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Higher Degree by ResearchStudent Handbook 2016-2017
CONTENTS
Page
Welcome to the Centre of Lifelong Learning 3
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HIGHER DEGREE BY RESEARCH
Student Handbook
2016-2017
Higher Degree by ResearchStudent Handbook 2016-2017
Useful addresses and contact details 5
Term Time Dates 6
Research Training for M.Phil/PhD 7
a) What is Doctoral Training Centre 8
b) DTC Teaching Programme 9
c) How to be an Effective Researcher at the University of Warwick An Introduction to the Research Student Skills Programme 10
d) ePortfolio 11
Progressing through the research degree process 12
Provision of Facilities and Support for Research Students 13
Research Student Presentation Seminars Details 16
Code of Practice for the Supervision of Research Students 17
Notes on the citation of references/referencing books on kindle 20
Research Supervision Record of Progress Form 25
Annual Review Outline and Form 26
Upgrade Review Form & Ethical Approval Form 32
Important Additional Information and Useful Links 49
Monitoring attendance and progression 50
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A Warm welcome to the Centre for Lifelong Learning from the Director, Fergus McKay.
We would like to welcome you to the Centre for Lifelong Learning. We hope that the time you spend with the Centre in the coming years will be stimulating, enjoyable and successful. We aim to work with you in ways that support and build your involvement in research and your contribution to the academic community.
As post-graduates in the Centre for Lifelong Learning, you will have various supports throughout the period of your study. These include your individual supervisors, Director of Graduate Studies, Dr Barbara Merrill, and Sam Hundal, Programme Co-ordinator and at the University level the Graduate School has various supports in place, information on these can be found at:http://www2.warwick.ac.uk/services/academicoffice/ourservices/gsp/
Our contact details are:
Fergus MckayDirector of the Centre for Lifelong LearningT: 024 7652 4148Email: [email protected]
Dr Khursheed Wadia Admissions TutorT: 024 7652 3970Email: [email protected]
Dr Barbara MerrillDirector of Graduate StudiesT: 024 7657 4180Email: [email protected]
Sam Hundal Programme Co-ordinatorT: 024 7657 4136Email: [email protected]
Other sources of support available for you within the Centre for Lifelong Learning include the following:
Student PhD Presentation Seminar Series
Staff/Student Liaison CommitteeMeets once a term which allows a forum for discussing any issues of concern.
Other Students – you will have a list of other student’s names, topics and e-mails and this will be posted up in the postgraduate students’ rooms in the School. The School has a web-forum for students and a Facebook group.
Student mentors – some of the students in their second and third years are available to offer support to students in their first year. We try to allocate a mentor for each overseas student in particular with another overseas student who is further on and well settled.
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In addition, there are other staff members in the Centre who you can meet with if you and your supervisors feel it would be appropriate.
Within the Faculty, the ESRC Doctoral Training Centre provides 1st year PhD training for all Social Science PhD students. Contact Lila Tennent, Centre Administrator, email: [email protected] / [email protected].
Within the wider university, there is support from the Graduate School, the Senior Tutor and Counselling Service and the staff who will teach you during your research training. There are details about these in this handbook.
We hope you will find the years you spend with us stimulating and happy.
Best wishes, Fergus McKay
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Useful addresses/contacts for PGR Students in the Centre for Lifelong Learning
Graduate School OfficeUniversity HouseUniversity of WarwickCoventry CV4 7ALTel: +44 (0)24 7652 4585Fax: +44 (0)24 7652 4586Email: [email protected]: http://www2.warwick.ac.uk/services/academicoffice/gsp
ESRC Doctoral Training CentreDoctoral Training CentreLila TennentTel: +44 (0)24 7657 5122Email: [email protected] Email: [email protected]: http://www2.warwick.ac.uk/fac/cross_fac/esrcdtc/about
International OfficeUniversity HouseUniversity of WarwickTel: +44 (0)24 7652 3706Email: [email protected]://www2.warwick.ac.uk/services/international
Economic and Social Research Council (ESRC)Polaris HouseNorth Star AvenueSwindon SN2 1JUTel: +44 (0)1793 413000Web: http://www.esrcsocietytoday.ac.uk
Useful Information for New and Continuing Studentshttp://www2.warwick.ac.uk/services/academicoffice/ourservices/enrolment/http://www2.warwick.ac.uk/services/academicoffice/ourservices/enrolment/continuing/
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Term Dates
2016/2017Autumn Term Monday 3 October 2016 – Saturday 10 December 2016Spring Term Monday 9 January 2017 – Saturday 18 March 2017Summer Term Monday 24 April 2017 – Saturday 1 July 2017
2017/2018Autumn Term Monday 2 October 2017 – Saturday 9 December 2017Spring Term Monday 8 January 2018 – Saturday 17 March 2018Summer Term Monday 23 April 2018 – Saturday 30 June 2018
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Research Training For MPhil/ PhD Students
Students registering for an MPhil or PhD come to the University with different academic and professional backgrounds. The general research training recommended is set out below but is subject to modification depending on the needs and previous academic training of the research student. The first year PhD research training takes place through the Faculty of Social Science ESRC Doctoral Training Centre.
Students should discuss their research training needs with their supervisors, during the first week of term. Some elements are required and others recommended. Exemption from a recommended or required course involves the supervisor making a case in writing to the Director of Graduate Studies.
All first year PhD students may undertake PhD research training through the DTC.
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What is a DTC?
In 2009, the ESRC introduced a new Postgraduate Training Framework which funnels its training into 21 Doctoral Training Centres (DTC) composed of 46 universities. The University of Warwick is not part of an consortia but has gained recognition in its own right as a DTC with an annual quota of 27 studentships.
The new training framework is intended to provide greater flexibility to institutions and to encourage interdisciplinary training and research. In order to be recognised as a DTC, institutions must submit a proposal to the ESRC for specific training pathways, which can be based on single disciplines or on interdisciplinary themes. Warwick has been awarded a bloc of studentships which will be allocated across its various pathways over the next 5 years.
All students will be required to meet ESRC expectations for 'core' research methods and researcher development training which will be offered centrally by the DTC as part of its core training modules http://www2.warwick.ac.uk/fac/cross_fac/esrcdtc/researchandtraining/ at the department level. Students will also complete subject-specific training at department level, as specified in the training pathways approved by the ESRC. The DTC will be promoting the provision of advanced training in departments, on an inter-disciplinary basis through the DTC, and in collaboration with other DTCs.
In addition, the new framework is also intended to encourage greater involvement of non-academic bodies in postgraduate training. Therefore, a certain number of studentships at Warwick will involve collaboration with public, private or third sector organisations. For more information please follow the link: http://www2.warwick.ac.uk/fac/cross_fac/esrcdtc/studywithus/collaborativestudentships/
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Doctoral Training Centre
To view the core training modules offered by the DTC, please click on the links below to view timetables:
The Practice of Social Researchhttp://www2.warwick.ac.uk/fac/cross_fac/esrcdtc/researchandtraining/ct201314/practice2016/practice/
Philosophies of Social Science Research http://www2.warwick.ac.uk/fac/cross_fac/esrcdtc/researchandtraining/ct201314/philos2016/
Qualitative Research Methodshttp://www2.warwick.ac.uk/fac/cross_fac/esrcdtc/researchandtraining/ct201314/quals2016/
Quantitative Research Methodshttp://www2.warwick.ac.uk/fac/cross_fac/esrcdtc/researchandtraining/ct201314/quants2016/
For more information contact:ESRC Doctoral Training CentreJudith McAllisterTraining Co-ordinatorRoom B0.04, Ground Floor Social SciencesUniversity of Warwick
Email: [email protected]: (024) 76 573 289Working hours: Wednesday mornings, Thursdays and Fridays
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How to be an Effective Researcher at the University of Warwick – an Introduction to the Research Student Skills Programme
Summary DescriptionAn introductory programme designed especially for research students at the University of Warwick. The programme enhances effectiveness as a postgraduate researcher by providing opportunities to build understanding of skills, becoming aware support services available at the university and grow confidence as a member of the postgraduate community.
Main descriptionThe Research Student Skills Programme (RSSP) invites you to attend an introductory programme designed especially for researchers here at the University of Warwick. The programme will enhance your effectiveness as a postgraduate researcher by providing you with an opportunity to build your understanding, skills and confidence in the following areas:
communication planning and time management problem solving leadership assertiveness
The programme will help you to a greater self-awareness of the support services which are available to you as a researcher at Warwick.
When you have completed the introduction programme you will be allocated to an Action Learning Set which will continue to help, guide and support you through your first year as a research student at the University of Warwick.
The RSSP will be running ‘How to be an Effective Researcher’ throughout 2015/16, so check the date you are registering to be confident that you are signing up for the most appropriate ‘How to be an Effective Researcher’ for you.
For further details and to book a place, please follow the link on the RSSP homepage: http://www2.warwick.ac.uk/services/scs/pgr/programme/ PLEASE NOTE: you can only book once you are fully enrolled and have received your IT username.
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ePortfolio
As a window on your research world, an ePortfolio is an online record of your academic life. It is a collection of web pages, representing and showcasing your research, ideas, experience, resources and academic interest. With an audience of fellow researchers within your department, the Warwick community, potential employers and the wider academic world, an ePortfolio provides structure and presentation surpassing what you can achieve with a blog.
As a researcher, it’s important that you have a presence within the online academic community. You present some of the intellectual resources of the University and your work is an original contribution to your research area.
Warwick ePortfolios rank highly in search engines such as google, meaning that when searching for terms such as your name or research topic, it is likely that your ePortfolio will be one of the first listed results.
Your ePortfolio will be given a short web address for easy navigation. You can publish this on business cards, presentation slides and your email signature. People you meet and communicate with will then be able to find up-to-date information about you and your research.
For more information on ePortfolio please follow the link: http://www2.warwick.ac.uk/services/skills/pgr/profile/
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Progressing Through The Research Degree Process
This section summarises some of the key aspects for the completion of your M.Phil/PhD.
Ensure your registration is completed and all information is correct.
Attendance at Graduate School, DTC and CLL Induction Events.
Regular supervisionIt is important that you make best use of this time. Thesis planning and other helpful information is available at the Graduate School website. You will need to review and reshape the plan as your thesis takes shape and focuses in its direction. Detailed notes of the monthly sessions with your supervisor will be recorded and filed.
Submit your Annual Review document by 31 May each year (Annual Review Form).
Submit Upgrade Review document by 12-18 months for FT students and 18-24 from start date for PT students (Process and Form).
Attending research seminars, writing up groups and SSLC activities.These are an important source of support for students who are often going through common experiences related to their research and writing of their theses.
If you have concerns about your progress, identify what you think these are and organise to speak with your supervisors in the first instance to work through your concerns and/or The Director of Graduate Studies.
Buy one of the books on how to do a PhD.
Useful Information on Research Examinations (Viva):
http://www2.warwick.ac.uk/services/academicoffice/gsp/current/submitting/frequently_asked_questions
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Provision of Facilities and Support for Research Students
Below is information about some of the resources available in the Centre for Lifelong Learning to support your studies.
PhotocopyingFull-time students are allocated £40 per year for photocopying costs and part-time students are allocated £30 a year for photocopying costs. These amounts are credited onto your University ID Cards. Copying after that will be charged at 5p per copy. If you and your supervisor agree that it would be more useful for you to use the library photocopier, or that you have exceptional needs in this or any other respect, a written case may be made to the Director of Graduate Studies to consider exceeding or varying the normal limit.
Inter-library loansYou are allocated 20 free inter-library loans (ILLs) per year. For each one, you should obtain the necessary form from the library, and ask your supervisor to sign it as relevant to your research and pass it to Sam Hundal. She will need to keep a record of the number you have used as a proportion of our annual allocation. As above, a written case can be made to vary this arrangement in exceptional circumstances.
Office spaceThis is currently available in the Education Building (next to car park 14) on the ground floor i.e. rooms WE0.47 and WCE0.49. There is a keypad on the door and the code to get in is 2015. A ‘hot desking’ arrangement is operated in the rooms, which means that, any time you go in, you can sit at any desk or table that is free. No one can reserve a desk for their sole use. Most research students undertake a good deal of their private study at home, perhaps using the rooms on campus more as a place to encounter other students, and we would encourage this if you find it productive. Please note that there are also carrels for private study available in the library but these must be booked very early in Term 1
StationeryHeaded paper, compliments slips and envelopes can be obtained from Sam Hundal. Please ensure that your supervisor has given prior approval for any correspondence that you plan to send out in the CLL’s name.
Financial supportA student who does not have provision within their funding to cover fieldwork costs and attendance at conferences where they are presenting a paper or poster, or other essential expenses may, with the support of their supervisor, make a written case to the Director of the Centre for Lifelong Learning for discretionary assistance with specified items of expenditure. A ceiling of £250 per year will normally be placed on any monies allocated in this way, which will also be subject to the prevailing financial climate in the Centre. In the case of conferences students should only apply if they are presenting at the conference, attendance only will not be considered. All such applications should go to the Director of Graduate Studies, Dr Barbara Merrill.
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Staff Student Liaison CommitteeThe Staff Student Liaison Committee for postgraduate research students is convened to deal with any issues of general interest or concern. It meets on a termly basis. There are representatives from each year who are elected at the beginning of the academic year. There are also social events organised by the SSLC.
Other points of contact Your first point of contact for all research matters, and for most other academic and personal issues, are your supervisors. You may also contact the Director of Graduate Studies in CLL if you have any procedural queries or any concern about the supervisory process (see Code of Practice). The Programme Co-ordinator, whose job will include all administrative matters relating to research students in CLL, is Sam Hundal. Sam is located in Room WCEO.1C, Ground floor, CLL, and her e-mail address is [email protected].
Annual Progress Reviews and Upgrades One of the ways in which CLL gives you feedback on your progress is through a process of annual review. It takes the form of both you and your supervisors reviewing progress and provision of support in writing, further reviewed by the Director of Graduate Studies and Director of CLL. This takes place every year until you submit your thesis. If there are any difficulties, additional stages are automatically built in to try and resolve the matter. A copy of the relevant paperwork is enclosed in this folder for your interest. You will receive an emailed copy to return and a reminder in the summer term to complete the form. (Please note that the Graduate School will also ask you to complete a form once a year, which is part of its own, separate procedure of quality assurance.)
Health and SafetyThe Health and Safety Officer for the CLL is Michele Archer. If you have any health and safety concerns, for example in relation to protracted use of a computer, please see her. Issues of personal safety arising from the conduct of your research are more properly a matter for discussion in supervision.
Learning to teachThe University provides free training for research students who are going to be undertaking teaching duties of any kind. This can build towards an accredited ‘Warwick Teaching Certificate’. Since CLL specialises in professional and continuing professional education, it is less often possible than in other settings to offer research students teaching or tutoring work - unless you are yourself already an experienced professional. There are occasional exceptions to this, for example in assisting taught postgraduates to study on-line and in facilitating some small-group learning for students. If you would like to gain some teaching experience on your CV, talk to your supervisor and let the Director of Graduate Studies know. If you are going to be doing any teaching, you should register at the start of Term 1 for the ‘Learning to Teach’ course. Please note that the course is organised on the basis of learning through doing, so is not suitable for anyone who has a general interest but no practical involvement. Also, it starts before term begins so may be easier to join in Year 2 of your studies.
Information about funding opportunitiesIf you do not already have adequate funding approved for your entire period of study, you should talk to your supervisors about applying for financial assistance. Internal funding under the Warwick Postgraduate Research Fellowship scheme is covered in the Warwick Graduate School portal at: http://www2.warwick.ac.uk/services/academicoffice/.You can enquire further through the Graduate School Office. For overseas students, the International Office is another good source of advice.
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The LibraryStudents benefit from the excellent library holdings at Warwick. The University Library includes a number of specialist collections which are unique, such as the Modern Records Centre (which houses the records of the major trade unions, adult education and a number of social work organisations), the Gillian Rose Collection (Social Theory) provides a comprehensive collection in the field of migration and ethnic studies. Doctoral students also have free access to inter-library loans for more specialist needs. Through the Postgraduate Student Guide, all students are given up to date information on who to contact in the Library for their particular research and subject area needs.
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Research Presentation SeminarsSHSS PhD Students
2015– 2016
Co-ordinator: Dr Barbara Merrill, Associate Professor
The aim of the Research Presentation seminars is to provide an opportunity for PhD students to:
Present their research to peers and supervisors. Help build confidence and skills in doing public presentations on their research. Interrogate research methodologies in a supportive and constructive context. Act as a support for students to prepare for final viva.
All seminars will take place on a Wednesday from 2-4pm.
Details of Seminars for 2016 - 2017
http://www2.warwick.ac.uk/study/cll/research/phd/seminarseries/
If you would like to do a presentation, please contact the Director of Graduate Studies.
For advice and support with academic writing please follow link below:http://www2.warwick.ac.uk/services/scs/skills/awp/courses/research/
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Code of Practice for the Supervision of Research StudentsIntroductionThe Centre for Lifelong Learning aims to ensure that Research Students are assisted in every way to produce work of the highest quality. This means that, as a full or part-time student in the Centre, you should at all times feel informed as to what is expected of you and what progress you are making, and able to call upon your supervisor for guidance and support. Your supervisor, too, will be working to clear guidelines, as set out below.
This Code of Practice is intended as a framework within which research students and their supervisors can form an effective working relationship, supported by procedures operated by CLL and the Graduate School. Further guidance is available in the Graduate School’s Guidelines for the Supervision of Research Degree Students.
Your supervisor will be your main point of contact in CLL and the first port of call for most queries. It is always advisable to raise issues early and to take the initiative for doing so, rather than letting concerns build up. Sam Hundal, the Postgraduate Research Secretary is also available to answer queries of an administrative nature.
Joint Responsibilities of Students and Supervisors1. Students and supervisors agree to accept responsibility for their respective contributions towards
research training and, respectively, for the timely production of, and feedback on, written work.
2. The frequency and length of supervisions should be negotiated between students and supervisors. It is recognised that frequency is likely to vary over the different phases of completing a PhD. However, CLL expects the Graduate School norm of monthly meetings for full-time students to be at least met and preferably exceeded. Part-time students should have supervision at least twice a term. It is recommended that supervision should take place in locations where the likelihood of interruptions is minimal and that a jointly agreed record of the main outcomes of each meeting should be kept, using the standard form available from the Postgraduate Research Secretary.
3. Supervisors are usually assigned to students at the time of their application to study in the Centre. If either party feels that a change of supervisor or the appointment of more than one supervisor would be beneficial, the Director of Graduate Studies for CLL, as the person responsible for the allocation of supervisors, must be consulted at the earliest possible stage. In the case of a proposed change of research topic, it cannot be guaranteed that an appropriate supervisor will be found, although every reasonable effort will be made.
4. Supervisors and students are expected to keep one another informed if they plan to be away for periods of longer than two weeks. (See also para. 18.)
5. Students and supervisors are expected to treat their discussions as confidential unless they agree to inform others about them. It is not good practice for supervisors to show their students’ work to others without permission.
6. Students and supervisors agree not to misrepresent the work of other people as their own (see in the University Calendar). If they plan to write a paper together, they should carefully consider the implications of joint authorship and take advice from the Director of Graduate Studies as appropriate.
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7. Student and supervisor should jointly make themselves aware of the conditions laid down by the relevant Research Council or other funding body from whom the student holds a scholarship, bursary, grant or studentship. Particular note should be taken of any requirements relating to the timing of thesis submission.
8. In the event of a complaint by a student or supervisor, or a serious disagreement between them, or an apparent breakdown of the supervisory relationship, the Director of Graduate Studies should be informed of the difficulty as soon as possible. Informal advice may be given and, if this does not resolve the matter, a three-way meeting will be held between student, supervisor and the Director of Graduate Studies (four-way if there are joint supervisors) at which all perspectives will be fully aired. The student may be accompanied to this meeting if he or she wishes. Following this meeting, which will be minuted and a record placed on the student’s file, the Director of Graduate Studies may make recommendations to the student and supervisor and/or to CLL or the University’s Graduate School, and/or may take action as appropriate, for example to effect a change in supervisory arrangements.
Responsibilities of Students9. It is the responsibility of students to ensure that they comply with all the University’s and the
Centre’s regulations and requirements relating to higher degrees and the conditions laid down by their funding body.
10. Students are expected to attend supervision as arranged and to provide reasonable notice if unable to do so unless prevented by a genuine emergency. Non-completion of agreed tasks is not normally accepted as a reason for a student to defer supervision.
11. Students are free to consult other members of the academic staff about their work but, as a courtesy, they should keep their supervisors informed of the advice they are given and inform their supervisors if they wish to work closely with another member of staff.
12. Students are expected to produce written work in good time for supervision as directed, and additionally as requested by the Centre, for example when seeking to upgrade from MPhil/PhD to PhD registration.
13. If a student is undertaking fieldwork overseas, regular email contact with the supervisor is expected wherever possible.
Responsibilities of Supervisors14. Supervisors must ensure that their students are aware of the University’s regulations and the
Centre’s requirements relating to higher degrees.
15. Supervisors are expected to provide guidance on:
the nature of the research process in general; the substantive, theoretical, conceptual and methodological aspects of students’ particular
projects; the scope and sources of relevant literature; the advisability of taking taught courses or specialist training additional to the required
research training provided by the Centre; intellectual developments in fields related to students’ work;
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the scheduling of each major stage in students’ work, including the decision to submit a thesis for examination;
the rate of students’ progress and the standard of their work, having due regard to feedback from CLL’s annual review procedures;
any ethical, security or safety implications of particular topics, strategies, methods or techniques (see the British Sociological Association’s Statement of Ethical Practice and Guidelines for Good Professional Conduct The British Association of Social Workers is also revising its Code of Ethics to include research);
opportunities to disseminate the findings of students’ research.
16. Supervisors have a special responsibility to ensure everything is done to help their students to complete their theses within the normal period of registration and to prepare themselves for oral examinations.
17. Supervisors are expected to make themselves, available to students in response to reasonable requests for meetings or for consultations by telephone.
18. Supervisors are normally expected to continue supervising their students when they are on approved study leave or leave of absence. If either student or supervisor will be away for more than a month, it is the supervisor’s responsibility to make appropriate contact arrangements or alternative supervisory arrangements, involving the Director of Graduate Studies where necessary and keeping him or her informed of what has been agreed.
“Every effort will be made to ensure that the supervisory arrangements put in place for your doctoral work continue to work as well as possible throughout your period of study. However, the Department is aware that difficulties do sometimes arise between doctoral students and their supervisors, often through no fault on either side. If you should have any concerns relating to your supervision, please feel free to raise the matter directly with your supervisor, or if you prefer, to discuss the matter in confidence with the Director of Graduate Studies. You may also wish to speak with your mentor, who can offer impartial advice.
Any difficulties raised by the student relating to supervision will not prejudice that student in any way. However, it is important to note that it is the responsibility of the student to bring the difficulties to the attention of their mentor, the Director of Graduate Studies or, in the last resort, to the University Graduate School Office, in good time. The University cannot remedy difficulties or failings of which it was not made properly aware.
If, for any reason, your supervisor should become absent or unavailable to direct your work for a period of 4 weeks or longer, the Director of Graduate Studies (DGS) or Course Director, will meet with you at the earliest available opportunity to discuss the support you need. The DGS or Course Director may assign a replacement supervisor, on either a temporary or a permanent basis. Alternatively, if return of your supervisor is expected within a short period and you find that you have adequate support (e.g. for second supervisors, tutors or other members of the research group), the DGS will agree a support plan with you. Be sure to advise your DGS or Course Director fully of your requirements, it may be difficult to recoup time lost if your research falls behind schedule.”
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Notes on the Citation of References
General Comments
1.1 The Harvard system is strongly recommended. It is the system most commonly found in social sciences texts and is extremely flexible to use. If portions of text are moved around in assignments, for example, the referencing remains unchanged whereas, in a numbered system, complex corrections will be required.
1.2 Writing at post graduate research level demands a high level of detail and accuracy in referencing. This may exceed what has been accepted on other courses and students are strongly advised to utilise these notes as a general guide.
References in the Text1.3 Every reference to the work of another author must be acknowledged if you are to avoid plagiarism.
If the author’s name forms a natural part of the sentence, the year of publication should follow it in a bracket. There should not be a full stop in or before the bracket, for example:
An important contribution to our understanding of the experience of young Black women in contemporary British society is offered in an award-winning book by Mirza (1992).
1.4 If the author is not named in the sentence, the surname only – not initials or title – should precede the year in the bracket, e.g.:
Young Black women survive multiple oppressions in British society (Mirza, 1991).
2.3 If you use two or more works by the same author(s), take great care to check from the moment you begin using them whether any two have the same year of publication. If they do, you will need to differentiate them with lower case letters after the date, both in the text and in the bibliography:
Two Home Office reports (188a; 1988b) are relevant to this argument.
BibliographyHome Office (1988a) Punishment, Custody and the Community, London: HMSOHome Office (1998b) Tackling Offending: Action Plan, London: HMSO
2.3 A work with more than two authors may be referred to in the text by the surname of the first author followed by the words ‘et al.’, e.g.:
(Everitt et al., 1992)
2.4 This is an abbreviation of ‘et alia’, meaning ‘and others’, so it requires a full stop to mark the abbreviation and typically italics because the words are not in English. In the bibliography, write out in full all the names involved in a multi-authored work, e.g.:
Everitt, A., Hardiker, P., Littlewood, J. and Mullender, A. (1992) Applied Research for Better Practice, Basingstoke: Macmillan
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2.5 It is permissible to use the words ‘op cit.’ (meaning ‘work cited’), instead of repeating the details of an earlier reference provided that the meaning is clear. For example, you may need to repeat the author’s name and ensure that the same work was referred to not too long before; you will also need to cite the fresh page number if relevant. The word ‘ibid’ (‘ibidem’, roughly meaning ‘the same’) may be used in place of a reference precisely identical to the preceding one. It may be easier, however, for you and your reader, simply to repeat the reference.
Quoted Material3.1 If a specific quote is cited, the relevant page number(s) should follow the year, still in the bracket.
This allows a reader to find the exact location in the original. There are various acceptable ways to punctuate the material in the bracket, e.g.:
‘Young black women bear all the hallmarks of a fundamentally inegalitarian society’ (Mirza, 1992:189)
or
‘Young black women bear all the hallmarks of a fundamentally inegalitarian society’ (Mirza, 1992, p.189)
3.2 A well-chosen quote can add vitality to an assignment but do avoid excessive quoted material. Above all, take care to reproduce the quote with absolute precision. If any error, or objectionable or outmoded content appears in the original which you would not have used yourself (such as gender-specific language), you may follow it with the word ‘sic’ (meaning ‘thus’) in a square bracket, for example:
as the artist works with paints or stone or materials with limit what he [sic] is able to achieve, so the group worker is working with people, who are the raw material involved’ (Douglas, 1988:69)
This is done because you must not alter the actual content of a quote.
3.3 A quote, unless it forms a complete sentence in its own right, should always flow into the sense of the sentence which contain it, e.g.:
Fisher and Watkins state that they ‘made an effort to challenge sexist attitudes whenever expressed and it was particularly important that the male leader took a lead in this regard’ (1993:69)
You may occasionally need to insert or alter one or more additional words in a square bracket to facilitate this flow e.g. (see para. 3.2, above):
Douglas compared the groupworker to an ‘artist [working] with paints or stone’ (1988:69)
3.4 Cuts should be marked with dots. It is accepted practice to indent quotes longer than about 30 words (some publishers prefer 40 or 50). Indented material does not need inverted commas to mark it out as a quote. Shorter quotes should be run into your own text but marked by single inverted commas. Use double inverted commas within the single one of needed, e.g. ‘The course
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organiser… expressed this discriminatory sentiment when she explained “If they’re no good for college we send the onto YTS”’ (Mirza, 1992:96)
References in the Bibliography4.1 A complete listing of all references contained in the text must appear at the end of the assignment,
arranged alphabetically by author’s surname. The most common fault is to omit certain details, typically the place of publication for books and/or the page references for articles. The following examples indicate the details we require for complete books, chapters in edited books, and articles:
Mirza, H. (1992) Young Female and Black, London: Routledge
Fisher, K. and Watkins, L. (1993) ‘Inside groupwork’, in Brown, A. and Caddick, N. (eds) Groupwork and Offenders, London: Whiting and Birch
Mullender, A. and Ward, D. (1989) ‘Challenging familiar assumptions: preparing for and initiating a self-directed group’, Groupwork, 2(1), pp.5-25
4.2 Titles of books and journals may be marked either with italics or underlining. Titles of chapters and journal articles should be in inverted commas in plain text. Journal articles take upper case only for the first word of the title. Practice varies for chapter titles but be consistent throughout your bibliography.
4.3 If any of the normal details are not available in the original, this should be indicated, e.g. an organisation rather than a named author may have produced a book
Victim Support (1992) Domestic Violence: Guide to Practice, Nottingham: Nottinghamshire County Council Social Services Department
4.4 There are various ways of listing Government publications. They are perhaps most easily listed by the originating department. It is important to include any identifying details such as a command number or House of Commons reference number, e.g.:
Department of Health (1993) Adoption: The Future, London: HMSO, Cm 2288
5. On-line Sources
5.1 Care should be taken when referencing on line sources, because information held on them can be unreliable. Use web sites only to supplement academic literature, rather than as a primary sources. Make sure that you give as much information as possible, within the following conventions:
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Electronic JournalsThompson, N. (2002) ‘Social movements, social justice and social work’(Electronic version), British Journal of Social Work 32: 711-722.
Articles and reports etc.The Swedish Institute (1999) The Health Care System in Sweden. Sockholm, The Swedish Institute.
http://www.si.se/docs/infosweden/engelska/fs76.pdf (accessed 12/1/01
Other web pagesSpartacus Internet Encyclopadia of British History 1700 – 1950 ‘Edwin Chadwick’.
http://www.spartacus.schoolnet.co.uk/PhChadwick.htm (accessed 11/11/00)
5.2 Integrate all on line and electronic references within your bibliography in alphabetical order: they do not require a separate list.
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Referencing books on KindleThere is quite a bit of helpful information on the web about this. The advice beneath comes from the University of New South Wales and offers a pragmatic way forward. The following blog entry is interesting too http://booksprung.com/how-to-cite-a-kindle-ebook .
Christine Bradford, Academic Support Librarian, University of Warwick, Tel: 024765 24476, Email: [email protected]
To cite an ebook accessed via an ebook reader
In Text
Include author/ date:
(Smith 2008) or
Smith (2008) states that…
E-books often lack page numbers (though PDF versions may have them). If page numbers are not available on ebook readers, use the chapters instead for indicating the location of a quoted section:
List of References
Include:
author name and initial year (date of Kindle Edition) title (in italics) the type of e-book version you
accessed (two examples are the Kindle Edition version and the Adobe Digital Editions version).
accessed day month year (the date you first accessed the ebook)
the book’s DOI (digital object idenitifer) or where you downloaded the e-book from (if there is no DOI).
For example:
Smith, A 2008, The Wealth of Nations, Kindle version, accessed 20 August 2010 from Amazon.com.
Smith, A 2008, The Wealth of Nations, Adobe Digital Editions version, accessed 20 August 2010, doi:10.1036/007142363X.
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Research Supervision Record of Progress
Student: ………………………………………………………………………….
Supervisor(s): ………………………………………………………………………….
Date of Supervision: ………………………………………………………………………….
1. Summary of discussion during supervision (inc. note of preparatory work)
2. Priorities for work to be undertaken before the next supervision?
3. Any further issues
4.
Time and date of the next supervision: …………………………………………..……..
Signature: Student …………………...………………………….…
Signature: Supervisor ……………………………...………………
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RESEARCH STUDENTS: ANNUAL REVIEWThis annual process is designed to enable students and supervisors to feed back their experience and progress, and to enable CLL to keep track of students’ progression towards the award of degree. The process applies to all post-graduate students registered for further degrees by research: i.e. those registered for MA by research, MSc by research and MPhil/PhD and MD.
The review should normally be done annually from the date of registration or upgrade. For many this will be most convenient to be in May or June to coincide with the review required by the Graduate School.
Standard annual reviewThe review usually entails the student and the supervisor completing the simple form attached. The form is distributed by, obtainable from, and returned to the Graduate Research Secretary. The Programme Co-ordinator forwards the completed form to the relevant Director of Graduate Research Studies, who reviews it. If the reviewer is satisfied s/he signs it, and it is then countersigned by the Director of CLL. One copy of the signed form is returned to the student, one is returned to the supervisor, and one is kept on file by the Graduate Research Secretary.
The review form requires the student and supervisor to comment independently on:
the student’s written output across the year frequency of supervision any major aspects of progress / factors hindering progress their view on whether or not progress is satisfactory / commensurate with the stage of registration support from CLL anticipated date of completion
Where progress/supervision is queriedIf any major doubts have been raised about the progress and/or supervision and/or support from CLL, during the review process, the procedure is as follows: The relevant Director of Graduate Research Studies is designated to interview the student, with the supervisor present. A brief account of any key issues of concern is noted on the review form. A summary of an action plan to resolve the issue(s) in question is agreed at that meeting and forwarded to the Director of CLL for approval.
September 2014Centre for Lifelong Learning
NB: At any point in this document where a named office is occupied by the student's own supervisor, an equivalent senior staff member will undertake the role outlined.
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RESEARCH STUDENTS: ANNUAL REVIEW
Date:
Research Student’s name:
Supervisor’s name:
Please circle as appropriate: Full time / Part Time
Date you registered:
Date submission due:
RESEARCH STUDENT’S FEEDBACK
Within a week of receiving this form from the Graduate Research Secretary, please complete it under the following headings, then sign and forward to your supervisor (please keep a copy for yourself).
1. List your written output across the year (including course assignments where appropriate, PhD chapters, work requested by your supervisor and any material submitted for publication)
Thesis chapters:
Publications:
2. Frequency of supervision
3. Any major aspects of progress, or factors which have impeded or are impeding progress
4. Your view as to whether or not your progress has been satisfactory/commensurate with your stage of registration
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5. Support you have received from CLL and University and any unmet needs you would like to flag up
6. Anticipated date of completion (This should not be later than date thesis is due to be submitted but may be sooner. If you anticipate problems with the existing deadline, please use page 6.)
Signed:
Date:
IF THERE IS ANY QUERY ABOUT PROGRESS/SUPERVISION/SUPPORT, please use page 6
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RESEARCH STUDENTS: ANNUAL REVIEW
RESEARCH SUPERVISOR’S FEEDBACK
Within a week of receiving this form from your research student, completed by your research student, please complete your section of the form under the following headings with your own views on the student’s progress. Sign and forward both forms to the Graduate Research Secretary (please keep a copy for yourself)
1. Student’s written output across the year (including course assignments where appropriate, work you requested and any material submitted for publication)
2. Frequency of supervision
3. Any major aspects of progress, or factors which have impeded or are impeding progress
4. Your view as to whether or not progress has been satisfactory/commensurate with student’s stage of registration
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5. Support the student has received from the CLL and the University and any unmet needs you would like to flag up
6. Anticipated date of completion (Note that this should not be later than date when thesis is due to be submitted. If you anticipate problems with this, please use page 6 and indicate what action you are considering e.g. suspension of studies, plan of work for student to catch up)
RESEARCH SUPERVISOR: Signed: Date:
REVIEWED AND AGREED BY DIRECTOR OF GRADUATE RESEARCH STUDIES:
Signed: Date:
DIRECTOR OF CLL: Signed: Date:
IF PROGRESS/SUPERVISION/SUPPORT IS QUERIED, please turn to page 6.
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Where progress / supervision is queried
If any major doubts are being raised about the student's progress and/or supervision and/or support please note these below. The procedure will then be as follows: The relevant Director of Graduate Research Studies will be designated to interview the student, with the supervisor present. A summary of an action plan to resolve the issue(s) in question will be agreed at that meeting and forwarded to the Director of CLL for approval.
RECOMMENDATIONS FROM MEETING CONCERNING PROBLEMS IDENTIFIED AT REVIEW
STUDENT: Signed: Date:
SUPERVISOR: Signed: Date:
DIRECTOR OF GRADUATE RESEARCH STUDIES:
Signed: Date:
DIRECTOR OF CLL: Signed: Date:
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RESEARCH STUDENTS: UPGRADE REVIEW
Information regarding your application for an upgrade from MPhil to PhD
If you are applying for an upgrade to PhD, you should complete this upgrade review form and submit it, with your Upgrade Review Submission, to the Graduate Research Secretary one month before your upgrade panel.
Students should submit a document of no more than 10,000 words that contains:1) the completed upgrade review form2) an introduction3) a literature review (3000 words)3) a methodology and methods section. This includes ethical considerations (3000 words)4) a theoretical chapter if relevant (3000 words)5) references6) a timetable for completion of each stage of your research7) a chapter outline for the proposed thesis 8) ethics form
The references, timetable, chapter outline and ethics form fall outside of the 10,000 word limit. The suggested word length for each chapter is a guideline only. The submission should include:
I. The broad aims and intellectual context and rationale of the research
II. Clear research questions
III. The relevance of existing literature to your research
IV. The choice of research methodology and methods
V. Ethical considerations
VI. The timetable for completion of each stage of your research
VII. A chapter outline for the proposed thesis, with headings and summaries of content.
Students are also required to fill in an ethics report, and a research student’s report which the supervisors must see in advance and sign. Both forms are within this document. The supervisors also fill in a supervisors report. The whole submission is read by two members of staff who are not your supervisors. An upgrade panel is held to discuss your submission and progress. The panel consists of you, the two members of staff who have read your upgrade, and a chairperson, normally the Director of Graduate Research Studies. Your supervisors are also present at this panel. A decision is made to: pass; pass with minor revisions to be completed within a month (2 months part time) and approved by the supervisors; pass subject to major revisions to be completed within 2 months (4 months part time) and approved by the upgrade reviewers; completing for the award of MPhil; and fail.
Written feedback is given to the student and supervisors and recommendations will be agreed at time of the upgrade panel and forwarded to the Director of CLL for approval.
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NB: At any point in this document where a named office is occupied by the student's own supervisor, an equivalent senior staff member will undertake the role outlined.
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Upgrade proceduresThe upgrade process enables a student to transfer their registration from M.Phil to a PhD, on the basis of having taken courses and written an upgrade document that shows a level of theoretical and methodological understanding of their topic and discipline deemed sufficient to proceed to a PhD and fieldwork. In addition to the upgrade document, there is a review form that the student and supervisors fill in with information on courses taken, supervision, and progress and an ethics section for the student to write concerning their research. This is a developmental process and part of the supervisory process.
Detailed proceduresThe procedures for upgrade are as follows:
Students are required to: Have attended the course Research Process and Design. For students within CLL, the piece of
work associated with the module will be prepared and submitted as part of the upgrade process described below. This course is required for ESRC funded students, other students are strongly recommended to take this course, unless it is clear they have already covered this material elsewhere.
Submit a document (10,000 words in total) that contains a literature review; a methodology and methods section on the research design; a timetable for completion of each stage of your research; and a chapter outline for the proposed thesis.
Submit a completed upgrade review form, including an ethics section. Submit the upgrade documentation 12- 18 months after registration for full time students, and 18 –
24 months after registration for part – time students. (The exact timing is a matter of negotiation and discussion between the student and supervisors).
Once received within CLL:
The upgrade document will be read and reviewed by two members of staff who are not the student’s supervisor, who will prepare written feedback.
Within 4 – 6 weeks of receiving the upgrade document, there will be a formal meeting between the student and a panel consisting of the supervisors, and the two reviewers, chaired by the Director of Graduate Studies. The student will be asked questions concerning their planned research study in the style of a ‘mock viva’ (oral examination). After discussing privately, the reviewers will then have a discussion with the student, involving, where appropriate, the Director of Graduate Studies.
The possible outcomes of the review of the upgrade documents are: Pass Pass with minor revisions to be completed within a month (2 months part time) and approved by
the supervisors Pass subject to major revisions to be completed within 2 months (4 months part time) and
approved by the upgrade reviewers Option of completing for the award of M.Phil Fail
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Upgrade: ethical issues raised by the research
This form is to be filled in as part of the upgrading procedure, prior to your fieldwork. You should discuss it with your supervisor before submission, along with the rest of your upgrade documents. The Centre for Lifelong Learning (CLL) is committed to ensuring that research follows the highest possible ethical standards. To ensure this, all proposals for research are subject to a process of ethical approval using the Research Ethics Approval Form (REAF).
The REAF should be completed by the student and sent to the Supervisor in the first instance.
Students must not commence active research (e.g. participant recruitment or any fieldwork) until ethical approval has been clearly agreed.
A final copy of the REAF will be sent to the student once ethical review has taken place. This should be submitted along with the final work (e.g. as an appendix).
STUDENT NUMBER:…………………………………………………………………………………………………
STUDENT NAME:…………………………………………………………………………………………………….
NAME OF SUPERVISOR: ……………………………………………………………………………………………………………….
TITLE OF RESEARCH PROPOSAL:
………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
1. I confirm my research is consistent with the University Policy and Code of Practice:
University Statement on the Ethical Conduct of Researchhttp://www2.warwick.ac.uk/services/ris/research_integrity/code_of_practice_and_policies/statement_ethical_conduct_research/
University Code of Practice for Research http://www2.warwick.ac.uk/services/rss/researchgovernance_ethics/research_code_of_practice
2. I confirm I have answered the following questions to help me refine consideration of research ethics:
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Does the research involve participants who may be particularly vulnerable or unable to give informed consent? (e.g.: children; people with learning disabilities)
YES NO
Will it be necessary for participants to take part without their knowledge/consent at the time? (e.g.: covert observation of people in non-public places)YES NO
Will the research involve discussion of sensitive topics with participants? (e.g. drug misuse)YES NO
Is it likely that the research would induce psychological stress or anxiety or cause harm or negative consequences beyond the risks encountered in everyday life, either to the researcher or the research participants?
YES NO
Is it likely that the research will reveal issues directly relating to the harm of others?
YES NO
If you have answered yes to any of these questions, please discuss the implications with your supervisor.
-------------------------------------------------------------------------------------------------------------------------------SECTION A: FOR COMPLETION BY STUDENT
I confirm that I have fully considered the ethical implications of the proposed research.
Signature of student:…………………………………………………………………….Date:…………………………
-------------------------------------------------------------------------------------------------------------------------------SECTION B: FOR COMPLETION BY SUPERVISOR
Approve Amendments required Decline Refer to CLL Ethics Committee/CLL Research Director Detail (as required):……………………………………………………………………………………………………
Supervisor signature:……………………………………..……………………Date………………………
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-------------------------------------------------------------------------------------------------------------------------------SECTION C: FOR COMPLETION BY CLL RESEARCH ETHICS COMMITTEE / CLL RESEARCH DIRECTOR (as required)
Approve Amendments required Decline Refer to HSSREC Detail (as required):……………………………….…………………………………………………………………
CLL Research Ethics Committee Member name: ………………………………………………………………………………
CLL Research Ethics Committee Member signature: ……………………………Date:…………………
-------------------------------------------------------------------------------------------------------------------------------SECTION D: FOR COMPLETION BY PROGRAMME COORDINATOR
Decision logged on spreadsheet
Copy of form sent to student
Programme Coordinator name:…………………………………………………………………………………………………….
Programme Coordinator signature:………………………………………………..….…..Date:………………………………….
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Upgrade: research student’s report
This form should be submitted with your Upgrade Review Submission to the Graduate Research Secretary. You may wish to keep your own copy of this document.
Research student’s name:
Supervisor’s names:
1. List your written output in the last year (including course assignments where appropriate, work requested by your supervisor and any material submitted for publication).
2. List any taught courses you have attended in the last year, with any assessments achieved.
3. Dates of supervision over the last year.
4. Any major aspects of progress, or factors which have or are impeding progress.
5. Your view as to whether or not progress has been satisfactory/commensurate with your stage of registration.
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6. Any comments on the support you have received from the CLL and University.
7. Anticipated date of completion (Note that this should not be later than the date when the thesis is due to be submitted. If you anticipate problems with this, please indicate what action you are taking.)
Research Student:
Signature:
Date:
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Upgrade: research supervisors’ report
This form should be submitted to the Upgrade Review Submission to the Graduate Research Secretary. Supervisors should submit a joint report.
1. Your comments on the student’s written output across the year (including course assignments where appropriate, work you requested and any material submitted for publications).
2. Dates of supervision over the last year.
3. Any major aspects of progress or factors which have or are impeding progress.
4. Your view as to whether or not progress has been satisfactory/commensurate with student’s stage of registration.
5. Support the student has received from CLL and the University and any unmet needs you would like to flag up.
6. Anticipated date of completion. (Note that this should not be later than the date when the thesis is due to be submitted. If you anticipate problems with this, please indicate what action you are taking.)
Research Supervisor(s):
Signature(s):
Date:
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Upgrade: Reviewers report of upgrade documentation
Name of reviewer(s):
The broad aims and intellectual context and rationale of the research are relevant and suitable for doctoral research
I. The document contains clear hypothesis/research questions
II. A range of relevant existing literature has been used in developing the proposal
III. There is a rationale for the choice of methodology and research methods
IV. Ethical considerations and processes have been taken into account
V. The timetable for completion of each stage of your research is adequate in detail and realistic
VI. A chapter outline for the proposed thesis, with headings and summaries of content
VII. Other comments
Reviewer(s) signature:
Date:
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Panel Decision - Please tick ONE box and then complete the appropriate section below
1) Pass, no amendments 2) Pass subject to minor amendments 3) Pass subject to major revisions 4) Option to complete as an MPhil 5) Fail
1) Upgrade Panel Decision - Pass (no amendments recommended)
Recommendation for upgrade reviewed and agreed by:
Role Print name Signature Date
Reviewer 1
Reviewer 2
Director of Graduate Research Studies
Director of CLL
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2) Upgrade Panel Decision - Pass with minor revisions to be completed within a month (2 months part time) and approved by the supervisors
Outline the agreed minor corrections to be undertaken by the student.
Role Print name Signature Date
Reviewer 1
Reviewer 2
Director of Graduate Research Studies
Minor corrections reviewed and agreed by:
Role Print name Signature Date
Supervisor 1
Supervisor 2
Director of CLL
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3) Upgrade Panel Decision - Pass subject to major revisions to be completed within 2 months (4 months part time) and approved by the reviewers
Outline the agreed major corrections to be undertaken by the student.
Role Print name Signature Date
Reviewer 1
Reviewer 2
Director of Graduate Research Studies
Major corrections reviewed and agreed by:
Role Print name Signature Date
Reviewer 1
Reviewer 2
Director of CLL
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4) Upgrade Panel Decision option of completing for the award of MPhil
Outline the agreed actions to be undertaken by the student.
Role Print name Signature Date
Reviewer 1
Reviewer 2
Director of Graduate Research Studies
Director of CLL
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5) Fail (detailed reasons for this decision should be provided in the feedback from reviewers)
Outline the reasons for the decision.
RolePrint name Signature Date
Reviewer 1
Reviewer 2
Director of Graduate Research Studies
Director of CLL
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Recommendations from the panel concerning problems identified at the upgrade review
Where progress / supervision / support is queried but upgrade is allowed to proceed
If problems are identified during, or as a result of, the upgrade review that do not affect the upgrade but still require attention, then the student, supervisors and the Director of Graduate Research Studies will meet to review the situation as soon as possible. A recommendation will be agreed at that meeting and forwarded to the Director of CLL for approval.
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Upgrades from MPhil to PhDUnless there is prior approval from the Chair of the Board of Graduate Studies, PhD students within the faculties of Arts, Medicine and Social Studies will be registered for the degree of MPhil initially and may be upgraded to PhD registration subject to satisfactory performance. The Departmental Director of Graduate Studies or Chair of Department is required to recommend the upgrade of a student’s registration to the Graduate School. Upgrade to PhD registration is normally expected to take place within the first 12-18 months of registration for full time students, and 18-24 months for part-time students.
Departments are responsible for advising students of departmental requirements and procedures for upgrading to PhD in line with the Guidelines on the Supervision and Monitoring of Research Degree Students. If a student successfully completes departmental upgrading procedures, the department will then recommend upgrading to the Chair of the Board of Graduate Studies.
Upgrade of registration should not be recommended until a student has completed a review as set out below.
If a candidate fails to upgrade to the degree of PhD at the first attempt, s/he will normally be permitted to submit a further upgrading proposal. If following this second attempt, a candidate fails to upgrade to the degree of PhD, the department may recommend that the student be required to withdraw in accordance with the Regulations Governing Student Registration, Attendance and Progress, or the student may be allowed to continue his/her registration but only for the degree of MPhil. A student shall have the right to appeal to a Preliminary Review Panel against a decision that s/he be allowed to continue registration only for the degree of MPhil, following the procedure set out in Regulation 38.4.
Further information regarding Upgrading from MPhil to PhD:http://www2.warwick.ac.uk/services/academicoffice/gsp/current/studentprogress/upgrades
Further information regarding Guide to Examinations:http://www2.warwick.ac.uk/services/academicoffice/gsp/aboutus/formslibrary/guide_to_examinations_for_higher_degrees_by_research.pdf
The new Library Declaration form, for use from 1 August 2014 onwards, is now available on the Graduate School forms library at this link:http://www2.warwick.ac.uk/services/academicoffice/gsp/aboutus/formslibrary/
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Important Additional Information and Useful Links
Monitoring Student Attendance and Progresshttp://www2.warwick.ac.uk/services/aro/dar/quality/categories/attendance/
Useful link for a range of academic study skills:http://www2.warwick.ac.uk/study/cll/currentstudents/learningspace/study/
General Information on the Centre for Lifelong Learning:http://www2.warwick.ac.uk/study/cll
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Monitoring attendance and progression
Under University procedures, each academic department has the responsibility of monitoring the engagement of its students with their programmes of study. In the Centre for Lifelong Learning we encourage all of our students to be fully engaged with their course; only by being so will you get the most out of your time here. ‘Engagement’ in this sense means several things, including your attendance at seminars, meeting your personal tutor and submitting agreed assessments on time. We have the strong belief that each student can contribute to the learning progress made by others – this is a further reason for encouraging attendance, participation and engagement.
Contact Points
As a student, you have some responsibilities to the Centre for Lifelong Learning, just as we have responsibilities to you. We want to be sure that you are coping with your work and not falling behind and so we ask that you attend all course related teaching sessions
Meeting your Contact Points and what happens if you miss them
Please be aware that you will be contacted should we become concerned about your missed Contact Points.
After three Contact Points are missed we will contact you to investigate whether you are having any problems that are preventing you from fully engaging with your course.
After four Contact Points are missed we may refer you to the relevant professional within the University welfare system who could help you, such as the Senior Tutor, the Disability Co-ordinator or Mental Health Co-ordinator, as appropriate. After five Contact Points are missed you will be contacted to make you aware that you are at serious risk of being recommended for termination of your registration at the University.
After six Contact Points are missed the Department is likely to invoke Regulation 36 to begin termination of registration proceedings and your case will be handed over to the Academic Office.
International students should be particularly aware of the consequences of missing Contact Points. The Academic Office is obliged to report to the UK Borders Agency of the Home Office if any students have been found not to be engaging with and attending their degree course. This has serious implications for your visa status.
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