SRHE and the SRHE Postgraduate Issues Network
|RESEARCH SUPERVISION AND THE SKILLS AGENDA:
LEARNING NEEDS ANALYSIS AND PERSONAL DEVELOPMENT PROFILING
Martin Gough and Pam Denicolo
Series Two, Number One
| Both Learning Needs Analysis and Personal Development Profiling are relatively new in
postgraduate research. Together they offer powerful tools in ensuring appropriate development
and training and, in an increasingly audit-driven society, a way of evidencing that development.
The first part of this thought-provoking Guide outlines Learning Needs Analysis and Personal Development Profiling and provides suggestions for their implementation. The second summarises national policy developments and their implications. In the third part, the authors develop positive arguments for embracing the skills agenda rather than merely complying with dictats from above.
This Guide is aimed not only at supervisors, institutional managers and policy makers, but also at novice researchers themselves. By raising awareness of skills and personal development processes, common understandings between supervisors and novice researchers can be facilitated, to the benefit of the individual and the research.
|A GUIDE FOR INTERNAL AND EXTERNAL PhD EXAMINERS
Carolyn Jackson and Penny Tinkler
Series Two, Number Two
| 'This Guide provides a compact and intelligently prepared resource for all those involved in
doctoral examinations. The first part handles preliminary questions while the next two parts take
the reader through the process, including assessing the thesis, preparing for the viva, the viva itself
and its aftermath. The work engages its subject with... authority, clarity, integrity and sensitivity in
relation to all dimensions of the doctoral examination process... demonstrating a clear feel for
the politics and realities of the event. Mindful of employing a wide range of disciplinary examples
it also makes succinct yet highly relevant use of theory. This Guide will be of great value to all
individuals, experienced and novice alike, who sit in the viva room.'
Dr Peter Stokes, Department of Strategy and Innovation, University of Central Lancashire
|SUPERVISING DISABLED RESEARCH STUDENTS
Val Farrar and Richard Young
Series Two, Number Three
| 'This very practical Guide takes you to the heart of the issue. It is written from the researcher
perspective using actual case histories encountered by the authors during their HEFCE-funded
Premia project to improve provision for disabled postgraduate researchers. The Guide takes you
through each stage of the PhD research degree by asking practical questions. If you are working
with a disabled researcher it will give you the understanding and the confidence to ensure that
you can respond to their needs. If you are working with non-disabled researchers it will also give
you food for thought: inclusive practice is good for all.'
Janet Metcalfe, Director, UK GRAD
|SUPERVISING INTERNATIONAL RESEARCH STUDENTS
Series Two, Number Four
| 'This short Guide provides a level of awareness of intercultural matters, yet should appeal to
a wide variety of people with relatively little time for exploring such matters in depth. It deftly
points the reader away from easy stereotyping, by opening up opportunities for reflection on
practice and creating an awareness of the potential for constructive solutions to communication
problems in a university or college context. The Guide presents issues which have remained fairly
constant through the decades of the existence of research degree programmes. Technologies
evolve, money and people move faster in our frenetic global age, but we still have to learn to
communicate and decode each other's meanings in our everyday personal interactions.'
Martin Gough and Françoise Carénas, Guide editors
|THE SILENT MAJORITY: MEETING THE NEEDS OF PART-TIME RESEARCH STUDENTS
Alistair McCulloch and Peter Stokes
Series Two, Number Five
| 'In this Guide, Alistair McCulloch and Peter Stokes break new ground in addressing and
foregrounding the needs of part-time research students. Whereas many standard sources assume
a full-time context for doctoral study, the authors highlight the situation of the part-time majority
of mainly mature students pursuing research degrees. Their argument is that both institutional
arrangements and system-wide policy have yet to reflect the different circumstances of parttime
engagement. Drawing on their respective disciplines of political science and management
studies, McCulloch and Stokes point to the power relations encountered in the doctoral process,
as between the student and the supervisor, department and institution; and as expressed in what
they call the cultural web of doctoral learning and socialisation. At the same time, the motivations
of those who study part-time are many and complex, and the forms taken by research degrees
– traditional and professional – contribute to a changing environment for both full-time and parttime
study. To better the conditions for part-time students is, they believe, a way of improving the
experience of all research students. And, in the same spirit, we as readers are invited to volunteer
our own views on how the Guide might be enhanced and developed to connect with new
models and wider audiences for doctoral education.'
Professor Gareth Parry, School of Education, University of Sheffield
|SUPERVISION TEAMS: MAKING THEM WORK
Series Two, Number Six
| 'This Guide provides a useful and very readable overview of teamwork in research degree
supervision. Anne Lee draws on her own international research to alert the reader to a
range of. . . issues which need to be considered and addressed for the supervisory team to
work effectively. She gives some useful definitions of supervisory roles and responsibilities, and
provides questionnaires to help participants to clarify their own expectations. A wealth of helpful
advice is provided about addressing problems in team supervision and for supervisors' personal
Professor Diana Woodward, The Graduate School, Napier University, Edinburgh
|EVALUATING TRAINING AND DEVELOPMENT PROGRAMMES FOR POSTGRADUATE AND NEWER RESEARCHERS
Series Two, Number Seven
| 'This Guide provides an excellent and very practical contribution to understanding the issues and methodologies of evaluation of researcher training and development. It explores the practicalities and issues surrounding the challenging topic of evaluation and offers valuable insight towards effective evaluation. The more we understand about the impact of training and development activity the better placed we will be to offer the best possible support to researchers.
Evaluation can appear a daunting and complex task and raises many issues, for example, in how we can demonstrate the influence of a training activity on a particular outcome. This Guide is to be commended in not shirking such difficult issues, exploring opportunities for solutions and guiding the reader through evaluation methodology.'
Dr Iain Cameron, Head, Research Careers and Diversity Research Councils UK
|THE BOLOGNA PROCESS AND BEYOND: IMPLICATIONS FOR POSTGRADUATE EDUCATION
Tony Fell & Ian Haines
Series Two, Number Eight
| 'This Guide will help to inform all of us engaged with the transformation of doctoral and other postgraduate education over
the past decade about the purpose and the impact of the Bologna Declaration. With this information we can more readily
understand emerging suggestions for the development of doctoral education and be intellectually armed to contend or be
content with them. As ever, when contemplating possible futures, it behoves us to contemplate history to see what we might
learn from it.'
Professor Pam Denicolo, Vice Chair UKCGE, Member of the Rugby Team- a national sector working group evaluating the impact of researcher training and development, University of Reading
|CAPTURING BEST PRACTICE IN POSTGRADUATE SUPERVISION - TAKING A FRESH LOOK
Alan Rousseau & Adrian Eley
Series Two, Number Nine
| There are now many formal programmes for inexperienced supervisors, but still often a mismatch between training
provision and the needs of experienced supervisors. Promoting a better understanding of underlying principles and
providing opportunities for self-development can potentially offer a more effective solution. The authors have combined
their collective experience of supervision of postgraduate students and development training approaches to discuss such
pivotal issues as: student recruitment; induction; the supervisory team and wider support networks; managing conflict;
motivation; supervisory styles; and preparing for the viva. Their approach encourages discussion and reflection on what
constitutes good supervisory practice.
|INDUCTION FOR POSTGRADUATE RESEARCH STUDENTS
Eleanor Loughlin, Elena Martin, Lowry McComb, & Stan Taylor
Series Two, Number Ten
| Over the past two decades or so, there have been fundamental changes in doctoral
education. These, as one of the authors1 has described elsewhere, include variously:
massification; internationalisation; diversification; commodification; McDonaldisation;
regulation; capitalisation; and (in terms of types of doctorates) multiplication.
The central contention of this Guide is that, in view of these changes, the induction of
postgraduate research students can no longer be seen as a 'one-off ' event at the start of
their studies to inform students about the institution that they have joined, but that it has
to fulfil a far broader range of objectives, including those relating to diversity, retention
and completion, and also how regulatory requirements are addressed.
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