Assessment drives learning?The PhD case

Dr Alison Crerar, FECCIDr Hazel Hall, School of Computing

Aims of the workshop

1. To bring PhD teaching into the mainstream teaching arena.

2. To introduce participants to changes in requirements for UK doctorates.

3. To consider Cowan's assertion in relation to PhD students.

4. To debate how new training and PDP requirements for PhD students are best introduced.

!!!!!!!!!!!!!!!

An engine

(Mechanical) device that converts fuel into (mechanical or motion) force.

The engine

Assessment converts fuel into learning (and assessment alone, because it is the engine)…

The engine

Assessment converts fuel into learning (and assessment alone, because it is the engine)…

Is this right?

Some things that we learnt

To hold a knife and fork To tie our shoe laces To cross the road safely Not to speak to strangers To read To write To play a musical instrument

Some things that we learnt

To hold a knife and fork To tie our shoe laces To cross the road safely Not to speak to strangers To read To write To play a musical instrument

Unassessed – just

like lots of others at

home and school.

And when we were eventually assessed

Assessment was a gauge.

And when we were eventually assessed

Assessment was a gauge.

But this is HE in

2007, and things

have changed…

More seriously in the context of the PhD

What does Cowan’s contention imply with respect to UK PhD students?

Thesis submission Viva Delivered at the end of 3 years of full-time study Limited interim assessment

Whether or not we accept the engine metaphor, there are issues that merit discussion here.

PhDs at NapierTo 1992

CNAA PhDs Few students

1990s Steady growth in most departments Many staff members as PhD students

2000 onwards New staff appointments – expectation of PhD Growth in student numbers Maturity of staff expertise in supervision and examination

experience

UK background

Recent growth in PhD student numbers For example, final year numbers up 31% between 1999 and

2003 Greatest increase in international and part-time students Is this part of the general “escalation” of qualifications?

Motivation to complete a PhD Keen interest in the subject area The challenge, and general personal development Improvement in employment and promotion prospects

Changing vision of the doctorate

From ToThesis output - an original contribution to knowledge

Thesis output - an original contribution to knowledge

Independent academic research in a focussed domain

Independent research, theoretical or applied

Study underpinned by a broad-based training in research skills and personal development

Graduate output: individual able to contribute in the international labour market

Key drivers for change

Influence of other models e.g. USA

Influence of bodies Research councils “Measurement” activities, e.g. RAE, national benchmarking Documentation to inform policy, e.g. Joint skills statement,

Roberts report, QAA code of practice

Shifts in perspective Value placed on applied research and knowledge transfer

Research councils’ Joint skills statement

Transferable skills training required in the areas of:

Research skills and techniques Research environment Research management

Personal effectiveness Communication skills Networking and team working Career management

QAA Code of practice - extracts

University responses

Programmes of skills training within PDP scheme, for example:

UCL St Andrews University of Edinburgh

Workshop discussion

To what extent does Cowan’s assertion apply to PhD students?

How might the new training and PDP requirements for PhD students be introduced at Napier?

ResourcesEngineering and Physical Sciences Research Council (2007, May 28). Joint statement on skills training. Retrieved June

19, 2007 from http://www.epsrc.ac.uk/PostgraduateTraining/JointStatementOnSkillsTraining.htm

HM Treasury (2002, April). SET for success: the supply of people with science, technology, engineering and mathematics skills. The report of Sir Gareth Roberts’ review. Retrieved June 19, 2007 from http://www.hm-treasury.gov.uk/documents/enterprise_and_productivity/research_and_enterprise/ent_res_roberts.cfm

Park, C. (2007, January). Redefining the doctorate. Retrieved June 19, 2007 from http://www.heacademy.ac.uk/embedded_object.asp?id=22136&prompt=yes&filename=Chris Park

The Quality Assurance Agency for Higher Education (2004, September). Code of practice for the assurance of academic quality and standards in higher education: section 1 postgraduate research programmes. Retrieved June 19, 2007 from http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section1/postgrad2004.pdf

The UK Grad programme (2005). Report of proceedings of UK Grad Programme Roberts Policy Forum, January 2005, Rugby. Retrieved June 19, 2007 from http://www.grad.ac.uk/downloads/documents/Reports/Roberts%20Report%202005.pdf

The UK Grad programme (2007). Welcome to the UK Grad Programme. Retrieved June 19, 2007 from http://www.grad.ac.uk