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The Medical School.
Postgraduate Research Induction Pack
The Medical School.
TO: All Students The Medical School
The Medical School Dr Martina Daly Room M118, M Floor University of Sheffield Beech Hill Road Sheffield S10 2RX
September 2011
Telephone: +44 (0)114 2713213 Fax: +44 (0) 114 2268898 Email: [email protected]
Dear Student
THE MEDICAL SCHOOL
May we take this opportunity of welcoming you to the University of Sheffield and in particular to the Medical School in the Faculty of Medicine, Dentistry and Health.
This is the beginning of what we hope will be an exciting and successful career and our aim is to help you to access the many and varied activities which are available to you.
In the Postgraduate Research Induction pack you will find useful information required to start your studies. Careful attention should be paid to the forms which need to be authorised and returned immediately (highlighted in red).
For further information for current postgraduates in the School please visit: www.shef.ac.uk/medicine/current/postgraduates.
Once again, welcome to Sheffield and we hope you will enjoy your studies with us.
Yours sincerely
Dr Martina Daly Chair of School of Medicine Graduate Research Committee
The Medical School.
INDUCTION PACK CONTENTS
Assistance on any of the information below should be provided by your Supervisor/Tutor.
1. Organisation of PGR Provision Departments Year Tutoring Team & Support Staff Supervisory Team Graduate Research Committees Medical School Postgraduate Society (MPGS) Four Year MRes-PhD Programme
2. Important Information & Forms* to be completed within Month 1 Induction checklist Laboratory Notebook & Health and Safety
Ucard information Network Account Registration
DSE information Postgraduate Research Student Care Policy
Statement of Probity* Statement of Intent* Application to Read* Student Attendance Monitoring (SAM) SAM Compliance Agreement*
3. Sickness and Annual Leave Reporting
Sickness leave procedure Self Certification Form Annual Leave Leave of Absence
4. Student Monitoring Information
Student Monitoring Information Supervisory Meeting Report Personal Tutoring Report
Writing up Report
5. Research Training & Sheffield Doctoral Development Programme (DDP) Sheffield Doctoral Development Programme Training Needs Analysis Form & Examples of Training Needs Postgraduate Induction Course (PIC) ePortfolio & PebblePAD Dates for School DDP Modules Joint Statement – Research Councils
6. Other Useful Information
Guide for PhD Students Campus Map Counselling Service Careers Service Vitae Staff & Responsibilities
1. Organisation of PGR
Provision
o Departments
o Year Tutoring Team & Support Staff
o Supervisory Team
o Graduate Research Committees
o Medical School Postgraduate Society (MPGS)
o Four Year MRes-PhD Programme
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Graduate Research Team
Year Tutor Teams and Support Staff for the 2011-12 Academic Year: Year 1 Tutor
Dr Patrick Eyers: [email protected] Department of Oncology
Deputy Year 1 Tutor
Dr Peter Grabowski: [email protected] Department of Human Metabolism
Further Members of the Graduate Research Team Chair of the Graduate Research Committee & Cardiovascular PGR Lead
Dr Martina Daly : [email protected] Department of Cardiovascular Science Chair of the Graduate Research Committee
Human Metabolism PGR Lead
Dr Colby Eaton: [email protected] Department of Human Metabolism
Infection & Immunity PGR Lead
Dr Pete Monk: [email protected] Department of Infection and Immunity
University of Sheffield The Medical School
Graduate Research Team
Neuroscience PGR Lead
Dr Andy Grierson: [email protected] Department of Neuroscience
Oncology PGR Lead
Dr Angie Cox: [email protected] Department of Oncology
Year 2 Tutor
Dr Mark Thomas: [email protected] Department of Infection & Immunity
Deputy Year 2 Tutor
Dr Jon Wood: [email protected] Department of Neuroscience
Year 3 Tutor
Dr Tim Johnson: [email protected] Department of Infection & Immunity
Deputy Year 3 Tutor
Dr Carolyn Staton: [email protected] Department of Oncology
MD Contact
Dr Lynda Wyld: [email protected] Department of Oncology
University of Sheffield The Medical School
Graduate Research Team
Senior Selector
Dr Mike Barker: [email protected] Department of Oncology
Support Team The following members of staff are here to support you. Postgraduate Administrator
Sara Watkinson: [email protected] Responsible for all administration of the Graduate Research Committee and student recruitment, also co-ordinates the School Research Meeting,
Postgraduate Programme Administrator
Jodie Burnham: [email protected] First point of contact for all registered PGR students, including monitoring, transfers and returning forms.
Postgraduate Programme Administrator
Carol Fidler: [email protected] First point of contact for all registered PGR students, including monitoring, transfers and returning forms.
Postgraduate Admissions Adminstrator
Paula Blackwell: [email protected] First point of contact for pre-registered PhD/MD students.
Primary SupervisorYour primary supervisor is responsible for the day to day supervision of your research. They will provide guidance on the nature of the research project and the standard expected, the planning and timing of the successive stages of the research project, literature and sources, research methods and techniques. They will also guide you as to appropriate courses to attend to meet your training needs and offer guidance and advice on the preparation of your thesis. In addition to the informal chats and lab or team meetings that you will have with your supervisor, you are required to have at least nine formal, documented meetings with your supervisor(s) per annum, solely focussing on your progress. You will receive reminders about these meetings but will be expected to arrange them yourself. The aim of these meetings will be to discuss your progress, the problems you have faced and the objectives to be reached before the next meeting. A record of the meeting should be made using the supervisory meeting form, which should be returned to the PGR Secretary after the meeting.
Second SupervisorAll students will have a second supervisor, and in some cases a third supervisor may also be appointed. The role of the second supervisor and their input into the day to day supervision will vary from one student to another. However, in all cases, the second supervisor will act as the monitor of the student’s training plan and will be responsible for commenting on their training progress and for formally approving their portfolio as part of the transfer process. The second supervisor will also comment on the student’s personal development plan during formal supervisory meetings as part of the annual progress report. While the primary supervisor will be closely involved with the development of a student’s training plan, it is the second supervisor who will hold primary responsibility for monitoring its implementation. You are required to meet with both supervisors at least 6 times annually.
Personal TutorYour personal tutor is somebody who is not directly concerned with your research, but does have some understanding of the area. Their role is mainly to provide pastoral care and to be someone independent with whom you can discuss, in confidence, non‐technical issues relating to your project or your supervision, or other personal problems that might impact upon your experience as a student. You may also wish to discuss your training needs with your personal tutor. You must meet twice annually with your personal tutor, once in each semester, and a record of the meetings should be made using the personal tutoring meeting form which should be returned to the PGR Secretary after the meeting. You are expected to contact your personal tutor to arrange these meetings. Some students may be assigned a personal tutoring team comprising an academic member of staff and a senior postdoctoral researcher. In such cases, students will be expected to meet twice annually with both members of their personal tutoring team. Students should feel free to meet with their personal tutors at other times if required.
PGR TutorsYou will be assigned to a team of two PGR Tutors who will be your first point of contact for any queries you may have relating to your doctoral development programme and who, usually, remain with you throughout the course of your research programme. Your PGR tutors will be responsible for delivering the two research training modules that all PGR students are expected to complete in their first year. These are the generic research training modules MED6950 – Literature Review and MED6960 – Techniques, Safety and Report. They will also organise the annual research presentation meetings, where you are expected to present a summary of your research over the previous year. Your PGR Tutors will also highlight any issues relating to progress with your research, particularly during your first year. You are encouraged to approach your PGR Tutors for advice if you have any difficulties that you feel unable to raise with your supervisors or personal tutor.
Departmental PGR LeadEach of the five departments in the Medical School has a PGR Lead. The PGR Lead is responsible for assigning your personal tutor and approving all paperwork relating to your candidature. They are also responsible for approving the appointment of examiners at the stage when you are expected to transfer registration from MPhil to MD, or PhD and they will approve the selection of examiners for your finished MD or PhD thesis. The PGR Leads will also deal with any issues that arise relating to your progress at the time of transfer of registration or at other times during the course of your research programme. In some cases, your departmental PGR Lead may also act as a PGR Tutor. Each PGR Lead also represents their department on the Medical School and Faculty Graduate Research Committees.
The Chair of the School Graduate Research Committee (SGRC) is responsible for overseeing the procedures for monitoring the progress and supervision of all PGR students. They also work with the Departmental PGR Leads and with the Heads of Department to deal with issues relating to lack of progress that arise at the time of transfer, and other times during the course of the research degree programme and provide cover for the PGR Leads when they are not available. The Chair of the SGRC also deals with issues relating to fees, and staff candidate applications.
Your Supervisory Team
Student
Head of Department
School Graduate Research Committee
Faculty Graduate Research Committee
Supervisory team
Faculty Director of Research and Innovation
Organisation of PGR Provision
Personal tutor
Supervisors
PGR TutorsDepartmental PGR Lead
PGR Student Representative
Staff Student Liaison Committee
PGR Student Committee
THE GRADUATE RESEARCH COMMITTEES
Issues relating to the development, monitoring and assessment of postgraduate research students are
dealt with by the School and Faculty Graduate Research Committees. The PGR students are represented
on each of these committees. In addition, the Medical School Postgraduate Society (MPGS) and the Staff
Student Liaison Committee provide a forum for students to discuss issues relating to the PGR experience.
The roles and responsibilities of each of these committees are outlined further below.
The School Graduate Research Committee
The remit of the School Graduate Research Committee (SGRC) is to develop, administer and monitor the
assessment of graduate research student progress in the Medical School. The Committee meets regularly
to discuss ongoing matters and changes to procedure. Problems are discussed and recommendations for
action are made as appropriate. Your PGR tutors and PGR Leads attend the SGRC meetings.
The Faculty Graduate Research Committee
The SGRC Chair and the PGR Leads from the Medical School also attend meetings of the Faculty Graduate
Research Committee which considers matters relating to PGR degree programmes and research training
within the Faculty of Medicine, Dentistry and Health. It also considers matters relating to PGR student
progress, supervision and support and advises the Faculty Research and Innovation Committee
accordingly.
The Medical Postgraduate Society
Having at least one PGR student representative from each of the Departments in the Medical School, the
PGR Student Committee meets regularly to discuss issues relating to the postgraduate student
experience in the Medical School, which may then be raised for discussion at the Staff-Student Liaison
Committee. Representatives from the PGR Student Committee are also responsible for representing the
students’ “voice” at meetings of the School and Faculty Graduate Research Committees. The Student
Committee sets the primary agenda for meetings of the Staff-Student Liaison Committee and is
responsible for feeding back the outcomes of meetings with academic staff. The Committee also runs a
Facebook-led forum for interaction between PGR students in the School and organises regular social
events for the student body. The student reps are there to make PhD life a little easier and should also be
considered a resource if you have any social or pastoral issues arising during the course of your studies.
Staff Student Liaison Committee
At regular intervals the Medical Postgraduate Society meets with a small number of academic members of
the SGRC and the PGR Administrator to form the Staff Student Liaison Committee. Here students can
raise any issues arising from Medical Postgraduate Society meetings, or highlighted by the student reps,
directly with academics with the aim of improving the student experience in the Medical School. Issues are
either discussed, and resolved, or the SSLC takes issues forward to be addressed at SGRC.
Join uso make a differenceo let your voice be heardo meet new peopleo take on a position of responsibility o develop your interpersonal skillso improve your CV
Be in [email protected]
www.shef.ac.uk/medicine/pgsocietywww.facebook.com/MedicalPostGraduateSociety
The Medical Post-graduate Society (MPGS) is a committee open to all postgraduate research students within the five Medical School Departments. It is run for
students, by students aimed to develop and improve the post-graduate student experience.
Four Year MRes-PhD Programme If you are beginning a four year MRes-PhD programme, you are still invited to attend
the induction session, as much of the information will apply to you.
However, as a four year MRes-PhD student, your programme will differ to that of
three year MPhil-PhD students. In your first year you will:
undertake and write up three interdisciplinary ten-week laboratory rotations
complete a training needs analysis with your personal tutor and attend
relevant Doctoral Development Programme modules.
At the end of your first year you will be asked to choose from one of your three
project rotations to continue for your PhD, and you will have a transfer interview
where you present your PhD project proposal.
Following a successful transfer interview, you will be registered as an MPhil-PhD
student in the department of your first supervisor.
You will have an MPhil-PhD transfer interview at the end of your second year.
You will be assigned a personal tutor in your first year, though you will have the
option to change personal tutor when you begin your MPhil-PhD programme in your
second year.
2. Important Information &
Forms* to be completed
within Month 1
o Induction checklist
o Laboratory Notebook & Health and Safety
o Ucard information
o Network Account Registration
o DSE information
o Postgraduate Research Student Care Policy
o Statement of Probity*
o Statement of Intent*
o Application to Read*
o Student Attendance Monitoring (SAM)
o SAM Compliance Agreement*
The Medical School.
INFORMATION FOR NEW STUDENTS
Induction checklist for new students
Please ensure that you have been given the appropriate information
on this list and keep a signed copy for your records
All new students must be made aware of the following points. It is the responsibility of supervisors to make sure that all new students are familiar with the mechanisms in place throughout the Department to promote a safe working environment.
□ Location of fire exits, fire call points and assembly point – See Lead Technician □ Emergency phone numbers – See Lead Technician □ Safety manual, University Health and Safety handbook and any specialised codes of practice
that are relevant - read and understood. Collect from the Porters Desk, C Floor, Medical School
□ University identification card □ Key card and keys. Undergraduates cannot work out of hours (5.00 pm – 8.30 am; weekends;
statutory holidays). Collect from Porters Desk, C Floor, Medical School □ Introduction to key members of staff □ Procedure for reporting holiday/sick leave/leave of absence
Laboratory workers must also be made familiar with the following points: See Lead Technician
□ General risk assessments (e.g. cryogenic liquids, compressed gases, solvents) □ COSHH forms - location, read, understood and signed all appropriate forms □ Laboratory coat - when and where it is to be worn – cleaning/collection □ Location of all safety equipment □ Gloves, goggles, masks etc □ First aid boxes □ Accident report book □ Hepatitis B policy and immunisation for laboratory workers □ General running of the laboratory (ordering; autoclaving; clean/dirty glassware; disposal/waste
routes) Name of Worker_________________ Inducted by_____________________ Signature_______________________ Signature_______________________ Date___________________________ Date___________________________
Laboratory Notebook &
Health and Safety Manual
Please collect your Laboratory
Notebook and School Health and
Safety Manual from the Porters
Desk , C Floor, Medical School
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Notify the Student Services Information Desk (SSiD) immediately, located on level 3 of the Union of
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Check with the Union Reception in case it has been handed in there. If you left your UCard in an exam contact Registry Services on level 6 of University House.
If your lost UCard is handed in to SSiD we will email you notification to collect it.
If you lose your card during Intro Week, you will not be able to get a replacement until the following week, so look
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What to do if you find a UCard
If you find a UCard you should take it immediately to SSiD or the Computing Centre.
What to do if your UCard is Stolen
If you suspect your UCard has been stolen, it is very important to notify the Student Services Information Desk
(SSiD) immediately. If your card is stolen with other property, (wallet etc), you will not be charged for a
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Crime number when you collect your replacement UCard.
Replacement Ucards
SSiD will issue a new UCard for a replacement fee of £5.00. The following exceptions may apply:
The card has been stolen and a Crime Reference Number can be provided (this must be on paper with a Police
Force letterhead)
The card is over 2 years old and is worn or damaged through reasonable wear and tear
The card is faulty or badly printed
The cardholder's appearance has altered significantly
The cardholder changes department
The cardholder's name changes
The cardholder's dates of study change
Please note: once a new Ucard has been issued, we cannot reactivate any previous cards.
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Please note: free card holders are available from SSiD for Medical students ONLY. This does not include
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Research & Innovation Services.
Postgraduate Research Student Care Policy
The University’s postgraduate research students are customers of Research & Innovation Services.
We aim to meet their needs with efficiency, effectiveness, fairness and courtesy.
We aim to meet our customers’ needs by:
Providing a wide range of advice and support services to past, present and future postgraduate research students;
Listening to the changing needs of postgraduate research students and adapting our service accordingly, wherever possible;
Maintaining and developing effective links with all areas of the University, the Union of Students, and external organisations and, where appropriate, referring our customers to the relevant area.
We aim to offer a quality service by:
Providing accurate and appropriate advice and support to our customers.
Welcoming customer feedback on our service and suggestions for improvement and development.
Establishing high standards and regularly monitoring our performance.
Valuing the expertise of colleagues and enabling them to develop their experience and skills.
We aim to be fair and courteous by:
Treating all our customers justly and with respect and sensitivity, irrespective of race, colour, nationality, ethnic origin, age, gender, sexual orientation, marital or parental status, disability, political or religious belief, or socio-economic class.
Holding information securely and not releasing it to unauthorised persons.
In return:
We expect our customers to treat us with courtesy and respect.
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Statement of Intent for Part -Time Research Students and University Staff
Candidates Applying to Study for Research Degrees
Supervisor
I have discussed with the applicant the specific requirements of part-time research
students and university staff candidates for studying research degrees.
Name ………………………….. Signature ………………………………… Date ……………………..
Student
I have been made aware of the demands of a research degree whilst studying in this non-
full time mode. As the time-limits are up to twice those for full-time students, I understand
that I have to work a minimum of half that of a full-time student (average 40h/week).
Name …………………………… Signature ……………………………….. Date ………………………
Line Manager
I have discussed how the student’s mode of study should be organised so as not to impinge
on their employment activities. I am supportive of their research study intentions but have
made it clear that they may have to find the time to do their research outside normal
working hours such as in the evenings, weekends and holidays.
Name ……………………………. Signature ……………………..………… Date …………………….
Company name: ………....................................................................................................................
Please return to: MPhil-PhD Students: Jodie Burnham, PGR Programme Administrator, Room LU116, Medical School MPhil-MD Students: Carol Fidler, PGR Programme Administrator, Room LU116, Medical School
APPLICATION TO READ FOR A RESEARCH DEGREE
The approved form will be sent to your University email address
1. Student’s Details: Full Name and Correspondence Address
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Admissions Qualifications
Degree ___________________________________________________
Subject __________________________________________________
Pass/Honours & Class ______________________________________
University ________________________________________________
Year of Award _____________________________________________
I am applying to read for the Degree of (tick as appropriate):
MPhil
MPhil leading to PhD
MPhil leading to MD
MPhil leading to DDSc
MPhil leading to EngD
PhD
PhD with Integrated Studies
MD
DDSc
DMedSci
EngD EdD
DEdCPsy MMus
LLM
MRes leading to PhD
Student Registration Number:
Department: Faculty: Date of Entry:
Full-Time Part-Time Staff Candidate Course Type: (e.g. standard PGR, Joint/Remote Location, SEERC, Jointly Awarded)
Source of Financial Support for Registration Period:
Title of proposed research:
2. For Completion by the Supervisor: Ethics Approval and Research Governance Does the research require human or animal ethics approval?
Yes Human/Animal (delete as applicable) No
If yes, when do you expect the student to apply for ethics approval? (Research that will involve human participants must be ethically approved prior to their recruitment). Insert year/month here: _________________________ (please provide evidence of ethics approval at this time)
Is this a healthcare research project as defined by the Department of Health Research Governance Framework? If yes, a URMS record should be created and approved.
Yes, URMS no: No
Will the student be involved with any invasive procedures or handling of any unfixed human tissue?
Yes No
If yes, has the candidate had the necessary Hepatitis B ‘e’ Antigen tests, a heaf test for TB and a test for Rubella, Measles and Mumps antibodies?
Yes (please attach evidence) No
Please note that these vaccinations do not authorise students to take blood as part of their research
I certify that I have seen the original/certified copy of the Degree Certificate. Where applicable, I confirm that the Degree is equivalent to a British Degree. Name of Supervisors: (please print and indicate the supervisor with prime responsibility with an asterisk)
Signatures of Supervisors:
Signature of Departmental Graduate Director/PG Tutor/Head of Department:
PLEASE RETURN COMPLETED FORM TO: RESEARCH DEGREE SUPPORT, NEW SPRING HOUSE, 231 GLOSSOP ROAD, SHEFFIELD S10 2GW
3. Confirmation of Status – for Research & Innovation Services Staff Use Only: Approved by the Faculty: Official Stamp Signature: (Faculty Officer) Date Approved:
Approved subject to: Received in R&IS by (initials/date)
Ethical approval granted by the appropriate Ethics Committee/URMS record approval (evidence provided now or in due course depending on the research project’s nature)
Completion of the appropriate course of vaccinations
Other (please specify)
Period of Registration for Fee Paying Purposes:
Time Limit for the Submission of the Thesis:
This document is not valid without the signature of the appropriate Faculty Officer and Official Stamp of the University. V7
Attendance Monitoring As a student it is most important that you attend regularly all the scheduled sessions (e.g. supervisory meetings, DDP modules) that are listed in your timetable or that are communicated to you as the year proceeds. It is only by doing this that you will be able to engage with your research and progress effectively. Meetings between research students and supervisor(s) to review progress should normally take place at least every four to six weeks and it is essential that formal records be made of these meetings. Students away from the University, e.g. on fieldwork, should agree special arrangements with their supervisory team for maintaining an appropriate level and form of contact whilst they are away from Sheffield. For further information relating to the responsibilities of the student, the supervisor and your Department in terms of supervision, please refer to pages 21- 26 of the Code of Practice for Research Degree Programmes 2010-2011 available online at http://www.sheffield.ac.uk/content/1/c6/11/21/82/CoP%20Handbook%202010-11-1.pdf All students will receive regular email reminders to meet with their supervisor(s) and personal tutor but will be expected to arrange the meetings themselves.
The Medical School.
Agreement to Comply with the Medical School Attendance Monitoring Scheme Student I, [name of student], agree to attend formal meetings every four to six weeks with my supervisor(s), to discuss my progress, and to make formal records of these meetings. I will also meet with my personal tutor when requested to do so. Signature: Supervisor(s) We each agree to attend at least 6 formal meetings per annum with [name of student] to discuss his/her progress, and to make formal records of these meetings. 1st Supervisor: Signature: 2nd Supervisor: Signature:
3. Sickness & Annual Leave
Reporting
o Sickness Leave Procedure
o Self Certification Form
o Annual Leave
o Leave of Absence
SICKNESS AND ANNUAL LEAVE REPORTING
There are very simple recording procedures for postgraduate students who are absent due to sickness or wish to take some holiday time. Sickness: On the first day of sickness, the student will be expected to phone and inform their supervisor. This should be followed up on return with a sickness/self certification form which, when completed, should be forwarded to: MPhil-PhD Students: Jodie Burnham, PGR Programme Administrator, Room LU116, Medical School MPhil-MD Students: Carol Fidler, PGR Programme Administrator, Room LU116, Medical School
Annual Leave: Student annual leave should be agreed with a supervisor in the first instance and the notification of leave form completed and returned to: MPhil-PhD Students: Jodie Burnham, PGR Programme Administrator, Room LU116, Medical School MPhil-MD Students: Carol Fidler, PGR Programme Administrator, Room LU116, Medical School
Longer terms of absence should be discussed with the supervisor. The ‘Leave of Absence’ form, available from Research and Innovation Services, should be completed jointly with the supervisor in the first instance and returned to: MPhil-PhD Students: Jodie Burnham, PGR Programme Administrator, Room LU116, Medical School MPhil-MD Students: Carol Fidler, PGR Programme Administrator, Room LU116, Medical School
The Medical School.
PERSONAL SICKNESS/SELF CERTIFICATION FORM
Please complete and return to the relevant PGR Programme Administrator:
MPhil-PhD: Jodie Burnham, Room LU116, Medical School MPhil-MD: Carol Fidler, Room LU116, Medical School
Personal Details:
Name:
Section:
Details of Sickness/Injury:
Accident /Injury in School: Yes/No
Date Commenced:
Date Returned to School:
Sickness Recorded by:
Administration Only:
Date Absence Commenced:
Date Absence Ceased:
Number of Days Absent::
The Medical School.
ANNUAL LEAVE NOTIFICATION
Please complete and return to the relevant PGR Programme Administrator:
MPhil-PhD: Jodie Burnham, Room LU116, Medical School MPhil-MD: Carol Fidler, Room LU116, Medical School
Name: __________________________________________ Department: _________________________________________ Dates (inclusive) From: ___________________________________________ Return: __________________________________________ Number of days:
Student Signature: Date: Supervisor Signature: Date
APPLICATION FOR A LEAVE OF ABSENCE
(PGR STUDENTS ONLY) Please ensure that all parts of the form are completed to avoid delays in processing your application. The approved form will be sent to your University email address
1. Student’s Details:
Full Name and Correspondence Address:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Registration Number: Department:
Programme of Study: Course Type: (e.g. standard PGR, Joint/Remote
Location, SEERC, Joint Awarded)
Date of Entry: Current Time Limit:
Mode of Attendance: (e.g. full time,
part time, Staff Candidate)
Are you a Non-UK/EU/EEA Citizen?
Yes No
Source of Financial Support for
Registration Period:
Have you informed your financial sponsor of
this request for a Leave of Absence? If not
please do so.
Yes No
2. Application for a Leave of Absence:
Period of Leave of Absence Requested (in months) From (date) To (date)
Is this your first request for a period of Leave of Absence?
Yes No – please indicate the number of months previously approved. Please note: it is not normal practice for the
University to approve lengthy periods of Leave of Absence.
Reasons for the Request (please tick the appropriate box(es) below)
Academic Financial Medical* Personal
* Please note: if you wish to apply for a leave of absence on purely medical grounds, you must obtain a medical certificate and submit it along with your completed form. You may only resume your studies if you are certified fit to do so by the University Health Service.
Additional supporting details must be provided below (attach additional sheets if necessary) Please note that incomplete applications will not be processed
Signature of Student:
Date:
CONTINUED OVERLEAF
3. Supervisor’s Statement: Please indicate here whether or not the student’s application is supported (attach additional sheets if necessary) Please note that this information will be released to students
Name of Supervisors: (please print and indicate the supervisor with prime responsibility with an asterisk) Signature of Supervisor(s):
Signature of Head of Department/Departmental Graduate Director/PG Tutor:
4. Non-UK/EU/EEA Citizens: This section applies to students who are studying in the UK subject to immigration regulations, i.e. non-EU/EEA citizens who need permission to enter/remain in the UK. Your application to take a period of Leave of Absence will not be processed until you have spoken to a University immigration adviser. Please email: [email protected] or visit Student Support and Guidance on Level 6, University House to make an appointment. If you hold a Tier 4 student visa and the University issued you with a CAS number for your visa application, your Leave of Absence will be reported to the Home Office. The Home Office requires all educational institutions to do this. Once you have been reported, the Home Office may contact you directly.
For Student Support and Guidance use only:
Does this Change of Candidature require reporting to the Home Office? Yes No
I confirm that this student has been advised about the immigration regulations relating to Leave of Absence and is aware that this action may be reported to the UK Government according to Home Office instructions.
Signature of SSG Staff Member: Date: CAS number:
PLEASE RETURN COMPLETED FORM TO: RESEARCH DEGREE SUPPORT, NEW SPRING HOUSE, 231 GLOSSOP ROAD, SHEFFIELD S10 2GW
5. Confirmation of Status – for Research & Innovation Services Staff Use Only: Passed for RCUK sponsor checks, where relevant:
Yes N/A
Approved by RCUK sponsor, where relevant:
Yes No
Approved by the Faculty: Official Stamp Signature (Faculty Officer): Date Approved:
Completed only if referred to the Pro-Vice-Chancellor for R & I: Recommendation from the Faculty Officer regarding the Period of Leave of Absence (in months): From: To: Signature (Pro-Vice Chancellor for Research & Innovation): Date Approved:
Approved Leave of Absence Details: Length of Leave of Absence approved (in months): From: To:
Revised Candidature Details:
Revised Period of Registration for Fee Paying Purposes: Revised Time Limit for the Submission of the Thesis:
This document is not valid without the signature of the appropriate Faculty/University Officer and Official Stamp of the University. V6
Notes of Guidance: Application for a Leave of Absence (PGR Students only)
Leave of absence on medical grounds If you wish to apply for a Leave of Absence on medical grounds, you must obtain a medical certificate and submit it along with your completed form. If your candidature has been suspended on medical grounds, it is a requirement of the University that you may only resume your studies if you are certified fit to do so by the University Health Service. You must submit a certification either from the University Health Service or your GP to indicate that you are able to recommence your programme of study. This should be submitted to Research & Innovation Services prior to recommencing your studies.
Immigration information for non-UK/EU/EEA students If you are studying in the UK on a student visa you should be aware that remaining in the UK whilst not registered on a full time programme may mean that you are breaking immigration regulations. This could affect your current visa status and/or any future applications for a visa extension or a new UK visa. Your Leave of Absence will not be processed until you have spoken to a University immigration advisor. If you hold a Tier 4 student visa and the University issued you with a CAS number for your visa application, you should note that the University is required to report all overseas students who are on extended periods of Leave of Absence to the Home Office, who will expect them to return to their home country for the duration of the Leave of Absence. Students in the UK subject to immigration regulations must be fully registered and attending in order to meet the conditions of the student visa. Leave of Absence (both current and retrospective) cannot be approved unless the student has a medical certificate to cover the whole period requested or unless the student left, or intends to leave, the UK during this time.
The Home Office requires all educational institutions to do this. Once you have been reported, the Home Office may contact you directly. If you require any information or advice about your immigration status please email an immigration adviser at [email protected] Leave of Absence for sponsored students Please note that it is essential that you notify your sponsor of the period of Leave of Absence (suspension of your candidature).
Students who are sponsored by a UK Research Council should be aware that any changes to their student status will need to be notified to their sponsors and may require their sponsor's approval prior to being considered by the Faculty. This includes requests for the following: Leave of Absence, time limit extensions, changes to mode of attendance, changes in supervisors or research topics, transfers and withdrawals, maternity leave. Students should be aware that this may delay the consideration of their request, which should be submitted in good time.
Research & Innovation Services Faculty Administrator Contact Details
Faculty of Arts & Humanities Mrs Anne Hardy 0114 222 6087 [email protected]
Faculty of Engineering Mrs Kath Wellum 0114 222 4012 [email protected]
Faculty of Medicine, Dentistry & Health Miss Claire Leavitt 0114 222 1412 [email protected]
Faculty of Science Mrs Natalie Barks 0114 222 1426 [email protected]
Faculty of Social Sciences Mr David Swinn 0114 222 1427 [email protected]
Reception/Thesis Management Miss Fiona Maisey 0114 222 1425 [email protected]
4. Student Monitoring
Information
o Student Monitoring Information
o Supervisory Meeting Report
o Personal Tutoring Report
o Writing up Report
The Medical School.
Monitoring of MPhil, PhD and MD Research Student Attendance and Progress
Being a research student is a different experience to being a taught student, or even being in full time employment and for many students, the first time that they are expected to work independently is during their postgraduate research degree programme. For this reason, it is important that you discuss your expectations with your supervisor, and discuss their expectations of you, from the start. From time to time, difficulties can arise. These can be relatively minor and easily resolved, but occasionally you will require support from other members of the supervisory team, the Postgraduate research tutors, or other members of staff in the Department or elsewhere in the University. The main thing to remember is to ask questions and ask for support when you need it. Never feel like you are on your own. As a postgraduate research student, it is most important that you work steadily to achieve the goals of your work. In order to identify any problems relating to your supervision or progress at an early stage, in sufficient time to allow appropriate support to be offered, the attendance of all postgraduate research students will be monitored at a minimum of 12 compulsory interactions throughout the year. All students are obliged to adhere to University guidelines with regard to monitoring. Administration of the MPhil/PhD/MD monitoring schemes in the Medical School All administration and filing of reports for this scheme will be undertaken by the PGR Programme Administrators and the team of postgraduate research tutors. Compulsory Monitoring Interactions Within the Departments of the Medical School, the 12 compulsory interactions will include 9 documented meetings with your Supervisor and 2 documented meetings with your Personal Tutor. You will receive email reminders about these meetings, but it will be your responsibility to contact your supervisor or personal tutor to arrange the meetings. Forms for the reports are available on the School’s website http://www.shef.ac.uk/medicine/current/postgraduates/ongoing.html These forms should be completed after each meeting and returned as follows: MPhil-PhD students: Jodie Burnham, PGR Programme Administrator, Room LU116, Medical School MPhil-MD students: Carol Fidler, PGR Programme Administrator, Room LU116, Medical School Meetings should be spaced out evenly across the year and the maximum time between meetings should not normally exceed 6 weeks. Your attendance at other events (e.g. Annual Research Meeting, research presentation days, research seminars) will also be monitored. Annual presentations You will be approached to give a talk or poster presentation on your PhD, MD work once per year. Students who join in October will probably give their first talk in April. Talks are of 10 minute duration and students submit abstracts in advance. The talks are presented in a lecture theatre and presentations are assessed by an academic panel. As you will be aware, all students are required to attend regularly and this is outlined in the General University Regulations (regulations 40 and 42 http://calendar.dept.shef.ac.uk/calendar/06c_gen_uni_regs.pdf)
The Medical School.
Supervisory Meeting Report
Research student ................................................................................................................................
Supervisor(s) ...............................................................................................................................
Date of last meeting ................................................................................................................................
Date of this meeting ................................................................................................................................
Duration of meeting ................................................................................................................................
Supervisor Student
On a scale of 1 to 6, where 1 is very poor and 6 is excellent, how would you rate the progress of the project since the last meeting? If appropriate, please comment below.
Achievements since last meeting and other comments (continue overleaf if necessary)
Supervisor Student
Yes No Yes No
Has the student made sufficient progress since the last meeting?
Are the supervisor and student clear about current objectives?
Have any specific problems associated with the work or the supervision been identified? If appropriate, please comment below.
Are the supervisor and student clear about the work to be done before the next meeting?
Goals for next 4-6 weeks and other comments (continue overleaf if necessary)
Holidays & Sickness: Has the student taken any holiday or been absent due to sickness since the last meeting? If so please give details:
Student signature ..........................................................................
Supervisor(s) signature ....................................................................
Copies of this report as a record of the student’s progress should be held by the student and supervisor. First year students are required to submit six completed reports prior to transfer of registration. Students should return the original form to:
MPhil-PhD: Jodie Burnham, LU116, L Floor, RHH MPhil-MD: Carol Fidler, LU116, L Floor, RHH This form is available for download from the School Postgraduate Research website: www.shef.ac.uk/medicine/current/postgraduates/ongoing.html
The Medical School.
Personal Tutoring Report Research student …………………………………………………………………………. Personal Tutor(s) …………………………………………………………………………. Date of meeting ………………………………………………………………………….
Yes
No
1. From discussions with the student, does he/she appear to have a clear understanding of what their research project is about? If No, please elaborate below.
2. Is the student making sufficient progress? If No, please elaborate below.
3. If the student is in their 3rd or 4th year, when will they be in a position to submit their thesis?
Date:
4. Are you aware of any practical factors which are currently limiting, or could in the future limit, progress with the research project? If Yes, please elaborate below.
5. Have you identified any specific training needs that should be addressed? If Yes, please elaborate below.
6. Is the supervisor developing a satisfactory working relationship with the student? If No, please elaborate below.
7. Is the supervisor giving adequate support and guidance on the project to the student? If No, please elaborate below.
8. Has the student raised any other problems (e.g. finances, accommodation, health, personal issues) that may impact on their current or future progress? If appropriate, please comment below.
* Please elaborate Additional Comments Student signature ……………………………………………………………….
Personal tutor signature(s) ……………………………………………………………….. Note for students: students should return this form to the PGR Secretary on L Floor, RHH. Personal tutoring meetings should take place every six months. Please remember however, that students can contact their personal tutor at any time and it is not necessary to wait for the next six monthly meeting. Should you wish to contact a different personal tutor, please inform the PGR Secretary on L floor. This form is available for download from the School Postgraduate Research website: www.shef.ac.uk/medicine/current/postgraduates/ongoing.html
School of Medicine
MPhil/PhD/MD Monitoring Form
WRITING UP STUDENTS
Please submit this form to your supervisor and either of the following:
Jodie Burnham – PhD Students (L-Floor, RHH) Carol Fidler – MD Students (L-Floor, RHH)
NAME: SUPERVISOR: PERSONAL TUTOR: DATE: I HAVE COMPLETED APPROXIMATELY …………% OF MY THESIS THE CURRENT WORD COUNT OF MY THESIS IS ………………………. I PLAN TO SUMBIT MY THESIS …………………………………… SUPERVISOR STATEMENT Following receipt of this report from your student please complete the box below with any additional comments and return to:
Jodie Burnham – PhD Students (L-Floor, RHH) Carol Fidler – MD Students (L-Floor, RHH)
Note about Continuation Fees
Candidates are required to pay a continuation fee for additional periods of registration. This fee is charged on a pro-rata basis from the end of the normal period of registration, until the submission of the thesis. To encourage submission of the thesis within three months of the end of the full-fee paying period, the continuation fee is waived if you submit within this period.
The continuation fee for 2011-12 is £348
Work to be completed:
5. Research Training &
Sheffield DDP
o Sheffield Doctoral Development Programme
o Training Needs Analysis Form & Examples of
Training Needs
o Postgraduate Induction Course (PIC)
o ePortfolio & PebblePAD
o Dates for School DDP Modules
o Joint Statement – Research Councils
13
Doctoral Development Programme (DDP)
Introduction All postgraduate research students will participate in the Doctoral Development Programme (DDP). The DDP will provide research students with a range of skills and competency-based training opportunities orientated both towards their specific programme of study and towards future employment. In particular, as an outcome of engaging with the DDP, during research studies, doctoral graduates will possess advanced skills in inquiry, communication and organisation. They should also be able to reflect critically and take a creative approach to issues in and beyond their field of research expertise.
The DDP is student-specific, designed to complement the individual research project and is agreed between the student and their supervisory team. The agreed training programme will reflect on four skill areas, enabling the student to:
• Acquire the necessary generic skills to become a high-level professional;
• Undertake subject-specific advanced training;
• Acquire subject-specific craft skills;
• Experience broad scholarship and wider engagement within the university and wider community of scholars.
The DDP is designed for all research programmes offered by the University; it will be accessed by those on conventional 3 year programmes, 4 year programmes (including PhD with integrated studies), as well as students on part-time programmes. Remote location and joint location students will be able to undertake skills training units that are available online at any time during their study, and will be able to access provision that is delivered at times when they attend the University.
Students will take ownership of their development through the Training Needs Analysis (TNA), from which a development plan will be devised, and the e-Portfolio, which is a reflective record of evidence of achievement that can be given to prospective employers.
Doctoral Development Programme: Key ActionsBelow is a checklist of the actions that are needed in order to fulfil the DDP requirements. The student will need to work through these actions with their supervisory team.
1. The Training Needs Analysis (TNA) will be sent as a web link to the student prior to registration. The student will complete a first draft of the TNA, print it and take it to their first supervisory meeting. This will enable the student to conduct a self-reflective assessment of the training needs that have been identified by the Faculty and supervisor as critical to their area of study.
2. At their first supervisory team meeting, the student’s draft TNA will be discussed. Modifications will be made to it as necessary and an initial development plan agreed. In conjunction with their supervisory team, the student will agree on the DDP review stages. These are a reflective review at three months after registration (with additional review by the departmental PG Tutor), at the point of upgrade (usually around 12 months after registration) and subsequently annually. However, it is recommended that discussion over progress through the development plan take place regularly at formal supervisory meetings. At the stage of thesis submission, the supervisor will be required to confirm the student’s successful completion of the DDP.
3. The student will attend the Information Session for new Research Students in the Octagon Centre on Tuesday 27th September 2011 at 9.30 am. They must attend this session even if they have not yet been able to meet with their supervisory team. This session will provide an overview of the DDP, as well as explaining the processes for DDP registration, monitoring and completion.
Further information is detailed on the DDP Portal: http://www.sheffield.ac.uk/ris/pgr/ddpportal/home.html
Code of Practice for Research Degree Programmes 2011–12
The Annual DDP Cycle
Training Needs Analysis (TNA) The Training Needs Analysis (TNA) is a way of tracking and planning the student’s development. It centres on the acquisition of skills in four areas (generic professional skills, subject-specific advanced training and craft skills, scholarship), which are delivered through ‘shell modules’, and are provided at different levels over the course of MPhil/PhD registration. Students will complete the TNA annually in collaboration with their supervisory team. When completing the TNA, students will assess their competence in relation to the skill areas in order to identify and address their training and development needs through ‘shell modules’ which are aligned to the TNA.
The student’s prior experience will place them on a scale from “No experience” through to “Proficient”, indicating how much development is required within each of the four subsets of skills training identified above. Thus, the DDP is not a credit bearing system, but is a sliding, incremental scale of competence. Descriptor statements for stages along the “development journey” will help the student and supervisory team draw up the development plan.
Updating the TNA and modifying the development plan can be done by agreement as the student progresses levels over the course of MPhil/PhD registration, including when requirements or directions change. For example, it might be envisaged that attendance at career development skills seminars would be a greater part of the later rather than the earlier stages of the research programme but this, and most other training, can be acquired at any stage.
The TNA form can be downloaded from the DDP Portal.
Development PlanThe development plan is a process of self reflection for the student in critically evaluating previously acquired skills, identifying future goals and finding effective means of achieving them. It follows the TNA discussion and highlights training and modules needed for the student to progress. The development plan will enable the student to reflect on aspects of their learning and experience and take advantage of opportunities provided in order to enrich their personal and academic development.
Attendance at the information Session for New Postgraduate Research StudentsNew students are required to attend the Information Session for new Postgraduate Research Students, where they will be given additional information on the DDP and have a chance to speak to Research & Innovation Services staff should they have any queries. This event is only held once a year early in semester one.
Undertaking Training Modules Each student will automatically be registered on ‘shell modules’ for each of the four skill sets in each year of their study. The shell modules will comprise of formal and informal training elements appropriate to the student’s own development needs that can be taken through the shell modules. To achieve training, students can select modules or skills training units available within the University, as well as accrue relevant experiences that are not formally taught or that are gained outside the University. Collectively then, the elements that are selected through the shell modules will reflect the student’s training plan.
Generic Research Training
Subject-specific craft skills
Subject-specific advanced training
Broad Scholarship
Training/ Experience
Where am I now?Using the TNA, reflect on your current skills and achievement within the four principle
skill sets of the DDP
What have I achieved now?Celebrate your achievement and make
effective use of your e-Portfolio in securing your ideal profession
Where do I want to be?In conjunction with your supervisor, agree on
a development plan
What have/haven’t I received?Reflect and review the progress made in light
of your original priorities as highlighted in the development plan
How do I get there?Carry out agreed Modules and training
DDP
How do I record my achievements?Record and Evidence the achievements and
training undertaken in your e-Portfolio
Since the DDP is individually tailored, participation in some training courses can also operate on a ‘dip-in-and-out’ basis where this is allowed, e.g. students may need to undertake only specific parts of certain modules. Arrangement for attendance of any training module or skills unit will be the responsibility of the student even though their selection will be in consultation with the supervisory team.
Participation on taught subject-specific modules will usually be in the student’s first year of full-time research degree study or the first and second year of part-time research degree study. Students may be required to undertake assessment for modules as necessary. Students will need to ensure that they register for taught modules through Research and Innovation Services.
The choice of modules for the training need not be restricted to those provided by the University. The student and supervisory team may also recommend other means of achieving the relevant training elsewhere by, for example, externally provided courses, or self-study.
The DDP modules/training information is detailed on the DDP Portal.
Compulsory Research Integrity & Ethics TrainingAlthough the majority of the DDP is individually tailored, ALL research students are expected to undertake the research integrity and ethics training module provided by their Faculty. Good research practices are fundamental to good research, and it is essential for every researcher to understand how to conduct their research ethically, and with integrity. Each Faculty runs a module that has been tailored to the needs of its own research students, and each student will be automatically registered to attend. For more details about the training, please refer to the DDP Portal.
Academic Technology Approval Scheme (ATAS)Non-EU/EEA students wishing to take certain modules that fall within the science, engineering and technology disciplines should be aware that they may need to apply to the Foreign and Commonwealth Office for an ATAS certificate, depending on their subject discipline. If ATAS applies to you and you do not already have this clearance it is VERY IMPORTANT that you apply for this clearance before you register on such modules. However, if you have already gained ATAS clearance at admissions stage you will already be covered and need not re-apply.
For further details on ATAS, please contact Student Support and Guidance: [email protected], or refer to the Student Services Information Desk pages for International Students. http://www.sheffield.ac.uk/ssid/international/ves/atas
Demonstrating Development and Upgrade from MPhil to PhDAttendance and completion of training units will be recorded by module providers and submitted to Research & Innovation Services for inclusion in the student’s record, but importantly, evidence of development will be gained from the reflective log of activity maintained by the student in their e-Portfolio and by the supervisor confirming engagement with non-formal training (e.g. attending conferences etc.)
When the student presents for upgrade from MPhil to PhD, the second supervisor or Postgraduate/Personal Tutor will be responsible for commenting on the student’s training progress and will formally sign off the e-Portfolio as part of the upgrade process. The student will not be allowed to upgrade until agreed development needs have been achieved and there is a clear and credible development plan for the succeeding 2/3 years.
The second supervisor or Postgraduate/Personal Tutor will also comment periodically on the student’s development plan during formal supervisory meetings and they will sign a transcript of the e-Portfolio. In addition, they will formally report on progress through the DDP annually by inclusion of a section in the Annual Progress Report. This report will also be signed by the student.
Monitoring and AssessmentOngoing monitoring of development needs will be part of the supervisory process and, as indicated, assessment will take place at key points:
• The TNA will be completed prior to registration, reviewed after the first three months, and subsequently at least annually;
• Assessment of DDP participation will be included in supervisor reports as part of the upgrade process, at annual review, and prior to submission of the thesis.
Evidencing the DDP: e-PortfolioThe e-Portfolio will be used by students as a comprehensive illustration of the learning and development they have undertaken, as well as their other academic achievements during their programme of study. Students will use PebblePad to build their e-Portfolio as it provides a plethora of features such as, creation of collaborative documents, upload of documents, audio-files and images of differing formats, discussion and reflection spaces all of which provide the student with a rich learning and development experience.
Developing as a researcherA student’s e-Portfolio provides an excellent tool through which the student’s skills and experiences will be showcased.
Cross-Sessional StudentsThose students registering after October must pay particular attention to the start date of training courses/modules that they will undertake. This may mean that they have to delay the start of some of the DDP training until the beginning of a future semester.
Code of Practice for Research Degree Programmes 2010–11
Summary of DDP Process
Supervisory Responsibilities for the DDPSatisfactory achievement of the DDP requirements is necessary for successful completion of the student’s research degree. As indicated above, student engagement with the DDP will be assessed at particular stages, with supervisor reports presented as part of formal monitoring processes. In addition, it is expected that discussion of the student’s needs will form part of regular supervisory discussion.
The constitution of the ‘supervisory team’ will vary across different faculties and departments. The model for each student however is likely to include:
The primary supervisor – Will be the academic lead for the student. In terms of the DDP, the primary supervisor will advise the student with regard to subject-specific knowledge and skills training required.
The second supervisor – Will take the overall lead on training and possibly pastoral matters. In some departments and faculties, this role may be undertaken by the Personal Tutor or PGR Tutor.
Under this model the second supervisor or Personal/PGR tutor will have the following responsibilities in relation to the DDP:
• Review of TNA and development plan
• Completion of DDP reports at monitoring points (upgrade, annual progress reports, thesis submission)
• Agree the level of competency and skill to be acquired by the student;
• Review of student participation in the DDP as well as ongoing training needs.
Also refer to the DDP Portal for further information on the Role of Supervisor (and Supervisory Team) in the DDP.
GlossaryDoctoral Development Programme (DDP) – Student specific programme of training and skills development.
Training Needs Analysis (TNA) – Faculty-specific training needs analysis divided into four ‘shell modules’ to be completed at least annually.
Development Plan – the plan for achieving skills/competency training and progress. An output from the TNA.
Student e-Portfolio – Record of evidence and reflection demonstrating student learning, development and achievements.
DDP enquires:Enquiries can be made by email to [email protected]
Further information and guidance also available on the DDP Portal.
• Acceptance of offer of a place to study
• Complete Training Needs Analysis prior to the first supervisory meeting
• Discuss TNA and formulate development plan with supervisory team
• Sign up for appropriate skills training (including any compulsory modules)
• Obtain approval of development plan from PGR Tutor (at 3 months)
Upgrade from MPhil to PhD, including presentation of portfolio
Continue with further relevant modules/and/or experiential training in years 2 and 3
Submit thesis Supervisors to approve Student DDP Portfolio - signed off by Research & Innovation Services
Annual progress report to be completed by supervisor team and discussed with student
TheTrainingNeedsAnalysisThe training needs analysis (TNA) is part of the doctoral development programme, which has
at its heart, the requirement that doctoral graduates of the University of Sheffield should have
the demonstrable capacity to be a high level professional in any field. With that in mind, we
take the view that students require an à la carte training that is unique to themselves. A PhD
programme used to be the apprenticeships that all budding academics undertook, but now
there are more doctoral students than academia requires, and it is also true that many students
do not necessarily want to be university academics. It is therefore important that students
have an awareness of their abilities in order to sell themselves in a very competitive
employment market.
The TNA is split into four sections. Since the PhD is a research degree, there are some skills
that are appropriate for research and these can be made available through specific training
amterials provided at the University of Sheffield or elsewhere. You may find useful modules
yourself or your supervisor may find them for you. Similarly, specific craft skills are
appropriate to your project, and may be learnt on courses, or from your peers. The level of skill
required in these areas will be established in discussion with your supervisory team. You
should have a good feel for your current level, but if you are unsure, then discuss it with your
supervisor.
This document is specifically about the final two sections of the TNA. Some aspects of these
sections may seem a little confusing or unfamiliar and so a little bit of explanation may be
helpful as to why we believe the skills identified are relevant and important.
A good commitment to the TNA will help you realise the skills that you have, and when your
prospective employer is sitting in front of you asking you why you are the candidate his firm
should hire, you will have an understanding of your skills, why they are important, and what
you have to offer. If you know why you want to work for that company and you can articulate
why you are the right candidate, you are more than half way to getting that job.
ExperienceofbroadscholarshipHave some knowledge of the public understanding of research and the ability to communicate
the benefits of research to others at all levels. Encouraging people to become involved in or
familiar with scientific or other types of research is worthy, because it enables others to
understand what the relevance is of the work you and your peers are undertaking, explains
what peoples’ tax is being spent on and to choose careers relevant to national economies. In
addition it provides knowledge of where academia sits with respect to other aspects of society
Think of how you sell a technical project, be it financial, scientific, or logistical to a manager ill-
versed in your technical skills. You will have to communicate the matter in a way that (s)he can
comfortably understand. Furthermore, you will have to convince him or her that this is a
project worth supporting. You will have to convince him or her that what you are requiring to
do is a good use of resources. Maybe your activity is outreach in a school, from which you get a
great deal of satisfaction and it makes you want to communicate your enthusiasm through
teaching after your PhD. Whatever the outcome, the skills required are not trivial, and an
opportunity to communicate your area to others is well worth taking.
Publication of research work in international journals. Perhaps more than any other skill, this
one is one your supervisor will relate to, because published work is an academic’s currency.
However, virtually all professionals spend rather too much time writing reports. Concision,
precision, and good English are incredibly important in communicating technical skills to a
technical audience.
Conference presentation and attendance. Conference attendance is a great opportunity. You
will listen to people give technical presentations on areas not close to your own. Can you
assimilate difficult information quickly? Can you listen to a presentation from a peer and
assess the important information you require? Often the significance of results will be
overplayed by academics wanting to impress the audience. Can you assess the real quality of
someone’s work? This will be valuable in later life if you are dealing with sales staff giving you a
punchy presentation of their products.
Presentation is a fine art. You have an audience, but not all of them will have a significant
attention span. Can you hold their attention long enough to give them the take-home message
of your work? If they remember that, your presentation was already fit for purpose. As you
climb the career ladder, most of you will find yourselves giving presentations. Presentations
should be clear, concise, and the take-home message must be memorable. These skills you learn
at conferences.
Conferences are also a great opportunity for networking. They give you the opportunity to
make new friends and meet interesting people. The best contacts are those you would like to
spend time with and not talk about work. Can you make the most of a conference in this way?
Have an ability to network with individuals from other institutions and industry. Here we
relate to the skills gained at conferences. Are you the sort of person that others will want to
work with? Can you seek out the people you need to help you, or must your supervisor/line
manager do that? Networking brings with it an important cohort of supporters and
collaborators. This may come naturally to you, but you might equally be shy. Networking skills
are rarely on job descriptions, but they are valuable.
Ability to explain and demonstrate techniques and to support the learning of others when
involved in teaching, mentoring or demonstrating. Communicating to others the techniques
required to do tasks effectively is an important element of productivity. Can you pass the
information and skills that you have learnt to others? A technical sales person will want to
make people see that their product is the easiest to use. A line manager will want the people
under him or her to spend less time learning and more time doing.
GenericskillstobecomeahighlevelprofessionalinanyfieldAbility to convert a research topic into a testable hypothesis. More simply put; what is the real
question? Can you take a problem and see it for what it really is? And once you have identified
the underlying problem; can you see a way to solve it? Multifactorial problems very often have
a single solution; if the right question can be identified. In this context the testable hypothesis
represents the bigger picture.
Evidence of own innovative approach to a research question. Are you a leader or a follower? If
you cannot communicate or demonstrate what you did to solve a problem then it may well be
thought that it was someone else’s idea, or the solution could be obtained by standard
procedures. Did you think things through yourself? There are two aspects here; one the
solution that you derived, and the second is that your colleagues and peers associate you with
your solution. This is an interesting challenge to a PhD student. Supervisors try to help you
develop as an independent thinker and will certainly give you the credit when you come up
with useful ideas and execute them effectively.
Identify, gather, critically appraise and synthesise research literature, identifying gaps and
prioritising research in those gaps. Critically appraise own work given this knowledge. One of
the biggest tasks that a student faces is to be able to see the “bigger picture” in the area of their
research. To do this you need to read a lot, be able to sort the good from the bad and see where
there are holes in the knowledge base. There are two basic reasons why this is an important
skill; 1) so that you can actually do your own research most efficiently and not waste time on
irrelevancies, and 2) if you think you will be busy being a PhD student, just wait until you have
more and greater responsibilities! You will have a lot to read and you will need to do it quickly.
A lot of information means a lot of unimportant information. Your productivity is high if you
can throw away the trivial quickly, and take out the important points. Prioritising based on
these points is crucial and you would not want to be making decisions based on irrelevant or
less important facts. This is a skill that is transferable to many types of work.
Ability to keep good records of own research. This much neglected skill is crucial in all aspects
of professional life. You make a decision and a year later you need to revisit that. Maybe
someone has made a complaint about you? Maybe you need to repeat an action that worked
ages before in order to make something work correctly? This would require you to keep detail
of what you did. Do you keep proper records, or are you regretting that scrap piece of paper
that was so much more convenient than your notebook? Has your computer been stolen
leaving you with no backup while you are writing your thesis? Did you leave the backup next
to the computer, or did you leave it off site?
Evidence of good scientific writing, including an understanding of plagiarism, why it is wrong,
and how to avoid it. The ability to be convincing and articulate what you mean clearly in
writing is a great skill and is highly transferable. Also, very often ideas need to be included in a
relatively short space, so concision, coupled with clarity is important.. This must, however, be
your own work and not take from that of others and dressed up as yours: that is plagiarism.
Plagiarism is such bad practice on so many levels. It highlights an individual’s laziness,
ineptitude, and lack of innovation. This is not the place to explain plagiarism, but if nothing
else you might want to consider what plagiarism did to the career of Karl-Theodor zu
Guttenberg who had to resign as a very successful politician in the face of discovery and
widespread criticism of extensive plagiarism in his doctoral thesis.
Understanding of meaning and importance of research ethics. A failure to understand the
importance of ethics is equivalent to the sanctioning of inappropriate practices, which are at
worst criminal. To deceive people about the quality of your results is not just about lying to
yourself, it could be about wasting other people’s time and money as they spend time working
on your topic, basing their work on your results. Ethical questions also refer to our treatment
of volunteers and animals and transcend research; they embody our values and principles that
are for the good of the wider community.
Ability to manage the research process - time management skills; working with and respecting
colleagues and understanding how the team works together. Time management skills are always
an issue at every level. Of course a PhD is not a linear process. Sometimes your apparatus is
being serviced and you cannot perform experiments. Can you use that time effectively? Maybe
you could start writing chapter 1 of your thesis a little earlier? Would it be possible to bring
your holiday forward a few weeks? Can you plan your work with respect to your colleagues
upon whom you rely? When they work in collaboration with you, why are they doing what they
are doing? Are your colleagues benefitting from their efforts in the same way as you are, or are
they doing their tasks largely as a favour to you? Are you going to return the favour later on?
Can you deal with these interactions on a personal level rather than just accepting that the line
managers of all parties agreed to you working together? Treating others with respect,
recognising what they are doing for you, and asking yourself what you can do for them are all
part of effective team work at any level in professional life.
Ability to write a good CV, and highlight employability through, for example, a cover letter
which demonstrates the transferable nature of skills gained to other work environments. You’ve
read this far, so this is already a good start. Can you succinctly articulate the skills that you
have learnt and have developed from the TNA in a one page cover letter? Does the output from
the e-Portfolio provide an accurate representation of your skills. The CV and cover letter is the
first thing your prospective employer will see of you. Will it be the last, or will it have the
necessary impact to grab the reader’s attention and want to find out more about what you have
to offer.
Knowledge and experience of health and safety in the workplace. This includes understanding
COSHH, the process of risk assessment, the employer’s and employee’s responsibilities and what
needs to be considered. Do you know what your legal and moral responsibilities are with regard
to health and safety? Not all legislation is good legislation, but it is there for a reason. While
you might take a risk with something, it may put others at unacceptable risk. If you are
responsible for others can you communicate the reason for safety policies so that they will take
it seriously?
TRAINING NEEDS ANALYSIS
FACULTY OF MEDICINE, DENTISTRY & HEALTH
[Skills and experiences that a PGR student should obtain by the end of their higher degree studies] For each applicable skill below, please indicate the extent of your experience and ability by placing an “X” in the most appropriate box where 1 = “I have no knowledge or experience of this” i.e. no competency 2 = “I have some knowledge, but no experience of this”, i.e. limited competency, 3 = “I have done this only occasionally”, i.e. some competency, 4 = “I do this regularly, but require more experience to become proficient”, i.e. moderately competent 5 = “I have extensive knowledge and experience of this”, i.e. sufficiently competent 6 = “I could train others in the area”, i.e. highly competent,
Extent of experience/ability Evidence of ability Training Needs (complete with supervisor) Skills 1 2 3 4 5 6
Subject specific advanced training (e.g. Masters training)
(To be decided after consultation with supervisor)
Subject specific craft skills.
Have knowledge of statistics at an appropriate level for your study
Bioinformatic analysis - computer literacy to query biological databases relevant to their subject area
Ability to use some form of reference manager software
Ability to use common equipment expected to be found in a biological or clinical laboratory and ability to troubleshoot methodological problems
Ability to design experiments and studies with appropriate use of qualitative and quantitative methods and the use of relevant controls
Ability to use software appropriate to your subject of study
Generic skills to become a high level professional in any field.
Ability to convert a research question into a testable hypothesis
Evidence of own innovative approach to a research question
Ability to Identify, gather, critically appraise and synthesise research literature, identifying gaps and prioritising research in those gaps
Ability to successfully present and defend own research to peers in both written and verbal presentations
Evidence of good scientific writing, including an understanding of plagiarism, why it is wrong, and how to avoid it
Understanding of ethics, confidentiality and principles of good research practice
Ability to keep good records of own research
Publication of own research work e.g. in international journals and at conferences
Ability to manage the research process – e.g. time management skills, working with and respecting colleagues and understanding how the team works together s
Ability to critically evaluate own work
Knowledge and experience of health and safety in the workplace. This includes understanding COSHH, the process of risk assessment, the employers and employees responsibilities and what needs to be considered.
Ability to work independently and be adaptable to new situations and ideas
Ability to write a good CV, and highlight employability. This includes the ability to write a good cover letter that demonstrates the transferable nature of skills gained to other work environments
Experience of broad scholarship and wider engagement within the full University Community of Scholars, e.g. networking, dissemination of knowledge, conferences, demonstrating impact and public value of research
Have some knowledge of the public understanding of research and the ability to communicate the benefits of research to others at all levels
Ability to develop knowledge beyond own current research area by assimilating ideas, concepts, techniques and methods from other disciplines
Have an ability to network with other specialists and non-specialists
Ability to support the learning of others when involved in teaching, mentoring or demonstrating
Student signature: Date:
Supervisor signature: Date:
Examples of Training Needs and how a student might demonstrate their ability
Generic skills Example ability Level of ability
Ability to deconstruct a general question into a researchable question and to generate and test a hypothesis
Independently developed a research proposal for the PhD – summarising literature and identifying research questions
Threshold: needs leading through the general research question but can acquire and understand relevant background information and begin to formulate a testable hypothesis. However, requires help to identify and devise investigative methods to test the hypothesis
Competent: can acquire and understand relevant background information on a general question, from this formulate a hypothesis and can identify some aspects of investigation to begin to test the hypothesis
Proficient: can identify an area of scientific enquiry, acquire and understand relevant background information and from this formulate a hypothesis. Then identify a series of linked questions and devise investigative methods to test the hypothesis without assistance
Ability to successfully present and defend own research to peers in both written and verbal presentations, without resorting to plagiarism
The student does a good job of organising their first year review presentation and interview
Effectively presented their work at internal seminars and/or conferences, congresses, etc.
Clearly expressed their ideas and results (orally and in PowerPoint), gathered feedback and demonstrated how they have improved their presentation skills based on this feedback
Written well structured, highly effective reports/papers and indicated their attempts to improve their writing skills.
Threshold: can report technical information using a structure and language of an acceptable standard. Acceptable presentation of the technical information relevant to the research
Competent: can report technical information using an appropriate structure and clear language. Can select an appropriate form and level of delivery
Proficient: can report technical information using a structure and language which makes the material interesting, accessible and easy to understand. Can integrate presentational techniques for maximum impact
Ability to identify, gather, critically appraise and synthesise research literature, identifying gaps and prioritising research in those gaps
The student has interpreted literature and its meaning in a well constructed, relevant and comprehensive review
Produced an up-to-date, comprehensive data base of relevant literature
Threshold: can collect and review material with reference to limited range of scientific principles.
Competent: can collect and review material with reference to a range of scientific principles relevant to the particular topic and draw limited conclusions.
Proficient: can collect and review material in a critical manner, drawing on a wide range of scientific principles relevant to the particular topic and draw comprehensive conclusions
Have an understanding of ethics, confidentiality and principles of good research practice
Attended appropriate Research ethics training
Constructed a study protocol that takes into account one or more of:- participant’s consent, personal and identifiable data relevant to confidentiality, data security and anonymisation, safety for participants
Written a piece of work that does not resort to plagiarism
Threshold: has some knowledge of the general principles of research governance but lacks knowledge of its applicability to own research
Competent: has knowledge of both the general principles of research governance and the practicalities of the Research Ethics Approval Procedure
Proficient: has full understanding of the applicability of governance principles procedures and specialist issues relating to research, including archival research, research involving principled deception, the use of external research organisations, personal data, confidentiality, and human tissue research
Ability to keep good records of own research
Student maintains a clear, well organised laboratory book or record of research effort
Threshold: can record details of investigative methods and data obtained but lacks organisation and reflective comment.
Competent: can keep a well structured record of the aims of individual investigations, details of
methods employed and data obtained. Each entry is dated and neatly maintained
Proficient: can keep a well structured and maintained record of the aims, investigative methods and data obtained from each investigation with dates. Includes conclusions arrived at, identification of the impact of findings, next stage of investigation and reflective comment
Ability to critically evaluate own work Student has analysed findings and is able to recognise and articulate shortcomings or gaps
Threshold: can suggest aspects of where the work might be improved and routes to improve it
Competent: can relate achievement to the stated goals, as set out, for example, with the original planning and suggest how shortcomings might be addressed
Proficient: has full understanding of how a reviewer might perceive the work, and recognises the measurements or analyses required to address the shortcomings
Ability to demonstrate an innovative approach to a research question
Explored how the ideas, concepts, and methods from other disciplines fit into their research project
Threshold: can formulate a route to solving a research problem. Recognises the experimental or other techniques that need to be applied to solve a given problem
Competent: aware of non-standard routes to solving a problem. Proposes different techniques that might be applied, limitations might include not all ideas being feasible due to a lack of awareness or literature searching
Proficient: independently finds solutions to a problem, perhaps by involving external collaborators. Able to make a
case for the proposed solution and arrange for it to be achieved
Ability to manage the research process - time management skills; working with and respecting colleagues
Student has been proactive in requesting meetings with advisors and given information to advisors by email prior to meetings
Attends meetings very well prepared and structures their communication
Produce quality outputs to meet project deadlines. This includes completion of the PhD within a certain timeframe.
Prepared project management documents and other timelines to organise their projects
Threshold: punctual. Can state what was required and what has been achieved.
Competent: asks questions which can lead a research discussion
Proficient: independently recognises the next step and is one step ahead of what is expected from a meeting
Understanding of health and safety issues, how these are applied and what implications there are for your research
Attended recognised safety training course (e.g. University out of hours course)
Has knowledge of COSHH and has completed a COSHH form
Threshold: has attended required safety courses.
Competent: has attended a more advanced course and entrusted with appropriate responsibility for the safety of him or herself and colleagues (e.g. laser or ionising radiation)
Proficient: can be trusted to use very dangerous material (e.g. hydrofluoric acid) having been on the relevant courses. Can be trusted to train others in various safety aspects. Might hold an externally approved certificate, such as one from the Royal Society for Promotion of Health, or be an approved first aider
Development of interpersonal skills - giving and receiving feedback to facilitate productive interactions in the workplace
The student has worked effectively in a team or an environment requiring effective communication with others
Threshold: shown some ability as part of a team and recognises the importance of team work
Competent: has also led a small team. This might only be through a collaboration with someone in a different department to perform complementary
measurements etc.
Proficient: can enlist support of others external to the immediate research environment to provide help for a given task. Sees possibilities for helping others and able to convince project leaders that they are a valuable addition to a team
Ability to work independently and be adaptable to new situations and ideas
The student has demonstrated the ability to work without close supervision
The student has demonstrated originality of thought, constructed appropriate investigations and adapted these according to information accrued from elsewhere
Threshold: can assimilate how to perform a task and then execute measurements etc. alone
Competent: can recognise what experiments might be useful for a given problem and can learn and use them, including some experiments not originally envisaged .
Proficient: leads investigations. External collaborations are formed. Recognises when to stop; i.e. when the project is essentially complete
Understanding the transferable nature of research skills to other work environments, particularly in the context of career planning and improving employability; ability to write a good CV
Participated in an industry/professional organisation
Communicated their work to the industry or the profession (e.g. given presentations at an industry or professional event)
Participated in University Careers events (e.g. interview skills, CV writing)
Threshold: aware of what is required for given career paths and why transferable skills are necessary. Completed a training needs analysis!
Competent: has attended University careers events and can articulate advantages and disadvantages of different career paths. Has shown some thought into different careers and is clearly thinking about a future beyond the doctorate, if this is not known already
Proficient: identified a preferred career path and has made steps to achieve this by attending industry events, or (for prospective academics) held presentations at different institutes. Collaborated with industry or at an industrial site at a level beyond what
would be expected given the research project.
Use common computer programmes for writing, recording and presenting data
Threshold: familiarity with common IT tools such as a word processor, powerpoint, the web, email.
Competent: a broad understanding of common IT tools.
Proficient: comprehensive knowledge of the functionality of common IT tools and ability to use less common tools.
Subject specific craft skills
Ability to design experiments, qualitative and quantitative studies, including the use of appropriate controls
Evaluated several research methodologies and justified selection of the preferred methodology.
Threshold: can conduct prescribed experiments and draw limited conclusions. Can collect data but lacks confidence in estimating errors/accuracy of measurements. Can relate conclusions to a limited range of relevant scientific principles.
Competent: can select and conduct appropriate experimental procedures from a standard range in order to generate appropriate data. Can collect and interpret data with reference to a particular scientific principle and draw conclusions.
Proficient: can adapt experimental procedures to novel/unfamiliar situations. Can analyse data in detail, drawing on a range of relevant scientific principles and draw comprehensive conclusions.
Ability to use equipment or employ techniques effectively
The student can adapt equipment and techniques for novel or unfamiliar situations
Threshold: can use appropriate equipment with supervision.
Competent: can select and use appropriate equipment for a particular task safely and effectively with limited supervision
Proficient: can adapt equipment and techniques for novel or unfamiliar situations safely and effectively without needing supervision
Other items will be judged according to experience or attendance at training courses and may include such skills as use of reference manager software, use of specialist software e.g. querying biological databases, appropriate knowledge of statistics etc.
Experience of broad scholarship and wider engagement within the full University Community of Scholars
Have some knowledge of the public understanding of science and ability to communicate translational benefits of research to others at all levels
The student has participated in events that involve the dissemination of research information to a non-specialist audience e.g. Café scientifique, school outreach programmes, science week etc.
Threshold: can give and acceptable presentation largely based on technical information but without ability to modify for a non-specialist audience
Competent: can present information in a simple form using non-specialist language and selecting an appropriate form of delivery for the audience
Proficient: can present information in a simple form using non-specialist language, employing a range of presentational techniques for maximum impact and putting across how the research fits within the overall scope of research for the benefit of the community
Ability to develop knowledge beyond your current research area by assimilating ideas, concepts, techniques and methods from other disciplines
The student shows an ability to discuss aspects of contemporary research outside their specific project.
Have participated in “forum” type activities with non-specialists.
Enrolled in interdisciplinary and disciplinary courses
Sought the possibility to work with others from a different professional background
Threshold: participated in “journal clubs” or written assessments on other subjects as might be common in Masters level projects
Competent: demonstrated a recognition of the importance of own research within a broader area by answering questions at a conference or seminar that refer to a good understanding of other areas or other groups’ work
Proficient: leads interdisciplinary discussions. Written broader review articles, perhaps with
the supervisor
Ability to support the learning of others when involved in teaching, mentoring or demonstrating
Passed on craft skills to other students
Received tutor training and been involved in teaching
Demonstrated the ability to plan and organise teaching or training sessions and developed and delivered effective training materials and activities
Threshold: Performed lab supervisions etc. Shown other students how to operate relevant apparatus or to perform a given procedure or analysis
Competent: participates in assessment of other students’ work. Participated in training sessions and put what was learnt into practice in a real world environment.
Proficient: selected for outreach events. A clear path of mentoring and supervision that was instigated by the student or by others (recognising the student’s abilities) outside of the supervision team
Have an ability to network with other specialists and non-specialists
Shown ability to perform collaborative research through approaching other researchers independently
Actively participated in meetings and seminars showing that they understand other people’s perspectives
Threshold: worked in a team with an other group from outside of the immediate research environment
Competent: ability to perform directed collaborative tasks such. An example might be where the student is asked to contact a given team and arrange and perform experiments.
Proficient: ability to link different expertises within a broader team. Demonstrated the ability to cross boundaries and explain a task (that is subsequently executed) to a colleague of very different background
POSTGRADUATE INDUCTION COURSE (PIC)
Are you commencing a postgraduate research (PGR) programme in September or October 2011?
If the answer is YES, then you will be interested in the Postgraduate Induction Course (PIC) which is open to all PGR students commencing research in the Faculty of Medicine, Dentistry and Health in Sept/Oct 2011.
When you commence your PGR programme, you will undertake a training needs analysis with your supervisors to identify gaps in your skills and knowledge, and to agree on a training programme that would allow you to acquire the generic and subject‐specific skills that are considered essential in a researcher. Many of the subject‐specific skills will be acquired by engaging in research over the course of your programme. In contrast, several of the generic skills are best acquired early on in the course of a research programme. This is why the PIC has been developed.
Delivered over 7 days from 17‐25th October, the PIC is compatible with the Doctoral Development Programme and has been designed to introduce you to many of the generic skills that you are expected to gain during the course of your research degree. To give you an idea of the content of the PIC, here is a list of course topics:
1. Icebreaker session and introductory assignment; development of communication and teamwork skills
2. How to be an Effective Researcher 3. The Doctoral Development Programme (Compulsory) 4. The Research Development Framework 5. Health and Safety and Out‐of‐Hours training course 6. Introduction to Scientific Thinking (DDP module MED 610) 7. Cultural Awareness 8. Literature searching 9. Use of Endnote 10. Plagiarism and unfair means 11. Introduction to reading scientific papers and abstract writing 12. Introduction to Research Ethics and Integrity module (DDP module FCM6100; Compulsory) 13. Basic laboratory skills and data handling for laboratory based students 14. Presentation skills 15. Intensive English language training (see note below)
At the end of the course, you will be better adapted to the research environment, and will have developed basic research skills such as how to do a literature search, or use Endnote. You will also have developed key skills (e.g. scientific thinking, critical appraisal, awareness of plagiarism, data handling) and understanding appropriate for your research programme. In addition, you will have received information about health and safety in the workplace and attended an out‐of‐hours training course. Intensive English language training will be provided for those international PGR students requiring this support (see below for further details).
The PIC is recommended for all new PGR students, and we would suggest you opt out of only those parts of the course which are not relevant to you. If however, you wish to attend selected sessions, this is also possible. Attendance at certain sessions will be compulsory for all students. For example, the introductory session of the DDP module on Research Ethics and Integrity, which is compulsory for all students, has been incorporated into the PIC.
Note about English Language Support for International PGR students
As part of the PIC, the English Language Training Centre will provide three 90 minute sessions of intensive English language training, over 3 weeks commencing on 20th Oct. These sessions will focus on spoken communication skills (session 1), formal academic writing style (session 2), and paragraph structure and cohesion (session 3).
For further details and information about the course content, please visit:
www.shef.ac.uk/faculty/medicine‐dentistry‐health/graduateschool/currentpg/pic/index.html
To register for PIC sessions, please complete the registration form which is attached here and can also be downloaded from the website, and return it to Sara Watkinson ([email protected]).
The closing date for registration for all sessions will be Wednesday 12th October 2011.
For further information about the PIC, please do not hesitate to contact either Dr Martina Daly ([email protected]) or Ms Sara Watkinson ([email protected]).
Time Monday 17 October Tuesday 18 October Wednesday 19 October Thursday 20 October Friday 21 October Monday 24 October Tuesday 25 October
09:00-09:30
09:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
12:00-12:30
12:30-13:00
13:00-13:30
13:30-14:00
14:00-14:30
14:30-15:00
15:00-15:30
15:30-16:00
16:00-16:30
Room Key:
FBR Faculty Board Room (B-Floor) Medical School, Beech Hill Road
LT2 Lecture Theatre 2 (B-Floor) Medical School, Beech Hill Road
ICD02 Room D02, Information Commons Building, 44 Leavygreave Road
ICE02 Room E02, Information Commons Building, 44 Leavygreave Road
F110 Mappin Room F110, Sir Frederick Mappin Building, Mappin Street
Lunch Break
Health & Safety, Out of
Hours (FBR)
Health & Safety: Lab Health
& Safety (FBR)
Introduction to Scientific
Thinking Part II (FBR)
Use of Endnote (IC-E02)
Lunch Break
Introduction to reading
scientific papers & how
to write technical & lay
abstracts (FBR)
Presentation Skills &
Final Evaluation (FBR)
Lunch Break
How to be an effective
Researcher (FBR)
Literature Searching
(ICD02)
Introduction to Scientific
Thinking Part I (FBR)
Lunch Break
Intensive English
Language Training:
Spoken Communication
(FBR)
Data Handling for Lab
students (F110 Mappin)
Introduction to Ethics &
Integrity DDP (LT2)
Laboratory Skills (tba)
FMDH POSTGRADUATE INDUCTION COURSE [PIC]
Doctoral Development
Programme (Intro to DDP & e-
Portfolio) (F110, Mappin)
Research Development
Framework (FBR)
Ice Breaker -
Independent work
(FBR)
Ice Breaker -
Presentations (FBR)
Lunch Break
Plagiarism and unfair
means (FBR)
Lunch BreakLunch Break
Introduction & Ice
Breaker - assignment
(FBR)
Ice Breaker -
Presentations (FBR)
Cultural Awareness
(FBR)
FACULTY OF MEDICINE, DENTISTRY & HEALTH POSTGRADUATE INDUCTION COURSE (PIC)
REGISTRATION FORM
Name: Registration number (If known): Email address: Department: Supervisor: Topic of research: Previous degree qualifications and University attended:
TITLE OF SESSION REGISTRATION
(Insert YES to attend & NO to opt out)
Icebreaker session and introductory assignment; presentation skills; evaluation
Session 1: 09:00‐12:00, 17/10/11 Session 2: 10:00‐12:00, 18/10/11 Session 3: 13:30‐15:00, 25/10/11
The Doctoral Development Programme YES (Compulsory Module)
How to be an Effective Researcher
Introduction to Scientific Thinking Parts I & II
Part I: 09:00‐10:30, 19/10/11 Part II: 10:30‐12:00, 21/10/11
Plagiarism and unfair means
Introduction to Research Ethics and Integrity module YES (Compulsory Module)
Cultural Awareness
Literature searching
Use of Endnote
Health and Safety: Out‐of‐Hours training course
Health and Safety: Lab Health & Safety
Basic laboratory skills
Introduction to reading scientific papers and abstract writing
Data handling for laboratory based students
The Research Development Framework
Intensive English language training
Closing date for registration: Wednesday 12th October 2011
Please return your form to: [email protected]
ePortfolio Development & PebblePAD
Further information on ePortfolio and PebblePAD will be provided on the Postgraduate Induction Course (PIC), Doctoral Development Programme session on Wednesday 19th October [PIC4] – PLEASE BRING A HARD COPY OF YOUR COMPLETE TNA (Training Needs Analysis) TO
THIS SESSION.
http://www.shef.ac.uk/ris/pgr/ddpportal/e-portfolio.html
You will use PebblePAD e-portfolio system, a standards-compliant and web-based platform developed specifically for higher education, to gather, reflect upon, and produce evidence for your DDP. You will also use the system as a personal learning space, where you can reflect and plan your own personal, educational and career objectives. The purpose of the DDP e-Portfolio is to provide a record of your personal development at the University of Sheffield. The portfolio is designed to assist you to get the most from your postgraduate experience, helping you to plan and reflect upon your research and how it will relate to future aspirations.
PebblePAD is a Personal Learning System which is used to help you:
to build on the learning and results you achieve, which will provide an ongoing record that can contribute towards your personal growth and career planning
to identify areas of strength and those areas you feel need more attention
reflect on the way you learn
keep a record and commentaries on what you've learnt
prepare you for future employment
With PebblePAD, you will be able to:
build your own electronic portfolio (eportfolio) of achievements (ie create, store, and review materials which you can then present as e-portfolios, called WebFolios)
share documents, images, videos, and sound files, with your supervisors, PGR Tutors, your peers, and anyone you choose to share with.
Key Features of PebblePAD:
PebblePad allows users to create a collection of `assets´ using various types of tools. Many provide a structure for users to record their plans, ideas and thoughts and reflections, such as the `Action Plan´ tool. Other tools such as blogs and webfolios allow users to present a record of their learning and development. Some of the most commonly used types include:
Thoughts - Allows users to record journal entries, structured reflections, ideas or notes;
Action Plan – A series of steps designed to help users achieve a particular outcome or goal;
Blogs - Very simple webpage that lists journal-type entries presented in a chronological order. Allows others comment on entries;
Webfolios - Can be thought of as an evidence-based website that allows users to present their work or record of their learning and development. One of its primary uses is as an e-Portfolio;
Forms - number of forms that you will complete and upload to your webfolio.
Uploaded files - Users can also upload any file type
Everything that is created in PebblePAD can be kept private or be shared with others such as peers, supervisors or external users such as placement supervisors or potential employers.
Doctoral Development Programme All PGR students in the Medical School are automatically registered on two 'shell modules' in the first year of their study. These are the training modules on literature review and research methods. All students are strongly advised to undertake both of these modules. Further details of these are below. MED6950 - Literature Review This unit allows the student to conduct a comprehensive literature review specifically focussed in the area of their research project. This will be written in essay format of not more than 4,000 words, and should be submitted to (Jodie Burnham) or (Carol Fidler) (PGR Programme Administrators, LU116) within 3 months of commencing registration. The essay will be assessed by the student´s supervisor and an independent examiner. Tutorials: Round 1: Thursday 27th October 2011, 2.00-3.00 – LT3, F Floor, Medical School Round 2: Tuesday 10th January 2012, 1.00-2.00 – LT3, F Floor, Medical School Round 3: Monday 16th April 2012, 11.00-12.00 – LT3, F Floor, Medical School Round 4: Wednesday 4th July 2012, 11.00-12.00 – LT3, F Floor, Medical School Lit Review Deadline: Round 1: Wednesday 11th January 2012 Round 2: Wednesday 11th April 2012 Round 3: Thursday 12th July 2012 Round 4: Wednesday 3rd October 2012 MED6960 - Research Training This unit is designed to allow the student to engage in a subject-based programme aimed at gaining an understanding of the general research skills appropriate to their research project. Students will master a number of basic laboratory skills, including those related to safe working in the laboratory. They will be expected to keep details of their laboratory work (laboratory notebooks) and a log of related activities (seminars attended, skills developed, training received, safety courses attended). They will also be required to give an oral presentation of their results to their peers, at a session which will be organised by the Graduate Research Student Committee. The presentation will be assessed by an academic panel. Round 1: Tutorials: 1st Tutorial: Tuesday 1st November 2011, 11.00-12.00 – LT3, F Floor, Medical School 2nd Tutorial: Thursday 2rd February 2012, 11.00-12.00 – LT3, F Floor, Medical School Assessments (training logs & lab books):
1st Assessment: Tuesday 13th December 2011 – Faculty Room, B Floor, Medical School Final Assessment: Thursday 19th April 2012 – Faculty Room, B Floor, Medical School
Oral Presentation: Thursday 26th April 2012 – LT 3, F Floor, Medical School Thursday 3rd May 2012 – LT 3, F Floor, Medical School Round 2: Tutorials: 1st Tutorial: Thursday 10th May 2012, 11.00-12.00 – LT 3, F Floor, Medical School 2nd Tutorial: Thursday 12th July 2012, 11.00-12.00 – LT 3, F Floor, Medical School Assessments (training logs & lab books)
1st Assessment: Wednesday 13th June 2012 – Faculty Room, B Floor, Medical School Final Assessment: Friday 3rd August 2012 – Faculty Room, B Floor, Medical School
Oral Presentation: Thursday 6th September 2012 – LT 3, F Floor, Medical School
Faculty Of Medicine, Dentistry and Health
JOINT STATEMENT OF THE RESEARCH COUNCILS’/AHRB’S SKILLS TRAINING REQUIREMENTS FOR RESEARCH STUDENTS
INTRODUCTION
The Research Councils and the Arts and Humanities Research Board play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils/AHRB would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisor support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils and the AHRB would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training.
It is expected that each Council/Board will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions.
JOINT RESEARCH COUNCILS’ SKILLS TRAINING REQUIREMENTS
(A) Research Skills and Techniques - to be able to demonstrate:
1. the ability to recognise and validate problems
2. original, independent and critical thinking, and the ability to develop theoretical concepts
3. a knowledge of recent advances within one’s field and in related areas
4. an understanding of relevant research methodologies and techniques and their appropriate application within one’s research field
5. the ability to critically analyse and evaluate one’s findings and those of others
6. an ability to summarise, document, report and reflect on progress
(B) Research Environment - to be able to:
1. show a broad understanding of the context, at the national and international level, in which research takes place
2. demonstrate awareness of issues relating to the rights of other researchers, of research subjects, and of others who may be affected by the research, e.g. confidentiality, ethical issues, attribution, copyright, malpractice, ownership of data and the requirements of the Data Protection Act
3. demonstrate appreciation of standards of good research practice in their institution and/or discipline
4. understand relevant health and safety issues and demonstrate responsible working practices
5. understand the processes for funding and evaluation of research
6. justify the principles and experimental techniques used in one’s own research
7. understand the process of academic or commercial exploitation of research results
(C) Research Management - to be able to:
1. apply effective project management through the setting of research goals, intermediate milestones and prioritisation of activities
2. design and execute systems for the acquisition and collation of information through the effective use of appropriate resources and equipment
3. identify and access appropriate bibliographical resources, archives, and other sources of relevant information
4. use information technology appropriately for database management, recording and presenting information
JOINT RESEARCH COUNCILS’ SKILLS TRAINING REQUIREMENTS
(D) Personal Effectiveness - to be able to:
1. demonstrate a willingness and ability to learn and acquire knowledge
2. be creative, innovative and original in one’s approach to research
3. demonstrate flexibility and open-mindedness
4. demonstrate self-awareness and the ability to identify own training needs
5. demonstrate self-discipline, motivation, and thoroughness
6. recognise boundaries and draw upon/use sources of support as appropriate
7. show initiative, work independently and be self-reliant
(E) Communication Skills - to be able to:
1. write clearly and in a style appropriate to purpose, e.g. progress reports, published documents, thesis
2. construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally through a variety of techniques
3. constructively defend research outcomes at seminars and viva examination
4. contribute to promoting the public understanding of one’s research field
5. effectively support the learning of others when involved in teaching, mentoring or demonstrating activities
(F) Networking and Teamworking - to be able to:
1. develop and maintain co-operative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research community
2. understand one’s behaviours and impact on others when working in and contributing to the success of formal and informal teams
3. listen, give and receive feedback and respond perceptively to others
(G) Career Management - to be able to:
1. appreciate the need for and show commitment to continued professional development 2. take ownership for and manage one’s career progression, set realistic and achievable
career goals, and identify and develop ways to improve employability 3. demonstrate an insight into the transferable nature of research skills to other work
environments and the range of career opportunities within and outside academia 4. present one’s skills, personal attributes and experiences through effective CVs,
applications and interviews
6. Other Useful Information
o Guide for PhD Students
o Campus Map
o Counselling Service
o Careers Service
o Vitae
o Staff & Responsibilities
The Medical School.
With acknowledgements to the Queensland Institute of Medical Research, Australia
A Guide for PhD students (and post-docs) aiming for a successful career in science
roughly in order of importance, and with apologies to those who have worked these things out for themselves!
This is not an official QIMR document and does not represent the views of QIMR or its committees. It does, however, reflect the collective view of some senior QIMR researchers who manage to enjoy very productive and intellectually rewarding careers in medical research, and who wish to pass on some tips to those who are considering a similar career.
Doing a PhD should be fun, rewarding and be seen as a privilege. It's the only time in your life that you can spend 100% of your working time learning to do research, finding out new things, having freedom to pursue new areas and getting paid for it, without any administrative or other responsibilities. Those who stick it out do so because, despite the relatively poor pay, long hours and lack of security, it is all we want to do because of the intellectual satisfaction it brings, the excitement of discovery, the freedom to make your own work schedule, the opportunities for travel, the pleasure of being in an international community of like-minded people and (for some people) the possibility that we might actually help the human condition!
1. Choose a supervisor whose work you admire (find out first what work they have done and are doing, and search PubMed to see how productive they are!), located in a department or institute with good infrastructure (equipment, patient samples, seminar series etc), and who has enough grant funding not to limit your project too much.
2. Get involved and take responsibility for your project. This is probably the most important transition from the Honours year. To be successful in research you need to develop strong skills in independent and effective thinking, critical analysis, problem-solving, and time management. The only way to develop these skills is to take responsibility for your project. You need to immerse yourself in your research and exercise your mind with every experimental plan and every experimental outcome, including failures. Embrace failures as challenges and training exercises for future successes, rather than looking around for people to blame. If you simply follow directions and close the door behind you at the end of the day you will never progress in research. Tenacity is essential!
3. Work hard. Don’t think you can get away with a 38-hour week. You will need to work long days all week, and for part of most weekends. That gets you to closer to a 50-60 hour week, which is what you need if you want a successful career in academia (or indeed in any professional career). If research is your passion, this is actually easy to do, and if it isn’t your passion, then you are probably in the wrong field. You should be going to work because you want to, not because you have to. Of course, ultimately, the number of hours doesn’t matter - the only thing that matters is productivity, but unless you are a genius, and very organized, and very lucky, you will need to work this hard to get out enough good papers to make a good start in a scientific career. A three year stipend might seem like a long time at the start of a PhD but three years goes very, very fast and it might be difficult or impossible (depending on its source) to get an extension into a 4th year. The people who go home with a full briefcase of work to do at home are the ones most likely to succeed. Note who around you does this – aren’t they the ones who have ‘made’ it? The extra hours are the cause, not consequence of success!
4. Play hard. Take some weekends off, and reasonable holidays, so you don’t burn out. But if your work is very dependent on people around you, don’t plan to work over Christmas and New Year and then take your holidays when your colleagues are all hard at work. On the other hand, if you are totally autonomous and not using equipment that is liable to break down, the holiday season is a great time to work in peace, and without competition for equipment. If you're stuck with a problem in late afternoon or early evening it might be more productive to go home and tackle it fresh the next day.
5. Read the literature, both in your immediate area, and around it; both the current and the past. You can’t possibly make original contributions to the literature unless you know what is already in there. See it as a challenge to put an interesting paper on your supervisor’s desk before they put it on yours! The best time to read papers is between experiments, or in the evenings or weekends. Reading papers at your desk instead of doing experiments is a poor use of time. Most people find it challenging to understand some papers when they start out. Don’t let this put you off. Instead, go back to the earlier literature or text books, ask questions and discuss the papers with your supervisor or other colleagues. Use this as an opportunity to spark thought-provoking scientific discussions. Your supervisor will be busy, but should always make time for these discussions (if not, find another one!).
6. Plan your days and weeks very carefully. If you are in the lab, begin the week, and each day, by carefully dovetailing experiments so that you have the minimum of down time. Make lists of what you have to do tomorrow at the end of each day while today’s work is in your mind. This also allows your mind to think about the next day’s work while you sleep. Unless you have domestic constraints, be flexible about what time you go home to cope with unexpected changes to this schedule (and remember, this is probably the most flexible part of your life – once you have children, this goes out the window, so make the most of it).
7. Keep a good lab book, and write it up every day. It will make thesis writing much easier, and will also help to protect any intellectual property that might one day make you rich. In particular, write up the details of your methods as you go along. They will easily convert to chapters in your thesis, and also to laboratory protocols which is useful for everyone.
8. Be creative. Think, think, and think some more about what you are doing, and why, and whether there are better ways to go. Don’t just see your PhD as a road map laid out by your supervisor. Talk to your supervisor, and others around you, about alternatives and watch the literature for new discoveries and ideas that are pertinent to your project. Probably the toughest challenge for a successful scientist is to be creative, while keeping a sharp eye on feasibility. It is never too soon to start working on this aspect of your PhD, and at the end of the day probably the single thing that most distinguishes a great scientist from work horse. Ask Big Questions, and be sceptical about 'conventional wisdom', even if it comes from your supervisor. Don’t be afraid to argue with your supervisor on scientific grounds – they are not always right and should appreciate the debate.
9. Be active, not passive, in your approach to research. Seek information and advice, and don’t assume that it will just diffuse into your head. Your supervisor won’t know everything (and may be technically less than competent anyway!), so find the right people for advice and don’t be afraid to ask for it. Don’t go for weeks without talking about your research with your supervisor and other members of the lab. If your supervisor doesn’t seek you out regularly, go and talk to him/her. When you are inexperienced it is very easy to get off track and waste valuable time and resources. Those students and post-docs who sit back and wait for the magic to happen, or work in a vacuum, never get anywhere.
10. Try to keep a three-part portfolio of sub-projects that are ‘safe’, moderately safe, and challenging (could this be a Nature paper if it works out?). That way you are pretty certain to get a PhD, but might hit the jackpot, and have the thrill of a really exciting discovery.
11. Go to as many seminars as you can and all of them in your general area. But don’t just
sit at the back like a sponge, or fall asleep; sit up the front and ask questions of the speaker
in question time, or afterwards, and of your supervisor and others in the lab. Students who speak up in this way gain a much better understanding of their field and are the ones who are really noticed. Remember that at this point in your life it is difficult to make a fool of yourself. Just having the courage to speak up is really applauded!
12. Make the most of any opportunities to attend a conference or workshop. If you are
lucky enough to do so, don’t treat them like a holiday; they are work. Make sure you go to every talk, no matter how relevant you think it is, or isn’t. You will always learn something. Between talks, use every minute to meet new people, find out what they are doing, tell them what you are doing, and remember that this is where you are most likely to find a good post-doc lab. Don’t spend all the time speaking only to people you already know or socialising with your lab; you can do that when you get back. Receptions and dinners are not optional; these are where most networking takes place and you need to be there mixing with new people, not hanging around the ones you already know. Likewise, don’t take your partner with you and spend all the free time with them; they can join you before the meeting starts, or after it finishes, but during the meeting, including the social events, you are at work. If you are hung over from all of the socialising, don’t miss the next morning’s session, just take a bucket in with you. And when you come back, tell your supervisor (who has probably paid for all or some of it out of their hard-won grants), and others in the lab, what you got out of the meeting.
13. Take a notepad and write down the action items when you meet with your
supervisor, unless you have a perfect memory, and make sure they get done – or go back to explain why they can’t be done.
14. Practise your writing in any way you can. Most students with a recent Australian
education have very poor writing skills, and this will severely impact on your ability to write a satisfactory thesis, get a grant, and get a paper accepted. Do a course in writing (if you can find a good one), use the grammar and spell checks on Word, try to learn from people around you who write clearly and concisely, and get feedback on everything you write from colleagues or even friends and family. Plan your project so you can get at least 3-4 good (or 1-2 extremely good) papers out of your PhD. Don’t leave thesis writing until after your scholarship or candidature has expired. Start writing from Day 1, even if nothing you write in the first or second year ends up in your thesis, the experience will be invaluable. It will help to broaden and deepen your knowledge, prioritize experiments, and significantly increase your chances of publishing during, rather than after, your PhD. It will also make writing your thesis much, much easier. In addition, a good literature review is often publishable, so that can be another option that will help to make your name, particularly since reviews get good citation rates.
15. Buy yourself a lap top if you can possibly afford it, even if the lab is well supplied with
computers. That way you can work easily between work and home, and if the lab gets busier you are still independent.
16. Make the most of any opportunities to talk about your work. Use it as an excuse to
read additional papers and to think long and hard about what you have (or haven’t!) achieved and where your project is going. A shoddy presentation, even at a lab meeting, makes you look bad and is a wasted opportunity. Try your hardest to pre-empt questions that you might get and try to have prepared answers. If you don’t know the answer to a question, say so; people will invariably see through a ‘bullshit’ answer! Talk about your work with family and friends – they sometimes have useful insights (and as tax payers are ultimately your employers).
17. Appreciate that most biomedical research is very expensive and is mostly funded by
taxpayers’ money or private donations. You therefore have a responsibility to use these funds carefully and not to waste them on ill-conceived or poorly-performed experiments. Think carefully about everything you do and always seek advice if you are uncertain. Be
aware that your productivity also has implications for others in the lab. If you take it easy and are unproductive this will affect the productivity of the lab, which in turn will affect the chance of the lab getting grants that support your research and pay the salaries of your colleagues.
18. Look ahead. What are you likely to be doing 3, 6 or 12 months from now, and are there any
steps you can take now to pave the way (e.g. HREC applications, collection of biospecimens or reagents, learning new techniques)?
19. Set yourself deadlines and try to keep them – it is good training for the days when you
have to adhere to grant application deadlines etc.
20. Plan to work abroad at some point, not because Australian science isn’t world class, but because of all the benefits of working with some real stars (it is a fact that the USA has more Nobel Laureates than any other country), and to get a better perspective of where you fit into world science. If you end up in the lab where the head gets more invitations to speak than he/she can cope with, some might be passed on to you, which is a major advantage for career advancement.
21. Think very early and very carefully about what you plan to do after your PhD. If you
hope to stay in research you should be aware that you will be judged almost exclusively on your publication record. This judgement includes the number of papers, your position in the author list and the quality of journal in which the work is published. Without a good publication record your chances of getting a fellowship, or even a grant funded position, in research are remote. Salaries are hard to come by and are therefore very competitive. If there is one job and six (or more!) good applicants, the job will always go to the person who has achieved the most.
22. Start collaborations. Don’t wait for your supervisor to start them for you. It only takes a
conversation or an email to someone else who is working on a very similar topic to you, to start the ball rolling. Whether it is the Nobel prize-winning lab head, or a PhD student or anyone in between, you can talk or write to them and see if they are interested in collaborating by sharing samples or ideas. It is probably best to discuss this with your supervisor first, not least because a joint email is more likely to bear fruit, but there may be occasions when you want to at least initiate the discussions alone. In addition to external collaborations, collaborate with your lab colleagues. PhD students who seek collaborations with their lab colleagues often get more publications, and finish their project much earlier than those who work by themselves. We are all very protective about our projects but sometimes we can't do everything. It may be helpful to get someone in the lab (who may be expert in a specific technique) to do an experiment for you which saves lots of time.
23. Talk to Sales reps. They can sometimes bother you when you are busy doing something,
but if you make appointments to talk to them, you might learn something new, like a new method or a new reagent that will make your life much easier and maybe even make the lab head’s budget look much healthier. Conferences are a good place to talk to them, and don’t forget to pick up the free pens.
24. Look for opportunities to write small grants, such as travel grants, and small society
grants as you gain more experience. You will learn a huge amount, and you might even get lucky. Nothing impresses more than your ability to get your own funding (well, except Science or Nature papers I guess).
25. Join professional societies. They all have very cheap student subscriptions, and you will
gain something by being involved at any level (cv-building, cheaper registrations at conferences, getting to know who else is working in your field, a society journal, newsletters etc).
26. Take courses, in statistics, bioinformatics, English or whatever you think you need extra
help in. They take extra time and extra effort, but it is time and effort well spent.
27. Get involved in institute or department events, such as organising student seminar series or conferences, though not at the expense of your project. It is all good experience, and looks good on your cv.
28. Work out if you are a good collaborator, or more suited to working alone. Both are
perfectly acceptable, but plan your career accordingly. Good collaborators (particularly in large consortia which are all the rage now) need very good communication skills, as well as diplomacy and patience, but if you are naturally rather non-communicative or anti-social (or paranoid or selfish!) it might not be for you.
29. Ultimately, to be a successful research scientist (e.g. join the NHMRC Fellowship
scheme) you need to be at least four of the following:
extremely motivated
creative
very smart
very hard working
very skilful in the lab (or at the computer)
very lucky Since you can’t depend on luck, you’d better focus on the others. If you don’t think you can meet most of the expectations above, this is the wrong career path for you, so think again! Georgia Chenevix-Trench Melissa Brown Nick Martin Peter Visscher
Emma Whitelaw James Flanagan Rajiv Khanna February 3rd, 2006
Queensland Institute of Medical Research, Royal Brisbane Hospital, Herston, Australia www.qimr.edu.au/research/labs/georgist/Guideforphds.doc
wwww.sheffieldd.ac.uk/couunselling/inddex
www.sheeffield.ac.ukk/careers
wwww.vitae.ac.uk
THE MEDICAL SCHOOL - POSTGRADUATE RESEARCH
STAFF & RESPONSIBILITIES - SEPTEMBER 2011
Name Surname Departments Responsibilities Other Information Email
Jodie Burnham (non academic) PGR Programme Administrator Current MPhil/PhD/MD Students [email protected]
Carol Fidler (non academic) PGR Programme Administrator Current MPhil/PhD/MD Students [email protected] Paula Blackwell (non academic) PGR Admissions Administrator MPhil/PhD/MD Admissions [email protected]
Sara Watkinson (non academic) PGR Administrator PGR Administrator & SGRC Secretary [email protected]
Patrick Eyers Oncology PGR Tutor Lead Yr 1 Team SGRC Member [email protected]
Peter Grabowski Human Metabolism PGR Tutor Deputy Yr 1 Team & PGR Selector (Human Metabolism) SGRC Member [email protected]
Mark Thomas Infection & Immunity
PGR Tutor Lead Yr 2 Team SGRC Member [email protected]
Jon Wood Neuroscience PGR Tutor Deputy Yr 2 Team SGRC Member [email protected]
Tim Johnson Infection & Immunity PGR Tutor Lead Yr 3 Team SGRC Member [email protected]
Carolyn Staton Oncology PGR Tutor Deputy Yr3 Team SGRC Member [email protected]
Angie Cox Oncology PGR Lead – Oncology SGRC Member [email protected]
Andy Grierson Neuroscience PGR Lead – Neuroscience + PGR Selector (Neuroscience)
SGRC Member [email protected]
Colby Eaton Human Metabolism PGR Lead – Human Metabolism SGRC Member [email protected]
Peter Monk Infection & Immunity
PGR Lead – Infection & Immunity SGRC Member [email protected]
Martina Daly Cardiovascular School GRC Chairman & PGR Lead – Cardiovascular Science
SGRC Member [email protected]
Pat Lawford Cardiovascular PGR Selector (Cardiovascular) SGRC Member [email protected]
Lynda Wyld Oncology MD Selector SGRC Member [email protected]
Mike Barker Oncology PGR Selector (Infection & Immunity) Senior PhD Selector [email protected] Denise Bee Academic Unit of
Medical Education PRG Rep AUME SGRC Member [email protected]
Michelle Marshall Academic Unit of Medical Education
PGR Tutor AUPMC SGRC Member [email protected]
Bernard Corfe Oncology Staff/Student Liaison SGRC Member [email protected]
Cyril Sanders Oncology Progress Monitoring SGRC Member [email protected]
Karen Sisley Oncology PGR Selector (Oncology) [email protected]