RESEARCHER DEVELOPMENT PROGRAMME HANDBOOK …...NVivo – Intermediate/Advanced 34 SPSS Essentials 34 LaTex –The Basics 35 An Introduction to LaTex 35 Online workshops 36 Avoiding

The UK’s European university

RESEARCHERDEVELOPMENTPROGRAMMEHANDBOOK 2013/14The Graduate School

CONTENTS

1www.kent.ac.uk/graduateschool

Introduction 3

Key Contacts 4

Researcher DevelopmentTraining at Kent 5

Overview 5

Who is it for? 5

Why do it? 5

Training for postgraduatestudent teachers 5

Online booking system 6

Brief guide 6

Researcher DevelopmentAssessment 9

What is the ResearcherDevelopment Assessment? 9

How can I undertake aResearcher DevelopmentAssessment? 9

What is covered at a ResearcherDevelopment Assessmentreview workshop? 9

When do ResearcherDevelopment Assessmentworkshops take place? 10

Monitoring 10

About the trainers 11

The Researcher DevelopmentFramework (RDF) 20

External organisationsand opportunities 22

Vitae 22

National PostgraduateCommittee (NPC) 22

ResearchGate 23

Beyond the PhD (Arts andHumanities PhD students) 23

British Library 23

Online trainingopportunities 24

The Good Viva Guide 24

Viva Guidance 24

The Alternative Guide to Funding 24

Blueberry Training 24

Epigeum 24

Workshops 27

Workshop details 28

A Knowledge andIntellectual Abilities 28

Researcher DevelopmentAssessment workshop 28

Effective Researcher 28

Making Progress in your PhD 29

The End is in Sight 29

Library training – ManagingInformation 30

Fundamentals of Statistics 31

Critical Methods in the SocialSciences 32

Research methods 34

Introduction to NVivo 34

NVivo – Intermediate/Advanced 34

SPSS Essentials 34

LaTex – The Basics 35

An Introduction to LaTex 35

Online workshops 36

Avoiding Plagiarism 36

Research Methods: AnIntroduction to Research Skills 36

Research Methods: Arts andHumanities 36

Research Methods: SocialSciences 36

Research Methods: Sciences 36

Research Methods: Literature Review 36

B Personal Effectiveness 37Managing your Time Effectively 37

Being Assertive, Getting WhatYou Want 37

Effective Reading 37

Rapid Reading 37

Effective Note-Taking 38

Maximise your Memory 38

Effective Leadership 38

Aim High – Achieving yourPersonal Goals 39

Managing Stress 39

Career Training 40

CONTINUED OVERLEAF

2 www.kent.ac.uk/graduateschool

Routes into Academia 40

Employment Outside Academia 40

Launching your Academic Career 41

Progressing in your Academic Career 41

Scientific Writing 41

Online workshops 42

Project Management in theResearch Context 42

Managing your ResearchSupervisor or Principal Investigator 42

Career Planning in the Arts,Humanities and Social Sciences 42

Career Planning in the Sciences 42

C Research Governance 43Postgraduate Funding:Considering the Alternatives 43

Writing a Successful GrantApplication 43

Lean Innovation 101 43

Online workshops 44

Ethics 1: Good Practice Research 44

Ethics 2: Working with HumanSubjects 44

Intellectual Property in theResearch Context 44

Research Integrity: BiomedicalSciences 44

Research Integrity: Natural andPhysical Sciences 45

Research Integrity: Engineeringand Technology 45

Research Integrity: Social andBehavioural Sciences 45

Research Integrity: Arts andHumanities 45

D Engagement, Influenceand Impact 46

Writing workshops 46

One to One Writing Tutorials 46

Advisory Writing Tutorials(Canterbury based non Nativespeakers/Medway PGRs) 47

Preparing for your Viva 47

The Viva: A Workshop forHumanities Students 48

Writing Articles for InternationalPublication in Peer-ReviewedJournals in the Humanities &Social Sciences 48

Publishing in International Peer-Reviewed Journals: Dealingwith the Submission Process 48

Principled Negotiation 49

Communicating Across Cultures 49

Producing an EffectiveResearch Poster 49

The Common Good – Spotlighton Social Enterprise 50

The Engaging Researcher 51

Delivering your Research inSecondary Schools 51

Communicating your Researchto a Non-Specialist Audience 51

Presenting Data and Tables:Social Sciences and Humanities 52

Presentation Skills – Introduction 52

Presenting with Confidence – Intensive 53

Writing Retreat 53

Develop your Academic Writing:What is Academic Writing? 54

Develop your Academic Writing:Challenges of Academic Writing 54

Media Skills Training 54

Communicating through Podcasts 55

Impact – The Secrets to a Powerful and DynamicPerformance 56

The Language of DynamicProfessional Presentations 56

Groups and Teams 57

Networking and Personal Impact 57

Getting the most from yourAcademic Relationships 57

Teacher training workshops 58

Online workshops 60

Getting Published in the Arts 60

Getting Published in the Sciences 60

Selecting a Conference,Presenting and Metworking 60

Entrepreneurial Motivation 60

Opportunity Recognition,Creation and Evaluation 60

Entrepreneurial Resources 60

CONTENTS (CONT)


INTRODUCTION

In recognition of the distinctive nature of postgraduate study,the Graduate School was established in 2008 to work withacademic schools, faculties and central departments todevelop and enhance the academic and social experience of allpostgraduates who study and research at the University ofKent. The Researcher Development Programme is open to allpostgraduate students and postdoctoral researchers and iscoordinated by the Graduate School.

This handbook is designed to give youan introduction to researcherdevelopment training at Kent. It includesinformation about our workshops,trainers, our booking system, theResearcher Development Assessmentand online training opportunities as wellas providing you with useful links toexternal organisations such as Vitae andGraduate Junction.

The workshop schedule for 2013/14outlined in this handbook is correct at thetime of going to press in August 2013.Our programme of workshops is likely tobe enlarged throughout the academic

year so researchers are encouraged tokeep an eye on our online bookingsystem for new additions. Researcherswill be asked to give feedback followingevery workshop but should you wish toprovide us with additional feedback onthe programme or propose some newideas for training workshops pleasecontact the Postgraduate DevelopmentCoordinator at [email protected].

This handbook provides information onresearcher development training only.Further information about the GraduateSchool and its other activities can befound at: www.kent.ac.uk/graduateschool

4

KEY CONTACTS

PostgraduateDevelopment CoordinatorCarla Doolan (maternity cover)The Postgraduate DevelopmentCoordinator will be pleased tohelp with any queries relating tothe Researcher DevelopmentProgramme. Her contact details are:

T: +44 (0)1227 824785E: [email protected]: CNW SE 20(in the Graduate School, Canterbury Campus)

Graduate School AssistantKatie WatsonKatie Watson is the Graduate SchoolAssistant and can be contacted withany queries relating to theResearcher DevelopmentProgramme in the absence of thePostgraduate DevelopmentCoordinator. Her contact details are:

T: +44 (0)1227 824089E: [email protected]: CNW SE19 (in the Graduate School, Canterbury Campus)

Information about all members ofthe Graduate School Team can befound on our website at:www.kent.ac.ukgraduateschool/contacts.html

www.kent.ac.uk/graduateschool

5

RESEARCHER DEVELOPMENTTRAINING AT KENT

OverviewResearcher development training isdesigned to equip researchstudents and postdoctoralresearchers with a full range of skillswhich will improve theireffectiveness as researchers, andensure that they are not only highlyqualified but employable in a varietyof careers by the end of theirresearch project.

At Kent, the ResearcherDevelopment Programme has beendeveloped not only because webelieve that skills training is anessential element of any PhD and animportant aspect of careerprogression for researchers but alsoin response to national policy.Following Sir Gareth Roberts’ reviewof higher education, the UKResearch Councils (RCUK) issued ajoint skills statement to alluniversities, identifying seven areasin which UK postgraduate andpostdoctoral researchers shoulddevelop further skills while pursuingtheir research. Following a widenational consultation this statementwas recently updated and it has nowevolved to become the ResearcherDevelopment Framework (RDF). Allof our training falls under the fourheadings of the RDF:

A Knowledge and IntellectualAbilities

B Personal EffectivenessC Research Governance andOrganisation

D Engagement, Influence andImpact

A full copy of the ResearcherDevelopment Framework can befound on page 20 of this booklet.Our provision is reviewed regularlyto ensure that all four domains of theRDF are covered by the programmeand to ensure that we continue torespond to the needs of ourresearchers and other stakeholders.

Who is it for?The Researcher DevelopmentProgramme is open to allpostgraduate research studentswhether full-time or part-time(including Masters, MPhil and PhD)and for postdoctoral researchers.

Why do it?Although a PhD is an outstandingacademic qualification, having adoctorate alone will not prepare youfor your chosen career, whether inacademia or beyond. At Kent, weare committed to ensuring that weproduce doctoral students andresearchers who are experienced,highly skilled and employable. It isimportant therefore that while youare progressing in your research,you also develop the skills whichyou will need to acquire in order tosucceed in your chosen career.

Training for postgraduateteachersThe University aims to ensure thatany research student who teachesis well supported while undertakingthis role. This training and support isprovided through a variety ofdifferent means.

The Graduate School, in conjunctionwith UELT (Unit for the Enhancementof Learning and Teaching) providesa practical ‘Getting to Grips withTeaching’ session at the beginningof the academic year whichprovides an induction for studentsdue to teach in Higher Education forthe first time. In addition, theGraduate School provides, as partof its Researcher DevelopmentProgramme, one-off workshopsthroughout the academic year.These workshops focus on specificaspects of teaching (eg Teachingwith Technology and Work-LifeBalance). Students should reviewthe content of these sessions on theonline booking system carefully andselect the ones which they feelwould be most useful and relevantfor them to attend.

The University offers the AssociateTeacher Accreditation Programme(ATAP) which is a formalqualification intended for GTAs,part-time and sessional teachers.For full details of the support theUniversity offers please see the‘Teacher Training and otherworkshops’ tab on the followingpage: www.kent.ac.uk/graduateschool/skills/programmes/rdpworkshops2013.html


6

ONLINE BOOKING SYSTEM

Researchers will need toregister with theGraduate School’s onlinebooking system beforethey can book places onour workshops.

Brief guideThe booking system can be found athttps://bloom.kent.ac.uk

The booking system can also beaccessed at the following link:www.kent.ac.uk/graduateschool/skills/indexnewstuds.html


Once you have accessed this linkthe following left hand menu willappear on the Graduate Schoolwebsite.

Choose Online Booking Systemfrom the left hand menu.

You will then be asked to enter yourKent user id and password, whichwill take you to the online bookingsystem and activate your account.


When you log into the system this isthe first screen that you will see. Thesystem is designed so that you canbook onto workshops of your choiceusing the “Workshops” section andyou can view your bookings andpast history using the “My Profile”section. The “My PhD” section is afree notes section in which you caninclude notes on any other activitieswhich you undertake suchconferences, field work or otherexternal workshops/training.

Our Researcher DevelopmentAssessment is also accessiblethrough this system and this ismade visible to all new PhDstudents after they have attendedone of our Researcher DevelopmentAssessment Workshops (these arediscussed in more detail in thefollowing section.)

Should you encounter anydifficulties registering with or usingthe system, please contact theGraduate School by [email protected]

CONTINUED OVERLEAF


ONLINE BOOKING SYSTEM(CONT)

The workshop detailsscreenTo book a place or join the waitinglist for this workshop press here

Workshop details, session aims,previous feedback and anypreparatory work are displayed here.

The workshop screenThis screen presents you withdetails of all forthcoming workshopstaking place within the next 30 days.

Click on the workshop title to findout more information on about theworkshop (see screen below.)

You can use the search functionto look for future workshops(beyond 30 days). You can searchfor workshops by title, RDF domain,trainer and start date.

You can easily see what workshopsyou have booked by using the “MyBookings” tab.


RESEARCHER DEVELOPMENTASSESSMENT

What is the ResearcherDevelopmentAssessment?The Researcher DevelopmentAssessment has a dual purposeand is for the benefit of bothresearch students and supervisors.In completing the ResearcherDevelopment Assessment, all newresearch students are encouragedto consider their existing portfolio ofskills, as well as the skills that theyhope to acquire while doing theirdoctoral research. Researchers arealso actively encouraged toconsider a range of career optionsand the particular skills that theymight need for their chosen career.The identification of their trainingand development needs at an earlystage will help students to completetheir research and writing, using themost effective means to avoidsituations in which they may fail to

progress because they lack aparticular skill.

Completion of a ResearcherDevelopment Assessment iscompulsory for all new PhDstudents and its completion is acondition of the probation review (at 12 months for part-time students,10 months for full-time students).

How can I undertake aResearcher DevelopmentAssessment?The Researcher DevelopmentAssessment may be completed viaour online booking system and newPhD students are introduced to theResearcher DevelopmentAssessment at a ResearcherDevelopment Assessmentworkshop. All new PhD students willbe reminded to book a place on oneof these workshops (see page 28

for the list of dates) during theautumn term. Jenny Wade isresponsible for delivering ourResearcher DevelopmentAssessment workshops to new PhDstudents (see more informationabout Jenny Wade on page 19).

What is covered at aResearcher DevelopmentAssessment workshop?The Researcher DevelopmentAssessment workshop will outlinethe rationale behind the ResearcherDevelopment Framework andexplain the assessment process.The assessment is an opportunityfor you to reflect on the skills youalready have and those that you willneed to develop in order to progressthrough your PhD and into yourchosen career. Developing theseskills might involve taking part inGraduate School courses, courseswithin your own school, orconferences and training eventsheld within your own discipline on anational level. You will also developsome of these skills with the help ofyour supervisor as you proceedthrough your research programme.The Researcher Developmentassessment asks you to begin tothink about your current‘competence’ level and to considerthe evidence of this competency fora wide range of skills.

After the workshop you shouldcomplete the assessment documentand discuss this in some detail withyour supervisor. This is a great

When do ResearcherDevelopment Assessmentworkshops take place?The three hour workshops run fromOctober to the end of March and allfirst year PhD students are expectedto participate in a workshop in orderto learn about the ResearcherDevelopment Assessment, what itmeans, why they should do it, andhow to complete it. Anyone joiningafter March can attend a session inthe following October. The GraduateSchool will ensure that there aresufficient workshops available for allfirst year PhD students to attend.

MonitoringThe Graduate School monitorsattendance at the ResearcherDevelopment Assessmentworkshops and the PostgraduateDevelopment Coordinator contactseach academic school at the end ofthe autumn term to inform themwhich PhD students have not yetattended a ResearcherDevelopment Assessmentworkshop. This enables schools toidentify those PhD students whomay still need to attend a workshopduring the spring term so that theycan undertake their ResearcherDevelopment Assessment prior totheir probation review.

opportunity, at the beginning of yourresearch programme, to clarify whatskills you think you have and thosethat you will need help to developover the course of your PhD. Mostpeople start a PhD having had areally successful period as anundergraduate and/or Master’sDegree student, but this doesn’tmean that you are expected to haveall the skills you need at the outsetof your research project. Reflectingon the training and support youneed and talking with yoursupervisor about how you willacquire this is a really important firststep toward successfully completingyour PhD.


RESEARCHER DEVELOPMENTASSESSMENT (CONT)


ABOUTTHETRAINERS

Mario BisiadaMario Bisiada is an associatelecturer in German and his mainresearch interest lies in the studyof phonological and syntacticchange and historical linguistics.For his current project, he isinvestigating the role of translationin syntactic change and whetherthe English language exerts alasting influence on German in thetranslation process.

Mario runs the ‘ An introduction toLaTeX’ workshop. (See page 35 fordetails).

Dr Luke BlaxillLuke Blaxill is the Director ofGradFunding and the lead author of“The Alternative Guide toPostgraduate Funding.” Lukereceived dozens of rejections fromvarious research council anduniversity scholarships, prior tostarting his PhD at King’s CollegeLondon (in History in 2006)unfunded. Over the following threeyears, he gained over 35 awardstotalling more than £40,000.

Luke runs the “PostgraduateFunding: Considering theAlternatives” workshops for thedevelopment programme. (Seepage 43 for details).

Dr Alixe BoveyDr Alixe Bovey is a Senior Lecturerwith the School of History whospecialises in the visual culture ofthe later Middle Ages. Alixe receiveda BA in History and MedievalStudies from the University of

Victoria in British Columbia, Canadabefore obtaining a MA and a PhDfrom the Courtauld Institute of Art,University of London. She beganher career as a curator in theDepartment of Manuscripts at theBritish Library, working on a projectthat has evolved into the Catalogueof Illuminated Manuscripts. Shejoined the University of Kent in 2005and her teaching focuses on the artand cultural history of Europe in thelater Middle Ages. Alixe is theDirector of the University’s Centrefor Medieval and Early ModernStudies and in 2009 convened theconference of the BritishArchaeological Association inCanterbury. In 2008, she presentedIn Search of Medieval Britain, a six-part series for BBC4 that wasbroadcast as part of the channel’sMedieval Season.

Alixe runs the “Viva” workshop forHumanities students for thedevelopment programme. (Seepage 48 for details).

Dr Kate BradleyDr Kate Bradley studied for her BAand MA degrees at GoldsmithsCollege, University of London,before taking up a Leverhulme Truststudentship to work on her PhD atthe Centre for Contemporary BritishHistory at the Institute of HistoricalResearch, University of London in2002. After completing her PhD inMarch 2006, she taught part-time atthe Universities of Hertfordshire andKent. Kate was awarded an ESRCPostdoctoral Fellowship at theCentre for Contemporary BritishHistory in April 2007, before joining

the School of Social Policy,Sociology and Social Research inOctober 2007 as a Lecturer inSocial History.

Kate runs the “Progressing in YourAcademic Career” workshop for thedevelopment programme. (Seepage 41 for details).

Dr Helen BrooksDr Helen Brook joined theUniversity of Kent in September2009 as a lecturer within the Schoolof Arts. Before this she spent twoyears as a Lecturer in Drama at theUniversity of Nottingham, and fouryears as an Associate Lecturer inDrama at the University of Exeterwhere she also gained her BA(Hons) in Drama and her PhD. Hermain research interest is theatre andperformance history from the 18th tothe early 20th Century.

Helen runs the ‘Embodied Learning’teacher training workshop. (Seepage 58 for details).

Anthony Brister CBE FRSAFollowing a challenging first careerleading large organisations, withparticular emphasis on learning anddevelopment, Tony formed ABCoaching and Leadership Ltd in2007 to provide executive/performance coaching, leadershipmentoring, and leadership andeducational consultancy.

Tony’s career began withpeacekeeping in Northern Irelandand culminated as Head of theArmy’s Educational and Training

CONTINUED OVERLEAF

12

ABOUT THE TRAINERS(CONT)

Services Branch (in the rank ofbrigadier), responsible for learningand development across the Army.Other senior appointments included:leader of a large specialist trainingorganisation with six schools on fivesites; leader of a team responsiblefor implementing new, ground-breaking HR procedures across theArmy; and Head of Strategic andCorporate Planning for the HR andTraining functions for the Army.

In the course of all this, Tony hasfaced and dealt with big challengesand the unexpected and constantdemands of leadership. He hastaken great pride in developingstrong teams and helping to unleashthe potential of those he has hadthe privilege to lead.

As a coach Tony enjoys working onpersonal and professionaldevelopment and is particularlyinterested in the challenges ofleadership. He strives to enableleaders to achieve results while alsomaking their organisations moreexciting, enjoyable and fulfillingplaces to work.

Tony runs “Leadership” and“Achieving your personal goals”workshops for the developmentprogramme. (See pages 38-39 fordetails.)

Dr Dominique ChuDominique Chu obtained his PhD inPhysics from the University ofBergen (Norway) in 2001. InSeptember 2005 he joined theUniversity of Kent as an Academic

Fellow within the School ofComputing. His main researchinterest is Bio-inspired computingand Systems Biology, specifically;computational systems that evolvecell signalling networks that havepre-specified properties.

Dominique runs the ‘Introduction toLaTeX’ workshop. (See page 35 fordetails.)

Will ClementWill Clement is an independentconsultant, speaker and workshopleader specialising in the delivery ofunderstanding individuals andteams. Will’s main aim is to createworkshops that bring theory intopractice: his workshops fosterhonesty, empathy, and are enjoyable. His work is centred onunderstanding individuals, helpingthem deploy their strengths, andexploring how this can be utilisedwithin teams and groups. Like mostthings in Will’s life, his approach ispowerful, simple and effective. He isa highly engaging and thought-provoking speaker, with a no-nonsense, back-to-basics approach,which draws on 20 years trainingand management experience. Hiswork encourages individuals to seizeopportunities, enjoy relationships,succeed at work and learn how torespond to adverse situations with apositive approach.

Will has worked in public, privateand education sectors, includingRoyal Mail, Leeds Met Universityand the AA. Will has a strong clientbase in the University sector, is a

regular guest speaker for the AUAand is a member of the CharteredInstitute of Personnel andDevelopment.

Will runs the “Group and Teams”workshops for the developmentprogramme. (See page 57 fordetails.)

Michael CollingwoodMichael Collingwood is theUniversity’s Subject Specialist forSocial Sciences, working with theUniversity of Kent’s PartnershipDevelopment Office to developand deliver outreach programmesto school and college studentsand staff.

Michael has worked in both thecompulsory and post compulsoryeducation sectors, having trained inboth primary and further education.Given the diverse age range of thestudents that he has worked with,Michael has developed a range offlexible approaches to teaching thatenable him to meet the needs ofdiverse groups of learners.

Michael works with PhD students aspart of the Academic Ambassadorbranch of the Student AmbassadorScheme and supports PhD studentsto develop teaching styles andcontent that is relevant for schooland college students. He alsoteaches maths and sociology on theAccess to Higher Educationprogramme at K College, Dover.

Michael runs the “Delivering yourResearch in Secondary Schools”


13

assignments and setting andmarking of examination papers. Theworkshops he offers through IncusAssociates are based on hisexperiences with the staff andstudents in the many academicinstitutions in which he works.

Derek runs the “Fundamentals ofstatistics” workshops for thedevelopment programme. (Seepage 31 for details.)

Dr David CookeDavid spent most of his career as aresearch scientist in theBiotechnology and BiologicalSciences Research Council(BBSRC), where he workedprincipally on pest problems of thesugar-beet crop. He has writtenmany papers, articles and bookchapters, and has considerablerefereeing and editing experience.As a trainer, he now runs workshops

that will help postgraduate orpostdoctoral scientists producetheses and papers that areinteresting, well-written, andwelcomed by examiners, editorsand referees.

David runs the “Scientific Writing”workshops for the developmentprogramme. (See page 41 fordetails).

Dr Matthew CoppingMatthew joined the Unit for theEnhancement of Learning andTeaching in 2007 and is a StudentLearning Advisor based at theCanterbury Campus, supportingstudent learning across a range ofdisciplines and at all levels. Prior toreturning to Kent, Matthew workedat the University of Essex, where hewas responsible for developing anddelivering training programmes forpostgraduate research students.Matthew’s previous experienceincludes teaching a broad range ofundergraduate history courses atKent and studying for a period ofyears as a mature student. Prior tothis he had a career in industry as amechanical engineer. Matthew holdsa PhD in the History and CulturalStudies of Science.

Matthew runs “Preparing for yourViva” and “Effective Reading”workshops for the developmentprogramme. (See pages 47 and 37for details.)

Josie DixonJosie is an experienced trainingconsultant and specialises in

and “Communicating your researchto a non-specialist audience”workshops for the developmentprogramme. (See page 51 fordetails.)

Dr Derek CooperDerek trained in mathematics andhas a PhD from the Open University.For many years he providedcomputing and statistics supportand teaching at King’s CollegeLondon, particularly for the schoolsof medicine and dentistry, and is co-author of nearly 100 publications.He is now a freelance statisticianoffering training, tutoring andanalytical services to researchers.

Derek continues to teach andsupport research postgraduatesfrom various disciplines, and is thestatistics tutor for several MScworkshops providing workshopmaterial, teaching, assessment of


CONTINUED OVERLEAF

14

research interest is in CognitivePsychology, particularly theinterface between cognitiveprocesses and social interaction,specifically the way that we accessand represent other people’sperspectives during communication.

Heather runs the ‘Work Life balance’teacher training workshop. (Seepage 59 for details.)

Dr Fragkiskos FilippaiosFragkiskos was awarded his PhD in2004 by the Department ofInternational and EuropeanEconomic Studies, AthensUniversity of Economics andBusiness. He has worked as aconsultant for the Ministry ofDevelopment in Greece and was theMinistry of Economy and FinanceSenior Research Fellow at theHellenic Observatory, EuropeanInstitute, London School ofEconomics during 2007 and 2008.He has also worked as InternationalMBA Course Director at KingstonBusiness School, KingstonUniversity London. His researchinterests include the roles ofsubsidiaries of MultinationalEnterprises, the location strategiesof multinationals’ subsidiaries, therole of technology in themultinational group and theempirical assessment of ForeignDirect Investment. Fragkiskos is anAssociation of MBAs accreditationspanel member and an activemember of the Academy ofInternational Business and theEuropean and InternationalBusiness Academy.

Fragkiskos runs our “Publishing inInternational Peer-ReviewedJournals: Dealing with theSubmission Process” workshops forthe development programme. (Seepage 48 for details.)

Dr Dave Filipovic-CarterDave was awarded his PhD inpublic international law fromSouthampton University in 2000. Oncompletion he took up a teachingpost at Varna Economics University(Bulgaria), teaching international lawand negotiation to students there, aswell as being engaged insupporting the reform of the HEsector in southeast Europe. He thenmoved to work in Budapest for CivicEducation Project – an internationalnot-for-profit organisation supportingthe development of Social ScienceHE across the former communistcountries. His work took him to manywonderful places in central andsoutheast Europe, where hedesigned and delivered a range oftraining courses in teachingmethodology, course design, andtransferable skills, as well as runningstudent experiential learning events.After further stints in Macedonia andSerbia, doing similar work, Davedecided to relocate back to the UKto expand the training work he hadbeen doing there part-time for anumber of years.

Dave now runs his own companywhich develops and delivers arange of training workshops,primarily aimed at the universityresearch community (PhDs,postdocs, and supervisors) in the

running workshops forpostgraduates, postdoctoralresearchers and staff in highereducation. She has over 40university clients in the UK, runningright across the sector from Oxfordand Cambridge to post-1992universities, as well as others inEurope and the USA. Herworkshops are aimed specifically atresearchers in the Humanities andSocial Sciences; principal areas fortraining are publishing research,and writing and giving conferencepapers. She was previouslyPublishing Director for theAcademic Division at PalgraveMacmillan and before that spent 11years in commissioning andmanagerial roles at CambridgeUniversity Press. She also hasclients in the publishing industry,where she gives training workshopson commissioning, managementand strategy.

Josie runs our “Writing Articles forInternational Publication in Peer-reviewed Journals in the Humanitiesand Social Sciences” workshop forthe development programme. (Seepage 48 for details.)

Dr Heather FergusonDr Heather Ferguson joined theUniversity of Kent in 2009 as aLecturer within the School ofPsychology. Before this shecompleted her PhD in CognitiveNeuroscience and language at theUniversity of Glasgow, and workedas a post-doctoral researcher in theDivision of Psychology andLanguage Sciences at UniversityCollege London. Her primary



15

services, developing implementationguidelines for the MDS-RAI, healthyeating among school children andthe provision of supported furthereducation for people with long-termmental health needs in the SouthEast region.

Laura runs our Introductory to Nvivosessions for the developmentprogramme. (See page 34 fordetails.)

Dr Steve HutchinsonAfter completing his PhD inBehavioural Ecology and working inacademia, Steve moved to the areaof training and development. Overthe last nine years he has been anacademic and research-sector skillstrainer and has designed andmanaged acclaimed courses for ahuge range of institutions. Prior tosetting up his training company heled researcher developmentprogrammes at the Universities ofYork and Leeds and was theUKGRAD hub coordinator forYorkshire and the Northeast.

A skilled facilitator and trainer, he isboth a UK GRAD course directorand tutor and an associate andprogramme director for theLeadership Foundation for HigherEducation. In addition, he isqualified as both a coach andpractitioner of Neuro-LinguisticProgramming.

Steve runs the “Producing anEffective Research Poster”workshops for the developmentprogramme. (See page 49 fordetails.)

Mihael JeklicMihael Jeklic teaches negotiationand decision science at King’sCollege London, University CollegeLondon and Queen Mary UniversityLondon. Between 1998 and 2006 heworked in the city of London as alawyer in capital markets andproject finance and later as aninvestment banker in real estate andequity funds sectors. After that heacted as an independent consultantfor various private equity funds andfor a government in bankingprivatisation. Mr Jeklic holdsgraduate degrees in law fromHarvard and in psychoanalysis fromUniversity College London, as wellas various trainings in behavioural,integrative and psychodynamicpsychotherapy. His researchinterests include neuropsychologyof conscious and unconsciousthinking, and rationality in decisionmaking with a focus on unconsciousmotivation, confabulation, andconscious and unconsciousaspects of bounded ethicality.

Mihael runs the “PrincipledNegotiation” workshops for thedevelopment programme. (Seepage 49 for details.)

Dr Peter KlappaDr Peter Klappa is a Senior Lecturerin Biochemistry and joined theSchool of Biosciences at Kent in1995. His primary research interestfocuses on protein folding and therole molecular chaperones andfolding catalysts play in thisprocess.

UK, as well as in western andeastern Europe. He works directlyfor a wide variety of universities, andis heavily involved in the nationaland local programmes of Vitae.Areas of particular interest include:groups and group dynamics;collaboration and team-working;communication, especially inter-cultural; negotiation and managingprofessional relationships.

Dave runs our “Making Progress inYour PhD” workshops for thedevelopment programme. (Seepage 29 for details.)

Dr Sarah HaasSarah Haas has worked with writersgroups in Japan and in the UK; shehas been researching interaction inpostgraduate writers’ groups atAston University for the past threeyears. She is particularly interestedin writers’ understandings of theirown writing processes and the useof non-evaluative feedback in thewriting process.

Sarah runs our writing retreats forthe development programme. (Seepage 53 for details.)

Laura HoldsworthLaura is a Research Associate in theUniversity of Kent’s Centre for HealthServices Studies, and her areas ofinterest are in using qualitativemethods to investigate userperspectives among vulnerablegroups and applied research in longterm and palliative care settings.Previous research projects haveincluded a literature review of theevidence base for hospice at home


CONTINUED OVERLEAF

16

many of the classics of the criticaltradition. Oriented by the criticaltradition in politics and philosophy,his research focuses on thepossibility of establishing an idea ofpure critique, defined as an idea ofcritique that does not dissolve intothe to-and-fro of opinion.

Iain runs the “Critical Methods in theSocial Sciences” workshops for thedevelopment programme. (Seepage 32 for details.)

Media Players InternationalMedia Players International is a UK-based partnership specialising inmedia training and is run by TimGrout-Smith and Lily Poberezhska.Tim and Lily currently run workshopson communicating research, radioand tv journalism, media outreachand awareness raising at 24universities across the UK. (Seepages 54-55 for details.)

Dr Lavinia MittonLavinia became a Lecturer in SocialPolicy at the University of Kent in2003. Prior to this she studied forher BA and MSc degrees at theUniversity of Oxford before takingup an ESRC studentship to work onher PhD at the London School ofEconomics. Her main areas ofresearch are household incomes,social security policies, socialexclusion and ethnic minorities. She has a particular interest inquantitative research involving theanalysis of large-scale surveys suchas the Census, the UK FamilyResources Survey and the LabourForce Survey.

Lavinia runs the “Presenting Dataand Tables” workshop for thedevelopment programme. (Seepage 52 for details.)

Peter runs the ‘Microteaching’ and‘Teaching with Technology’ teachertraining workshops. (See page 59for details.)

Angela KochAngela Koch works as an advisor for the Student Learning AdvisoryService (part of the Unit for theEnhancement of Learning andTeaching). Originally from Germany,Angela completed herundergraduate and postgraduatestudies as a foreign student atBritish universities. Angela hasdeveloped and taught English as aforeign language and study skillscourses at Further and HigherEducation Institutions in the SovietUnion, China and Mozambique.

Angela runs “Communicatingacross Cultures” workshops for thedevelopment programme. (Seepage 49 for details.)

Dr Iain MacKenzieIain joined the School of Politics andInternational Relations in 2005. Afterstudying Politics at GlasgowUniversity, Iain lectured in Politics atQueen’s University Belfast (1993-2002). During his time there, hedeveloped an interest in the idea ofcritique; a form of practical,theoretical and creative activity thatreaches beyond the indifference thatnecessarily results from the mere to-and-fro of opinion. This researchwas significantly enhanced with ayear as Senior Lecturer in ModernEuropean Philosophy at MiddlesexUniversity (2002-2003) where hetaught, and learned much from,



17

Nicola Schmidt RenfreeNicola Schmidt-Renfree is anindependent consultant who workswith language and conversationanalysis in academic andprofessional environments. She haspreviously worked for a number ofUK universities, including Kent(2003–2010), Ulster, Brighton,Sussex and Imperial CollegeLondon, and is now managingconsultant of her own company,NSR Parlance. She has over 20years’ experience enabling peopleto develop competence ininterpersonal spoken and writtendiscourse and to use languagefluently and dynamically. Shespecialises in verbal aspects ofinterpersonal communication skillsalthough includes both verbal andnon-verbal aspects when offeringconsultancy. In addition to lecturingand running seminars in Linguistics,Communication, and EnglishLanguage, her university experienceincludes supervising postgraduatedissertations, and teaching sessionsto international researchers on usingEnglish for Academic Purposes.Nicola is currently writing a bookfor international researchers tofacilitate accuracy in writing in theacademic context.

Nicola runs the ‘Leading InteractiveSeminar Discussions’ workshop andthe individual ‘Advisory WritingTutorials’ for the the developmentprogramme. (See pages 58 and 47for details.)

Mona Shair-WlochMona obtained her BSc inPsychology from McGill University inCanada and her MA in InternationalRelations from University of KentBrussels (UKB). She received hercoaching training from therenowned Coaching DevelopmentSchool in London. Mona is alsocertified as a Master Neuro-Linguistic Programming (NLP) andis a Certified Coach (ACC)accredited by the InternationalCoach Federation (ICF). In additionto life and career coaching, Mona’sareas of training expertise are inPublic Speaking, PowerfulCommunication, and TeamDynamics.

Mona runs the “Impact – TheSecrets to a Powerful and DynamicPerformance” and “Careerstraining” workshops for thedevelopment programme. (Seepages 56 and 40 for details.)

Dr Christina SilverChristina Silver is the manager ofthe Computer-aided Qualitative DataAnalysis Software (CAQDAS)Networking Project. The projectprovides information, advice, andtraining in a range of softwarepackages designed to facilitate theanalysis of qualitative (andincreasingly, mixed methods) data.She leads the training and capacitybuilding activities of the project andis involved in research into the useand implications of qualitativetechnology. Christina’s particularinterests relate to the relationship

Kathryn RedwayKathryn Redway is an experiencedmanagement consultant, executivecoach and business author. She isskilled at getting to the heart of thematter and providing newperspectives, tools and techniquesto help people think differently andtranslate their thoughts into action.A pragmatic perfectionist who is atonce intuitive and analytical,Kathryn is gifted at seeing the bigpicture as well as the detail. Aninspiring straight talker, Kathrynuses humour and her considerableexperience to tell it how it is and tomake things happen.

Kathryn has worked as amanagement consultant for over 25years. Her approach is humanisticyet commercially focused. Basedon her wide experience of many ofthe basic skills of leadership andmanagement, she tailor-makesdevelopment programmes to helporganisations grow. Kathryn workedfor IBM for ten years before settingup her own consultancy. Recentclients include: Mastercard, theEuropean Commission, Sainsburys,BP, Shell, ATT, Hitachi, Sony,INSEAD, Oxford University, ImperialCollege London and UniversityCollege London.

Kathryn runs the ‘Rapid Reading’,‘Effective Note-taking’ and‘Maximise your Memory’ workshopsfor the development programme.(See pages 37 and 38 for details.)


18

professional and personaldevelopment through work with TheBritish Society for Immunology, TheRoyal Society of Medicine and TheUK GRAD programme.

Norman runs the “Develop yourAcademic Writing” workshops forthe development programme. (Seepage 54 for details.)

Paul ToombsPaul Toombs has over 30 years’experience in training people to besuperior performers. Sincegraduating with a BusinessManagement degree Paul hasworked with a number ofmultinational organisations; beforemoving into consultancy in 1990 heworked for SKF, (Sweden),Goodyear, (US), and Portals, (UK).

Paul has continued to workinternationally for SP Tyres, Siemens, Lufthansa,PricewaterhouseCoopers, PhilipMorris, Hewlett Packard, UMEHealth in North America, Western,Central and Eastern Europe, Russia,Kazakhstan, Asia, and the UAE. Inthe UK he retains links withuniversities and works nationallywith researchers. Paul is a leader forthe Effective Researcher Workshop(for those 9 months into their PhD);directs and tutors on GRADschools,(a workshop for people about 2years into their PhD); and leadsBroadening Horizons, (a workshopon career management for thosethat have a PhD). Paul alsofacilitates skills development

sessions for undergraduates,postgraduates, researchers andacademics. He has a passion forassessing and coaching peoplewith their personal and careerdevelopment, using a competencybased approach.

Paul runs “The End is in Sight”,“Common Good – Spotlight onSocial Enterprise”, “The EngagingResearcher” and “EffectiveResearcher” workshops for thedevelopment programme. (Seepages 29,50,51 and 28 for details.)

Dr Maryon TysoeDr Maryon Tysoe held research andteaching posts at the Universities ofSurrey, Sussex and Kent beforebecoming psychologycorrespondent on the weeklymagazine New Society. While thereshe won the Periodical PublishersAssociation award for TechnicalWriter of the Year, regarded as the‘Oscar’ for specialist writing in UKmagazines. Maryon has sincewritten several books aimed atcommunicating academic researchaccurately to a lay audience in anaccessible and engaging way. Shehas broadcast on radio (BBC Radio4 in particular) and television, andhas written for both magazines andnational newspapers, eg TheGuardian and The Independent.Maryon has taught mediacommunication for The BritishPsychological Society since 1986,and is a former Editor of its monthlymagazine The Psychologist. Shehas also held writing fellowships at

between technology andmethodology, the integration andanalysis of non-textual data, usingsoftware and the impact oftechnology on the teaching ofmethodology. Christina is co-directorof Day Courses in Social Research,a program of methodologicaltraining provided by the Departmentof Sociology at the University ofSurrey. She is also the co-founder ofQualitative Data Analysis Services(QDAS), which provides customisedtraining and consultancy servicesfor individuals and groups engagedin qualitative analysis.

Christina runs the ‘Nvivo-Intermediate/Advanced’ two-dayworkshop. (See page 34 for details.)

Professor Norman StainesNorman is the founder and directorof Incus Associates. He trainedoriginally as a zoologist andimmunologist, more recently increative writing, and brings hisextensive experience of life inacademia and industry to thedesign and personal delivery oftraining programmes forresearchers. He has taught at alllevels of higher education, and wasProfessor of Immunology at King’sCollege London from 1985 where healso established and led a GraduateSchool and a skills developmentprogramme. He is the author ofmany original research papers, haswritten and edited books andsupervised over 20 doctoralresearch students. He has wideexperience of issues surrounding



19

Jenny WadeJenny Wade is a freelance consultantwho works in graduate recruitment,project management and training.She conducts telephone interviewsfor graduate recruitment schemes forlarge organisations and managesand assesses at assessmentcentres, most recently with BAA andpreviously for Lloyds TSB. Previouslyshe worked at the Careers Researchand Advisory Centre running eventsand designing and deliveringtraining. Prior to this she worked forLloydsTSB for 11 years, in a varietyof roles – including running a bankbranch, setting up a call centre,managing graduate recruitment andworking on a major IT project. Jennyhas picked up an incredibly diverseknowledge that she uses to helpmake the workshops she runs veryreal.

Jenny runs our “ResearcherDevelopment Assessment”workshops for the developmentprogramme as well as runningworkshops on stress management,time management, presentationskills and assertiveness. (See pages28,39,37,52 and 37 for details.)

Phil WardPhil Ward is the Research FundingManager at the University of Kent.He heads the research developmentteam within Research Services,which supports and advisesacademics on applying for externalresearch funding. Before coming toKent he worked for the Arts andHumanities Research Council, sohas had experience from the otherside of the funding fence.

Phil runs the “Routes into academia”and “Writing a Successful GrantApplication” workshops for thedevelopment programme. (Seepages 40 and 43 for details.)

Dr Mario WeickMario became a lecturer at the Schoolof Psychology at the University ofKent in 2010, where he also receivedhis PhD. After graduating in 2008,Mario held several full-timepostdoctoral positions and became aFellow of the Economic and SocialResearch Council (ESRC). He wasalso a visiting scholar at the Universityof California at Santa Barbara. Mariocurrently holds honorary roles asmember of the ESRC peer reviewcollege, consulting editor of aEuropean journal, and is founder of anational training and networkinginitiative for PhD students and earlycareer researchers. As a member ofInnovation, Creativity, Enterprise (ICE),Mario is also engaged outsideacademia and offers workshops andtalks related to his research to thepublic.

Mario runs the “Launching yourAcademic Career” workshop for thetraining programme. (See page 41for details.)

Bruce WoodcockBruce is a Careers Advisor in theUniversity’s Careers AdvisoryService.

Bruce runs the “Employment OutsideAcademia” workshop for thedevelopment programme. (See page40 for details.)

Imperial College London andWarwick University.

Maryon runs our Writing workshopsas well as one to one Writingtutorials for the developmentprogramme. (See page 46 fordetails.)

Dr Tendayi VikiTendayi wears many hats as anacademic, author, entrepreneur andconsultant. He holds an MSc and aPhD in Psychology. He teachesResearch Methods andOrganizational Psychology at theUniversity of Kent. During his earlyacademic career, Tendayiresearched various topics in socialpsychology including social identity,dehumanization, mergers andacquisitions, attitudes towardscriminal justice and perceptions ofhiphop music. He has also been aResearch Assistant at HarvardUniversity (USA), a Visiting Scholarat the University of Queensland(Australia) and a Visiting ResearchFellow at Stanford University (USA).Tendayi's current research interestsare in the area of organizationalinnovation and creativitymanagement. Specifically, hisresearch examines the variousfactors that influence successfulinnovation within organizations.

Tendayi runs the ‘SPSS – the basics’and the ‘Lean Innovation 101’workshops. (See pages 34 and 43for details.)


20

THE RESEARCHERDEVELOPMENT FRAMEWORK

IntroductionThe Researcher DevelopmentFramework (RDF) is a tool forpromoting and supporting thepersonal, professional and careerdevelopment of researchers inHigher Education. The ResearcherDevelopment Statement (RDS) is areference document whichdescribes the domains and sub-domains of the full framework,please see page 21. The ResearchCouncils UK (RCUK) undertake animportant role in setting standardsand identifying best practice inresearch training. RCUK havewelcomed the publication of theRDF as a reference document thatsets out the knowledge, behavioursand attitudes of effective and highlyskilled researchers. It will assist insupporting and promoting theenhancement of the quality ofresearch training and theemployability of early careerresearchers.

The RDF aims to provide anoverarching framework or model ofprofessional learning. The RDF hasbeen created from empirical data,collected through interviewingresearchers, to identify thecharacteristics of excellentresearchers expressed in the RDFas ‘descriptors’. The descriptors arestructured in four domains and 12sub-domains, encompassing theknowledge, intellectual abilities,techniques and professionalstandards required to carry outresearch, as well as the personal

qualities, knowledge and skillsneeded to work with others andensure the wider impact ofresearch. Each of the 63descriptors contains between threeto five phases, representing distinctstages of development or levels ofperformance within that descriptor.

The purpose of the RDF is to give acommon view of the skills andexperience of a typical researcherat different stages of theirdevelopment. This providesuniversities with a clear andconsistent message aimed athelping them to ensure that allresearch training was of the higheststandard, across all disciplines. It isnot the intention of this document toprovide assessment criteria forresearch training.

The Graduate School does not seekto cover all aspects of the RDF withregard to training, subject specificresearch skills will be delivered byschools.

We are always keen to havesuggestions for additionalworkshops and will do our best toprovide these if there is sufficientdemand.

Domain A: Knowledge andIntellectual AbilitiesA1 Knowledge Base1 Subject Knowledge2 Research Methods – TheoreticalKnowledge

3 Research Methods – PracticalKnowledge

4 Information Seeking5 Information Literacy andManagement

6 Languages7 Academic Literacy andNumeracy

A2 Cognitive Abilities1 Analysing2 Synthesizing3 Critical Thinking4 Evaluating5 Problem Solving

A3 Creativity1 Inquiring Mind2 Intellectual Insight3 Innovation4 Argument Construction5 Intellectual Risk

Domain B: PersonalEffectivenessB1 Personal Qualities1 Enthusiasm2 Perseverance3 Integrity4 Self Confidence5 Self-reflection6 Responsibility


21

Domain C: ResearchGovernance andOrganisationC1 Professional Conduct1 Health and Safety2 Ethics, Principles andSustainability

3 Legal Requirements4 IPR and Copyright5 Respect and Confidentiality6 Attribution and Co-authorship7 Appropriate Practice

C2 Research Management1 Research Strategy2 Project Planning and Delivery3 Risk Management

C3 Finance, Funding andResources1 Income and Funding Generation2 Financial Management3 Infrastructure and Resources

Domain D: EngagementInfluence and ImpactD1 Working with Others1 Collegiality2 Team Working3 People Management4 Supervision5 Mentoring6 Influence and Leadership7 Collaboration8 Equality and Diversity

D2 Communication andDissemination1 Communication Methods2 Communication Media3 Publication

D3 Engagement and Impact1 Teaching2 Public Engagement3 Enterprise4 Policy5 Society and Culture6 Global Citizenship

B2 Self-Management1 Preparation and Priorities2 Commitment to Research3 Time Management4 Responsiveness to Change5 Work-life Balance

B3 Professional and CareerDevelopment1 Career Management2 Continuing ProfessionalDevelopment

3 Responsiveness to Opportunities4 Networking5 Reputation and Esteem


22

EXTERNAL ORGANISATIONS AND OPPORTUNITIES


also keep track of the nationaltraining initiatives which areorganised by Vitae. There are alsomany documents and publicationswhich can be downloaded whichcover a multitude of topics such asresearch planning, raising yourprofile, career planning and selfdevelopment. Vitae invites articlesand comments from allpostgraduate researchers andthose interested in theirdevelopment on the following blog,which they host, “What’s up doc?”http://www.vitae.ac.uk/researchers/346441/Whats-up-doc-blog-for-postgraduate-researchers.html.

National PostgraduateCommittee (NPC) www.npc.org.uk/The NPC is a charity to advance, inthe public interest, postgraduateeducation in the UK. It is made upof postgraduate studentrepresentatives from educationalinstitutions within the UK. The NPCaims to promote the interests ofpostgraduates studying in the UK,while remaining politically non-aligned. The Committee holds anannual conference and publishesvarious guidelines and codes ofpractice.

Vitaewww.vitae.ac.uk/Vitae is a national organisationchampioning the personal,professional and careerdevelopment of doctoralresearchers and research staff inHigher Education institutions andresearch institutes. Vitae play amajor role in supporting the UK in itsprovision of world classresearchers. Vitae have also beenresponsible for developing andimplementing the ResearcherDevelopment Framework (see page20). The Vitae website is a greatplace to pick up advice, tips and

23

us. The familiar task of writing thethesis will be replaced by somethingelse – but exactly what isn’t alwaysclear. Will it be postdoctoralresearch, university teaching, orsomething outside academia?

If you are ready to explore thepossibilities of life beyond the PhD,or just want some motivation, wehope that you will find this website auseful starting point.

British LibraryThe British Library offerspostgraduate training days andresearch visits which provide aspecially tailored day of talks,workshops and networkingopportunities focusing on yourresearch project.

Aims of the training days:• To introduce you to the range ofresearch materials available in theBritish Library

• To offer special curator sessionsand workshops in a range oftopics

• To show you how to access thecatalogues, and carry outbibliographic research on yourtopic

• To introduce you to specialistcurators at the Library

• To give you an opportunity tonetwork with postgraduatestudents from other universitiesacross the UK

• The day will contribute to nationalsubject-specific and genericresearch skills training

Information about these trainingdays and how to book can be foundonline at: www.bl.uk/HEtrainingdays.

Training days are currently offered inHistory, English Literature and SocialSciences.

ResearchGatewww.researchgate.net/aboutusA network for postgraduatescientists and researchers,ResearchGate was built to facilitatecollaborative work and professionalinteraction across the globe. Thisfree site, with over 3 millionmembers, enhances researchvisibility by offering the possibility of developing contacts, andconnecting with a global scientificcommunity. It also allowsresearchers to discussmethodologies and stay informedabout conferences, publications andjobs. ResearchGate is also linked into twitter and facebook.

Beyond the PhD (Arts andHumanities PhD students)www.beyondthephd.co.ukBeyond the PhD was conceived anddeveloped by people with Arts andHumanities PhDs in collaborationwith careers professionals. It bringstogether a desire to make visiblewhat happens to postgraduateresearchers after they graduate andan ambition to avoid easyprescriptions of ‘getting your perfectjob’. Finishing up and moving onfrom an Arts and Humanities PhD isso often a double-edgedexperience. As the summit comesinto view, the thought of reaching itis exhilarating, but it can also beunnerving when we don’t know whatthe world beyond it will look like for


24

ONLINE TRAININGOPPORTUNITIES

The Graduate School is pleased to offer avariety of online trainingwhich can be viewed onour web pages here:www.kent.ac.uk/graduateschool/skills/onlinetrg/index.html

The Good Viva GuideThis video by Angel Productionsand Birkbeck College University ofLondon, will help students in allinstitutions to understand the vivaand handle it well. It is now widelyused in universities throughout theUK.

Viva GuidanceA downloadable Word documentcontaining useful information andweb links about the viva.

We also offer “Preparing for yourViva” workshops (see page 48).

The Alternative Guide toFundingEveryone knows that postgraduatefunding is a challenge, and cutsacross the HE sector are makingthings tougher. The voluntary sector– the thousands of charities,foundations, and trusts in the UK –represent a major untappedfunding resource. Only a tinynumber of needy postgraduateseven consider applying to charity.The Alternative Guide toPostgraduate Funding is changingthis. It is the first and only guide onpostgraduate funding from charity. Itoffers comprehensive advice fromreal postgraduate students whoraised over £45,000 from 50 charityawards in the last three years.Please also see our workshop onpage 43 which offers moreinformation and advice on thissubject.

Blueberry TrainingThis training offers a series ofpodcasts to improve your businessskills. The podcasts containinformation about how to set up abusiness, how to sell your productand financial and legal advice.

EpigeumThe Graduate School is pleased tooffer researcher developmenttraining through an award winningonline skills training providerEpigeum.

The key advantage in using theseonline workshops is that you canaccess high quality training whenand where you need it. Someresearchers miss training becausethey are unavailable to attendworkshops. Using our onlineworkshops, you can access training24 hours a day/365 days a yearwherever you are – at home, at your


25

Cambridge, Birmingham, Cardiff,City, Cranfield, Imperial, KingsCollege London, Limerick,Liverpool, Reading, Warwick, UCDand UCL.

The online workshops are as follows(for detailed descriptions see pages36, 42, 45 and 60): • Ethics 1: Good Practice Research• Ethics 2: Working with HumanSubjects

• Research Methods: AnIntroduction to Research Skills

• Research Methods: Arts andHumanities

• Research Methods: SocialSciences

• Research Methods: Sciences• Research Methods: LiteratureReview

• Intellectual Property in theResearch Context

• Project Management in theResearch Context

• Getting Published in the Arts• Getting Published in the Sciences• Managing your ResearchSupervisor or PrincipalInvestigator

• Selecting a Conference,Presenting and Networking

• Career Planning in the Arts,Humanities and Social Sciences

• Career Planning in the Sciences• Avoiding Plagiarism• Entrepreneurial Motivation• Opportunity Recognition,Creation and Evaluation

• Entrepreneurial Resources• Research Integrity: BiomedicalSciences

• Research Integrity: Natural andPhysical Sciences

• Research Integrity: Engineeringand Technology

• Research Integrity: Social andBehavioural Sciences

• Research Integrity: Arts andHumanities

Further information about Epigeumtraining can be accessed via ourwebsite at:www.kent.ac.uk/graduateschool/skills/onlinetrg/index.html

Please contact [email protected] toenrol on these workshops.

desk, at the library or in thelaboratory. If you have a computer,an internet connection and yourlogin details, then you can accessthese Epigeum workshops.

Epigeum and its Research Skillsworkshops have won aninternational award. The IMSLearning Impact Awards aredesigned to recognise the mostimpactful and outstanding use oftechnology worldwide in support oflearning.

The workshops themselves havenow been licensed by 100institutions around the world. Afurther 14 universities alsoparticipated in the initial coursedevelopment including Aberdeen,




WORKSHOPS

The workshops scheduled for the 2013/14 academic yearare listed in this part of the handbook under sections A – Dof the Researcher Development Framework (please seepages 20-21 for more details). In terms 1 and 2 themajority of workshops will be held in Woolf Seminar Room1. In term 3 it is sometimes necessary to move workshopsdue to examinations (students will be notified of thelocation of workshops during this time via the bookingsystem). Confirmation of the location of workshops will besent to postgraduate researchers once they have booked onthe workshop using our online booking system.

Many of our workshops are incredibly popular, and if a workshop is full we ask that youenrol on the waiting list. The Graduate School uses these waiting lists to identify whenextra sessions need to be run. Adding your name to a waiting list will ensure that thishappens. If you have any queries or suggestions then please email [email protected].

The completion of a ResearcherDevelopment Assessment (afterattending a ResearcherDevelopment Assessmentworkshop) was made compulsoryfor all new PhD students registeredafter September 2009. Itscompletion is a requirement of theUniversity Code of Practice forResearch Programmes of Studyand it has been a condition of theprobation process since 2011.

When1 October 2013 am session4 October 2013 pm session9 October 2013 am session –Medway: location to be confirmed22 October 2013 am session23 October 2013 am session23 October 2013 pm session12 November 2013 pm session19 November 2013 am session20 November 2013 pm session25 November 2013 pm session9 December 2013 pm session22 January 2014 am session17 February 2014 pm session13 March 2014 pm session24 March 2014 am session

Previous participants have said:“It gave us a chance to meetothers outside our faculties anddiscuss common research pitfallsand problems”

“This workshop identified areas ofmy skills which I hadn’t eventhought of! It has encouraged meto seek help and I know who toapproach for it.”

A Knowledge andIntellectual AbilitiesResearcher DevelopmentAssessment workshopWho is it for?1st year students registered on aPhD programmeWho is facilitating?Jenny WadeRDF Category:Knowledge and Intellectual Abilities

The session will prepare first-yearPhD students to embark upon theirpostgraduate research careerswithin the University by teachingthem to assess their research andresearcher development trainingneeds.

The workshop covers:• The purpose of the ResearcherDevelopment Assessment

• Learning ways in which you canassess your own skills

• Understanding how to set aboutcompleting the skills review

• Becoming more aware of theResearcher DevelopmentProgramme coordinated by theGraduate School and identifyingworkshops which would be offurther benefit to you

• Developing an integrated andholistic approach to all aspects ofyour training needs as a researchstudent. This will involveassessing all your training needs,subject-specific, interdisciplinaryand transferable


WORKSHOP DETAILS

Effective ResearcherWho is it for?PhD students in their 1st year (orpart-time equivalent)Who is facilitating?Paul ToombsRDF Category:Research Governance

Introduced in Edinburgh Universityin 2006 and short listed for theTHES Award in 2007 forOutstanding Support for EarlyCareer Researchers, the EffectiveResearcher workshop has beenrolled out across the UK with greatsuccess.

This programme is aimed at firstyear PhD participants and looks atpractical ways to increase youreffectiveness and meet thechallenges of your PhD.

The workshop will cover:• PhD project planning and timemanagement

• Effective working practices• Working with others in theresearch environment

• Maximising your impact• Managing your supervisor• Collaboration and negotiationwith others

• Getting feedback• Culture within research groups,institutions and countries

Participants are placed in learninggroups to work on a range ofactivities. From this you will gainawareness of your performance asan individual and in a team.


CONTINUED OVERLEAF

• Starting to focus on what yourthesis should look like (structure);

• Helping you to focus onmanaging that process;

• Setting out your individual plan forthe coming year, and agreeing areview procedure for it.

When25 October 2013 all day session20 January 2014 all day session

Previous participants have said:“The workshop was clear,appropriate and personal.”

“I particularly liked the ‘mountain’concept and the idea of a thesiswithin your thesis.”

The End is in SightWho is it for?PhD students in their 3rd year (orpart-time equivalent)Who is facilitating?Paul ToombsRDF Category:Knowledge and Intellectual Abilities

This workshop is interactive and isspecifically targeted at thosestudents who are in year three oftheir PhD. It will cover issues such aspreparing for your viva; the viva –everything you have always wantedto know; dealing with stress; whatdo PhD students do next?; supportavailable and where to go from here.

When11 December 2013 all day session15 May 2014 all day session

You will use and develop skills thatare essential for a researcher suchas communication, planning, timemanagement, problem solving,leadership and assertiveness, aswell as building a greater self-awareness of your learning andworking styles.

When12 December 2013 all day session13 December 2013 all day session29 January 2014 all day session30 January 2014 all day session

Previous participants have said:“The workshop was very intensive,but the content was spot on. Theuse of games and group activitieskept it fast-paced and interesting”

Making Progress in Your PhDWho is it for?PhD students in their 2nd year (orpart-time equivalent)Who is facilitating?Dr Dave Filipovic-CarterRDF Category:Knowledge and Intellectual Abilities

The aim of the day is to help youmaintain the momentum of yourPhD as you enter your 2nd year andto refocus on the wider process ofsuccessfully completing yourdoctorate on time.

This workshop will involve:• (Re-)clarification of where you arewithin the PhD process;

• Identification, clarification andexpression of your researchquestions, and potentially yourresearch hypothesis (the “thesisin your thesis”);

creates in-text citations and acorrectly formatted bibliographyaccording to your recommendeddepartmental style – helpingstudents address the problem ofplagiarism. RefWorks is availableonline and can be accessed fromanywhere with a web connection. It is suitable for use with longdocuments (eg theses anddissertation). It has features whichallow it to be used for sharedprojects within research groups,and the ability to harvest referencesfrom many different sources,allowing you to create and managea personal library of researchrelevant to your field.

There is important preparatory workto be done if you wish to attend thissession.

When15 November 2013 14.00 – 16.0027 November 2013 13.00-15.003 December 2013 10.00-12.006 December 2013 10.00-12.00

Previous participants have said:“This was a useful introductionwhich demonstrated the variety offunctions which RefWorks iscapable of.”

Introduction to the Use ofDatabases for LiteratureSearchingThe aim of this workshop is toincrease understanding ofbibliographic databases and toshow attendees how to create abasic search strategy. A basicliterature search will bedemonstrated in a number ofbibliographic databases andattendees will obtain hands-onexperience of performing a basicliterature search themselves. Thisworkshop is intended for students ofall Faculties who are new to onlinesearching. It is designed to lead onto the subject-specific AdvancedInformation Skills Workshops.

When17 October 2013 14.00-16.0018 October 2013 10.00-12.00

This workshop is new to theprogramme this year

Previous participants have said:“The trainer provoked new ways ofthinking in terms of assessing tasksand situations that I would neverhave thought of before.”

“I particularly liked that we got achance to get insight into aspects ofthe PhD we were not familiar with.”

Library Training – ManagingInformationWho is it for?All MPhil /PhD studentsRDF Category:Knowledge and Intellectual Abilities

Introduction to RefworksThis hands-on workshop willdemonstrate how to use RefWorks’online reference managementsoftware. You can use RefWorks todownload, manage and storereferences, and then insert theminto essays, assignments,dissertations and theses. RefWorks


WORKSHOPDETAILS(CONT)


Advanced Information SkillsThese hands-on workshops willprovide advanced information skillsspecific to particular subject areas.

For SciencesThis workshop will cover advanceddatabase searching for journalarticles in the Sciences and willinclude how to keep up-to-date withemerging research (eg how to setup automatic alerts so that you canbe instantly notified of newpublications).

When14 November 2013 10.00-12.00

For Social SciencesThis workshop will cover advanceddatabase searching for journalarticles in the Social Sciences andwill include how to keep up-to-datewith emerging research (eg how toset up automatic alerts so that youcan be instantly notified of newpublications).

When4 December 2013 14.00-16.00

For Arts and HumanitiesOnline Reference Resources for Artsand Humanities

When13 November 2013 10.00-12.00

Visual and MultimediaResources for Arts andHumanitiesWhen27 November 2013 10.00-12.00

These workshops are new to theprogramme this year

Measuring Research ImpactThis hands-on workshop will explainsome of the yardsticks being used,introduce some of the tools andfeatures available for citation orimpact analysis of journals andresearch published in them, andtake a look at emerging models formeasuring research.

When2 December 2013 10.00-12.00


An Introduction to the Principlesof Open Access Publishing andOverview of CopyrightAn introduction to the principles ofOpen Access publishing will beprovided – including publication in‘Gold’ open access journals andalso the deposit of material(including PhD Theses) into the KentAcademic Repository (‘Green’ OpenAccess).

An overview of copyright, databaseand related rights will be providedthat will help researchersunderstand how the law relates tothe material they are using and

creating, and the most effectiveways of managing the rightsinvolved. The session will includediscussions on: reproduction ofcopyright works in research papersand theses; open licensing models(such as Creative Commons);licence contracts with publishersand proposed changes to copyrightlaw that will benefit research.

When26 November 2013 14.00-16.005 December 2013 10.00-12.00


Fundamentals of StatisticsWho is it for?All MPhil/PhD studentsWho is facilitating?Dr Derek CooperRDF Category:Knowledge and Intellectual Abilities

This two day workshop will betailored to participants’ needs andinvolves some preparatory work. Ingeneral, the workshop will coverdescriptive statistics and graphics;probability; distribution; interring themean of a population; hypothesistesting; comparison of means; non-parametric comparisons; relatingcategorical variables; and relatingquantitative variables.

NB you do have to attend bothdates as this is a two-day linkedworkshop.

CONTINUED OVERLEAF


• In what ways have thesepresumptions been challengedwithin the tradition of modernEuropean philosophy?

• Is the idea of a critical methodoxymoronic?

• Are critical methods alwayshistoricist and/or normative?

The second part of the session,organised as a discussion betweenIain and Demetra, will consider theways in which these considerationscan be taken into the field. A thirdpart of the session will invite someof the participants to join in thediscussion by presenting their ownresearch with a view to examiningwhether or not the idea of criticalmethods is pertinent to theirresearch, what challenges they faceif it is and how they intend to meetthose challenges.

When29 October 2013 – pm session

New to the programme this year:Critical Methods in the SocialSciences: The Problem ofHistoryOne of the central elements ofcritical methods that make them socritical is that they are suffused witha strong historical sense. This raisestwo key questions; a) ‘how do weunderstand the relationshipbetween history and criticism?’ andb) ‘in what ways can criticallyoriented researchers in the socialsciences embed history within theirresearch programmes?’ Thesequestions are especially pertinentfor researchers using methodsinspired by the dialectical tradition

of modern European philosophy (forexample, Hegelian and Marxistapproaches) and for those that aimto use genealogical methods withintheir work (for example, Nietzscheanand Foucauldian approaches).

The first part of this session willintroduce the problem of historyand critique with reference to themajor figures of modern Europeanphilosophy. The second part willfocus on the role of history in theresearch programmes of theworkshop participants. Thequestions orienting this sessionwill be:• What assumptions about historyare we making in our socialscience research?

• Do dialectical approaches enableor disable research into thepresent?

• Are genealogical approaches,and the discourse theories thatoften presuppose them,explanatorily weak andnormatively confused?

This session develops themesraised in the workshop on CriticalMethods in the Social Sciences:A Philosophical Introduction but it isNOT a requirement to attend both.The overall aim is a free-flowingdiscussion oriented around thebasic philosophical andmethodological issues guidingcritically oriented research in thesocial sciences.

When17 December 2013 pm session

When21 and 30 October 2013 – all daysessions20 and 27 February 2014 – all daysessions26 March and 2 April 2014 – all daysessions – Medway: location to beconfirmed

Previous participants have said:“Good pace to the logicalprogression from topic to topic.”

Critical Methods in the SocialSciencesWho is it for?All MPhil/PhD studentsWho is facilitating?Dr Iain MacKenzieRDF Category:Knowledge and Intellectual Abilities

Dr Iain MacKenzie (POLIR), togetherwith Ms Demetra Kotouza (ESRCDTC PhD candidate in POLIR), runsa series of three hour sessions fordoctoral students with backgroundin the Social Sciences.

Critical Methods in the SocialSciences: A PhilosophicalOverviewThis first part of this session, led byIain, will introduce the backgroundto the idea of critical methods in theSocial Sciences by reviewing theirdevelopment within modernEuropean philosophy. The questionsorienting this part of the session willbe:• What are the philosophicalpresumptions underpinning themodern concern with method?


33

Critical Methods in the SocialSciences: Communication andCritiqueMany researchers in the socialsciences are engaged in projectsthat require communication with thepublic. This can take a variety offorms but for those interested incritical methods it often involvesrelatively open-ended and politicallyengaged discussion withparticipants in challenging contexts.It is usually presumed that dialogueis less likely to objectify theparticipants, that it will create amore reflexive attitude for theresearcher and that it will enableresearch that can contribute tobroad emancipatory agendas. Inthis session we will discuss thenature of these assumptions with aparticular view to exploring therelationship betweencommunication and critique. Thisworkshop will be especially usefulfor those researchers inspired bysecond and third generation CriticalTheory and hermeneutics.

The first part of the session willintroduce the idea thatcommunication and critique areintimately, indeed integrally,interlinked. This will be followed bydiscussion about whether or not thisis a sustainable vision for criticallyoriented researchers in the socialsciences. In turn, this will lead intoreflection upon the ways in whichparticipatory and dialogicalparadigms inform the projects ofthe workshop participants. Thequestions guiding this sessionwill be:

• What are the varieties of criticaltheory?

• What is at the heart of the debatebetween Critical Theorists andhermeneuticists?

• To what extent cancommunicative approachesproduce valid research and beguided by an emancipatoryagenda?

This session develops themesraised in the workshops on CriticalMethods in the Social Sciences: APhilosophical Introduction andCritical Methods in the SocialSciences: The Problem of Historybut it is NOT essential to attend allworkshops. The overall aim is a free-flowing discussion oriented aroundthe basic philosophical andmethodological issues guidingcritically oriented research in thesocial sciences.

When28 January 2014 pm session

Previous participants have said:“Dr MacKenzie is a phenomenaland engaging workshop leader. Notonly was the workshop thought-provoking, it allowed me toparticipate in a meaningfuldiscussion about the greater issuesall of us seemed to face withrespect to our research.”


CONTINUED OVERLEAF



Research MethodsIntroduction to NVivoWho is it for?All MPhil/PhD students with abackground in qualitative datamanagementWho is facilitating?Laura HoldsworthRDF Category:Knowledge and IntellectualAbilities

This two to three hourIntroductory workshop on NVivowill cover the foundational basicsof how to get your project loadedand coded so that analysis canoccur. It will also cover thegeneral topic of the use ofcomputer aided software so thatyou have a full understanding ofwhat using software forqualitative data management andanalysis entails.

You should have anunderstanding of qualitativemethods and analysis. To gainmaximum benefit from thisworkshop you should alreadyhave collected your data, or beclose to doing so.

When31 October 2013 am session

NVivo – Intermediate/AdvancedWho is it for?All MPhil/PhD students with currentknowledge of NVivoWho is facilitating?Christina SilverRDF Category:Knowledge and Intellectual Abilities

The Graduate School, in conjunctionwith PSSRU, are holding a two dayworkshop for researchers who havebeen using Nvivo for some time. It isnot an introductory workshop, butdesigned as a refresher to helpresearchers get going with their owndata or to move on beyond the basictasks, for those who have alreadystarted working with the software.The day will comprise discussion,demonstration and hands-on workand combine group and individualwork. Participants will be advised ofadvance preparation ahead of theworkshop and may bring dataand/or copies of their own softwareprojects to work with during the dayand there will be an opportunity foreach participant to talk with tutorsabout their own work. Participantswill also need to send in a shortsynopsis to [email protected] how they areusing/intend to use the software aweek before the course, so that theworkshop can be tailoredspecifically for those attending.

Please note you must be availablefor the full two days to attend thisworkshop.

When3 and 4 December 2013 all daysessions (two-day workshop)

SPSS EssentialsWho is it for?All MPhil/PhD students who are notfamiliar with analysing quantitativedataWho is facilitating?Dr Tendayi VikiRDF Category:Knowledge and Intellectual Abilities

This one-day workshop providespractical training on how to useSPSS (a widely used statisticalpackage in the social sciences) andprovides an opportunity for peoplewho have not used SPSS before tofamiliarise themselves with theprogram. This fun and interactivecourse is particularly useful forpeople who struggle withunderstanding quantitative dataanalysis. During the day, you willlearn how enter data into SPSS anddiscover how to obtain descriptivestatistics such as means, frequencycounts, percentage; and inferentialstatistics such as t-tests, chi-squares and correlations. After theworkshop, you will understand theessentials of SPSS: data entry,descriptive analyses and basicinferential statistics.

WhenPlease check the online bookingsystem for dates

These workshops are new tothe programme this year.


LaTex – The BasicsWho is it for?All MPhil/PhD studentsWho is facilitating?Dr Dominique ChuRDF Category:Knowledge and Intellectual Abilities

LaTex is a free word processing andtypesetting package and a powerfulalternative to MS Word, open officeand similar “what you see is whatyou get” word processors. Unlikethese WYSIWYG packages LaTexallows the writer to concentrate oncontents and text structure while thelayout of the text is taken care of bythe computer. It is a popular toolwithin the mathematical sciences,but is also useful for any type ofword processing application in anyfield of academia. Especially forlonger reports LaTex can lead tosubstantial productivity gains.

This workshop will introduce thebasic concept of word processingand typesetting with LaTex anddiscuss its strength and areas whereit is not that useful. The workshop willcover the following topics:• Choosing the right editor• Create your first LaTex article• Overview over advancedpackages to help writing in yourfield

• Bibliographies in LaTex• Gnuplot

By the end of the day the student willbe able to write their own first LaTexarticle and will know how to find outabout advanced use of LaTex.


An Introduction to LaTeXWho is it for?All MPhil/PhD studentsWho is facilitating?Mario BisiadaRDF Category:Knowledge and Intellectual Abilities

This workshop offers an introductioninto LaTex, a document typesettinglanguage developed for writingacademic and scientific papers.Participants will learn how to use

LaTex to create professional-looking documents that includetables, equations, glosses etc(the exact tools discussed in theworkshop can be chosen to suitthe needs of participants). Withits great referencing and citationsystem, automatic cross-referencing and compilationtechnology, and quicklybecoming the standardsubmission type of manyscientific journals, learning to useLaTex is especially useful forthose who are embarking onwriting a long document (such asan MA dissertation or a PhDthesis, or research papers),whatever the academic subject.


CONTINUED OVERLEAF



Online workshops(provided by Epigeum)Avoiding PlagiarismWho is it for?All PhD studentsRDF Category:Knowledge and IntellectualAbilities

This online workshop teaches thebasics of referencing andcitation. The workshop wasproduced in collaboration with 16UK universities. It contains arange of engaging featuresincluding a case studysimulation, video ‘vox-pop’interviews with students,informational text and links tofurther resources and quizzes.

Research Methods: AnIntroduction to ResearchSkillsWho is it for?All PhD studentsRDF Category:Knowledge and IntellectualAbilities

This short video looks at whyresearch skills training is needed,it discusses the link betweenresearch skills training andemployability and also portraysthe views of stakeholders.

Research Methods: Arts andHumanitiesWho is it for?PhD students in the Faculty ofHumanitiesRDF Category:Knowledge and Intellectual Abilities

This online workshop aims to helpresearchers get to grips withresearch methods includingapproaching archives, artefacts andother evidence. It helps students tobegin to think critically andtheoretically and to understanddisciplinarity and interdisciplinarity.

Research Methods: SocialSciencesWho is it for?PhD students in the Faculty ofSocial SciencesRDF Category:Knowledge and Intellectual Abilities

This online workshop aims to helpresearchers get to grips withresearch methods. It covers topicssuch as framing a researchquestion, data design and collectionand what happens next.

Research Methods:SciencesWho is it for?PhD students in the Faculty ofSciencesRDF Category:Knowledge and IntellectualAbilities

This online workshop aims to helpresearchers get to grips withresearch methods includingidentifying, formulating andevaluating research questions. Itincludes designing and planningof your research, reflection andcommunication and researchresources.

Research Methods:Literature ReviewWho is it for?All PhD studentsRDF Category:Knowledge and IntellectualAbilities

This online workshop examineswhat a literature review is andwhy it is important. It offersdifferent perspectives on a reviewand looks at the importance of aquestion, key words and searchterms. It also discusses sourcesand critical appraisal.

37

Through an introduction to assertive,aggressive and passive behaviourtypes and the opportunity topractice and refine your style fordifferent situations, this three hourworkshop will help you identify whatit is you want and how to go aboutgetting it.

This workshop is for you if you:• find it hard to say no• want to be able to handle strongsupervisors

• find it difficult to ask for what youneed

• know that you could be moreassertive!

When9 October 2013 pm session –Medway: location to be confirmed20 November 2013 am session

Previous participants have said:“Good practical advice to take awayand put into practice.”

Effective ReadingWho is it for?All MPhil/PhD studentsWho is facilitating?Matthew CoppingRDF Category:Personal Effectiveness

This workshop aims to:• outline ways of coping with thereading load

• outline ways of selecting readingmaterial

• look at ways of reading moreefficiently

• explore the concept of readingfor different purposes

When15 October 2013 pm session21 November 2013 pm session28 January 2014 am session14 March 2014 am session

Previous participants have said:“I genuinely learnt a lot that couldimprove my study efficiency, asopposed to being re-informed ofinformation I have previously learnt.”

Rapid ReadingWho is it for?All MPhil/PhD studentsWho is facilitating?Kathryn RedwayRDF Category:Personal Effectiveness

The objectives of this workshop areto improve personal skills for themore effective handling of readingmaterial on paper or electronically.

This workshop aims to:• free people from too much reading• help you to master the techniquesof scanning and skimming

• improve your comprehension andretention of difficult writtendocuments

When15 November 2013 – all day session25 February 2014 – all day session14 May 2014– all day session

Previous participants have said:“I learned new skills which, if Ifollow up properly, could changethe way I read.”

“I could see a visible and dramaticimprovement”

B Personal EffectivenessManaging your Time EffectivelyWho is it for?All MPhil / PhD studentsWho is facilitating?Jenny WadeRDF Category:Personal Effectiveness

This workshop is for you if you facemultiple deadlines and want to useyour time more productively. Thissession focuses on the practicalbusiness of achieving more withless stress and getting you sometime back! You will also learn manysimple tips and tricks for gettingthings done.

Attend this workshop if you need toknow:• What your time stealers are andhow to stop them

• Urgency v importance• Prioritisation – what’s mostimportant

• The power of focus

When1 October 2013 pm session22 January 2014 pm session

Previous participants have said:“Having been on this workshop, Inow feel much better organised andam able to do more with my time.”

Being Assertive, Getting WhatYou WantWho is it for?All MPhil/PhD studentsWho is facilitating?Jenny WadeRDF Category:Personal Effectiveness


CONTINUED OVERLEAF

38

Effective Note-takingWho is it for?All MPhil/PhD studentsWho is facilitating?Kathryn RedwayRDF Category:Personal Effectiveness

Learn how to become a moreeffective note-taker through KathrynRedway’s ‘Mind-Map’ ® technique.Based on making associations, thistechnique will allow you to takebetter notes, as well as to describeand plan your thesis efficiently, andteach you a skill applicable beyondyour research context.

When24 February 2014 am and pmsessions

This session is new to theprogramme this year

Maximise your MemoryWho is it for?All MPhil/PhD studentsWho is facilitating?Kathryn RedwayRDF Category:Personal Effectiveness

Do you want to improve yourmemory? Do you wish that you couldgive your presentation withoutneeding copious amounts of notes?If so, then this workshop is for you.Focusing on techniques to improveyour short-term and long-termmemories this workshop explores theways in which accurate recalldepends on how information isencoded. The workshop will give you

the tools to understand howmemory works and the techniquesto enhance information retention,techniques that can be applied inboth your everyday life and in yourresearch career.

When14 November 2013 all day session

This session is new to theprogramme this year

Effective LeadershipWho are they for?All MPhil/PhD studentsWho is facilitating?Anthony BristerRDF Category:Personal Effectiveness

Leadership is one of the mostresearched and written uponsubjects – and probably still one ofthe least understood. All

organisations need good leadersbut what is leadership? What dogood leaders do and how do theyaffect the team? This series of threeworkshops will help you to answerthese questions through a blend oftheory and practice. You can attendthe sessions in any order but youwill gain most benefit by attendingBeing a Leader (1) first.

Being a Leader (1) –What to do? Inthis session you will examine thedifferent approaches to leadershipand consider the qualities, actionsand knowledge required of leaders.

Being a Leader (2a) –Motivation. Inthis session you will examinemotivation, including feedback.

Being a Leader (2b) – TeamBuilding. In this session you willexamine effective teams and how tobuild them.



39

In this set of two workshops you willdevelop coaching skills and look athow you can use these to identifywhere you are now, where you wantto be, and how to move from one tothe other. You will have theopportunity to examine your owngoals – both long-term and moreimmediate, how these ‘fit’ with theexpectations of youruniversity/school/employer, and howyou will judge success. You willexamine the various barriers toachieving your goals, including‘interference’, self limiting beliefs,poor motivation and incongruousbehaviour, and discover how thesecan be addressed through acoaching conversation. All sessionscomprise a blend of theory andpractice. You can attend thesessions in any order but you willgain most benefit by attending insequence (1) and then (2).

Achieving My Personal Goals (1) –Coaching Skills. In this session youwill examine what coaching is, basiccoaching qualities and skills, andhow to structure a coachingconversation – all with reference toaddressing your Goals.

Achieving My Personal Goals (2) –Clarifying goals and overcomingbarriers. In this session you willexamine how to use coachingtechniques to clarify your own Goals– both long-term and moreimmediate, how these ‘fit’ with theexpectations of youruniversity/department/employer, andhow you will judge success.

When24 October 2013 Achieving MyPersonal Goals (1) am session6 November 2013 Achieving MyPersonal Goals (1) am session –Medway: location to be confirmed7 November 2013 Achieving MyPersonal Goals (1) pm session4 February 2014 Achieving MyPersonal Goals (2) pm session19 February 2014 Achieving MyPersonal Goals (1) am session6 March 2014 Achieving MyPersonal Goals (2) pm session

Previous participants have said:“The workshop challenges pre-conceptions. The practical work wasgood and well balanced with theory.”

“The instructor was well prepared.Very interesting, particularly thelistening and goal settinginformation.”

Managing StressWho is it for?All MPhil/PhD studentsWho is facilitating?Jenny Wade

RDF Category:Personal Effectiveness

Stress is an inevitable and weightypart of everyday life for allresearchers. This includes questionssuch as: Where is my researchgoing? How am I doing? How do Ijuggle everything, my part-time /full-time job, children, work, life? Howwill I meet that ridiculous deadline?

When24 October 2013 Being a Leader –Introduction pm session6 November 2013 Being a Leader –Introduction pm session – Medway:location to be confirmed7 November 2013 Being a Leader –Introduction am session4 February 2014 Being a Leader –2a Motivation am session19 February 2014 Being a Leader –Introduction pm session6 March 2014 Being a Leader – 2bTeam Building am session22 May 2014 2a Motivation amsession22 May 2014 Being a Leader – 2bTeam Building pm session

Previous participants have said:“This was a very good mixture oftheory, background, anecdote andquestioning.”

“The techniques are simple, usableand effective”

Aim High – Achieving yourPersonal GoalsWho is it for?All MPhil/PhD studentsWho is facilitating?Anthony BristerRDF Category:Personal Effectiveness

Most of us want to achieve ourpersonal goals but often we’re eithernot quite sure what they are or weseem to face insurmountablebarriers.


CONTINUED OVERLEAF

40

anyone who has spent more timeplanning their holidays than theyhave planning their careers.

It will cover:• How to write a CV with acompetitive edge

• How to write a strong andconvincing covering letter

• Interview tips and tricks• Internships• Networking

When18 March 2014 – All day

Previous participants have said:“She was very prepared andknowledgable and I really enjoyedthe workshop

Routes into AcademiaWho is it for:PhD students in years 2 & 3 (or part-time equivalent)Who is facilitating?Phil WardRDF Category:Personal Effectiveness

Many postgraduate students will belooking ahead and considering acareer in academia, but maybeunsure about where to go aftergetting their doctorate. Thisworkshop will provide an overviewof the different routes intoacademia, and the potential fundingfor them. It will also provide someguidance on how to apply for thisfunding, what to watch out for, andwhat the University can do tosupport you.


Previous participants have said:“This gave a good starting point tobegin planning for the future.”

“I think this is an excellentintroduction to the topic, Phil couldnot give more information in sucha short time. I do feel I know whereto start.”

Employment OutsideAcademiaWho is it for:PhD students in years 2 & 3 (or part-time equivalent)Who is facilitating?Bruce WoodcockRDF Category:Personal Effectiveness

This workshop examines issuessuch as:• What employers look for• Making applications (includingCVs & covering letters)

• The recruitment process• Case studies

When13 February 2014 pm session27 May 2014 pm session

Previous participants have said:“The workshop was interactive andengaging. There were a good varietyof tasks presented with usefulinformation. The delivery was friendly.”

“It helped me to understand myprospects outside of academia andinspired me to start thinking aboutthem seriously.”

This three hour workshop will helpyou learn how to identify your stresstriggers and enable you to manageyour stress levels more effectively.

By the end of the session, you will:• Identify good and bad levels ofstress for you

• Recognise your stress triggers• Have some practical tips on howto deal with your stress

• Leave with a plan for handlingyour stress less painfully!

…all skills that are essential to helpyou complete your PhD and set youup for the next stage of your life.

When22 October 2013 pm session17 February 2014 am session

Previous participants have said:“Jenny was really good – shecreated a relaxed atmosphere andencouraged us to talk about specificproblems which she could thenadvise on. Very helpful, veryunderstanding. The content wasgood and the tips given were onesthat seemed attainable. I’m hoping tobe a lot less stressed from now on!”

Career TrainingWho is it for?All MPhil/PhD studentsWho is facilitating?Mona Shair-WlochRDF Category:Personal Effectiveness

The search for the “ideal” job beginswith looking at yourself, yourstrengths, values, skills andinterests. This workshop is for



41

Humanities and Social Sciencesenter into and then progress inacademic careers. We will first lookat the activities, achievements andcompetencies that PhD and earlycareer researchers need to be ableto demonstrate in order to beattractive candidates. We will look athow to build up a successfulacademic CV, before looking at therange of job opportunities open toearly career academics. We willspend time demystifying theprocesses of applying for academicposts. Finally, we’ll look at the thingsearly career academics need to doin order to progress in theiracademic careers.

When21 February 2014 am session

Previous participants have said:“Great workshop leader, greatmaterials, excellent.”

“The trainer is very good andcommunicates well.”

Scientific WritingWho is it for?All MPhil/PhD students in the Facultyof Science or Social ScienceWho is facilitating?Dr David CookeRDF Category:Personal Effectiveness

This two day workshop aims toimprove participants’ writing skillsby describing and using aprocedure which ensures thatwritten work is clear, concise andeffective. The workshop provides

guidelines for choosing and usingwords, writing clear, grammaticallycorrect sentences, and producingtypescripts that will be welcomed byreaders (editors, referees,examiners or fellow scientists). Itincludes imaginative exercises,discussion sessions anddemonstrations; these are based onexamples selected both by thefacilitator and by the participants.

Workshop content• recognising grammaticalinaccuracies and learning how toavoid them

• writing clearly and concisely• planning and writing thecomponents of a research paperor thesis

• editing the draft• correcting the printer’s proof

When7 and 8 October 2013 – all daysessions22 and 23 January 2014 all daysessions: Medway location to beconfirmed10 and 11 February 2014 – all daysessions

Previous participants have said:“It was an excellent programme,very well structured.”

Launching your AcademicCareerWho is it for:PhD studentsWho is facilitating?Dr Mario WeickRDF Category:Personal Effectiveness

Taking the next step after your PhDcan seem unclear and daunting.This workshop will present theoptions open to you if you want tocontinue into academia, and willcover funding for fellowships, as wellas for grants which can includeresearch assistants.

You will receive an overview of thefunders out there, and the sessionwill highlight some of the issues thatare occupying the world of researchfunding. The workshop will also covercommon issues to bear in mindwhen preparing your applications.



Progressing in your AcademicCareerWho is it for:PhD students in the Faculties ofSocial Sciences and HumanitiesWho is facilitating?Dr Kate BradleyRDF Category:Personal Effectiveness

This session looks at how PhD andearly career researchers in the


CONTINUED OVERLEAF

42

Managing your ResearchSupervisor or PrincipalInvestigatorWho is it for?All PhD students RDF Category:Personal Effectiveness

This online workshop offerspractical tips on how to manageyour supervisor or principalinvestigator. Topics include mutualexpectations, preparing formeetings, reading body language,managing meetings and what to dowhen things go wrong.

Career Planning in the Arts,Humanities and SocialSciencesWho is it for?PhD students in the Faculties ofHumanities and Social SciencesRDF Category:Personal Effectiveness

This online workshop provides anintroduction to career planning forresearchers in the Arts, Humanitiesand Social Sciences. Topicscovered by this workshop includewhy you chose your own research;career hopes and fears; skillsanalysis; applying your skills in afuture career; choosing your careerroute; skills and attributes sought byemployers; routes to success; self-marketing techniques; preparingeffective job applications; interviewskills; negotiating skills, accepting orrejecting offers; networking andexperience; and action planning.

Career Planning in theSciencesWho is it for?PhD students in the SciencesRDF Category:Personal Effectiveness

This online workshop is anintroduction for all those in theSciences. It will help researchersbecome more aware of the keyfactors in their decision making,how they might be attractive todifferent types of employers andsome alternative career options.

Participants will be asked toconsider their motivations andconstraints; their reasons forchoosing their research; their joband career requirements; theskills and attributes sought byemployers; commercialawareness; action planning;enterprise, entrepreneurship andself-employment and how toSTAR research.

Online workshops(provided by Epigeum)Project Management in theResearch ContextWho is it for?All MPhil / PhD studentsRDF Category:Personal Effectiveness

This online workshop empowersresearchers to take ownership ofa research project. It introducestraditional project managementmethodologies and illustrates howthese tools and techniques applyin the research context. Interactivesimulations enable learners topractice with real projectmanagement tools. Videointerviews share experience ofleading academics in how to getthings right!

This online workshop will includedefinitions; the project lifecycleand triangle; the project owner,manager and stakeholders; time,resource and scope constraints;success criteria; assumptions andrisks; task dependencies andlags; critical paths; ensuringsuccess; clarifying roles andresponsibilities; projectmanagement tools; comparison ofcommercial and academicresearch.



43

“Very informative and eye-opening.Didn’t realise there were quite somany possible opportunities forfunding out there.”

Writing a Successful GrantApplicationWho is it for?PhD students Who is facilitating?Phil WardRDF Category:Research Governance

This workshop follows on from PhilWard’s earlier session on ‘Routesinto Academia’ but no previousknowledge is required. It will outlinethe skills needed to prepare asuccessful grant application. It’s acommon myth that grants are givensolely on the quality of the researchdescribed. Instead, it’s a necessaryand important skill to learn how bestto present your proposed work, toframe it in a convincing way, and tomake the case compelling. Phil willprovide insights gained from adecade of supporting academics,as well as his time spent working forone of the UK’s Research Councils.His talk will be based around theUniversity’s award winning GrantsFactory programme.

When29 November 2013, pm session


Lean Innovation 101Who is it for?PhD students Who is facilitating?Dr Tendayi VikiRDF Category:Research Governance

Lean Startup is an innovative newapproach to developing andlaunching new products or servicesin the market place. Lean Startupfocuses on helping innovatorseliminate waste through using acustomer centred approach todeveloping new products andservices. It has become the leadingmethodology in product designsince it incorporates elements ofLean Thinking, Agile Processes,Design Thinking, User Experienceand Business Model Design. Thisone day course takes a highlyinteractive approach involvingpresentations, interactivediscussions and fun practical tasksthat will be designed to provideparticipants with an experience ofapplying Lean Startup principles.

When18 November 2013 all day-session


C Research Governanceand OrganisationPostgraduate Funding:Considering the AlternativesWho is it for?PhD students Who is facilitating?Luke BlaxillRDF Category:Research Governance

This workshop explores alternativemethods of funding postgraduatestudy – raising money for fees, livingexpenses, or research andconference costs. A major butseldom-considered funding optionare the thousands of charities outthere.

By the end of the workshop,participants will have gained theknowledge and skills needed to: • identify the types of charity thatwill be appropriate to them

• find these bodies via books andthe internet

• apply strongly and in the correctfashion

The course leader won 40 awardsfrom charities himself during hisPhD.

WhenSessions will take place in theautumn and spring terms.

Please keep an eye on the onlinebooking system for details.

Previous participants have said:“The workshop is very useful andthe trainer provided a massive list oftips on how to succeed on funding!”


CONTINUED OVERLEAF

Ethics 2: Working with HumanSubjectsWho is it for?PhD students whose researchinvolves human subjectsRDF Category:Research Governance andOrganisation

This comprehensive onlineworkshop aims to help researchersunderstand the main considerationswhen conducting any research thatinvolves human subjects. As well asextensive information on key themesand legislation, it also has a series ofengaging documentaries on someof the great ‘research scandals’.There is also a comedy sketch onthe importance of using ‘plainEnglish’ with research subjects.

The workshop contains separatesimulations for medical students andsocial scientists, but it is appropriatefor any researcher working withhuman subjects. The syllabusincludes a definition of ‘humanparticipant’; types of participation;ethics and regulation; variousdocumentary case studies; adiscussion of clinical trials; informedconsent, and consent when workingwith children; presenting informationand communicating effectively.

Intellectual Property in theResearch ContextWho is it for?All PhD students RDF Category:Research Governance andOrganisation

A lack of IP awareness means thatresearchers are missing anopportunity to commercialise theirideas, or are failing to prevent othersunfairly exploiting their research.This online workshop enablesstudents to work out what type ofintellectual property they need toprotect their work and how to takethe necessary steps to secure suchprotection. It covers topics such aspatents, trademarks, copyright andthe morality debate.

Research Integrity: BiomedicalSciencesWho is it for?All PhD students in BiomedicalSciencesRDF Category:Research Governance andOrganisation

This online workshop is designed tohelp researchers in the biomedicalsciences to understand the keyresponsibilities they have asresearchers, including principlesand professional responsibilities,and issues surrounding datacollection and mentoring.

Online workshops(provided by Epigeum)Ethics 1: Good PracticeResearchWho is it for?All MPhil / PhD studentsRDF Category:Research Governance andOrganisation

This online workshop aims to helpresearchers understand theethical frameworks, typicaldilemmas and basic toolscommon in research ethics. Itincludes scenarios that teachpractical methods of applyingethics when planning andconducting research. There is alsoa video drama where a group ofresearchers confront ethicalissues (including undue pressurefrom their supervisor).

Participants will be introduced to adefinition of research ethics;objections to ethics; ethical termswithin methods and in informationsheets; ethics in practice; theimportance of confidentiality; thehistory of ethics; ethics andhealthcare research; socialaspects of ethics in other types ofresearch; writing reports and theethics review.




CONTINUED OVERLEAF

Research Integrity: Social andBehavioural SciencesWho is it for?All PhD students in Social andBehavioural SciencesRDF Category:Research Governance andOrganisation

This online workshop, for social andbehavioural scientists, looks atresearch with human participants,data collection, peer review, socialresponsibility and the principlesbehind the profession and itsresearch.

Research Integrity: Natural andPhysical SciencesWho is it for?All PhD students in Natural andPhysical SciencesRDF Category:Research Governance andOrganisation

This online workshop is designed toassist researchers from the naturaland physical sciences to examinetheir professional and researchresponsibilities, and to be aware ofstrategies to deal with pressuresand difficult situations. This coursecovers research with humanparticipants, conflicts of interest anddata interpretation.

Research Integrity:Engineering and TechnologyWho is it for?All PhD students in Engineering andTechnologyRDF Category:Research Governance andOrganisation

This online workshop is forresearchers in engineering andtechnology and covers information,practical advice and providesreflective activities on datacollection, sharing andinterpretation, responsibility to thepublic, planning, and workplacesafety.

Research Integrity: Arts andHumanitiesWho is it for?All PhD students in the Arts andHumanities RDF Category:Research Governance andOrganisation

This online workshop for Arts andHumanities researchers looks atissues surrounding planningconducting and reportingresearch, including responsibilitiesto the public and society. Lookingat the peer review process andprinciples and professionalresponsibilities, this workshopprovides practical advice andreflective activities in key areas.

46

D Engagement, Influenceand ImpactWriting workshopsWho is it for?All MPhil/PhD studentsWho is facilitating?Dr Maryon TysoeRDF Category:Engagement, Influence and Impact

Writing skills are vital for modernacademic life. You may writeanything from a thesis, journalarticles and published conferencepapers to grant proposals, letters ofapplication, and reports and articlesfor a wide variety of audiences.Even in related or differentprofessions, writing would still be anintrinsic part of your work. The aimof this workshop is to help you withwriting skills for life, whatever youchoose to do.

The workshop will offer practicaladvice and guidance to improveyour writing, focusing on:• structure and logical flow• clarity• addressing and engaging yourtarget audience

• style

When17 October 2013 am session18 October 2013 am session5 November 2013 am session6 November 2013 am session26 November 2013 am session23 January 2014 pm session6 February 2014 am session7 February 2014 am session4 March 2014 am session20 May 2014 pm session

Previous participants have said:“The workshop was excellent, veryenjoyable, very clear and well-structured. I came away feeling Ihad learnt a lot and improved myconfidence in writing.”

“Very useful and I’ll be able to applythe techniques immediately”

One to One Writing TutorialsWho is it for?All MPhil/PhD students who havebeen on a writing workshop Who is facilitating?Dr Maryon TysoeRDF Category:Engagement, Influence and Impact

Would you like to develop andimprove your academic writing? Arethere specific aspects of yourwriting you would like to focus on ina one-to-one session? If so, this 30-minute slot is designed for you. Thissession will look in detail at any

elements that you and Dr Tysoe feelcould be improved, for example,structure and logical flow, clarity,and style. You can talk through anygeneral writing concerns you mayhave and Dr Tysoe can offerpractical advice and guidance. Allare welcome, from every discipline.

Please note: it is preferable that youhave been to a Writing SkillsWorkshop (either on this day orpreviously) before attending atutorial session.

Medway students and non-nativeEnglish speakers who would like aone-to-one tutorial should book an‘Advisory writing tutorial’ (see below)

When17 October 2013 pm sessions18 October 2013 pm sessions5 November 2013 pm sessions6 November 2013 pm sessions26 November 2013 pm sessions



47

The tutor will read a piece of yourwriting (up to about 2,000 words) inadvance of the tutorial to identifycommunication/language issues asrequired. In the tutorial, you will beadvised on your style of expression,appropriateness of language, useof repetition, appropriateness ofreferencing, punctuation, and theclarity of your writing. The tutor willalso help you to explore theorganisation and focus of yourwriting in terms of style andcoherence if required.

The tutorial will provide you with:• a critique of your writing skills interms of the language used

• an exploration of your writingskills in terms of fluency, clarity,focus and logical organisation

• advice on language areas todevelop

• advice on ways to improve yourwriting

• skills in self editing

When4 December 2013 sessionsthroughout the day – Medway:location to be confirmed18 December 2013 sessionsthroughout the day12 February 2014 pm session –Medway: location to be confirmed

These sessions are new to theprogramme this year

Preparing for your VivaWho is it for?PhD students in their 3rd year (orpart-time equivalent)Who is facilitating?Dr Matthew Copping RDF Category:Engagement, Influence and Impact

This session covers all you need toknow about preparing for the vivavoce examination at Kent. Itexamines: • What is its purpose? • What will your examiners belooking for?

• How can you prepare? • What outcomes can there be?

It also provides an opportunity foryou to reflect on your own researchand how it meets the examinationcriteria for a doctoral degree.

When29 November 2013 am session27 May 2014 am session

Previous participants have said:“This was an expert trainer with lotsof relevant experience, very specificand useful”

27 November 2013 sessionsthroughout the day23 January 2014 am sessions24 January 2014 sessionsthroughout the day6 February 2014 pm sessions7 February 2014 pm sessions4 March 2014 pm sessions5 March 2014 sessions throughoutthe day20 May 2014 am sessions21 May 2014 sessions throughoutthe day

Previous participants have said:“This session helped to clear the fogand to regain sight of the path thathad disappeared from writing mythesis. “

“Excellent it could not have beenmore helpful. It provided concreteexamples of how to improve and Ireceived advice from anexperienced, skilled writer.”

Advisory Writing Tutorials(Canterbury based non Nativespeakers/Medway PGRs)Who is it for?All MPhil/PhD students who are non-native English speakers based atCanterbury and Medway, and allMedway PGRs

Who is facilitating?Nicola Schmidt-RenfreeRDF Category:Engagement, Influence and Impact

These tutorials, available in 25minute or 50 minute slots, are one toone and provide you with advice onspecific areas of your writing.


CONTINUED OVERLEAF

48

Writing Articles forInternational Publication inPeer-Reviewed Journals in theHumanities & Social Sciences Who is it for?Humanities and Social Science PhDstudentsWho is facilitating?Josie DixonRDF Category:Engagement, Influence and Impact

This is a one-day workshop suitablefor researchers aiming to publish inpeer-reviewed journals. The courseis designed to develop skills withpractical advice and exercises onpresenting a scholarly argumentand highlighting your contribution tothe field. It includes valuableinsights into what journal editorslook for, the peer-review process,and the production and afterlife of ajournal article, with implications forwhat to submit.

When3 February 2014 all day session

Previous participants have said:“This was an excellent stand-alonecourse.”

Publishing in InternationalPeer-Reviewed Journals:Dealing with the submissionprocess Who is it for?All PhD studentsWho is facilitating?Dr Fragkiskos FilippaiosRDF Category:Engagement, Influence and Impact

This workshop focuses on how todeal with the submission process forInternationally Peer-Reviewedjournals and the revision processafterwards. It will cover aspectsranging from the pre-submissionstage (positioning the paper, whatthe editors and the reviewers lookfor, how to select a journal) to theactual submission (writing theaccompanying letter to the editor,selecting the reviewers) as well asthe revision stage (how to deal withrejections, devising a strategy forrevisions, responding to the editor’sand reviewers’ comments). Theworkshop will have both aconceptual element discussing thekey guidelines as well as a practicalelement where participants will beasked to apply the skills acquired onone of their own papers.

When4 November 2013 am session26 February 2014 am session

Previous participants have said:“The trainer was excellent indelivering information, his style ofpresentation was really energizing”

“The trainer was supportive andprovided clear answers to ourquestions.”

The Viva: A Workshop forHumanities StudentsWho is it for?3rd year Humanities PhD students(or part-time equivalent)Who is facilitating?Dr Alixe BoveyRDF Category:Engagement, Influence and Impact

This workshop offers practicalguidance on how to prepare for theviva voce examination. We willanalyse the process from both thestudent’s and the examiners’ pointsof view, considering carefully theguidance that examiners are givenand the criteria that they use inmaking judgements. What sort ofquestions do examiners ask? Howcan you prepare yourself to givepolished, persuasive responses?What are the possible outcomes ofthe viva, from passing outrightthrough to being required to makeminor corrections or majorchanges? And how might you useyour knowledge of the examinationprocess to strengthen the thesisitself? The morning will aim to buildthe confidence of participants abouthow to make the most of the viva asa major rite of passage in thecareers of emerging scholars.

When10 October 2013 pm session



49

in the explicit memory (theoreticalawareness) and in the skill-mediating, implicit memory (skillsand automatic responses).

The success of the workshop andits value to the participants dependon the careful preparation andactive involvement of theparticipants; attendance is thereforemandatory.

When22 November 2013 all day session28 February 2014 all day session

This session is new to theprogramme this year.

Communicating AcrossCulturesWho is it for?All students Who is facilitating?Angela KochRDF Category:Engagement, Influence and Impact

In an increasingly globalised worldwe are more likely than ever to workand collaborate with people fromdiverse backgrounds and cultures.Depending on how we interpret these‘cultural dimensions’ when workingand interacting with members ofother cultures, misunderstandingscan arise. This participatory, three-hour workshop aims to provide youwith an introduction to cross culturalawareness with a focus oncommunications.

The sessions aims to:• provide you with an overview ofcultural issues

• sensitise you to the complexitiesof cross cultural communication

• give some insight into teachingacross cultures

• heighten your awareness of yourown culture(s)

When18 June 2014 am session

Previous participants have said:“The trainer conducted an excellentworkshop through simple languageand easy delivery.”

“I liked the trainer’s approach andthe case studies were veryinformative as they made theinformation very concrete”

Producing an EffectiveResearch PosterWho is it for?All students Who is facilitating?Steve HutchinsonRDF Category:Engagement, Influence and Impact

This workshop has been designedfor researchers who presentresearch posters at academicconferences.

Perhaps you’ve presented a posterbefore, and it hasn’t had quite theimpact you were hoping for?

Perhaps you just want to get it rightfrom the start?

Principled Negotiation Who is it for?All MPhil/PhD studentsWho is facilitating?Mihael JeklicRDF Category:Engagement, Influence and Impact

Negotiation involves a complex setof analytical and interpersonal skills.Just as it is impossible to learn howto ride a bicycle by studying bookson cycling, it is impossible toimprove negotiation skills by readingnegotiation research orpsychologists’ prescriptive adviceon how to negotiate better by ‘beingconfident’, ‘creating value’, and‘balancing assertiveness andempathy’. The workshop thereforedraws a careful balance betweenpresenting theory and developingactual negotiation skills, facilitatingexperiential learning which linksboth. The theory will be providedpartly by way of advanced readingof a classical text on negotiation toprepare the participants for casestudies, as well as during thesession. In-depth guidance onthe issue of their interest will beprovided.

Participants will be expected toengage in negotiation role playingduring the seminar and class timewill be spent debriefing theparticipants on the exercise.Students will thus engage in acyclical process of negotiation,articulation, theoretical analysis, andnegotiation once again. Thisapproach seeks to develop theparticipants’ negotiation skills both


CONTINUED OVERLEAF

50

Previous participants have said:“Many examples of posters weregiven so that one can identify withthe format that works best for one’sresearch.”

“The use of real research posters astraining materials meant that it waseasy to see how the ideas wediscussed could be applied.”

The Common Good – Spotlighton Social EnterpriseWho is it for?All MPhil/PhD students Who is facilitating?Paul ToombsRDF Category:Engagement, Influence and Impact

Social enterprises are businessesthat do things differently, they tradegoods and services in a way thatadds or creates social value; in factthe social or environmental aims ofthe business are of equal

importance to its commercialactivities. This added value comesfrom the way social enterprises useprofits to maximise social,community or environmentalbenefits. This workshop has beendesigned to allow participants tofind out more about theseinnovative organisations, hearingfrom inspirational people who havesuccessfully started these ventures.It allows participants to exploresome of their own creativesolutions to social andenvironmental challenges in a waythat provides the opportunity toconsider social enterprise as apossible outlet for the skills thatresearchers typically develop.

This workshop is aimed atresearchers that want to explorehow their research skills can beused in an alternative context,finding solutions to problems thatcan have a real impact on socialand environmental issues.

When3 March 2014 all day session

Previous participants have said:“It was great. I enjoyed that a lot of itwas interactive, and we could breakinto small groups to discuss things.”

“Informal but well informed, inclusive,encouraging and practical.”

Regardless of your experiencebase, this workshop will explore howto communicate your research in asimple form that will attract anaudience, and keep them interested.

The session will explore:• Content – how much is just right?• Text, layout and colour – whatsize, font and style is best andwhat will work for your research?

• Story – how to communicate yourresearch clearly and simply

Since everyone’s research isdifferent, instead of telling youexactly how to do a generic poster,this session will look at manyexamples and help you to findexactly what style and design willwork for you.

When27 March 2014 am and pm sessions13 May 2014 am and pm sessions



The Engaging ResearcherWho is it for?All MPhil/PhD students Who is facilitating?Paul ToombsRDF Category:Engagement, Influence and Impact

Keen to engage the public with yourresearch but not sure where tobegin?

An engaging researcher is just likeany other researcher – with oneimportant difference. Engagingresearchers go out of their way toinvolve the public with their research.They open up opportunities forothers to get involved, provide newperspectives on the value of theirwork, and stimulate people to becurious about the world of research– and why it matters.

This one day highly interactiveworkshop has been designed forresearchers who are new to, or havesome experience with publicengagement. During the workshop,participants will:• Explore how public engagementcan benefit you, your research,research funders and the publicwith whom you engage

• Discover the huge range ofactivities you can use to engagethe public with your research

• Investigate the needs of differentpublics, explore potentialengagement barriers, andidentify solutions for overcomingthem

• Explore methods for evaluatingthe impact and success of publicengagement activities

• Put your knowledge and skills intoaction to design and plan apublic engagement activity

• Examine which publicengagement activitiescomplement your current skillsand what will help you developyour skills further

• Learn how to take the next stepsin finding public engagementcontacts and opportunities

• Collaborate with peers from arange of disciplines

When11 March 2014 all day session


Delivering your Research inSecondary SchoolsWho is it for?All MPhil/PhD students Who is facilitating?Michael CollingwoodRDF Category:Engagement, Influence and Impact

This interactive workshop will to helpyou to think about different ways inwhich you could present yourresearch to a specific type of non-specialist audience: secondaryschool students.

You will look at some of the differentopportunities that are providedwithin secondary curriculum for youto engage young people with yourresearch. There will be a specificfocus on the Extended ProjectQualification / Extended Essay andan exploration of these syllabi willhelp you to understand the needs

and expectations of this particularaudience.

This workshop will support you to:• Develop a model for thepresentation of your research tothis particular audience

• Make your research accessibleand specific to a school audience

The final part of this workshop willprovide you with the opportunity topresent your research to anaudience (including school teachers)for feedback and evaluation.



Communicating your Researchto a Non-Specialist AudienceWho is it for?All MPhil/PhD studentsWho is facilitating?Michael CollingwoodRDF Category:Engagement, Influence and Impact

Non-specialists may want to engagewith your research for a number ofreasons. How do you develop waysof presenting your research so thatit is interesting, accessible, andmeets the needs of the audiencethat you are delivering to?

This workshop will support you indeveloping strategies tocommunicate your research, whilstensuring that the importance of yourresearch is underscored.

CONTINUED OVERLEAF


52

complex reports they cannot beexpected to begin at page one andread through until they reach theend! Instead they will tend to adopta multi-stage reading process – firstskimming, then selecting how muchto read in detail, and finallyconcentrating their attention. Theway tables, data and graphics arepresented needs to reflect this.

Standards of what counts as goodpresentation in reports increaseover time, mirroring changinginformation technology capabilitiesand practices outside academia.Effective graphics and presentationof data requires close attention todetail and this workshop will explorehow to present results in order tobest get your message acrosssimply and effectively.

This workshop is for Social Sciencesor Humanities students, who mayoccasionally need to present tablesduring a talk, in a poster, or withintheir thesis. It is at introductory leveland is aimed at people who wouldlike to learn more about presentingdescriptive statistics in anaccessible manner.

When4 November 2013 pm session

Previous participants have said:“The trainer was really nice and dida really good job.”

Presentation Skills –IntroductionWho is it for?All MPhil/PhD studentsWho is facilitating?Jenny WadeRDF Category:Engagement Influence and Impact

Presentations are one of the topthree most dreaded life experiences.Find out how to manage anxiety andbecome a better presenter.

By the end of this interactivesession, you will have:• created a strategy for managingyourself through presentations

• top tips in preparing for apresentation

• identified the main pitfalls ofpresentations and ways toovercome them

The workshop will help you learnhow to prepare for your nextpresentation with increasedconfidence. Please come along tothe session with a ten minutepresentation prepared in advance.

When12 November 2013 am session25 November 2013 am session

Previous participants have said:“The interactivity made the sessioninteresting and materials were clearand detailed.”

“The trainer had an entertaining wayof presenting her material. It washelpful that she shared herexperiences, both the good andbad, of presenting to help ease thegroup members.”

You will be placed in small workinggroups, supporting each other toexplore how you could bestcommunicate your research. You willthen prepare and deliver a shortpresentation, focusing on keyaspects of your research in order toprovide narrative whilst ensuringaccessibility. Finally, you will deliveryour presentation to a speciallyinvited audience (FE Access toHigher Education students) forquestions and feedback.

Please note you may wish to bringnotes about your research to theworkshop to help you prepare yourpresentation.

When21 January 2014 am session


Presenting Data and Tables:Social Sciences andHumanitiesWho is it for?All MPhil/PhD students in the SocialSciences and HumanitiesWho is facilitating?Dr Lavinia MittonRDF Category:Engagement Influence and Impact

Research reports, whether aimed atan academic audience or widerreadership, must be designed byidentifying key attention points andasking: What do readers need toknow? When busy readers confront



53

and tips to help you to overcomethat dread of presenting, and helpyou become a more self-assured,confident presenter.

The morning session will cover:• Knowing your audience • Keeping the audience’s attention • Structure • Managing your nerves

The afternoon will give you theopportunity to practice what youlearned in the morning, you will:• Present for ten minutes on a topicof your choice

• Handle a question and answersession

• Be recorded • Receive feedback from anexperienced presenter

The DVD will be available for you tokeep after the session to review atyour leisure. Once you are able torecognise your habits you can

eradicate them to become a brilliantpresenter.

When10 December 2013 all day session18 February 2014 all day session

Previous participants have said:“Jenny is very encouraging. I wasterrified of presentations before thisworkshop, I still don’t like them but Idon’t feel sick anymore.”

“Giving a short talk and gettingfeedback was really interesting. Butseeing how others see you wasextremely helpful.”

Writing RetreatWho is it for?PhD students in year 2 or beyond(or part-time equivalent) Who is facilitating?Dr Sarah HaasRDF Category:Engagement Influence and Impact

Writing Retreats support both newand experienced researchers intheir writing for conferences,publications, and other forms ofscholarship. They are particularlyvaluable in providing protectedspace, time, and freedom fromdistractions. By encouraging a focusexclusively on writing for adesignated period, retreats offerinvaluable release from the plethoraof requests, enquiries and day-to-day distractions. Retreats are alsointensely motivating becauseparticipants are able to achieve –and sometimes exceed – the writinggoals they set for themselves.

Presenting with Confidence –IntensiveWho is it for?All MPhil/PhD studentsWho is facilitating?Jenny WadeRDF Category:Engagement Influence and Impact

This two part workshop is based ona mixture of theory and practice.Students should come to the firstpart only if they have not alreadyattended the ‘Introduction toPresentation Skills’ workshop. Thereis important preparatory work andyou must come to the session with ashort ten minute presentationprepared in advance.

The morning:Delivering presentations iscommonly considered to be morefear-inspiring than death or divorce!The practical part of this workshopwill give you some practical hints


CONTINUED OVERLEAF

54

experience of writing about theirown research. In this half-daysession, participants will have theopportunity to: consider the natureand characteristics of academicwriting; explore ways to articulatethe subject of their research andhow it may be rationalized throughargument; to look at rhetorical andlinguistic techniques and styles thatengage, persuade and convincetheir readers. The workshop willencourage students to work in smallgroups and individually, and throughsome active writing, explore thenature of their own approach topreparing a report or publication.



Develop your AcademicWriting: Challenges ofAcademic WritingWho is it for?All MPhil/PhD students who havebeen on a writing workshop Who is facilitating?Dr Norman StainesRDF Category:Engagement, Influence and Impact

This session is for students whohave gained some experience ofwriting about their research, yet whonow wish to both refine their style ofwriting and also improve theirproductivity in order to meet thedemands of the doctoralprogramme – to produce not only athesis but also papers forconferences and for publication inpeer reviewed journals. Participants

will, through individual and groupwork and discussion, explore: • the most productive ways to write,including how to be self-motivatedand to defeat writer’s block

• how to prepare abstracts fordifferent purposes

• how and when to use fuzzylanguage

• ways to express researchinterests and achievements in aconcise and engaging manner

Participants should be prepared totalk and write about their researchduring the session, and preferablyshould bring with them two hard(paper) copies of an abstract oftheir own research. This abstractmay be one which has beenprepared and used before, or onewritten specifically for this workshop.

When28 March 2014 pm session


Media Skills TrainingWho is it for:All MPhil/PhD students Who is facilitating?Tim Grout-Smith and LilyPoberezhskaRDF Category:Engagement, Influence and Impact

This one day Media Workshop, ledby Media Players International, is forresearch students who want topublicise their work in the non-specialised media. Making the casefor your research to the generalpublic through the media has neverbeen more important, and this

Participants must come to theretreat fully prepared to achieve aspecific writing target – for example,a chapter of a thesis or book, ajournal article, or conference paper.Prior to a retreat, participants will beasked to identify their writing targetand what they aim to achieve by theend of the event. Participants mustalso prepare and bring with themthe materials that they will need forproductive and intensive writing –for example, notes taken fromresearch; chapter or paper plans;or other background material.Please bring your own laptop if yourequire one.

When29-30 May 2014 (2 full days)

Previous participants have said:“The workshop structure andatmosphere were very productive.”

“Being away from the internet andphone really helped me to focus onwriting. This experience wasinvaluable”

Develop your AcademicWriting: What is AcademicWriting?Who is it for?All MPhil/PhD students who havebeen on a writing workshop Who is facilitating?Dr Norman StainesRDF Category:Engagement, Influence and Impact

This session introduces the purposeand conventions of academicwriting: it will be of most value toresearch students with little prior



55

Communicating throughPodcastsWho is it for:All MPhil/PhD students Who is facilitating?Tim Grout-Smith and LilyPoberezhskaRDF Category:Engagement, Influence and Impact

This workshop run by two ex-BBCjournalists and experiencedprogramme-makers will give you theskills to create effective andengaging podcasts about yourresearch. Successful universitypodcasts depend on thecommunication skills of thepodcaster: it is his or her ability totell a good story that makes thepodcast effective. While technicalcapabilities vary from university touniversity, our course will enable youto get the best out of whatevertechnical expertise or resources youmay have. We help you to pitch yourpodcast correctly to the target

audience, to organise your thoughtsand consider the best ways topresent them. We will give you theskills to present the podcast in a talkformat, and the interviewing skills tomake an interview/conversationstyle podcast.

During our workshop you’ll have theopportunity to practise both formats,an audio talk and an on-camerainterview.

It is important that the trainers knowyour research topics before theworkshop, so please complete theshort questionnaire you are sentand email it to [email protected] aweek before the course date.

When2 December 2013 all day session25 March 2014 all day session


course will give you invaluablelessons from two very experiencedex-BBC journalists, Tim Grout-Smithand Lily Poberezhska. Even if youhave no plans to talk to journalists,the new skills you learn will help youto deal with difficult questions invivas, at academic conferences andin converting research findings tobusiness applications.

You will learn what makes a goodstory in media terms, how to spotone in your own work, and how tohandle the tensions betweenscientific/academic and journalisticmethods. You will receive guidanceon how to prepare for a mediaencounter. In the afternoon you willget a chance to practise an on-camera interview on your researchsubject to try out techniques learnedearlier, and receive individualfeedback on your strengths andareas for improvement. The wholeday is interactive, with exercises andinterview practice, and Tim and Lilystrive to build your confidence andmake the day enjoyable as well aspractical.

It is important that the trainers knowyour research topics before theworkshop, so please complete theshort questionnaire you are sentand email it to [email protected] aweek before the course date.

When28 November 2013 2014 all daysession 12 March 2014 all day session



CONTINUED OVERLEAF

56

The Language of DynamicProfessional PresentationsWho is it for?All MPhil/PhD students Who is facilitating?Nicola Schmidt-RenfreeRDF Category:Engagement, Influence and Impact

Giving a presentation is not aboutstanding up and telling peoplesomething we know but about havingan opportunity to engage andinteract with others over a particulartopic. However, keeping ouraudience’s interest and facilitating adynamic and useful follow-ondiscussion is not always easy.

This workshop will give you trainingand practice in languagetechniques and communicationstrategies so that you can developskills in giving presentations that are

dynamic, useful and professional.By taking this workshop, you shoulddevelop skills to:• guide your audience clearlythrough your topic

• use language techniques toengage your audience

• facilitate listening • spark your audience’s interest toask questions

• facilitate audience contributionsto an interactive and collaborativefollow-on discussion

• give professional and well-planned presentations

• use professional language• lead the session

When12 February 2014 am session –Medway: location to be confirmed


Impact – the Secrets to aPowerful and DynamicPerformanceWho is it for:All MPhil/PhD students Who is facilitating?Mona Shair-WlochRDF Category:Engagement, Influence and Impact

What is the make or break factor incommunication? Rapport! Thisworkshop explores how to connectwith and captivate your audience.

You will… • learn how to assess and connectwith a diverse audience

• discover what communicationfilters you have (representationalsystems from NLP)

• decode the most important meta-programs for presentations(eg if you tend to give toomuch/too little information)

• increase your impact through useof language

• learn the secrets to powerful anddynamic performance

• receive tips on how to improvebody language and tone of voice

• understand how to structurepresentations

When11 October 2013 – all day session




57

Previous participants have said:“Will was fantastic, his humour reallyhelps to express the serious lessonsto be learned about the importanceof leadership and communication ineffective group work. By giving usthe self perception inventory toassess team roles, we were able toconsider how we can maximise ourstrengths and minimise our faultswhen working with others.”

Networking and PersonalImpactWho is it for:All MPhil/PhD StudentsWho is facilitating?Jenny WadeRDF Category:Engagement, Influence and Impact

How do others see you? Whetheryou are communicating withcolleagues, your supervisor orpotential employers, personalconfidence is an invaluable skill.This session looks at making themost of your interpersonal skills: itwill help you dispel any fears youmay have about networking andgive you the edge to become asuperb networker.

This interactive session will • introduce you to a networkingmodel

• enable you to customise your wayto network

• increase your confidence innetworking

• get you networking!

Come along to this workshop andtake your first step to networkingwith confidence.

When4 October 2013 am session9 December 2013 am session13 March 2014 am session

Previous participants have said:“I enjoyed the workshop because itwas interactive; it was a good way tounderstand the ethos of networking.The trainer was very good.”

“A great workshop by an engagingand knowledgeable speaker, ithelped me think about my skills andways to improve them.”

Getting the most from yourAcademic RelationshipsWho is it for:All MPhil/PhD StudentsWho is facilitating?Jenny WadeRDF Category:Engagement, Influence and Impact

The all important supervisor-researcher relationship is often themost difficult aspect of the PhD forboth parties. Getting the most fromthat relationship is key to makingyour PhD as productive and apositive experience as possible.This three hour session focuses onunderstanding different ways toinfluence your supervisor and othersaround you. It is an opportunity toget practical advice on real issues,so come along prepared to shareyour experiences and you will leavethe session with a plan to improvethose key relationships.

When19 November 2013 pm session24 March 2014 pm session

Groups and TeamsWho is it for:All MPhil/PhD studentsWho is facilitating?Will ClementRDF Category:Engagement, Influence and Impact

Think that academics work bestalone? Think again! This workshoplooks at how and why teams andteamwork are important and the roleof individuals within teams. Theworkshop will examine thedifference between ‘teams’ and‘groups’, and develop the skills thatallow both teams/groups andindividuals to work effectively inpractical situations.

The first part of the day will introducedelegates to theories and researchon how to make teams/group moreeffective. We will consider strategiesof managing team/group dynamicsas well as how to enhance theperformance of a group/team. Thesecond part of the day will considerindividuals within teams, taking an in-depth look into behaviours thatmotivate different individuals.Identifying these behaviours willenable delegates to recognise theirindividual talents so they cantransform these into opportunitiesand understand how to achievepersonal success.

When9 October 2013 – all day session5 March 2014 – all day session:Medway: location to be confirmed 20 March 2014 – all day session


CONTINUED OVERLEAF

58

is to help you to understand theprinciples and techniques involvedin leading seminar discussionseffectively. Whether you want to leaduseful discussions with colleaguesor run seminar classes forundergraduates, this workshop will:• provide you with a toolkit ofcommunication skills to leadsuccessful seminar discussions

• enhance your skills inencouraging participation andbeing inclusive

• show you how to movediscussions forward

• develop your techniques to takeand hold the floor and makecontributions to the discussion

• facilitate your skills in askingquestions and making points

• enable you to manage the roomand manage the session



Embodied Learning – EngagingStudents in theClassroom/Seminar Who is it for?All MPhil/PhD students Who is facilitating?Helen BrooksRDF Category:Engagement, Influence and Impact

This workshop draws on recent workinto cognition and learning toidentify strategies for engagingstudents in the classroom orseminar situation. The focus of theworkshop is on practical techniquesto engage students, usingembodied approaches to teachingand learning. Discussing ways ofimplementing these techniques, aswell as difficulties that might arisewith them, participants will comeaway with a ‘toolkit’ of techniques toadapt and apply in their ownteaching. Throughout the workshopways in which these techniqueswork will be discussed, and they willbe framed in relation to currenttheory on embodied cognition andeducation theory.


Previous participants have said:“The workshop was extremely funand engaging…it provided me witha great boost in confidence aboutmy teaching skills”

Previous participants have said:“Having a fresh view on thingsmade me realise that nothing isstatic and cannot be changed.”

“This workshop gave me newconfidence to do what I can do toimprove my academic relationships.”

Teacher TrainingworkshopsLeading Interactive SeminarDiscussionsWho is it for?All MPhil/PhD students Who is facilitating?Nicola Schmidt-RenfreeRDF Category:Engagement, Influence and Impact

As seminar leaders, we all want thediscussions in our seminars toprogress interactively, with theparticipants exploring anddeveloping their knowledgecollaboratively. When this happens,the seminars are productive foreveryone. The aim of this workshop



59

Microteaching Who is it for?All MPhil/PhD students Who is facilitating?Peter KlappaRDF Category:Engagement, Influence and Impact

Why wait for student evaluations toreceive feedback on teachingpractices? Microteaching is aconcentrated, focused form of peerfeedback and discussion that canimprove teaching strategies. It isvaluable for both new andexperienced lecturers to hone theirteaching practices. In the classicStanford model, each participantteaches a short lesson, generallyfive to ten minutes, to a small group.The “students” may be actualstudents like in the original Stanfordprogram or they may be peersplaying the role of students. Thepresentation is followed by afeedback session.

Participants are encouraged toprepare in advance a topic relatedto their teaching. They then will ‘setthe stage’ (how many students arepresent, the kind of teachingapproach [lecture/seminar/workshop]). After the presentation(no more than five – ten minutes, useof slides is allowed) participants willreceive feedback from otherparticipants.


Teaching with Technology Who is it for?All MPhil/PhD students Who is facilitating?Peter KlappaRDF Category:Engagement, Influence and Impact

This workshop will investigatetechnologies that should lead toincreased engagement of students.We will look at the use of socialmedia for teaching (eg Facebook,Twitter, LinkedIn), we will exploreclassroom response systems,contents creation and lecturerecording technologies. Participantsare encouraged to bring alongsmartphones, tablets or laptops tohave hands-on experience withvarious technologies that canpromote learning.


Previous participants have said:“Peter was absolutely brilliant andmade the workshop very informaland encouraged a lot ofparticipation, while alsodemonstrating some key techniquesin using technology.”

Addressing the Work-lifeBalanceWho is it for?All MPhil/PhD students Who is facilitating?Heather FergusonRDF Category:Engagement, Influence and Impact

Finding the right balance betweenresearch and teaching is often ahuge challenge for early careeracademics (including PhDstudents). Not preparing enough foryour teaching could mean thedreaded ‘silent seminar’ and poorteaching ratings from the students,but too little time spent working onyour research (which, let’s face it, isthe main reason you’re here!) couldspell disaster for completing yourPhD in time, as well as for yourfuture career as an academic. Inthis three hour session we willdiscuss some of these problems,their effects, and their potentialfixes. The tangible outcome forstudents will be to begin planning astrategy to strike the right balance.Finally, we will consider howstudents can develop a personalplan for their future professional lifealongside full-time study.


Previous participants have said:“It was a great workshop, clarifyinga lot of issues. The trainer washighly skilled, great and veryapproachable”


60

It covers topics such as “how do Iknow if I have publishable data?”It examines copyright and patentissues, dealing with rejection,editorial process and what makes agood paper.

Selecting a Conference,Presenting and NetworkingWho is it for?All PhD studentsRDF Category:Engagement Influence and Impact

This online workshop providesadvice on how to successfullyselect, present and network atacademic conferences. It discussessubjects such as selecting aconference, the essentials of agood presentation, an introductionto networking and academic toptips.

Entrepreneurial MotivationWho is it for?All PhD studentsRDF Category:Engagement Influence and Impact

The decision to undertakeentrepreneurial challenges isultimately an individual one. You maybe influenced by personal values,lifestyle preferences and long-termgoals. The readings, short videos,role plays, quizzes and reflectivetasks in this online workshop shouldhelp you learn more about your ownexpectations and interests.Commercialisation presentsopportunities and hurdles. You can’tpredict what will happen, buthopefully you’ll take the time to learn

more about it and make a well-informed decision. In themeantime, we hope you’ll enjoythe discovery process.

Opportunity Recognition,Creation and EvaluationWho is it for?All PhD studentsRDF Category:Engagement Influence and Impact

This online workshop willintroduce various issues such asthe nature of entrepreneurialopportunities, it will help you spotopportunities, or indeed createthem yourself. The course will helpyou to understand and use toolsfor opportunity evaluation andintroduce the fundamentals ofbusiness planning.

Entrepreneurial ResourcesWho is it for?All PhD studentsRDF Category:Engagement Influence and Impact

This online workshop willencourage you to think in a logicaland systematic way about theresources required to start asuccessful new venture. You willbegin to understand theimportance of social capital andrecruiting and selecting foundingteam members. It will suggesthow to raise appropriate amountsof the right kind of financialcapital and become aware of thesources of help and advice thatare available to nascententrepreneurs.

Online workshops(provided by Epigeum)Getting Published in the ArtsWho is it for?All MPhil/PhD students in theFaculty of HumanitiesRDF Category:Engagement Influence and Impact

This online workshop givesguidance and support to Arts andHumanities students who are keento put their research into the publicrealm. It discusses publicationstrategies, peer review, targetingjournals and what makes apublishable paper. The workshopslooks at writing issues such aswriting titles, structure and clarity,audience awareness and knowingwhat to avoid. Interactivescenarios focus on the publicationof academic books and papers.Video clips include advice from agroup of real journal editors onhow to get published.

Getting Published in theSciencesWho is it for?All MPhil/PhD students in theFaculty of ScienceRDF Category:Engagement Influence and Impact

This online workshop aims toprovide a guide to publication inthe Sciences. It has been writtenby Dr Keith Hart from CardiffUniversity, and reviewed byProfessor Peter Barnes FRS, oneof the world’s most highly citedmedical (academic) authors.




The Graduate School, Cornwallis South East, University of KentCanterbury, Kent CT2 7NF www.kent.ac.uk/graduateschool

DPC 1153467/13

Documents

RESEARCHER DEVELOPMENT PROGRAMME HANDBOOK …...NVivo – Intermediate/Advanced 34 SPSS Essentials 34 LaTex –The Basics 35 An Introduction to LaTex 35 Online workshops 36 Avoiding