRB

Horizon 2020

ERC

Employer

Other EU/ECfunded

Othernon-EU/EC...

If Other(please...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Self




Industry

12


2.49% 11

14.51% 64

3.63% 16

0.00% 0

1.59% 7

6.35% 28

4.76% 21

3.40% 15

12.02% 53


Charity

SFI

HRB

Horizon 2020

ERC

Employer

Other EU/EC funded



13


26.68% 115

3.25% 14

17.40% 75

7.89% 34

39.91% 172

4.87% 21

Q12 The value of my annual stipend (livingallowance) for my research programme

(excluding fees) is:Answered: 431 Skipped: 14

Total 431

€0 (none)

less than€5,000

more than€5,000- less...

more than€10,000-less...

more than€15,000-less...

Other (morethan €20,000)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


€0 (none)

less than €5,000

more than €5,000- less than €10,000




14


15.65% 69

43.54% 192

3.17% 14

37.64% 166

Q13 Do you demonstrate, give tutorials orfacilitate teaching? Tick all that apply.


Total 441

Yes, as partof my fundin...

Yes,independtly ...

Yes, I am aTrinity staf...

No.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes, as part of my funding obligations eg. studentship.

Yes, independtly of my funding obligations.


No.

15


Q14 If you responded Yes to Q.13 - howmany hours in a typical week in teachingterm do you demonstrate, teach or give

tutorials or carry out other teaching relatedduties?


73.36%201

20.07%55

4.38%12

2.19%6 274 3.65

(no label)

0 1 2 3 4 5 6 7 8 9 10

1-5 hours 6-10 hours 11-15 hours More than 15 hours Total Weighted Average

(no label)

16


1.01% 4

8.86% 35

16.46% 65

7.09% 28

69.62% 275

Q15 Did you attend any course thatassisted your demonstrating or tutoring

practice and if so please specify?Answered: 395 Skipped: 50


M. Ed inHigher...

The CourseCoordinator/...

I attended thePostgraduate...

I attended theTeaching and...

No I did notattend any...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%







17


86.97% 387

13.03% 58

Q16 I am registered as:Answered: 445 Skipped: 0

Total 445

Full timestudent.

Part timestudent.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Full time student.

Part time student.

18


24.66% 109

26.47% 117

23.98% 106

18.78% 83

4.30% 19

1.36% 6

0.45% 2

Q17 I am currently enrolled in:Answered: 442 Skipped: 3

Total 442

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Other (Year 6+)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Other (Year 6 +)

19


Q18 I am studying in the following School:Answered: 439 Skipped: 6

Business

Drama, Filmand Music

Education

English

Histories andHumanities

Languages,Literatures ...

Law

Linguistic,Speech and...

Psychology

SocialSciences and...

Social Workand Social...

ConfederalSchool of...

Biochemistryand Immunology

Chemistry

ComputerScience and...

Engineering

Genetics andMicrobiology

Mathematics

NaturalSciences

20


2.28% 10

2.28% 10

3.42% 15

3.64% 16

6.38% 28

1.59% 7

3.64% 16

2.05% 9

6.61% 29

4.56% 20

1.82% 8

1.37% 6

3.42% 15

6.38% 28

8.20% 36

5.24% 23

2.96% 13

1.37% 6

5.24% 23

4.78% 21

1.37% 6

14.35% 63

4.56% 20

Physics

Dental Science

Medicine

Nursing andMidwifery

Pharmacy andPharmaceutic...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Business

Drama, Film and Music

Education

English


Languages, Literatures and Cultural Studies

Law

Linguistic, Speech and Communications Sciences

Psychology



Confederal School of Religions, Peace Studies and Theology


Chemistry


Engineering


Mathematics

Natural Sciences

Physics

Dental Science

Medicine


21


2.51% 11

Total 439

Pharmacy and Pharmaceutical Sciences

22


Q19 Overall, how would you rate your timeas a post-graduate research student in

Trinity College Dublin:Answered: 442 Skipped: 3

22.85%101

57.47%254

14.48%64

5.20%23 442

Very satisfactory Satisfactory Unsatisfactory Very unsatisfactory

.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very satisfactory Satisfactory Unsatisfactory Very unsatisfactory Total

.


Q20 What are the 3 best aspects of yourresearch programme?


Q21 Please list 3 possible improvements toyour research programme:


23

Documents

Postgraduate Research Survey Report Trinity College Dublin3 Introduction The purpose of this report is to provide an overview of the findings of the Postgraduate Research Surveys conducted