Council for Research Education SVERIGES LANTBRUKSUNIVERSITET Supporting a culture of research and...

Council for Research EducationSVERIGES LANTBRUKSUNIVERSITET

Supporting a culture of research and education

8th November 2011Dr Anne Lee

www.drannelee.wordpress.com

http://www.drannelee.wordpress.com/

• Trends in doctoral education• Identifying ‘doctorateness’• Recent developments in the UK

relating to learning outcomes• Creating appropriate milestones

Trends in doctoral education (Taylor 2009)

1. Massification

Full-time students starting: 81% increase in 13 years1996 – 9,980; 2009 – 18,075:

but recently the fastest increase is to part-time students

from HEFCE Trends and Issues Report Oct 2011


1. Massification

2. Globalisation 77% UK; 12% International; 11% EU from HEFCE Trends and Issues Report Oct 2011


1. Massification2. Globalisation 3. Diversification

age, gender, race, social background and more part-time students. 30% are over 28 years



1. Massification2. Globalisation 3. Diversification 4. Commodification –

Education as a service. PRES survey measures an increase in student satisfaction of 81% in 2007 to 86% in 2011. Supervision was rated the most important area and the area about which they were most positive. Skills development also positive but problems arise with infrastructure, financial support and intellectual climate. Students critical of institutions ability to respond to student feedback. HEA (2011) Postgraduate Research Experience Survey


1. Massification 2. Globalisation 3. Diversification 4. Commodification 5. “McDonaldisation”

Sources of funding (2009/10)Research council = 35% (much of it through

doctoral training centres)Institution = 26%Industry = 8%



1. Massification 2. Globalisation 3. Diversification 4. Commodification 5. “McDonaldisation” 6. Regulation

– QAA audits against code of practice (QAA 2004)– UK Professional Standards Framework lists four levels of

recognition: Associate Fellow, Fellow, Senior Fellow and Principal Fellow. Senior Fellow responsible for successful engagement in CPD, and supervision, management and mentoring of others.

HEA PSF 2.11.2011


1. Massification 2. Globalisation 3. Diversification 4. Commodification 5. “McDonaldisation” 6. Regulation7. Capitalisation

Largest subject groups chosen by students (28%): engineering/technology/ building/architecture and biological sciences. Fastest increase in creative arts/design (3%).



1. Massification 2. Globalisation 3. Diversification 4. Commodification 5. “McDonaldisation” 6. Regulation7. Capitalisation8. Multiplication

increasing range of doctoral degrees (eg: Psych D; Ed D; Eng D; DBA) see QAA report on ‘Doctoral Degree Characteristics’

Implications for supervisory practice

• Group supervision• Supporting diversity• Meeting institutional demands for completion• Following polices and procedures• Generic skills and careers advice• Meeting student expectations

What do students want? Identifying student motivation, objectives and needs

Functional

What students might be seeking

Certainty

Clear signposts

and learningoutcomes

Evidence of Progress


Functional Enculturation


Certainty

Clear signposts



Belonging

Direction

Careeropportunities

Role models


Functional Enculturation Criticalthinking


Certainty

Clear signposts



Belonging

Direction

Careeropportunities

Role models

Ability tothink in new

ways

Ability to analyse, torecognise flaws in

arguments



Emancipation


Certainty

Clear signposts



Belonging

Direction

Careeropportunities

Role models


ways


arguments

SelfAwareness

Autonomy

Selfactualisation



Emancipation RelationshipDevelopment


Certainty

Clear signposts



Belonging

Direction

Careeropportunities

Role models


ways


arguments

SelfAwareness

Autonomy

Selfactualisation

Friendship

Nurturing

Equality





Certainty

Clear signposts



Belonging

Direction

Careeropportunities

Role models


ways


arguments

SelfAwareness

Autonomy

Selfactualisation

Friendship

Nurturing

Equality

Beliefs about how people learn

AbsorbingRegurgitating

EmulatingReplicating

TheoriseAnalyse

DiscoveryConstructivism

Being affirmed





Certainty

Clear signposts



Belonging

Direction

Careeropportunities

Role models


ways


arguments

SelfAwareness

Autonomy

Selfactualisation

Friendship

Nurturing

Equality

Beliefs about how people learn

AbsorbingRegurgitating

EmulatingReplicating

TheoriseAnalyse

DiscoveryConstructivism

Being affirmed

Values Performativity Belonging Rigour Autonomy LoveAgape

Identifying ‘doctorateness’

• UK Framework for Higher Education

• Dublin Descriptors• Researcher Development

Framework• Stepping stones to the Doctorate

Learning outcomes at doctoral level in the UK (QAA 2008)

Excerpt from the: NATIONAL QUALIFICATION FRAMEWORK:

MA

degrees are awarded to students who have demonstrated:

i knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed; ii ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context; iii knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; iv an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

i a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline; ii an ability to deploy accurately established techniques of analysis and enquiry within a discipline; iii conceptual understanding that enables the student: to devise and sustain arguments, and/or

to solve problems, using ideas andtechniques, some of which are at the forefront of a discipline; and

to describe and comment upon particular aspects of current research, orequivalent advanced scholarship, in the discipline;

iv an appreciation of the uncertainty, ambiguity and limits of knowledge; v the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline).

i a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice; ii a comprehensive understanding of techniques applicable to their own research or advanced scholarship; iii originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; iv conceptual understanding that enables the student: to evaluate critically current research

and advanced scholarship in the discipline; and

to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

i the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication; ii a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice; iii the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems; iv a detailed understanding of applicable techniques for research and advanced academic enquiry.

Typically, holders of the qualification will be able to:

a use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis; b effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively; c undertake further training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within organisations;

a apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; b critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; c communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences;

a deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; b demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; c continue to advance their knowledge and understanding, and to develop new skills to a high level;

a make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences; b continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches;

and will have: d qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.

d qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal

responsibility; decision-making in complex and

unpredictable contexts; and the learning ability needed to undertake

appropriate further training of a professional or equivalent nature

d the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal

responsibility; decision-making in complex and

unpredictable situations; and the independent learning ability

required for continuing professional development.

c the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.

http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp#annex1

Dublin Descriptors: The Third Cycle Qualifications are awarded to students who:

• have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field;

• have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity;

• have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication;

• are capable of critical analysis, evaluation and synthesis of new and complex ideas;

• can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise;

• can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society;

The Researcher Development Framework• Major new approach to researcher development

• Builds the UK research base

• Develops world-class researchers

• Enhances the personal, professional and career development of researchers

• Developed through UK-wide interviews with successful researchers in a range of disciplines

• Led by Vitae in collaboration with the HE sector and other stakeholders

The Researcher Development Framework

Framework of the knowledge, behaviour and attributes of successful researchers

Enables self-assessment of strengths and areas for further development

Common framework across institutions in the UK

Universal language for communicating researcher capabilities

Using the RDF

Researchers:identify strengths and priorities for professional and career development

Managers and supervisors of researchers fundamental to planning researcher development

Staff supporting researchers in HEIsunderpins strategies for researcher development

Policy makers, employers and other stakeholdersrealising researchers’ potential for all sectors of the economy and society

4 domains

12 sub-domains

63 descriptors

‘It put career development back into the forefront of my mind as it can often slip back when you’re engaged in what you’re doing day to day.’

‘The RDF will encourage me to be more proactive about my career development as it provides me with a framework (list of milestones).’

‘It was very good for me to reflect. I realised that nothing is stopping me but myself. The sky is the limit.’

‘I’ve always thought of myself as being quite ambitious, driven and focussed on what I want, but the framework made me realise I can have a much larger vision.’

Researcher feedback

Linking the framework to learning outcomes



Ability to plan and conduct

research within specified time

limits.

Ability to communicate orally and in

writing

Broad and specialist

knowledge

Systematic understanding of field of research

Identify their need for further

knowledge

Familiarity with scholarly methods

Ability to engage in scholarly analysis and

independent, creative and

critical examination of

new phenomena

Ability to present research results with authority to

local, national and international audiences.

Identify their own need for further

knowledge

Demonstrate potential to

contribute to development of

society

Deeper insight into the

potential and limitations of

scholarship, its role in society and people’s responsibility

for how it might be used.

PLACING QUESTIONS FOR ASSESSING A THESISAdapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on

your viva from the start. Maidenhead. McGraw Hill/Open University Press

SCHOLARSHIP AND INTERPRETATION (Low) (High)



INNOVATION ANDDEVELOPMENT

(High)

SCHOLARSHIP AND INTERPRETATION (Low) (High)

(Low)



INNOVATION ANDDEVELOPMENT

(High)

SCHOLARSHIP AND INTERPRETATION (Low)

Practice of research

Demonstrating doctorateness

(High)Technology of the thesis

Theoretical perspectives

(Low)



INNOVATION AND DEVELOPMENT (High)

SCHOLARSHIP AND (Low)INTERPRETATION

Research questionsChoice of topicLocation of study

Research design and operational fieldwork issues (also

Defending doctoratenessContribution to knowledgeConceptualising findingsSynthesising findingsDeveloping conceptual frameworksEstablishing links, concepts (High)

Resolving practical research problemsContent of the thesisStructure of the thesis

Identifying the research approach and the paradigmsImplications of findingsAwareness of wider literatureFamiliarity with relevant literature

(Low)

Some typical examination questions1. Why did you choose this topic for your doctorate?2. How did you arrive at your conceptual framework?3. How did you design your research?4. How would you justify your choice of methodology?5. Why did you decide to use XYZ as your main instrument(s)?6. How did you select your respondents/material/area?7. How did you arrive at your conceptual conclusions?8. How generalisable are your findings and why?9. What is your contribution to knowledge?10. We would like you to critique your thesis for us11. What are you going to do after you gain your doctorate?12. Is there anything else you could tell us about your thesis which you

have not had the opportunity to tell us during the viva? Pp20-22 Trafford and Leshman (2008)

How to prepare the student for their assessmentFunctional Enculturation Critical Thinking Emancipation Relationship

Development

• Ensure that the assessment criteria are clear.

• Ensure the timetable is clear.

• Give the assessors all the information they need.

• Enable formative assessment and feedback in good time.

• Encourage students to pre-assess each other’s work against the assessment criteria.

• Get previous students to talk about their experience of the assessment

• Rehearse the process with a group so they can hear each other’s questions

• Explore the implications of the assessment criteria early on.

• Get the students to identify the questions they might be asked.

• Rehearse the process and reflect on it afterwards

• Involve the students in the design of appropriate assessment criteria.

• Help the students to pre-assess their own work and identify how secure they felt about each judgement.

• Rehearse the process

• Ensure that no student could believe that a personal relationship with any other student might prejudice the assessor’s judgement.

• Ensure that students feel that you recognise the amount of work they have put in, as well as the results they get.

Creating appropriate milestonesinformal and formal?

• Not too many or restricting• Half time evaluation• Yearly revision of study plan• Continuous reflection with fellow students• Attending writing courses• Milestones in developing critical thinking? Reading and discussing scientific

work• Helping supervisors to review papers – needs seminars and discussions around• Presenting at journal clubs• One year seminars• Draft papers• Papers submitted• Papers published• Conference presentations- smaller to larger• Teaching tasks• Submit evidence of network building• Involve students in writing grant applications

Creating appropriate milestones?• Regular supervision meetings• Forms completed (by student) summarising each supervision

discussion (and plans for the next). Copies kept by student and supervisor, and sent to co-supervisor.

• Log books signed off• Agenda for supervision meetings planned a year ahead• Student completes self assessment on progress towards meeting

learning outcomes and presents to supervisor(s)• Presentations to colleagues• Set assignments completed and feedback given• Agreed deadlines for papers to be written

– First draft– Soliciting feedback– Submissions

• Annual performance reviews• Mock defence (rehearsal)

Council for Research EducationSVERIGES LANTBRUKSUNIVERSITET

[email protected]

RDF Links and resources• RDF: www.vitae.ac.uk/rdf• RDS: www.vitae.ac.uk/rds• RDF profiles:www.vitae.ac.uk/rdfprofiles • Downloadable CPD tool: www.vitae.ac.uk/rdftool• Contact: [email protected]

References

Dublin Descriptors (2004) www.jointquality.orgHigher Education Funding Council. (October 2011/33) PhD study. Trends and Profiles http://www.hefce.ac.uk/pubs/hefce/2011/11_33/Higher Education Academy: Postgraduate Research Experience Surveyhttp://www.heacademy.ac.uk/resources/detail/postgraduate/PRES_2011_reportHigher Education Academy Professional Standards Framework http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf.pdf

Lee A (2012) Successful Research Supervision. Abingdon. Routledge.

QAA (2004) Code of Practice for Postgraduate Research Programmes http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/postgrad2004.pdfQAA (2008) Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

Taylor, S. (2009) The Post-Humboldtian Doctorate: Implications for Supervisory Practice. in V.King, F.Deepwell, L. Clouder, L. and C. Broughan (eds.) Academic Futures: Inquiries into Higher Education and Pedagogy. Cambridge, Cambridge Scholars Publishing.

Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on your viva from the start. Maidenhead. McGraw Hill/Open University Press

http://www.jointquality.org/

http://www.hefce.ac.uk/pubs/hefce/2011/11_33/

http://www.hefce.ac.uk/pubs/hefce/2011/11_33/

http://www.heacademy.ac.uk/resources/detail/postgraduate/PRES_2011_report

http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf.pdf

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/postgrad2004.pdf

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

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