Faculty of Humani es and Social Sciences

Degree Programme Handbook

2021/22

EXCHANGING

KNOWLEDGE,

OPENING

MINDS

Postgraduate

Research Training

and

Researcher Development

Programme

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Contents Meet the Team ...................................................................................................................................................................................... 1

PGR Community ....................................................................................................................................................................... 2 COVID-19 Update – Important Information for 2021/22 ...................................................................................................................... 3 HaSS Faculty Research Training and Researcher Development Programme ......................................................................................... 4

How does the Faculty Research Training Programme work? ................................................................................................... 5 IT Systems .............................................................................................................................................................................. 11 Sessions for International Students ....................................................................................................................................... 14

Researcher Development Framework (RDF) ....................................................................................................................................... 15 Your Hourly Training Breakdown ........................................................................................................................................................ 16

MPhil ...................................................................................................................................................................................... 16 EdD/IPhD ................................................................................................................................................................................ 16 PhD......................................................................................................................................................................................... 16 PhD - January Starters ............................................................................................................................................................ 17

Essential Requirements by Stage ........................................................................................................................................................ 18 Essential Requirements: Stage One ....................................................................................................................................... 19

Managing a PhD ........................................................................................................................................................ 19 HSS8002: Information Skills Self-Assessment ........................................................................................................... 20 Incorporating Reflection in your Annual Progress Review (APR) .............................................................................. 20 First Year Research Conference ................................................................................................................................ 21

Essential Requirements: Stage Two ....................................................................................................................................... 22 Research in the Wider Context ................................................................................................................................. 22 HaSS Annual Postgraduate Research Showcase ....................................................................................................... 24

Essential Requirements: Stage Three ..................................................................................................................................... 25 Final Stages of your PhD ........................................................................................................................................... 25

Essential Requirements: The Reflection Document ............................................................................................................... 26 Research Training ................................................................................................................................................................................ 28

HSS Modules .......................................................................................................................................................................... 29 HSS8002: Information Skills ...................................................................................................................................... 31 HSS8007: An Introduction to the Nature of Explanation and Enquiry ...................................................................... 35 HSS8004: Qualitative Methodology in the Arts, Humanities and Social Sciences ..................................................... 41 HSS8005: Introduction to Quantitative Analysis ....................................................................................................... 50 HSS8044: Working with Qualitative Methods: The Imagined Example ..................................................................... 54

Thinking Theories and Methods ............................................................................................................................................. 56 Digital Methods ...................................................................................................................................................................... 61 NVivo 12 ................................................................................................................................................................................. 62 Advanced Training ................................................................................................................................................................. 63

Researcher Development Special Interest Sessions for Research Management ................................................................................. 65 Special Interest Sessions for Research Management ............................................................................................................. 66 Communicating Your Research .............................................................................................................................................. 69 Professional Development ..................................................................................................................................................... 70

PhD and Beyond Workshops (Careers Service) ......................................................................................................... 76 Digital Skills Sessions ................................................................................................................................................. 82

Wellbeing4all ......................................................................................................................................................................... 84 Dedicated Sessions for Part-time Research Students ............................................................................................................ 86

Postgraduate Certificate in Research Training (3426P/3044F/3044P) ................................................................................................ 88 Introductory Information ....................................................................................................................................................... 89 Degree Programme and Module Information ........................................................................................................................ 94 Student Support ..................................................................................................................................................................... 97 Circumstances Affecting your Studies .................................................................................................................................... 98 Assessment and Feedback ................................................................................................................................................... 102 Ensuring the Quality of Your Degree .................................................................................................................................... 107 Student Representation and Feedback ................................................................................................................................ 109 Health and Wellbeing ........................................................................................................................................................... 111 Resources ............................................................................................................................................................................. 114

Appendices – Hourly Training Breakdown Grids ............................................................................................................................... 121

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Meet the Team Academic Staff

Dr Jen Tarr

I'm Co-Director of the HaSS Faculty Research Training Programme, Degree Programme Director for the Postgraduate Certificate in Research Training. I am also module leader of HSS8005: Introduction to Quantitative Methods, as well as a contributor to HSS8004: Qualitative Methodology in the Arts, Humanities and Social Sciences.

I'm looking forward to meeting you in some of the sessions.

Rosalind Beaumont

I’m Lecturer in Postgraduate Skills and eLearning Development. I am also co-module leader for HSS8007: An Introduction to the Nature of Explanation and Enquiry, and HSS8004: Qualitative Methodology in the Arts, Humanities and Social Sciences. I also contribute to the Faculty Research Training Programme more widely, and act a mentor - NEPS/ Experiential Route and MAP8013 (CASAP)

It is my pleasure to welcome you to the HaSS Faculty Research Training Programme.

Designed to complement and enhance the subject level provisions in your School, the programme strives to offer its researchers a challenging and stimulating learning environment, where colleagues from several disciplines come together to share their experiences and benefit from a unique multicultural and multidisciplinary community. I sincerely hope you will make the most of this once in a lifetime occasion to devote time and reflection to yourself, your aspirations, and your career and life choices.

I look forward to meeting you in person soon, but in the meantime, get yourself comfortable and start planning your future success! Dr Laura Leonardo Co-Director of HaSS Faculty Postgraduate Research Training, Newcastle University

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Professional Services Staff If you have any queries in relation to the HaSS Faculty Training Programme, please contact the programme administration team in the first instance using one of the following methods below. From there your query will be disseminated to the relevant member of staff:

Leigh Whitlie Amanda Chambers Learning and Teaching Administrator (Research) Learning and Teaching Assistant (Research)

Email: hass.pgtraining@newcastle.ac.uk Telephone: 0191 208 5855 Address: HaSS Faculty Office Newcastle University 11.05, Henry Daysh Building Claremont Road Newcastle upon Tyne NE1 7RU Please note that due to the nature of our open plan office, we cannot allow students to drop-in to speak to us. Please get in touch via email or telephone in the first instance, and we can set up an appointment with a relevant member of the team if your query cannot be immediately resolved. You should contact us only if your query is in relation to the HaSS Faculty Research Training Programme. If you have any queries about your PhD, you will need to contact your School PGR Administrator in the first instance. If you do not know who this is, please check your school handbook. Join us on Facebook! Search: ‘HaSS Research Training Programme’.

PGR Community The PGR Community was set up to allow postgraduate researchers to meet and socialise with their fellow students outside of academia. The community organises regular social events for students, which take part on a variety of different days and times to accommodate part-time students, parents or students with other commitments. Previous and successful events have included pizza and game night, a visit to the coastal town of Tynemouth and an art workshop designed for stress relief. The Community now operates as a Student Union society. Further information, including how to join, can be found online: https://www.nusu.co.uk/organisation/31053/ You can follow the community on Facebook or Twitter as well.

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COVID-19 Update – Important Information for 2021/22 Due to the COVID-19 pandemic, the Faculty Research Training Programme has introduced significant adjustments to the way things operate, whilst maintaining our commitment to offer students high quality training in a conducive and accessible way. You can find current information regarding the University response to the pandemic online: https://www.ncl.ac.uk/who-we-are/coronavirus/ as well as Student Support Information: https://www.ncl.ac.uk/wellbeing/coronavirus-studentsupport/ Please take the time to read some important information below: • Induction will be fully online, offering a combination of synchronous (timetabled) Zoom

sessions, and asynchronous (non-timetabled/self-paced) activity, on Canvas, such as videos, worksheets or narrated PowerPoints.

• We encourage you to become familiar with Canvas, Zoom and Teams if you are not already. The University has prepared a Getting to Know Canvas course, which we highly recommend you work through.

• Sessions related to the HaSS Faculty Research Training Programme will either take place present-in-person, synchronously on campus, or online. If the session is online, it will be either synchronous via Zoom/Teams or asynchronous via Canvas. All details will be available when booking.

• Most HSS modules will offer a combination of present-in-person or online sessions. • Please do not worry if you cannot attend some of the live sessions, whether present-in-person

or online – we will make every effort to ensure these are recorded. • If you are a stage one or first year PGR student – MPhil, EdD/IPhD and PhD, we will write to

you with instructions on your allocation to a small pastoral peer support group. The groups will meet six times in semester one, will be led by an experienced TA, and you can claim training hours for your participation. These will be held both in person on campus and on Zoom. Participation in the groups is voluntary (See p. 84 for further info).

• Returning students are encouraged to attend academic staff drop-ins if they have any queries. These will run every week throughout each semester and will take place on Zoom.

• Please remember that the majority of our team works part-time. All programmes staff are currently working in blended mode, which means some days involve remote working and others involve working in the office.

• One of us will usually be available during normal working hours, from Mon-Fri, 09:00-17:00 but we are currently not always available to take calls. Please always use our email address to contact us with any queries: hass.pgtraining@newcastle.ac.uk

• This handbook is to be used as a content guide only. You will notice that there are no dates and times of sessions, as well as no Zoom codes or information about the mode of delivery of sessions. All of this information is available on the workshops booking system: https://workshops.ncl.ac.uk/

• Any sessions you are interested in attending/booking should be booked on the workshops booking system unless stated otherwise (See p. 7 for further info).

• If there are instructions to do some pre-work on Canvas, you will find the materials available in the relevant area on our Canvas Community or in the module area, also on Canvas.

• If a session is due to run synchronously on Zoom or Teams, then once you have booked, you will receive an email between 24-48 hours before the timetabled session confirming the joining details.

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HaSS Faculty Research Training and Researcher Development Programme

Known as the FRTP, this is an innovative, interdisciplinary research training and researcher development programme, which is compulsory for all postgraduate research students in the Humanities and Social Sciences. One of the biggest strengths of our programme is the diversity and interdisciplinarity of our researchers. Regardless of your programme and stage of study, each one of you will experience our provisions accordingly and in a fully personalised way. We recognise that all of our researchers have a variety of different skills and backgrounds, and our programme is designed with flexibility to allow you to shape your training according to your specific needs. All registered PGR students are expected to engage with our training programme for each stage of their study at Newcastle University. In doing so, you will:

• Develop advanced skills beyond an in-depth knowledge of your research field, which is a priority for both academia and employers;

• Be part of a multi-disciplinary learning environment, with over 103 contributors, including world-leading experts;

• Gain extensive opportunities to engage with questions of theory and methods, which will help shape your epistemology and define the theoretical framework of your research;

• Have the opportunity to network – we have postgraduate researchers from all over the world and you are encouraged to build links with students from all Schools in HaSS, not just your own subject area;

• Tailor the training programme to your own needs with the help and support of your supervisory team.

The HaSS Faculty Research Training Programme is broken down into three components:

1. Essential Requirements These are mandatory elements of training that are tailored to each stage of your study. Every PGR student must complete these for each stage of your study.

2. Research Training This involves everything you need to develop your project, for example, theory, methodology, epistemology etc. The HSS modules offered as part of our PG Cert in Research Training are part of this.

3. Researcher Development This involves everything you need to develop yourself as a researcher, for example, employability, IT skills, wellbeing etc.

Your

Training

Essential Requirements

by Stage

Research Training

Researcher Development

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How does the Faculty Research Training Programme work? There are two ways in which PhD students can engage with our programme in the first stage of study: From second stage onwards, all PhD students follow the Hours Based System. All EdD and IPhD students follow the Hours Based System when they progress to the research stage of their programme. We recommend MPhil students follow the Hours Based System but it is possible to take the PG Cert. You just need to be mindful of workload. Please contact hass.pgtraining@newcastle.ac.uk if interested. It is important to note that regardless of whether you follow the hours based route, or opt to take the PG Cert, you must complete all Essential Requirements for Stage One. Please see below for a breakdown in the differences between the routes on offer, with a more detailed breakdown on the next page:

HOURS BASED SYSTEM PG CERT IN RESEARCH TRAINING (3426P) • Complete necessary Essential

Requirements for your Stage and Programme. Further information can be found on pp. . Essential Requirements carry a number of hours that go towards your final total.

• All students must engage with 70 hours’ worth of training per academic year (35 if Part-time).

• Choose and attend sessions and/or modules throughout the whole of the academic year that best reflect interests or needs.

• Each session carries a number of hours that goes towards your final total.

• You can attend modules in their entirety or pick and choose ad-hoc sessions (Where possible).

• Accrue hours by undertaking opportunities outside of our programme, e.g. School seminars, conferences, language training, internships, teaching. For a more exhaustive list, please see p. 10 of the programme handbook.

• Do not submit formal assignments for any HSS modules.

• Complete necessary Essential Requirements for your Stage and Programme. Further information can be found on pp. .

• Stage One PhD students have the opportunity to enrol in the PG Cert for no extra cost!

• 60 credit Masters level qualification - outcomes are ratified at Board of Examiners in June and you will be invited to graduation if successful.

• You must attend all of the modules as per the programme regulations, and submit the necessary assignments. Further information can be found on pp. 29-55.

• Full-time PhD students complete the PG Cert in 9 months and take two modules per semester; part-time PhD students complete the PG Cert in one year and nine months, taking one module per semester, across two academic years.

• You do not need to accrue any training hours. You can attend sessions on the wider FRTP but be mindful of workload.

• Stage Two PhD students move back to the hours based system following PG Cert/Stage One completion.

1.

Hours Based

System

2.

PG Cert

OR

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1. Hours Based System The FRTP uses an Hours Based System, which means that every session we run carries a number of hours that you can accrue to build up your training portfolio. Regardless of your school or discipline, all researchers registered on a PGR programme in the Faculty of Humanities and Social Sciences must complete 70 hours' worth of training each academic year (35 per year if part-time).1 The Essential Requirements make up a small portion of your hours, and you can find further information about what this entails for each stage from p. 18 onwards. It is important to be aware that Essential Requirements are specific for each stage so for example, you should not attend a session listed under Stage Two if you are in Stage One. Our offerings are flexible, which is why the choice is yours in terms of how you will accrue the remaining number of hours to achieve your required total. We strongly advise you to spend some time looking through the sessions we offer in this handbook, and liaise with your supervisor. Together, you can build an individualised training programme and identify any sessions you feel would benefit your research or professional development. To do this, you should complete a Training Needs Analysis (TNA) in the presence of your supervisor: https://www.vitae.ac.uk/researchers-professional-development/why-focus-on-professional-development/professional-development-planning. This tool will help you to form the basis of your planning and along with your supervisors’ guidance, decide what training and development opportunities are right for you. It is possible for students to accrue training hours outside our programme, for example attending a conference or undertaking language training. We call training activities such as these ‘Extra Hours’, and you can find further information about this on pp. 9-10. Please note that you can also attend most sessions run by the Science, Agriculture and Engineering Faculty (SAgE) and Faculty of Medical Sciences (FMS) as well as workshops offered by the Student Wellbeing Service (p. 85). We strongly encourage you to consider attending these as part of your training. You can book these via workshops. 2. Postgraduate Certificate in Research Training (3426P) All first stage PhD students have the opportunity to enrol (at no cost!) on our Postgraduate Certificate in Research Training (3426P). This is a 60-credit Masters level programme whereby you will take a variety of modules and submit assignments for credit, leading to a formal qualification and the opportunity to attend our graduation ceremony in July. Students who opt for this route will have to attend the relevant HSS modules in their entirety, submit the necessary assignment as well as undertake the Essential Requirements for stage one. You will then become an hours based student from stage two onwards. Further information on the Postgraduate Certificate is outlined on p. 88. You can express your interest by filling in this form: https://forms.ncl.ac.uk/view.php?id=9084094 and we will email you when you are formally registered. Please be aware that this is a manual process. NOTE: We will not enrol you on this qualification without your supervisors’ permission.

1 The exception to this rule is first stage PhD students who are the recipient of a NINE 3.5 studentship, as the funding stipulation requires successful completion of the PG Cert in Research Training.

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Important Information for All Students HSS Modules If you are following the Hours Based System, you are still allowed to attend sessions that are part of a HSS module. In other words, you can audit the module. You have the option to either attend ad-hoc sessions or the modules in their entirety. There is no limit on how many sessions you can attend, so you may just attend one or three – the choice is yours. Each module session carries a specific number of training hours, which you can add to your total. Some modules or portions of modules may need to be attended in full in order to understand the material, due to the sequential nature of sessions. Where this is the case, it is explained in the relevant module outlines where you can also find information about how the modules are run and what training hours are available. The module outlines can be found from pp. 29-55. If you decide to attend any HSS Modules for training hours, you are not required to submit any assignments. Only those who are formally registered on the Postgraduate Certificate should submit assignments. Teaching Spaces In the event that teaching will be present-in-person, the training programme has two spaces: PGR Training Room (6.16), Henry Daysh Building PGR Learning Lab (6.19), Henry Daysh Building Occasionally, some teaching might take place elsewhere on campus. It is your responsibility to check the booking system for the most up to date information regarding dates, times and location. You can download a campus and city map here: https://www.ncl.ac.uk/who-we-are/contact/maps/ Bookings Please note that this handbook is only a guide to the sessions available within our training programme. There is no information pertaining to timetabling available. You can access specific information, including dates, times, locations as well as the mode of delivery, through our online booking system: https://workshops.ncl.ac.uk/ If there are any unexpected changes to any of our sessions, we will contact you and update the booking system. You will be contacted via your University email with details of sessions that require different booking instructions, particularly those that are part of Advanced Training (pp. 63-4). All PGR students use the workshops system to book onto sessions run as part of the training programme. Regardless of whether you are hours based or taking the PG Cert, you must use workshops to book onto all necessary sessions, including those that are part of an individual module. Student Responsibilities In making a booking, you are:

• Committing to attend the module or session for its full duration; • Agreeing to arrive on time for the module or session and, if arriving late due to unforeseen

circumstances, then making an effort not to disturb other participants (In the case where this is a webinar, please ensure your microphone is muted);

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• Indicating that you will participate in activities taking place as part of the module or session; • Agreeing to undertake any pre-requisite activities as requested; • If the session is present-in-person - agreeing to turn off your mobile phone at the start of

each session and to try not to distract other participants in any other way. If You Can No Longer Attend a Session You can unbook the session on the workshops booking system yourself and there is no need to inform us. Our unbooking period is 4 hours before the start time of a session. If you cannot attend a session with less than 4 hours to go, please email hass.pgtraining@newcastle.ac.uk and we can remove your booking. How are Training Hours Added to Your Account? The workshops booking system is set up in such a way so that the sessions already have the hours attached to them. When you are marked as attending, the hours are automatically added to your training account. There are two ways in which attendance will be updated:

1) Present-in-person teaching Most teaching rooms in the University have a card reader. You must swipe your University card against this reader and it will feed into the workshops booking system to confirm you have attended the session. You will need to ensure the card has been removed from your purse/wallet, and the light will turn green to indicate it is successful. You should be advised that the scanners in both the PGR Training Room (6.16) and PGR Learning Lab (6.19) are both set up to recognise your card 15 minutes before the start and 15 minutes before the end of a scheduled session. If you scan your card outside of these times, it will not work. Please be aware that it takes 48 hours for the data to pull through, so you should not expect to see your attendance updated straight away. Do not email asking for attendance to be updated within this time frame, as we will not respond. Where the teaching room does not have a card reader, a paper attendance list will be passed around.

2) Online teaching If a session is taking place online, you will be asked by the facilitator to type your name and school into the chat box function. It is important that you do this because the chat box is downloaded at the end of each session and sent to the programme team to update. Please note that we ask students to allow us 10 working days (2 weeks) to update attendance from online teaching as this is a manual process and takes time. Please note that the chat box will only pick up your name once a session has started recording. Sometimes the chat box cannot be downloaded due to technical difficulties. If this is the case, we would use a Zoom download. It is therefore important that you ensure the name on your video is your full name, as written on your student record.

If you are taking the PG Cert, your attendance will be updated by the programme team, but you do not need to concern yourself with making note of the number of hours accrued. If you undertake any training outside of our programme, known as ‘Extra Hours’, you will need to log these yourself. Further information about what this means is available on pp. 9-10. Accessing Training Hours You can track your training hours in the workshops booking system. To do this, log in: https://workshops.ncl.ac.uk/ and you will be taken to the homepage.

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You should then click on the ‘My Training’ tab and it will pull up a list of all of the workshops you have attended, with a note to say whether your attendance has been marked or not. If you scroll down further, under EXTRA HOURS, there is a blue bar entitled ‘More’. Click on this, and it will bring up your full profile along with more details. To access the specific number of training hours you have accrued in total, you need to download the record as a PDF. To do this, click on the green ‘Download as PDF’ button in the top right hand corner, ensuring you have the correct date range for the academic year, and it will generate the PDF for you. If you do any training outside of our training programme, it will be included on the PDF. There is no limit as to how many times you can download the PDF across the course of the year. And you should note that this is where you will need to download the relevant documentation to include in your Annual Progress Review submission. Extra Hours As mentioned above, it is possible to accrue training hours through training and developmental activities taken outside of our programme. You are responsible for logging these yourself using the workshops booking system. On the home page, you will see a tab entitled ‘Extra hours’. You can then select the category needed, and briefly describe what the activity entailed, remembering to upload any documents you think might be necessary to include. The hours will be added to your total when you click submit. The exception to this is The Reflection Document. Once these have been read by the programme team, your hours will be approved once the feedback is released. Please see pp. 26-7 for more information on this. The other exception is the organising committee for our conferences – you will be granted the training hours once the conferences have finished. In this handbook, there are some sessions where we will ask you to log the hours yourself once you have attended/completed the necessary work. These include:

Course Rep for HaSS Faculty Research Training Programme 15 hours Digital Skills Session 2 hours Essential Requirement: The Reflection Document [SUBMIT VIA CANVAS] 6 hours Introduction to Learning and Teaching (ILTHE) course 12 hours NVivo 12 Training via Canvas 6 hours Organising Committee – First Year Research Conference 15 hours Organising Committee – HaSS Annual PGR Showcase 15 hours Write Here, Write Now 2 hours

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See below for examples of activities you can claim for outside of our programme, noting that this list is not exhaustive:

Conference (National/International) attendance 6 hours Conference (National/International) oral presentation 10 hours Conference (National/International) poster presentation 6 hours Conference (National/International) organisation 10 hours Course Rep in School 15 hours Curating an Exhibition 15 hours Essential Requirement: The Reflection Document [SUBMIT VIA CANVAS] 6 hours Language course/Training 10 hours Lecture 1 hour Media article/Blog entry 3 hours One Day Training Event 6 hours Placement/Internship 30 hours Publication – Book review 10 hours Publication - Substantial article/Book chapter 20 hours Seminar Organisation 10 hours Seminar Presentation 5 hours Summer School (Or equivalent) 6 hours Teaching/Tutorial/Demonstrating – minimum of 4 seminars/workshops/lectures 2 hours University PG journal year long positions – General Editor 25 hours University PG journal year long positions – Managing Editor 15 hours Workshop 2 hours

If you undertake any training but you do not know what category to use, you should log it using the ‘Other’ category and make your own decision over what number of hours you think is appropriate. For example, if you undertake Research Associate work, please seek advice from your Principle Investigator and then log the hours using the ‘Other’ category based on what they advise. Please remember that the number of training hours for specific categories is not necessarily reflective of how many hours you actually do but rather of the skills you will develop. You should be mindful of this if you use the ‘Other’ category. Supervisory meetings DO NOT count towards your training hours.

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IT Systems Newcastle University has a variety of IT systems that you will use during your time as a student here. Please see below for a helpful guide on what each system is, and how to access them. Canvas This is the University's Virtual Learning Environment where all Learning and Teaching materials will be uploaded for each session. You can log in using this link: https://canvas.ncl.ac.uk/login/ The HaSS PGR Training Community 2021/22 (N.B. You need to be logged into Canvas to access) houses all materials related to the Faculty Research Training Programme. All HSS modules have their own course area. If you enrol on the PG Cert, you will be automatically given access to these modules and hours-based students are able to self-enrol. Instructions on how to do this are provided on the Community. If you have any issues with this, please contact the administrative team for access. Please note that your School might have its own Canvas Community specifically for your PGR programme. The Faculty Research Training Programme has no affiliation with these communities. ePortfolio (Soon to be NU Reflect) This is not to be confused with the workshops booking system. You use ePortfolio to record your meetings with your academic supervisory team, access your Training Needs Analysis, manage change in circumstances, and attach documentation for your Annual Progress Review. This system is maintained through your School, so please contact your PGR Administrator directly with any queries relating to this. You can access it here: https://portfolio.ncl.ac.uk/ NOTE: ePortfolio is currently being redeveloped and soon will be accessed under a new name: NU Reflect. You can continue to use ePortfolio as normal and can find further updates here: https://www.ncl.ac.uk/learning-and-teaching/digital-technologies/eportfolio/ Microsoft Office 365 ProPlus As a student at Newcastle University, you can download Microsoft Office 365 ProPlus to your Windows computer, Mac, smartphone or tablet for free. This includes packages such as: Excel, OneDrive, OneNote, PowerPoint, Word, to name but a few. When you leave the University, your license will end. You can find further information here: https://services.ncl.ac.uk/itservice/core-services/softwaredeals/office365/ Microsoft Outlook - University Email You must use your University email to communicate with staff, and we will contact you with any queries using this email. You can access your email here: https://services.ncl.ac.uk/itservice/core-services/email/ Microsoft Teams All students have the ability to create Teams to help collaboration. You may be added into Teams for Learning and Teaching purposes, and use it to chat, share files and participate in online lectures/seminars. You can access Teams by logging into your email, as above, then clicking on the App Launcher in the top left hand corner. Teams will be listed there. If you are going to be using Teams regularly, it is recommended that you download the app. Please see the University guidance for further information on how to get started with Teams: https://services.ncl.ac.uk/digitallearning/guides/teams/

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NESS NOTE: This system is only for those who are taking the PG Cert in Research Training. NESS is the system used to support the administration of marks and exam boards in academic units, in line with University regulations. Your assignment marks for HSS modules will be released in Canvas initially, and then uploaded into NESS. You will be able to log in and view all of your marks and progression outcomes for the PG Cert in Research Training. To do this, you can log in: https://ness.ncl.ac.uk/ and then click on 'Assessment Summary'. You can then click on 'View Details' next to the PG Cert in Research Training Programme and it will show a breakdown of your modules and the outcome. Please note that if it states 'TBR' (To be released), it means the marks have not been uploaded yet. A stage decision (E.g. pass, fail, continue) will always show as 'TBR' prior to the end of the academic year. You should note that all marks are provisional and for information only and official transcripts will be available after the Board of Examiners. Transcripts will be released via S3P (See below). ReCap ReCap is an interactive lecture capture resource, which captures both audio and visual material, and makes it available online. It is used primarily to record live learning events. Any lecture or seminar that is recorded will go into ReCap. You can access sessions for the HaSS Faculty Research Training Programme by clicking on the 'ReCap' link on the left hand toolbar. Recordings for HSS modules will be housed in the module area in Canvas. S3P This is the University's Student Self Service Portal, which you can access here: https://s3p.ncl.ac.uk/login/welcome.aspx. You use S3P to register on your programme of study, and keep your personal details up to date, as well as pay fees and produce standard documents to confirm your status. Please be advised that this system does not use the main campus login details. Workshops This is the system all PGRs use to book onto sessions that are part of the HaSS Faculty Research Training Programme, including HSS modules. You can subscribe to your bookings calendar feed, which means you will be able to download your booked workshops straight into your Outlook email calendar. To do this: Log into workshops Click on 'My Bookings' Click on the 'Calendar Feed' tab where you will see a link Copy the link Go into your University email account, and open up your calendar Right click on 'My Calendars' and click on 'Add calendar' You should see an option to 'Subscribe from web' or 'From internet' - paste the link here Zoom Please note that you need to sign up for a Zoom account using your Newcastle University email address: https://videoconferencing.ncl.ac.uk/zoom/. You should spend some time working through the 'Getting Started' section.

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It is important that you always sign into Zoom using Single Sign On (SSO) so you can access recordings, and be allocated to breakout rooms: https://videoconferencing.ncl.ac.uk/softwaresolutions/zoom/documentation/Signing-in-with-SSO.pdf We also recommend that you download the desktop app for Zoom. Where possible, it is better to access Zoom using a laptop or PC as it allows you ease of access in contributing to discussions and breakout rooms. You should regularly check that you are using the most recent version of the app. Please ensure your profile states your full name when you are participating in teaching sessions. Computer Requirements for Remote Learning To successfully participate in some elements of the Faculty Research Training Programme (including our HSS modules) you will need access to your own computer or laptop, with audio capacity (speakers), a microphone (preferably as part of a headset), a webcam, and a reliable internet connection. Most of the systems and tools you will use work well on many web-enabled devices, but not all, so you may need to try different devices and/ or ensure you allow regular software updates to take place. Zoom and Microsoft Teams are used for online live sessions and discussions. Canvas, Office 365, Zoom and Microsoft Teams all have apps that can be downloaded to your mobile device. Apps offer flexibility of access but tend not to contain all the features you would find if you accessed them via internet browsers, e.g. Google Chrome, Safari, on a laptop/PC. This is particularly relevant when participating in online discussions using either Zoom or Microsoft Teams – it is better to access these via a laptop/PC. All of this software is available via your University IT account. If you already have these accounts independently, please ensure you sign into your Newcastle details, as notifications will be sent to your University account. NU Workplace Essentials Organisational Development has created a suite of courses for PGR students, which we would strongly encourage you to work your way through as part of induction. These courses can be accessed at any time on Canvas through the following link: https://ncl.instructure.com/courses/30993 The courses available are:

• GDPR Essentials • Health and Safety • Fire Safety (Both audio and non-audio versions are available) • Equality and Diversity Essentials • Overcoming Unconscious Bias • Mental Health and Wellbeing Awareness

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Sessions for International Students If you are an international student, there are two sessions that we strongly recommend you attend. Becoming a PhD: Cultural Acclimatisation and Joining the Community Dr Laura Leonardo (HaSS Faculty Office), Sharon Pointer (INTO), Nick Bailey (INTO) and Lizzie Taylor (International Office) Hours: 2 This session is aimed at international students new to the UK, and explores:

• The cultural requirements necessary to complete a higher degree in the UK; • How to relate to your supervisory team in the UK; • The challenge of working in a different national and local culture; • How to plan to meet the challenges and obtain advice and support; • How to access relevant language support.

Please see Canvas for some materials to preview from INTO and the International Office, and book onto the Zoom live session with Laura Leonardo via the workshops booking system. Immigration routes into graduate employment (For international students) Immigration routes open to International students are subject to frequent changes. This webinar, delivered by the Visa Team and the Careers Service, will give you information on the types of visas available if you are looking to work in the UK after graduation and will highlight how the Careers Service can support you during your job search. Please note: The Visa Team are unable to offer individual immigration advice or check application forms at this workshop. To register for this webinar, please login to MyCareer where you will find details of how to access the webinar. Please get in touch via MyCareer if you have specific requirements e.g. an alternative format, communication support, or other adjustment, in order to access our workshop/event.

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Researcher Development Framework (RDF)

In order to inform your participation on the training programme, we suggest you refer to the Researcher Development Framework. This is a really useful tool for clarifying your needs and expectations. What is the RDF? The RDF is a strategic tool developed by Vitae setting out the knowledge, behaviours and attributes of effective and highly skilled researchers appropriate for a wide range of careers. It was designed for policy makers, businesses and research organisations that provide personal, professional and career development for researchers and is the key reference statement for the development of postgraduate researchers’ skills and attributes. It is a tool for planning, promoting and supporting the personal, professional and career development of researchers. It articulates the knowledge, behaviours and attributes of researchers and encourages them to aspire to excellence through achieving higher levels of development. The RDF is designed for:

• Researchers to evaluate and plan their own personal, professional and career development;

• Supervisors of researchers in their role supporting the development of researchers; • Trainers, developers, human resources specialists and careers advisors in the planning and

provision of support for researchers’ development. • Employers to provide an understanding of the blend of skills unique to researchers and

their potential as employees. The RDF is endorsed by Research Councils UK, Universities UK and other leading national organisations. Most sessions on our training programme have been mapped to one or more of the skills outlined in the scheme.

(Adapted with permission from www.vitae.ac.uk )

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Your Hourly Training Breakdown Your required hourly training will vary according to your programme of study. We have included both a full-time and part-time training synopsis for all PGR programmes. Please see below for brief outlines of what is required. You will also be able to access a more specific breakdown in the form of a table by following the Appendix links, listed below: MPhil All MPhil students follow the Hours Based System. You are eligible to take the PG Cert in Research Training as an alternative but you should be mindful of the additional workload required. See Appendix 1 for further information (p. 121). EdD/IPhD

The Doctor of Education (EdD) and Integrated PhD (IPhD) programmes begin as a taught programme and then you will progress onto the research stage. During the taught phase of your programme, you may encounter our programme team if you take any of our HSS modules for credit. You are not expected to undertake any research training with us until you progress to the research stage. You will follow the Hours Based System when you begin the research phase. EdD/IPhD students are typically not eligible to complete the PG Cert in Research Training because you can only be recognised for prior study for up to 20 credits of HSS modules, and most of you will complete more than that during the taught phase of your programme. Please get in touch if you are not sure whether this applies to you. EdD/IPhD Year One (Full-time) EdD Year One and Year Two (Part-time) Taught phase of programme You will take the modules specified by your programme regulations. This may or may not include HSS modules. You are not expected to engage with the wider research training programme until Year Two if full-time or Year Three if part-time (EdD only). For information on what is expected from Year Two (Full-time) and Year Three (Part-time – EdD only) onwards, see Appendix 2 (p.122-3). PhD All PhD students must engage with the training programme throughout their time at Newcastle. In the first stage of your PhD, you have the option to follow the Hours Based System or take the PG Cert in Research Training (This is open both full-time and part-time students). If you opt to take the PG Cert in Research Training, you will still be required to complete the Essential Requirements but do not accrue further training hours. Attendance will be monitored at all sessions on the HSS modules you attend, which are compulsory. See Appendix 3 for further information (p.124-6) for First Stage PhD students. In Stage Two and Stage Three, all PhD students follow the Hours Based System. See Appendix 4 for further information (p. 127) for Second Stage PhD students, and Appendix 5 for further information (p. 128) for Third Stage PhD students.

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PhD - January Starters Full-time PhD Each Stage is from January to January, and runs across two academic years. The minimum hours of training per stage is 70 hours. You do not have to stick to 35 hours per academic year as we have suggested, but you must ensure you complete the Essential Requirements during the specified academic year/stage. Full-time PhD January starters in their First Stage are eligible to take the PG Cert in Research Training. You will start with semester two modules then finish with semester one modules in the new academic year. See Appendix 6 for further information (p. 129-32) for full-time PhD students starting in January (All stages). Part-time PhD Each Stage is split into two years: from January to January, and then January to January again. In total, each stage will run across three academic years. The minimum hours of training per year of each stage is 35 hours, however, you may wish to break it down as we have suggested but the choice is yours. You must ensure you complete the Essential Requirements during the specified academic year/Stage. Part-time PhD January starters in Stage One are eligible to take the PG Cert in Research Training. Please note that there is some flexibility in what order you take the HSS modules. See Appendix 7 for further information (p. 133-9) for part-time PhD students starting in January (All stages). Writing Up Stage Four PhD (Full-time) Stage Four PhD Year Seven and Year Eight (Part-time) Year Four EdD/IPhD (Full-time) Year Six and Seven EdD/IPhD (Part-time) If you are in one of the stages listed above, in other words, the writing up stage, you are encouraged to keep up your personal development by continuing to attend research training and researcher development opportunities, especially in view of future employment, but please be advised that there are no formal requirements for this stage and beyond. Please consult your Postgraduate Research Handbook or visit the website for further information about the writing up process: https://www.ncl.ac.uk/student-progress/pgr/publications/ Masters/MLitt Students If you are a Masters or MLitt student taking any HSS modules as part of your programme regulations, you are NOT expected to engage with any other training offered on our programme. You are welcome to attend any sessions outside of HSS modules if you have time to do so and feel they are relevant to your research, but it is not mandatory.

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Essential Requirements by Stage

Each Essential Requirement is designed for a specific stage of your study. Please ensure you attend the relevant sessions for your stage only. E.g. If you are in first stage, you should not attend any sessions listed under stages two or three.

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Essential Requirements: Stage One

Managing a PhD Dr Laura Leonardo (HaSS Faculty Office) RDF: A1 Knowledge base C1 Professional conduct

B1 Personal qualities C2 Research management B3 Professional and career development

Hours: 12

This essential requirement takes place across three days; all sessions will be live on Zoom. You must book onto every individual session on the workshops booking system, after which you will be contacted with joining instructions.

Please note that all sessions (With the exception of Mindfulness) will be recorded so you can catch up at a later date if you are unable to attend the live session.

Managing a PhD provides new postgraduate researchers with the opportunity to gain an understanding of the role of research training and researcher development within a PhD in the UK.

Part One: Introduction to Research Training and Research Management Session 1: Welcome to your PhD Dr Laura Leonardo

HaSS Faculty Office Session 2: Mindfulness Dr Michael Atkinson

Medical Education Session 3: Good Academic Conduct and Research (And how to avoid plagiarism)

Dr James Gerrard HaSS Associate Dean Education

Please note that sessions 4-6 and 4a-6a ONLY are split according to your discipline. If you are doing a Creative Practice PhD, you must attend sessions 4a-6a. All other PhD students attend sessions 4-6. All students will join together again for session 7:

Part Two Managing a PhD in the UK Managing a Creative Practice PhD in the UK

All sessions run by Prof Richard Talbot, Director of Institute for Creative Arts Practice

Session 4: The Nature and Examination of a PhD in the UK

Dr Laura Leonardo (HaSS Faculty Office)

Session 5: Planning, Organising and Managing Your PhD

Dr Ian Biddle (HaSS PG Dean)

Session 4a: The Nature and Examination of a Creative Practice PhD

Session 5a: Planning, Organising and Managing Your Creative Practice PhD

Session 6: Managing Your Supervisor Dr Ian O’Flynn (Director of Northern Bridge

Consortium)

Session 6a: Managing your Supervisor and Other Relationships During Your Creative

Practice PhD

Session 7: Ethical Issues in Research and Associated Permissions Dr Jen Tarr (HaSS Faculty Office)

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HSS8002: Information Skills Self-Assessment Karen Crinnion and Lucy Keating (Philip Robinson library) RDF: C1 Professional conduct D3 Engagement and impact C2 Research management Hours: 2 At the beginning of your time as a PGR, we want you to engage with a quick and simple self-assessment test, which allows you to reflect on your information skills. This is designed to help identify any gaps in your knowledge and make you aware of the resources on offer through the University. This test will only take a few minutes, and is just for you: it is not a formal assessment. Further information on how to find the test can be found on Canvas. You can claim two hours for completing this task, which covers both ‘Getting started’ and the self-assessment. Please see the instructions on Canvas for how to do this. Incorporating Reflection in your Annual Progress Review (APR) Dr Laura Leonardo and Rosalind Beaumont (HaSS Faculty Office) RDF: A1 Knowledge base D2 Communication and dissemination B1 Personal qualities Hours: 2 In this session, we will explore how reflecting on your research activities can yield benefits for your research project and personal/ professional development. We will also discuss the requirements of the Annual Progress Review and provide some guidance to assist you in preparing and submitting The Reflection Document (an essential requirement for all PGR students at all stages). Please see pp. 26-7 for further information on The Reflection Document.

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First Year Research Conference Dr Jen Tarr (HaSS Faculty Office) RDF: B2 Self-management B3 Professional and career development D1 Working with others D2 Communication and dissemination Hours: 6 (Presenting) 15 (Conference committee) The first year research conference provides every postgraduate researcher with the opportunity to develop oral presentation skills, and to discuss their research project with their peers in an informal, friendly atmosphere. The unique aspect of the conference is that it is multi-disciplinary, and that students develop their presentations from a very wide range of backgrounds. This will complement and extend the experiences and opportunities students have in their own disciplines. The conference is organised by postgraduate students, and volunteers for an organising committee will be sought during the first semester. You will be given appropriate guidance and support from relevant academic and professional services staff. You will receive 10 training hours for being on the organising committee. The conference will not be attended by any academic members of staff. It is compulsory for students in the following stages and programmes of study to present:

• Stage One PhD (Full-time) • Stage One PhD / Year Two (Part-time) – you can present in year one but we advise not to

• EdD / IPhD Year Two (Full-time) • EdD / IPhD Year Four (Part-time) – you can present in year three but we advise not to

• MPhil (Full-time)* • MPhil Year Two (Part-time)* - you can present in year one but we advise not to

*This does not include MPhil Geography as Science If you are part-time, you might want to attend the conference to see what you can expect for presenting the following year. This is not an issue but you will not be able to claim any training hours for doing so. In general, if you attend but do not present, or submit an abstract but do not present, you will not be eligible to claim any training hours. If you have a Student Support Plan in place, you may be able to request an exemption from this Essential Requirement. Please email hass.pgtraining@newcastle.ac.uk where we can advise further. Please note that there are opportunities for you to attend other training sessions to prepare for presenting at the conference. For further information, see the Researcher Development sessions run as part of Communicating Your Research (p. 69).

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Essential Requirements: Stage Two Research in the Wider Context Once the initial wide-reaching research of early PhD days is coming to fruition, you should start considering your position within academia and your contribution to it. The second stage of your doctorate is also the perfect time to reflect on your wider research plans and the practical implications that pursuing an academic career brings. In this series, you will get the chance to hear experienced and senior researchers from Newcastle University talk about a series of issues central to research enterprise, from publication to the REF, impact to engagement. You are welcome to attend all sessions, but the minimum requirement to fulfil your second stage Essential Requirements is to attend 4. All sessions carry a value of 2 hours. Publishing and disseminating academic work 1a. Prof Peter Hopkins (Geography, Politics and Sociology) – Social Sciences OR 1b. Prof Athanassios Vergados (History, Classics and Archaeology) – Arts and Humanities RDF: A1 Knowledge base C1 Professional conduct A3 Creativity C2 Research management Should you publish whilst you are a PhD student? If so, where and when? This session provides an opportunity to think about disseminating your research whilst researching your doctorate, and draws upon the experiences of two members of academic staff with a wide experience of academic publishing. There will be two different sessions available for you to attend; please attend the relevant one according to your discipline. How to ensure your research has societal impact Emeritus Professor John Goddard (Centre for Urban and Regional Development Studies) RDF: A1 Knowledge base C1 Professional conduct A3 Creativity C2 Research management The session will cover the following topics: Why research impact is on the agenda for universities, some epistemological challenges, responsible research and innovation, evidence on how academics view the impact of their research, and why it is important in Newcastle, as well as the HEFCE REF impact evidence. It will be an interactive session enabling participants to explore how to go about maximising the impact of their research. Open access publishing: Maximise the visibility and impact of your research Dr Steve Boneham (Open Access) RDF: A1 Knowledge base C1 Professional conduct A3 Creativity C2 Research management Open access publishing makes research available to everyone, free and with limited restrictions on reuse. This maximises the visibility and impact of research with potential benefits for researchers, research funders and society. Making publications open access is therefore becoming standard research practice. Furthermore, it is a requirement of an increasing number of research funders and a criterion for the Research Excellence Framework (REF). This session will explain what open access is, its rationale and how it all works.

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Data for the future: Preparing your research data for archive Dr Chris Emmerson (Research Data Service) RDF: A1 Knowledge base C1 Professional conduct A3 Creativity C2 Research management Good research data management is increasingly being recognised as a vital part of academic practice. This session provides an overview of key data management issues, highlights the key questions researchers need to consider, and provides information on how to prepare data for long-term storage. Societal Impact in HASS: Examples from Research Excellence Framework, 2021 Dr Angie Scott (HaSS Faculty Office) RDF: A1 Knowledge base C1 Professional conduct A3 Creativity C2 Research management Do you want your research to have societal impact? Do you know how to get started? This session will explore some of the HaSS impact case studies submitted to REF 2021, highlighting the many different ways researchers have engaged and worked with research users and stakeholders to achieve changes, benefits or effects beyond academia. Using these examples as inspiration, there will be an opportunity for you to discuss how you can achieve impact from your research, by exploring questions such as: ‘who outside academia might be interested in my research?’, and ‘how can I best reach, influence and/or work with them?’ Becoming a 21st century academic: How to survive and thrive in the neoliberal university Dr Nick Megoran and Dr Raksha Pande (Geography, Politics and Sociology) RDF: A1 Knowledge base C1 Professional conduct A3 Creativity C2 Research management Universities exist to deepen our understanding of the universe for the public benefit and the sheer pleasure of knowledge. However, this traditional understanding has been challenged by new governance practices under the influence of neo-liberal New Public Management, or the belief education works best when it mimics the market. This recasts academia as competitive, precarious and stressful, driven more by metrics than the love of ideas. This session proceeds by dialogue to first explain these changes and their impacts, and second open up a discussion on what they mean for ‘early career scholars.’ Should these processes be resisted, and if so, how can that be done successfully? How can we succeed in the new academic context without it distorting our practices of integrity as scholars and human beings, or dulling our love of learning? Is academia a job, a vocation, or a career, and how are the tensions between these managed?

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HaSS Annual Postgraduate Research Showcase Dr Laura Leonardo (HaSS Faculty Office) RDF: B2 Self-management B3 Professional and career development D1 Working with others D2 Communication and dissemination Hours: 6 (Presenting) 15 (Conference committee) Our research has the potential to shape the world and have a vast impact on our society. It is therefore important that we learn to disseminate it in an accessible and informative way, targeting different audiences. At the Showcase, you will have the opportunity to explain your research in a variety of different ways: present a poster, prepare an installation, produce a video, organise a reading or a performance or exhibit your art, to name but a few. The showcase is attended more widely, so you can expect to see a variety of staff from Newcastle University in attendance. There are prizes for the best poster and installation, as judged by all attendees. The conference is organised by postgraduate students, and volunteers for an organising committee will be sought during the first semester. You will be given appropriate guidance and support from relevant academic and professional services staff. You will receive 10 training hours for being on the organising committee. It is compulsory for students in the following stages and programmes of study to present:

• Stage Two PhD (Full-time) • Stage Two PhD / Year Four (Part-time) – you can present in year three but we advise not to • Stage Three PhD (Full-time) • Stage Three PhD / Year Six (Part-time) – you can present in year five but we advise not to

NOTE: You can choose to present in either stage two OR stage three, but the requirement is that you present once.

• EdD / IPhD Year Three (Full-time) • EdD / IPhD Year Five (Part-time) – you can present in year four but we advise not to

If you are part-time, you might want to attend the showcase to see what you can expect for presenting the following year. This is not an issue but you will not be able to claim any training hours for doing so. In general, if you attend but do not present, or submit an abstract but do not present, you will not be eligible to claim any training hours. If you have a Student Support Plan in place, you may be able to request an exemption from this Essential Requirement. Please email hass.pgtraining@newcastle.ac.uk where we can advise further. Please note that there are opportunities for you to attend other training sessions to prepare for presenting at the conference. For further information, see the Researcher Development sessions run as part of Communicating Your Research (p. 69).

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Essential Requirements: Stage Three Final Stages of your PhD Session 1: Completing a PhD Dr Laura Leonardo (HaSS Faculty Office) RDF: B1 Personal qualities C2 Research management B2 Self-management Hours: 2 How can you manage your research to allow effective completion within the specified time? What and when are the challenges? In this session we identify a project management technique that will allow you to complete your PhD that uses lifecycle, milestones and monitoring procedures. Session 2: Preparing for the Viva Dr Laura Leonardo (HaSS Faculty Office) RDF: B1 Personal qualities C2 Research management B2 Self-management Hours: 2 How can you prepare for the oral defence of your thesis? What will you be asked? Who will inquire? What are the possible outcomes? How can you get the best from the examiners? This workshop will explore these questions. In addition to this, students from both social sciences and arts and humanities disciplines, who have recently succeeded in their viva, pass on their advice for making the experience as rewarding and positive as possible.

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Essential Requirements: The Reflection Document Key Contact: Dr Laura Leonardo (HaSS Faculty Office) RDF: C1 Professional conduct D3 Engagement and impact C2 Research management Hours: 6 NOTE: The Reflection Document is for all PGR students at all stages. You must submit by the deadline, irrespective of your start date or scheduled Annual Progress Review (APR) date. Deadline: 16:00 on Friday 22 April 2022 Being reflective has many benefits and can be a powerful and versatile way to articulate your needs, assess your experiences and plan for future development. Some benefits that arise from completing the reflection document are: you can identify your training needs; record both your personal and research progress, which will be invaluable during the writing up process; show a commitment to continued professional development, which will ensure you take ownership of your career goals. In the reflection document, it is important that you are:

• Honest – the document is to help you; • Thorough – document your ideas, questions, feelings, frustrations, insights etc; • Explicit – focus on what you have learned, include your goals; provide specific examples, and

use a ‘Talking to yourself approach’; • Relevant – think about how your training impacts your research development.

Some questions to get you started:

• What did you enjoy? • Did anything surprise you or inspire you? • What was the most valuable thing you have learned from the activity? • What kind of knowledge and skills did you learn and use? • What additional skills have you acquired? • What challenged you? • What might you do differently next time?

Submission The reflection document is 500 words, which will you present for your Annual Progress Review (APR). Your APR panel may choose to use your reflection document as a basis for the discussion of your doctoral progress, and your supervisor will use it to assess your training needs as you progress further into your research. Submission details will be emailed to you in due course. Your reflection document is not assessed, so you will not be given a numerical grade. You can claim your hours using ‘Extra hours’, which will be approved once all submissions have been reviewed and comments released. We will provide feedback using the criteria on the next page:

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Level Description Example

Level 1: Descriptive

Students demonstrate acquisition of new content from significant learning experiences. Journal entry provides evidence of gaining knowledge, making sense of new experiences, or making linkages between old and new information.

“I didn’t know that many of the traditions I believed were based in Anglo-American roots. I thought that all cultures viewed traditions similarly.”

Level 2: Empathic

Students demonstrate thoughts about or challenges to beliefs, values, and attitudes of self and others. Journal entry provides examples of self-projection into the experiences of other, sensitivity towards the values and beliefs of others, and/or tolerance for differences.

“I felt badly when I heard the derogatory terms used so freely when I visited the South.”

Level 3: Analytic

Students demonstrate the application of learning to a broader context of personal and professional life. Journal entry provides evidence of student’s use of readings, observations, and discussions to examine, appraise, compare, contrast, plan for new actions or response, or propose remedies to use in and outside structured learning experiences.

“I was able to observe nursing staff interact with a patient whose first language was Tagalog and was diagnosed with altered mental status. The nurses employed many of the strategies that we have read about and discussed in class.”

Level 4: Metacognitive

Students demonstrate examination of the learning process, showing what learning occurred, how learning occurred, and how newly acquired knowledge or learning altered existing knowledge. Journal entry provides examples of evaluation or revision of real and fictitious interactions.

“I found myself forming impressions about a child’s language abilities and made myself stop until I got additional information as suggested in class discussions.”

Developed from: Chabon, S. & Lee-Wilkerson, D. (2006). Use of journal writing in the assessment of CSD students’ learning about diversity: A method worthy of reflection. Communication Disorders Quarterly, 27(3), 146-158. Reflection word cloud from 2020/21 submissions:

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Research Training HSS Modules

Thinking Theories and Methods Digital Methods

NVivo 12 Advanced Training

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HSS Modules Please be advised that only PGR students who are taking the Postgraduate Certificate in Research Training should submit an assignment. This is because you are taking the modules for credit to obtain a formal award. PGR students following the Hours Based System are welcome to attend as many sessions within our HSS modules as they feel appropriate. You will not be required to submit an assignment and will instead accrue training hours. Each session/module carries a specific value of training hours. Further information about how hours students can engage with our HSS modules is outlined under each module section. You should ensure you are enrolled on the modules in Canvas so that you can access content in advance of teaching. If you are registered on the PG Cert, this will be done automatically. If you are an hours student, you can self-enrol via the Canvas Community. Please see p. 103 for further information regarding late submissions and our word count policy for assignments.

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Semester One September 2021 – December 2021

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HSS8002: Information Skills Key Contact: Karen Crinnion, Lucy Keating and Louise Masson (Philip Robinson library) Email: hss8002contact@newcastle.onmicrosoft.com RDF: A1 Knowledge base C1 Professional conduct A2 Cognitive abilities D2 Communication and dissemination Module value: 10 credits Semester: One This module aims to equip new research students with the knowledge and skills to become efficient and effective information managers. This will save you time and stress, and ensure you make the most of the rich range of resources available from the University Library and beyond, using critical analysis to determine the effectiveness of your strategies. It covers all aspects of information literacy, from the beginnings of your literature search, through keeping your research up-to-date and managing your references, right up to the ethical and practical issues to consider when disseminating your work. You will gain a thorough insight into the breadth and depth of resources available in your subject area, from books to blogs, from archives to artworks, from datasets to documentaries, and much more. On completion of the module, you will know how to find and search specialist resources in your field, have the skills to plan and develop your literature search, employ strategies to manage your references and keep up with the latest research in your field, and have an awareness of contemporary scholarly communications issues, such as open access publishing and copyright. Module Delivery The module is delivered in blended format, via a combination of face-to-face sessions and self-paced materials on Canvas. Library staff will be on hand to answer your questions via Canvas discussion boards, and at the lectures/workshops. It has several strands: a) Skills check (essential) b) Core materials (essential) c) Additional content topics to build your skills Skills check and module orientation (1-2 hours) At the start of the module, we ask you to complete an online skills check to reflect on your current information skills, and plan how to spend your time on the build your skills elements of the module. You’ll revisit this at the end of the module. Core materials (2-3 hours per week) The core materials lay the foundation for the module’s assignment. You need to: a) Attend the introductory lecture b) Work through the five weeks of core topic content on Canvas c) Participate in a two hour mid-module workshop d) Attend the final interactive lecture Build your skills (1-2 hours per week) Each week, we’ll also ask you to spend time on self-paced materials relating to managing information and/or specialist information.

• The managing information strand will help you develop your skills with referencing and reference management. E.g. Managing information and referencing; introduction to EndNote; getting started with EndNote; advanced EndNote.

• The specialist information materials are designed to help you find and evaluate different types of resource. E.g. Newspapers and other news resources; Government publications and

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statistics; audio-visual resources; company information and market research; Special Collections and archives.

You can choose the ‘build your skills’ topics to fit with your subject interests and prior experience. Syllabus Outline Core materials: Your search question: formulating your search Finding the right words: keywords and synonyms What’s out there? Discovering different types of information Academic information: Why Google is not enough Critical evaluation: Evaluating your findings and your search Using social media as a researcher Beyond the library: finding and using information elsewhere 21st Century researcher: early and later in your research career Mid-module workshop: The workshop midway through the module encourages students to consolidate and put into practice what they have learnt, and prepare for the assessment. Final interactive lecture: This summarises and encourages reflection on key learning and skills. **IMPORTANT NOTE: PGR students following the hours based pathway Please see below for information on how PGR students can accrue training hours for this module. Skills check As outlined on p. 20, all stage one PGR students are required to undertake the self-assessment as part of your Essential Requirements. You should use the results to reflect on your own information skills knowledge and inform your choice of other topics to work through. You can claim two hours for completing this task, which covers both ‘Getting started’ and the self-assessment. Please see the instructions on Canvas for how to do this. The module’s materials are organised into three strands, each containing several topics, which are worth one training hour each: Core materials: Foundational skills and knowledge for effective searching; use of different types of information; critical evaluation skills; using social media; being a 21st century researcher. Managing information: This strand helps you develop your skills with referencing and reference management. Specialist information: This strand helps you find and evaluate different types of information resource: newspapers and other news resources; Government publications and statistics; audio-visual resources; company information and market research; Special Collections and archives. You are welcome to contribute to online discussions on the module, but do note that Library staff will only be moderating and facilitating discussions in the first six weeks of teaching.

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HSS8002: Assessment Information DEADLINE: 16:00 on Wednesday 17 November 2021 The assessment for this module will be a short bibliography and a 1,500 word critical review of how the bibliography was compiled. Bibliography

• A selective bibliography of 20 to 30 references that relates to your research proposal. • The purpose of the bibliography is also to demonstrate what you have learnt in the

information skills topics and sessions. You should show that you are aware of the variety of sources of information by selecting references from at least six different types of information source (for example databases, audio-visual collections, catalogues, bibliographies, social media).

• Please state which source you used to find each reference in your bibliography. • The style of your references should follow the instructions that you are given by your School

or supervisor. You should state which style you have used in your critical review. Critical Review

• You should describe how you developed your search strategy as you compiled your bibliography, including the keywords that you used to find relevant references.

• You should evaluate and describe whether or not your search strategy was successful. • Choose six of the references in your bibliography by taking each one from a different type of

information source. Use the six references as examples in your 1,500 word critical review of how you compiled your bibliography.

• You should compare the six different types of information source from which you chose your 6 references, and evaluate how useful the sources were for finding relevant references on your topic.

• You should give your reasons for selecting each of the six references for inclusion in your bibliography.

• You should critically evaluate your overall success or failure in finding references for your research.

Please also see the marking rubric in the assessment section of the Canvas module. You should submit your assignment online on Canvas; there is no requirement for a hard copy. This assignment is worth 100% of the final module mark.

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HSS8007: An Introduction to the Nature of Explanation and Enquiry

Key Contact: Adam Potts (Philosophical Studies) and Rosalind Beaumont (HaSS Faculty Office) Email: adam.potts2@newcastle.ac.uk / rosalind.beaumont@newcastle.ac.uk RDF: A1 Knowledge base B1 Personal qualities A2 Cognitive abilities D1 Working with others Module value: 10 credits Semester: One As postgraduate students, you are both consumers and producers of research so it is important to not just think about the results of research but also its foundations. This module introduces students to the meta-theoretical issues of academic research, crossing the traditional social science/humanities divide. Module Teaching and Learning Activities This module is taught in a blended/ hybrid mode. This means that you need to complete online pre-work for each topic (in Canvas) and then attend a weekly one-hour seminar. You will choose your preferred seminar format (via Zoom OR present-in-person/on campus), and will be allocated a seminar group. The module begins and ends with cohort-level sessions (via Zoom), with weekly small group seminars and two round-table discussions (via Zoom) taking place in between. See the module roadmap below for more detail and the Canvas module site for details of how to select your seminar teaching mode. You are also encouraged to engage with the Thinking Theories and Methods seminar series as part of the Faculty Research Training Programme. You can find further information about this on pp. 56-60. Introductory session: Overview and Introduction to HSS8007 Dr Adam Potts (Philosophical Studies) and Rosalind Beaumont (HaSS Faculty Office) In this introductory session, you will:

• Find out more about philosophy and how it relates to research, research methods and your research;

• Get an overview of the module, including an orientation to how online materials are used on the module and pre-seminar preparation requirements

• Have the opportunity to meet some of the teaching team, your fellow students, and ask questions.

Introductory session: Overview and Introduction to HSS8007 Dr Adam Potts (Philosophical Studies) and Rosalind Beaumont (HaSS Faculty Office) In this introductory session, you will:

• Find out more about philosophy and how it relates to research, research methods and your research;

• Get an overview of the module, including an orientation to how online materials are used on the module and pre-seminar preparation requirements

• Have the opportunity to meet some of the teaching team, your fellow students, and ask questions.

Topic 1: Introduction: Scientific Approaches to the Production of Knowledge Dr Adam Potts (Philosophical Studies) With the overall aim of the module being an examination of knowledge and varies approaches to knowledge, this topic will introduce to key terminology in philosophy (including epistemology and

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ontology) while also thinking about the significance of philosophy to your discipline and the study of knowledge. Topic 2: Laws, Predictions and Explanations Dr Adam Potts (Philosophical Studies) In this topic we will delve deeper into theories of knowledge, thinking about the nature of explanation and whether or not modes of explanation differ between the natural and social sciences. By understanding what we are doing when we provide an explanation, we should be able to provide better explanations ourselves, and better critiques of the explanations offered by others. Starting with scepticism, we will firstly think about whether knowledge is possible. From this point, we will explore various justifications of knowledge and their explanation, from inductive to deductive explanations, culminating in Karl Popper’s model of falsification. Topic 3: Positivism Dr Emily Clough (Geography, Politics and Sociology) This topic focuses on how to study social phenomena using the scientific method, including the development of falsifiability of hypotheses and the systematic use of empirical evidence to test them. Topic 4: Social-scientific Approaches to the Production of Knowledge Dr Adam Potts (Philosophical Studies) This topic will consider social-scientific approaches to knowledge. In particular, it will focus on Thomas Kuhn's radical contribution to views on the development of scientific knowledge. Arguing against those who advocated a single model of inquiry and explanation for both the sciences and social sciences, Kuhn purported that understanding human behaviour required an entirely different approach. This topic should raise some challenges to the previous material covered and point us to new ways of thinking that will be considered in the remaining weeks. Roundtable Discussion 1 Rosalind Beaumont (HaSS Faculty Office); Dr Adam Potts (Philosophical Studies); Dr Emily Clough (Geography, Politics and Sociology) This session aims to complement the weekly smaller seminar discussions by enabling a broader discussion within and across topics with a larger group. During this session, questions relating to the content covered in Topics 1-4 can be submitted via the relevant discussion thread ahead of the session. The topic leads respond to these questions during the session. Topic 5: Marxism Prof David Rose (Philosophical Studies) Karl Marx has had an undeniable influence on almost all theories and methodologies in the arts and humanities of the 19th and 20th centuries. In this topic, we shall consider the basic constituents of his theory of historical materialism and its application to the explanation of phenomena. Topic 6: Critical Realism Lydia Wysocki (Education, Communication and Language Sciences) So far in this module we’ve considered approaches to the production of knowledge in the natural and social world(s) separately – often as opposed ideas that aren’t compatible. But there is another way to engage with the complexity of our lives in the world. In this topic we explore Critical Realism, an approach to the production of knowledge that examines the interface between the natural and social worlds. Since the first big steps popularising critical realism in the 1970s, it has become a key strand of social science.

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Topic 7: Postmodernism Dr Michael Barr (Geography, Politics and Sociology) Postmodernism is a 20th-century movement encompassing a wide variety of approaches and thinkers. It is characterised by an attitude of scepticism and a rejection of the grand narratives of Enlightenment rationality. Proponents of postmodernism tend to highlight the contingent nature of values and knowledge claims, drawing attention to the role of particular political, historical, and cultural discourses which construct systems of thought. In this session we investigate the contributions, limits, and impact of postmodernism. Roundtable Discussion 2 Dr Adam Potts (Philosophical Studies); Prof David Rose (Philosophical Studies); Lydia Wysocki (Education, Communication and Language Sciences); Dr Michael Barr (Geography, Politics and Sociology); Rosalind Beaumont (HaSS Faculty Office) This session aims to complement the weekly smaller seminar discussions by enabling a broader discussion within and across topics with a larger group. During this session, questions relating to the content covered in Topics 5-8 can be submitted via the relevant discussion thread ahead of the session. The topic leads respond to these questions during the session. Topic 8: Concluding Thoughts: Philosophy and the Foundations of Knowledge Dr Adam Potts (Philosophical Studies) and Rosalind Beaumont (HaSS Faculty Office) This final session looks both backwards and forwards. While recapping what the module has covered, it also seeks to explore how postgraduates can take ideas forward into their future research projects. **IMPORTANT NOTE: PGR students following the hours-based pathway You are welcome to book onto as many individual topics in this module as you wish, and you do not need to attend all of the topics. Please note that each topic requires pre-work on Canvas, which you must complete before you attend the timetabled session. Each topic carries a value of two training hours.

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HSS8007: Assessment Information DEADLINE: 16:00 on Wednesday 12 January 2022 Students from a range of programmes take this module for credit. To address these differences, we offer two different assignment questions. You must choose ONE question to answer. Question one - you should do this question if you are taking the PG Cert in Research Training alongside your PhD, an IPhD and EdD student in the taught phase of your programme, or a student with a current/recent research project to draw upon. Critically evaluate the influence of any two theoretical approaches we have covered in this module upon either: a) Your current research, OR b) A piece of research you have completed recently. To do this, you will need to: Compare and contrast the central arguments of each of your chosen approaches, AND Evaluate the strengths and weaknesses of the differing approaches in the context of your research. Question two - you should do this question if you do not have a current/recent piece of research to draw upon, e.g. MLitt students, early stage Masters students with no recent undergraduate dissertation, or those taking the stand-alone PG Cert. Critically discuss the epistemological and or/ontological claims of two theoretical approaches covered on the module. To do this, you will need to: Compare and contrast the central arguments of each of your chosen approaches, AND Evaluate the strengths and weaknesses of the different approaches to either: a) A specific example from your discipline, OR b) The context of your discipline in general. For more information, consult the assignment guidance on Canvas which includes a marking rubric. You should submit your assignment online in Canvas; there is no requirement for a hard copy. This 2000 word assignment is worth 100% of the final module mark.

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Semester Two January 2022 – March 2022

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HSS8004: Qualitative Methodology in the Arts, Humanities and Social Sciences

Key contact: Dr Laura Leonardo (HaSS Faculty Office) Email: laura.leonardo@newcastle.ac.uk RDF: A1 Knowledge base A3 Creativity A2 Cognitive abilities D1 Working with others Module value: 20 credits Semester: Two The module opens with two introductory generic sessions, which all students attend, exploring the variety of epistemological positions underlying Qualitative Methods and Critical Analysis and to gain a fuller understanding of how to get the most from the module. The module is then split into six options, and students must choose two of these options to engage with the module. Each option is comprised of 4-5 individual topics. Five cohort-level concluding sessions close the module (optional for students from the Arts and Humanities) which shift the focus to analytical techniques and approaches using qualitative data and critical analysis and include a final session which looks back over the module and looks ahead to the assignment. Students taking the PG Cert in Research Training who have opted to take HSS8044: Working with Qualitative Methods: the Imagined Example module, should choose three options from the six offered.

Module Learning and Teaching Activities The module uses a combination of teaching and learning activities. Some sessions will be taught in a blended mode. This means that students need to complete self-paced online pre-work for each topic (in Canvas) to become familiar with substantive issues raised by qualitative methodologies and to consider their application. Then students participate in the related seminar or workshop, which will be held present-in-person on campus. All other sessions will be fully synchronous with no pre-work. Please be advised that there may be instances where some synchronous sessions will run live on Zoom instead of present-in-person on campus. We will keep you updated. Further information about the mode of delivery for each topic will be communicated in due course. You are also encouraged to engage with the Thinking Theories and Methods Seminar Series which runs in Semester One (and Two) (pp. 56-60), and Digital Methods Seminar Series (running in Semester Two) (p. 61), as appropriate. **IMPORTANT NOTE: PGR students following the hours based pathway You are welcome to book onto as many individual topics in this module as you wish, and you do not need to attend all of the topics. Note that each topic requires pre-work on Canvas, which you must complete before you attend the timetabled session. Each topic carries a value of two training hours.

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Introductory Sessions

Philosophical Roots and Epistemological Frameworks Dr Laura Leonardo (HaSS Faculty Office) This session aims to provide an opportunity to find out more about the aims of the module, and how it relates to research, research methods and your research. There will also be information on how the module works and how to get the most from it. You will also meet the module leaders, discuss initial ideas with your peers on the module, and ask any clarification questions. Workshop: Philosophical Roots and Epistemological Frameworks Dr Ian Biddle (HaSS PG Dean) and Dr Dariusz Gafijczuk (Geography, Politics and Sociology) All scientific inquiry and intellectual endeavour begin with specific problems and puzzles, and proceed via the application of specifically designed methods, towards their solution. The latter depends on observation and theoretical interpretation of results, although never in isolation, leading Karl Popper to conclude that 'there is no such a thing as a purely observational science; there are only sciences in which we theorize (more or less consciously and critically). Epistemological preferences and methodological choices reflect our theoretical and political commitments; but, in practice, these choices may be compromised, corrupted and even abandoned in the light of research contingencies. Thinking about your own research plans, come to the workshop prepared to discuss any epistemological and/or methodological tensions you have already experienced, or which you anticipate, as your research develops.

Texts, Images, and Sounds NOTE: This option and all topics are convened by Dr Ian Biddle (HaSS PG Dean)

Thinking Texts This session is an introduction to some of the ways the idea of the text has changed since the Reformation. It also deals with some of the issues that attend the idea of 'textuality' as a construct within the Arts and Humanities: what do we mean by the term 'text'? How is thinking about the world as made up of texts different from thinking about the world as, say, a set of complex data? How does the notion of 'textuality' change the way we approach the object we want to make sense of? Set reading: Roger Chartier, 'Figures of the author', The Order of Books: Readers, Authors and Libraries in Europe between the Fourteenth and Eighteenth Centuries, trans. Lydia G. Cochrane (Stanford CA: Stanford University Press, 1994), 25-59. Memory and the Archive This session, drawing on Carolyn Steedman's Dust (2001) and some key work on archives, archivism and memory from such areas as Holocaust Studies and Memory Studies, will introduce some of the key ideas that enable us to make sense of archives (both 'analogue' and 'digital'). What does the archive stand for? Who determines what is included in it? Who has access to it and why? Set reading: Carolyn Steedman, 'Introduction', Dust (Manchester: Manchester University Press, 2001), 1-16.

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Visual Culture and the Cinematic Mode of Production This session will introduce the notion that different cultural forms are also implicated in their own modes of production. In particular, drawing on Jonathan Beller's seminal work (2006) on the cinematic mode of production, we will look at how visual culture in particular makes particular kinds of demands on us as scholars: what kind of spectatorship does visual culture demand? How are audiences/spectators expected to take up a relation with the visual object? Set reading: Jonathan Beller, 'Introduction' to The Cinematic Mode of Production: Attention Economy and the Society of the Spectacle (New England University Press, 2006), 1-33. Noise Cultures and Base/Mass Materialism This session will introduce some of the ways in which sound has been theorised within the arts and humanities. We will draw on a range of ideas from R Murray Schaffer's Soundscapes project in the 1970s through to Steve Goodman's notion of 'sonic warfare' (2009) and will address some of the key questions attending the study of sound and noise: how do attitudes to sound change over time? What are the key ways in which listeners distinguish between good and bad sounds (between, for example, music and noise)? How have listening practices changed over time? Set reading: Ian Biddle, ‘Visitors, or the Political Ontology of Noise’, Radical Musicology Volume 4 (2009), http://www.radical-musicology.org.uk/ (14 February 2011), 22 pars. The Affective Turn: or the New Scholarship of the Senses This final session will draw together some of the key insights we have discovered together over the past four sessions and will frame those insights within a discussion of what Patricia Clough (2007) has called the 'affective turn', that shift in some recent arts and humanities scholarship towards trying to make room for 'feeling', the body, the senses more broadly. Set reading: Nigel Thrift, ‘Intensities of Feeling: Towards a Spatial Politics of Affect’ Geografiska Annaler Vol. 86, No. 1, Special Issue: The Political Challenge of Relational Space (2004), 57-78.

Interviewing and Focus Groups Interviewing Approaches Professor Liz Todd (Director: Newcastle University Institute for Social Science) This topic provides a broad overview of interviewing approaches, focussing on interviewing methods and skills that could be used with groups termed the less powerful. The session addresses ethical issues and power relations and considers interviewing children as well as adults. Examples from fieldwork highlight the importance of both practical skills and clear theoretical underpinnings when using interviews in research. Specialist Interviewing Panel Discussion Following the pre-work, this panel discussion will be focused on two specialist topics of interviewing, each topic raising distinct and shared issues in the interviewing process. The topics are as follows:

Topic One: Interviewing the Less Powerful Karen Laing (Education, Communication and Language Sciences) Conducting an interview with those viewed as ‘less powerful’ (for example, children and young people) raises particular issues that must be addressed, including the power relationships that exist and how these can be managed. This session will provide an

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opportunity to discuss the issues that can arise, and how to deal with them ethically and confidently, using examples of real- world research to illuminate challenges and approaches to interviewing the less powerful. Topic Two: Interviewing Elites Dr Katharine Rietig (Geography, Politics and Sociology) This session discusses research methods involving structured, semi-structured and unstructured interviews with actors occupying powerful positions in political and cultural organisations and corporations. The session begins with acknowledgement that elites can be conceptualised in a wide variety of ways and then goes on to focus on some of the practical challenges of executing a methodology involving a process of 'studying up'. The challenges, strategies and tactics associated with accessing and interviewing elites are discussed, as well as the process of interview transcript analysis.

Focus Groups Professor Peter Hopkins (Geography, Politics and Sociology) This topic explores the conceptual and practical issues involved in using focus groups in social research. A range of methodological issues are also explored and you will have the opportunity to participate in some practical exercises. Interviewing Workshop Dr Jen Tarr (HaSS Faculty Office) Following your pre-session preparation, this workshop will give you the opportunity to try out and practice your qualitative interviewing skills. There will also be the opportunity to discuss thoughts and observations of the interviewing process, identifying relevant implications for your own research.

Ethnography, Case Studies and Participatory Action Research Ethnographic Traditions Dr Emma Clavering (Geography, Politics and Sociology) In this topic we explore the origin of ethnographic methodology in anthropology as a methodology to study and 'describe' other cultures. We consider its hallmarks of participant observation, the quest for and limitations of its 'holistic' approach, the central role of relationships to participants in data collection, the question of field notes as data, the troubles of subjectivity and need for self-reflexivity in highly qualitative research. We view ethnography both as methodology and as written text. Post session: 30 minutes – At the session you will receive a task to complete for the follow-up workshop (mentioned in Ethnographic Traditions Workshop below). Participatory Action Research Professor Rachel Pain (Geography, Politics & Sociology) Participatory Action Research is an approach to research where people who are traditionally research subjects become co-researchers. For academics, it means doing research in collaboration with, rather than "on" people. Key stages of research – from devising research questions to dissemination of findings - are conducted jointly, and research skills and outcomes are shared, increasing participants’ ability to bring about positive changes on a range of social issues. A toolkit of participatory techniques is often used that provides more inclusive and accessible tools for exploring, developing and communicating research topics. Because Participatory Action Research

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works on the basis of knowledge co-production, it provides a model for two-way University-public engagement. It is also widely used outside academic settings. The topic and session will cover:

• The limits of traditional models of research • What participatory research is and where it came from • When, where and how it might be appropriate to employ participatory approaches and

methods • Developing and using participatory techniques such as diagramming • Critical perspectives on and the limits to ‘participation’, and some of the institutional and

political barriers to using these approaches. Case Study Approaches Dr David Webb (Architecture, Planning and Landscape) This topic offers a critical consideration of case study research, asking whether it can be considered as ‘an approach’ to research and exploring the assumptions and perspectives that underpin different ways of using case studies. Workshop: Ethnographic Traditions Dr Emma Clavering (Geography, Politics and Sociology) To attend this workshop you need to have attended the introductory session where you will be asked to complete a short stint of participant observation with a colleague on the programme. You then come to the workshop with your 'field notes'. In the workshop we will work in groups to explore and compare our experiences of the task which will help us think through themes from the lecture regarding the nature and character of ethnography. We will also explore our fieldnotes to get a better sense of what constitutes 'ethnographic data'. The session is highly interactive, so its content will be driven by your discussions, queries and curiosity.

Archives and Rare Books A Guide to Using Archives Dr Samiksha Sehrawat (History, Classics and Archaeology) This topic will introduce you to using archives in your research. The pre-work and session help you make the most of archives and archivists by explaining how archives came about, how they are different from other such as libraries, and what you need to do to prepare for researching in an archive. It will introduce you to using archival finding aids, the different kinds of archives, conducting research in burgeoning digital primary sources, organizing your research, and citing archival sources. From cautionary advice to a broader engagement with archives and their limitations, this session will help you whether you are new to archival research or have been using them for years. Getting Started in Special Collections Dr Melanie Wood (Special Collections) The pre-work and workshop include an exploration, through case studies, of some of the ethics, politics, values and legal frameworks around primary source data collection. Discussion and practical exercises will focus on effective research strategies and use of a variety of catalogues and finding aids.

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Critical Analysis of Primary Sources Dr Melanie Wood (Special Collections) Following the pre-work, students will work in small groups on a series of tasks using document packs. This will help students to acquire and develop transferrable skills and will introduce them to the range of materials that are typically held by special collections and archives repositories. Further tasks will help students to cite primary sources appropriately and to critically analyse primary sources. This is the first step in reading documents that might later be used in research and will encourage students to make quick judgements about the relevance of material. Palaeography and Transcription (Deciphering Handwritten Documents) Geraldine Hunwick (Special Collections) This topic will focus on tips and strategies for deciphering handwritten documents (in English). There will be opportunities to practice transcribing documents from different periods. Manuscript and Print (Editing and Bibliographic Description) Dr Melanie Wood (Special Collections) In this topic, students will learn how to interpret books as material artefacts, how to annotate documents and how to record bibliographic descriptions.

Digital Culture The Body in Cyberspace and the Digital Humanities TBC We will explore some of the theoretical frameworks that help us to explore cyberspace and digital cultures – thinking particularly about embodiment, space, access, and consumption. This topic will introduce key concepts, before offering opportunities for discussion to think about the implications of these concepts for individuals’ use of cyberspace and digital cultures. Design and the Digital Humanities TBC In the second topic, the relationship between Digital Humanities and design research will be discussed with an emphasis on digital creativity. Through an extended example of the development process of a series of archival interfaces and visualisations a set of emerging concerns and directions for Digital Humanities will be outlined including the generative potential of digital archival materials, digital fragility and challenges of distributed and networked resources Collaborative Projects Prof Richard Clay (Arts and Cultures) Digital projects often require collaborative work, building teams from across disciplines and sectors to achieve the desired outcomes. The pre-work and discussion will explore some of the benefits and challenges associated with such modes of work (and share some tips for experiencing more of the former than the latter!). Scholarly Editing Dr James Cummings (English Literature, Language and Linguistics) In this topic the creation of scholarly editions will be introduced with an exploration of how the production of editions in the digital world has changed the requirements for a digital edition to be considered scholarly. The main standard in this area are the Guidelines of the Text Encoding Initiative (TEI), recommendations for encoding digital text from any time period, in any language and

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writing system. This topic will give an overview of the TEI Guidelines and how they might be used to create a scholarly digital edition. Researching Digital Cultural Heritage Dr Areti Galani (Arts and Cultures) This topic focuses on methodological approaches in researching cultural heritage spaces, objects, audiences and practices in the digital realm. Drawing on examples from current research, the session will introduce and critically discuss digital methods for capturing and analysing cultural content and data (e.g. data related to museum collections), as well as studying people's engagement with heritage through digital means (e.g. on social media platforms). The topic will also ask participants to think through 'ethical dilemmas' emerging from the use of digital research approaches in researching heritage and cultural practices.

Qualitative Linguistics

Analysing Spoken Data Prof Steve Walsh (Education, Communication and Language Sciences) This topic looks at alternative approaches for researching audio-visual data, including from research interviews and focus groups. We look at the relative merits and shortcomings of interaction analysis, discourse analysis and conversation analysis and consider some of the practical issues researchers face when collecting and analysing spoken data. Transcription of Spoken Data Prof Paul Seedhouse (Education, Communication and Language Sciences) In this topic we consider how to record and transcribe spoken data. We look at the issues involved, and the choices involved in presenting data and consider practical implications of transcribing extracts of video data. Multimodality in Language Research Dr Spencer Hazel and Dr Adam Brandt (Education, Communication and Language Sciences) This topic considers alternative approaches for researching language and social interaction – including spoken language and other multimodal conduct such as gesture, eye-gaze and the use of other resources from the setting. Research students will be given an opportunity to assess the relative merits of these approaches and consider how a multimodal methodology might be used in their own project. Methodology in Theoretical Linguistic Research Dr Johannes Heim (English Literature, Language and Linguistics) The topic begins with an overview and discussion of the aims and methods of research in formal syntax and comparative syntax. This is followed by discussion of the data that we use in syntactic research, with special attention to the pros and cons of the kind of data we use most, which is acceptability judgments. Finally, there will be some practice (easy, yet ‘for real’) in syntactic analysis of English.

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Concluding Generic Sessions Analysing and Writing-up Qualitative Data and NVivo Taster Professor Janice McLaughlin (Geography, Politics and Sociology) and Dr Jen Tarr (HaSS Faculty) In this topic, Professor McLaughlin will take questions about the challenges and possibilities of analysing and writing up qualitative data, and Dr Tarr will demonstrate how the software package NVivo can aid this process. Dealing with the Pragmatics of Mixed Methods Research Dr Pam Woolner (Education, Communication and Language Sciences) This topic considers both the theoretical and practical challenges of conducting mixed methods research in the social sciences. It will present examples of mixed methods research from a number of disciplines and suggest a resolution of the ‘paradigm problem’ that can be a concern for doctoral students. Using Visual Representations in Research Dr Pam Woolner (Education, Communication and Language Sciences) Should qualitative researchers consider the visual, as well as the verbal or written, aspects of the social world they are investigating? This topic will argue for a recognition of the visual as both data and a means to generate ideas with participants. I will draw on examples from my own work to show how data can be produced and analysed, centred on questioning what these methods add to more traditional approaches. Integrating Different Data Sources Professor Deborah Chambers (Arts and Cultures) PhDs generally involve more than one method of data collection. This can sometimes pose challenges when drawing the information together for overall analysis. This topic examines conventional and new approaches to combining and integrating methods and data. First, it addresses methodological and theoretical triangulation for empirical approaches. Second, it examines the possible benefits of ‘shifting the object of study’ - a useful approach for more conceptual PhDs but also useful for synthesising both types of research approach within one thesis. In the third section, case study examples are used to explain the processes addressed. Looking Back at Qualitative Methods and Critical Enquiry and Ahead to the Assignment Dr Laura Leonardo (HaSS Faculty Office) In this topic, there will be an opportunity to review your learning over the course of the module. The course team will also give advice about how the assessment can be approached.

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HSS8004: Assessment DEADLINE: 16:00 on Wednesday 20 April 2022 Choose at least one of the qualitative methodologies and approaches to critical analysis covered in the module. Within the realm of your planned research, critically assess the value and limitations of the chosen methodology, as well as ethical and/or practical issues resulting from applying this particular methodology. For more information, consult the assignment guidance on Canvas. Please also see the marking rubric in the assessment section of the Canvas module. You should submit your assignment online on Canvas; there is no requirement for a hard copy. This 3000 word assignment is worth 100% of the final module mark.

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HSS8005: Introduction to Quantitative Analysis Key Contact: Dr Jen Tarr (HaSS Faculty Office) Email: jen.tarr@newcastle.ac.uk RDF: A1 Knowledge base B1 Personal qualities A2 Cognitive abilities D1 Working with others Module value: 20 credits Semester: Two This module introduces students to quantitative data analysis in the Social Sciences. It is aimed at students with little or no prior experience in quantitative methods, and will provide practical hands-on training in how to use and interpret these methods, either for your own research or more broadly as part of becoming a well-rounded researcher. The ability to critically evaluate the quantitative data analyses of others is a key focus of the module. The module is split into two parts. After the introductory lecture, the first section, which is six weeks long (topics 1 – 6), provides the foundational knowledge and skills to perform quantitative data analysis. In the second section, students will choose from one of four advanced streams to complete the module. Your choices for section two are: Multivariate Analysis; Longitudinal Analysis; Geographical Information Systems; and Quantitative Linguistics. Module Delivery This module is delivered via blended learning. This means that the bulk of your teaching materials will be delivered online in Canvas, as short videos covering theory, practical skills and practice tasks. There will be weekly quizzes for you to check your learning. These are formative and you can take them as many times as you wish, as they do not count toward your overall mark. Each week there will also be a live question and answer session with the module leader to go over any materials you have not understood. You can submit your questions via Canvas or bring them to the session. These sessions will be recorded so you can return to them later. You will also have a weekly supervised computer lab session to support your learning. **IMPORTANT NOTE: PGR students following the hours based pathway Please be advised that the module runs sequentially, so you can take both section one and one stream from section two if you wish, but you must attend every session within section one and every session within the stream option. You are also welcome to just take section one without attending any of section two. Each topic for section one carries a value of two hours, to make twelve hours for the whole section, and each stream carries a value of six hours. Those with previous experience of quantitative methods should contact the module leader to discuss an appropriate entry point. Introductory Lecture: Overview and Introduction to HSS8005 In this introductory session, you will:

• Find out what quantitative methods can offer, and why it is important to be able to critically evaluate them even if you do not intend to use them in your own work;

• Get an overview of the module, including an orientation to how online materials are used and the preparatory work for each session;

• Learn more about the optional advanced streams; • Have an opportunity to meet the module leader and ask questions.

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Section One: Foundational Knowledge and Skills Section leader: Dr Jen Tarr

Topic 1: Introduction to Statistics and SPSS The aim of this topic is to introduce some of the core features of quantitative data analysis and provide a more detailed overview of the module. Topic 2: Descriptive Statistics and Presenting Data Visually In this topic, you will learn about descriptive statistics: what they are, why and when they are important, how to use and present them, and how to use SPSS to calculate them. You will also learn how interpret and build graphs and plots to visually present data. Topic 3: Sampling, Hypothesis-testing, and Chi-Square This topics introduces some of the theory behind statistical inference. You will learn about sampling techniques, parameters, distribution, hypothesis testing, and confidence intervals. You will also be introduced to your first statistical test – the chi-square test. You will learn how to conduct chi-square tests with SPSS. Topic 4: Comparing Means with t-tests Building on your developing knowledge and skills, topic four covers some of the different ways we can use the t-test to compare means (or average scores). You will learn how to conduct and interpret t-test, and write up your results. By the end of this topic, you will understand which type of test to conduct, and when. Topic 5: Correlation In this topic, you will learn about correlation, when to use it and why, and how to interpret the results of correlation tests. You will also learn how to perform correlation analyses, and write up the results. Topic 6: Introduction to Simple Linear Regression In the final topic, you will be introduced to simple linear regression. This technique builds on correlation studies and will be important for at least two of the four optional streams (multivariate, and longitudinal analysis). You will learn how to conduct, interpret, and write up simple linear regression.

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Section Two: Optional Streams A: Multivariate Techniques Stream leader: Dr Lee Fawcett (Mathematics, Statistics and Physics) Multivariate techniques are statistical procedures in which more than one variable is analysed at a time. By the end of this stream, you should be able to identify, understand, conduct, and interpret appropriate multivariate statistical analyses. B: Geographical Information Systems (GIS) Stream leader: Dr Rachel Carr (Geography, Politics and Sociology) Geographical information systems (GISs) are very powerful and popular tools for undertaking spatial analysis. With GIS, and by utilising data such as Population Census and postcodes in addition to questionnaire survey data, professional maps can be created which can then be used within your research. By the end of this stream, you should be able to start using GIS independently for your own research. C: Quantitative Linguistics Stream leader: Dr Nick Riches (Education, Communication and Language Sciences) The Quantitative linguistics stream is designed for linguists of all kinds who would like to understand the basic underpinnings of statistical methods better. In this stream the use of statistics in linguistic research is explored by considering why statistics are useful and how to interpret statistics within these disciplines. D: Longitudinal Analysis Stream leader: Dr Steve Humble (Education, Communication and Language Sciences) Many areas of our societies, culture, and environment change over time, such as; population, health, food supply and habits, etc. Social policy impacts on all of these areas, such as education, housing, etc., leading to many other myriad areas of change. Longitudinal analysis enables us to see these changes and measure impact over time. This stream describes the techniques for managing these problems and the inevitably larger data sets, as well as providing a tool kit of different analysis techniques. By the end of this stream, you should be able to identify, understand, conduct, and interpret appropriate longitudinal statistical analyses.

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HSS8005: Assessments Assessment One: Report DEADLINE: 16:00 on Wednesday 11 May 2022 You will be asked to write a 3000 word report in one of the following formats:

a) Choose a research question and a pre-existing dataset that is publicly available. Demonstrate your statistical knowledge by identifying and performing appropriate tests in SPSS to address your research question. Your report should show the results of these tests and describe how they were obtained and what they mean in relation to your research question. You should also include a section critically evaluating the dataset and your methods, suggesting where the weaknesses are and what could be done differently in future research. This assessment is recommended if you are thinking of using quantitative methods in your own research.

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b) Write a report in which you will address a research question. You will be asked to use your quantitative data analysis knowledge and skills in order to identify and conduct appropriate tests, and interpret the results of these tests. compare and contrast the results of two academic papers on a topic of your choice, which use statistical tests we have covered in this module. You will need to show that you understand the tests that were used, and can identify the strengths and weaknesses in how the papers are written, in terms of their research questions;, operationalisation of variables, and interpretation of findings. This assessment is recommended if you are not thinking of using quantitative methods in your own work, but want to demonstrate your ability to understand and critically interpret them.

This assessment is worth 55% of the module. Assessment two: Stream Assignment Deadline: 16:00 on Wednesday 11 May 2021 This assignment will vary according to your stream choice. It will likely be some form of essay (No more than 1500 words). This assessment is worth 45% of the module. You can find the assessment criteria for the two assessments available in the course area on Canvas. Please note that you will be asked to submit your assignments to two different submission boxes on Canvas; there is no requirement for a hard copy for either assignment.

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HSS8044: Working with Qualitative Methods: The Imagined Example Key Contact: Dr Laura Leonardo (HaSS Faculty Office) Email: laura.leonardo@newcastle.ac.uk RDF: A1 Knowledge base C1 Professional conduct A2 Cognitive abilities D2 Communication and dissemination Module value: 20 credits Semester: Two NOTE: HSS8044 is only available for students who have chosen it as their optional module on the Postgraduate Certificate in Research Training. This self-paced module allows you to immerse with qualitative research without the emotional commitment of discussing your research. With a focus on imaginary examples, you will:

• Think about your methodologies without relying on secondary criticism or received opinion. You will work on the examples as if for the first time and will be required to demonstrate a full understanding of the approach you choose.

• Be encouraged to be more self-aware/self-reflexive when drafting your portfolio. • Be put on equal footing against all students on the module. It is interesting for all of us if we

do not get caught up in discussion of specific areas of subject knowledge that are only relevant or of interest to a few individuals. Your example will be new to everyone, and allow you to explain it in terms everyone can engage with – regardless of subject specific areas.

Please remember that using your own research (or something extremely similar to it!) is not a viable choice throughout this module. HSS8004 Module As outlined in the HSS8004: Qualitative Methodology in the Arts, Humanities and Social Sciences module description (p.37 ), you should ensure you attend three options for this module, as well as the introductory and concluding sessions. Module Delivery After an introductory meeting with the module leader, you will devise, research and write your assessment independently but you can rely on the module leader for advice throughout and on a needs basis. A few weeks after the introductory meeting, you will be asked to submit your chosen title and methodologies to the module leader by 16:00 on Wednesday 23 February 2022. Once these are approved, you can begin to work on your assignments. Further information will be communicated to you via email. **IMPORTANT NOTE: PGR students following the hours based pathway Due to the nature of this module in how it is delivered and assessed, it is not possible to accrue any training hours. Only students who are registered on the PG Cert in Research Training and choose it as their optional module can attend.

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HSS8044: Assessments Assessment one: Portfolio DEADLINE: 16:00 on Wednesday 27 April 2022 In 2500 words, write a portfolio including detailed analysis of your imagined example using two identified research methodologies appropriate to the study of your field. You should make it clear what kind of approach you are using, and demonstrate that you are familiar with the implications raised by your particular methodology. You should also explore how this methodology influences your readings. When choosing a second methodology, you are strongly advised to select one that contrasts your first choice in order to clearly focus on the differences. This assessment is worth 70% of the module. Assessment two: Presentation DEADLINE: Tuesday 3 May 2022, 10:00-12:00, location TBC Following the submission of your portfolio, you will be asked to present your research to your fellow students, where you will evaluate the benefits of your two chosen research methodologies. This presentation should not be more than 10 minutes long, will be followed by questions, and should:

• Contain a brief description of your imagined example; • Outline the two research methodologies from your portfolio; • Comparatively evaluate the methodologies in terms of their benefits; • Discuss other relevant issues that might affect your approach to the material.

This assessment is worth 30% of the module. 5% of this mark will be from anonymous peer-review, so you are expected to engage with each other’s work. Please also see the marking rubrics in the assessment section of the Canvas module. You should submit your portfolio online on Canvas; there is no requirement for a hard copy.

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Thinking Theories and Methods Academic specialists explore how a particular thinker, theoretical approach, method or methodology has informed their personal research. The variety and breadth of the talks is aimed at reflecting the richness of the ways in which researchers in our Faculty engage with their subject matter. Key contact: Laura Leonardo (HaSS Faculty Office) RDF: A1 Knowledge base A2 Cognitive abilities Hours: Each session carries a value of 2 hours Writing an Anti-Colonial, Anti-Racist Dissertation Dr Tina Sikka (Arts and Cultures) Equality, Diversity and Inclusion (EDI), anti-racist, and anti-colonial objectives are important elements of good teaching practice, research, and scholarship. While staff have numerous resources and guides, less is available to PGRs wanting to ensure their own work is reflective of these objectives. This class will take students through some of the major principles of EDI, anti-racist, and anti-colonial research practices specifically with respect to how they can be concretely integrated into thesis writing. Using Theory or Making Sense Dr Raksha Pande (Geography, Politics and Sociology) This session focuses on understanding the role of theory in social research. It will include reflections on where, when and how to use theory in the research process. Actor Network Theory Dr Ian Biddle (HaSS PG Dean) Bruno Latour, one of the leading proponents of Actor-Network Theory (ANT) writes that networks are ‘simultaneously real, like nature, narrated, like discourse, and collective, likes society’. ANT is a material- semiotic approach that attempts to redress what it sees as a mistaken distinction between the social and the material by focussing not on things-in-themselves, but on the way that elements of these objects are tied together. This lecture draws on two of Latour’s most significant contributions, We Have Never Been Modern and Reassembling the Social, to outline some of the key concepts of ANT and to discuss their implications for researchers across the disciplines. Phenomenology Prof David Clarke (Arts and Cultures) Phenomenology is a school of philosophy founded at the turn of the twentieth century that has been hugely influential not only on European and Anglo-American philosophy, but also across the arts and humanities. Broadly speaking, phenomenology is a method that seeks to place lived human experience, rather than abstract concepts, at the centre of any theoretical model. It has enjoyed a recent resurgence in the study of consciousness and subjectivity – something in which arguably all students of the arts and humanities have a particular stake. In this session I will outline key concepts from phenomenology, not least from its founder, Edmund Husserl, but also from later generations of phenomenologists. There will then be an opportunity for everyone to explore how of these ideas might apply to their own areas of study. Feminisms Dr Orly Siow (Geography, Politics and Sociology) This session first introduces different ways of thinking about the history of feminist thought, before thinking about the links between feminist theory, knowledge and activism. We will examine the

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range of approaches taken to knowledge within different strands of feminism. We will then consider how these different approaches to knowledge are linked to political practice. Foucault Dr Ian Biddle (Arts and Cultures) In this lecture we explore the key conceptual tenets of Foucault's critique of positivism, his analysis of power (in his so-called 'genealogy' period) and his contribution to a theory of biopower. We will concentrate our analysis in particular on two texts: Discipline and Punish (1975) and A History of Sexuality Volume 1 (1976). Pierre Bourdieu Prof Charles Harvey (Director: Centre for Research on Entrepreneurship, Wealth and Philanthropy) Pierre Bourdieu is one of the most influential critical theorists of the modern age. His ideas on the nature and sources of power, domination and social stratification have impacted widely across the humanities and social sciences. In this session, we consider each of the main dimensions of his theoretical schema - field theory, habitus, capital theory and reflexivity - and the interrelations between them. A series of conceptual models are also presented which abstract and to some degree extend Bourdieu's original theoretical position. Arts-Led Research Methods Dr Charlotte Veal (Architecture, Planning and Landscape) The aim of this interactive session is to explore the use of arts-led methods to mediate interactions and build understandings within arts & humanities/social science research. The workshop will introduce arts-based methods and how these techniques are being used alongside more conventional research methods (i.e. as mixed-methods). It focuses on different types of creativity/artful prompts and the processes associated with them; how they can be used within data collection, analysis, and presentation stages of the doctorate process. We will explore the full life cycle of arts-led research methods (including entering the field, recording the field, and evaluating the field). The session aims to raise the profile of artful or creative methodology and build capacity in the effective use of this advancing field. We will draw on case studies within interdisciplinary studies on cities, geopolitics, microbial life, and beyond. The session is open to all PhD students whether on practice-led or more ‘traditional’ PhD programmes. Post-Structuralism Dr Michael Lewis (Philosophical Studies) The structuralist revolution at the turn of the 20th Century, first in linguistics, and then in anthropology allowed the human sciences to attain a rigor equal to that of natural sciences. The humanities could for the first time understand themselves as ‘exact sciences’. Ferdinand de Saussure, in many ways the founder of ‘Structural Linguistics’, demonstrated that a language system may be understood as a system or ‘structure’ in which each element within that structure could be understood in terms of its differences from and relations to all of the other elements within the same structure. He proposed in turn, the theory of semiology , which attempted to understand all human cultural phenomena as ‘signs’, and hence as akin to language. Thus, thanks to the systematic exactness of his structural linguistics, all human sciences, understood as semiologies, could achieve a similar level of strictness. In the 1960’s, if not before, and particularly thanks to the work of French philosophers, especially Jacques Derrida, certain problems with the structuralist project began to reveal themselves, in particular to do with the way in which the linguistic structure sought to centre and totalise itself, in order that the elements within that structure could attain a stable ‘value’ and hence an unambiguous ‘meaning’ (or ‘signification’). We shall attempt to investigate just what these

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problems were, and the repercussions that they have for the structuralist project that proved so fruitful for the humanities. Intertextuality: The Art of Connecting Prof Beate Muller (Modern Languages) This session will introduce students to the concept of intertextuality, i.e. the study of relations between texts or other cultural products such as films, images, musical pieces, or art works. Much of arts and humanities research ultimately engages with the formation, development and demise of traditions. This process would not be possible without intertextual references and relations such as afforded by quotations, imitations, variations or allusions. Traditionally, scholars have tried to describe the various ways in which one text can refer to another. More recently, such taxonomic endeavours have given way to more radical critiques of how texts relate to other texts, and what their intertextuality means for original creation, authenticity, and authorship. Harold Bloom famously spoke of the 'anxiety of influence' as motivating creative innovation, the Russian Formalists saw defamiliarization of the familiar as the driving force behind the 'evolution' of culture, and Mikhail Bakhtin's notions of literary carnivalization, dialogism and polyphony as constituents of the modern literary text were developed by Julia Kristeva into a radical understanding of intertextuality that denies the possibility of true originality, as 'any text is constructed as a mosaic of quotations'. After a lecture on the history of scholarship on and forms of intertextuality, examples from a wide range of genres will be discussed in order to explore how useful a concept intertextuality can be for postgraduate research. Textual Editing Prof Michael Rossington (English Literature, Language and Linguistics) Scholarly editions of texts, and the archival research necessary to produce them, are fundamental to research in the Humanities. This session will explore the meanings of the phrase 'textual editing' and some of the conceptual thinking that has underpinned this discipline in literary studies since the nineteenth century. There will be a particular emphasis on the study of manuscripts and early print editions. Psychoanalysis: Drive and Desire Dr Stephen Overy (Philosophical Studies) Psychoanalytic approaches are increasingly popular tools for understanding the conditions in which production takes place. The session will introduce Freud, Lacan, and Deleuze and consider how their theories of the unconscious can be deployed to read a number of different 'texts'. Resilience and Complex Systems Theory Prof Simin Davoudi (Architecture, Planning and Landscape) We live in challenging times with a heightened sense of uncertainty and constant reminders of the unpredictability of what might be lurking around the corner. Among the prescribed remedies for dealing with such a state of flux, the one that has gained a growing political currency is ‘resilience’. Advocated by ecologists, psychologists and disaster specialists, resilience is increasingly colonising multiple arenas of public policy. Resilience is everywhere and in danger of becoming an empty signifier. In this lecture I will first, shed some light on this slippery concept and unpack its three fundamentally different meanings; second, highlight the normative implications of translating resilience from ecology to society; and third, argue that it is a specific interpretation of resilience which is increasingly co-opted into, and reinforced by, contemporary policy; one which is ideologically in tune with the neoliberal understanding of freedom, responsibility and self-reliance. Its aim is to maintain the status quo rather than cease the transformative opportunities that emerge from complexity, uncertainty and contingency.

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Queer Theory Dr Stephen Seely (Geography, Politics and Sociology) What is queer theory? How can it be applied in the study of humanities, arts and social sciences? This introductory session looks into the emergence of queer theory out of feminist and LGBT studies and provides some pointers for students interested in the analytical concepts and methods that have been used in different ways by researchers in a wide range of disciplines. The presenter will be drawing upon his experiences of applying queer theory to his own research on global sexual politics. Historiography TBC Historiography is the study of how history is constituted as a discipline and how historians have written their history. However, historiography is also about our sense of ‘haunting’, of the past in the present, of futures that never were, and of injustices that lurk in the background. This lecture will discuss the historiography of ghosts and spiritualism from the eighteenth to the twentieth centuries and also introduce some of the key methodological developments in the ‘spectral turn’ in the humanities. Medical Humanities Dr Anne Whitehead (English Literature, Language and Linguistics) and Dr Vicky Long (History, Classics and Archaeology) Medical humanities is a ‘buzzword’ in the arts and humanities, but what is the field that it describes? In this session we will respond to this question and then think together about some of the challenges and opportunities that such a field opens up to the researcher. How can one work productively across medical science and the arts and humanities, and what might this entail in terms of how we conceive of research, what questions we might ask, and how we train the researchers of the future? Knowledge Construction in Cultural Organisations Prof Chris Whitehead (Arts and Cultures) In this session we explore some key tenets of social constructionism, focusing on the ways in which cultural institutions such as museums construct knowledge. We look at key concepts of knowledge, institutional techniques of establishing ‘reality’, ‘truth’ and ‘value’, how divisions within knowledge are effected and the politics of knowledge construction. Postcolonialism Prof Neelam Srivastava (English Literature, Language and Linguistics) In this lecture, we explore postcolonial theory as a critical approach that focuses on the ways in which the power relationships between colonizer and colonized in the colony (and between elites and subalterns in the post-colony) can shape our interpretation of cultural production and social discourses. Max Weber's Concept of 'Intellectual Integrity' Dr Miriam Baldwin (Philosophical Studies) The idea of ‘intellectual integrity’ carries contemporary resonance. It is an implicit value of academic endeavour. But what are the epistemic and methodological foundations for a viable theory of ‘intellectual integrity’? Miriam Baldwin’s talk tries to answer some of these questions by focussing on Max Weber’s concept of ‘intellectual integrity’ through his methodological writings and with reference to ‘Science as a Vocation and ‘Politics as a Vocation’.

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Bibliography Crunching and Mining in Textual Research Prof Francis Jones (Modern Languages) Research into written text (e.g. in literature or translation studies) is often based on case studies of one or very few books, authors or translators – which makes it hard to identify generalisable patterns. Here we will discuss the setting up and analysis of simple Excel-based bibliographic databases. These can identify larger patterns in a corpus of published works, and quantify them. Patterns might be e.g. networks of cooperation between authors/publishers/translators, or ideological stances expressed in prefaces or in the text itself. A second stage of analysis would then mine the database to identify example case studies to be explored qualitatively. I’ll illustrate this with my own research into poetry translations, but the methods should be applicable to other disciplines that analyse texts. The Expanded Field of Architectural Research Prof Prue Chiles and Dr Edward Wainwright (Architecture, Planning and Landscape) “Practice, theory and criticism are still seen as distinct although they increasingly cross- reference each other” (J.Rendell, Architectural Research Quarterly, 2005). Some qualities of architectural research that we will unpick:

• Processes that led to the object and to interrogate the life of the object after its completion. • Research as ”systematic inquiry whose goal is communicable knowledge.” • A critical practice can be defined in terms of self-reflectivity and the desire to change the

world (Raymond Geuss/Rendell -after Marx) • A project and a text - drawn, filmed, modelled or built that share a productive relationship. • Research in the unusual collaborations and relationships- created new partnerships and

communication between all parties is a critical and exploratory process. • Using narrative as a catalyst for operation • Transformation through a process of co-operation and participation and interdisciplinary

working Non-Representational Theory Dr Charlotte Veal (Architecture, Planning and Landscape) Non-representational theory (NRT) is an approach to thinking that emerged during the 1990s and early 2000s, and gained much scholarly attention throughout the social-sciences, and in more recent years, arts and humanities disciplines. Its pioneer, Nigel Thrift, writes that non-representational theory is concerned with those forces that are ‘fleeting, ephemeral, not quite subjective, diffused, distributed and difficult to grasp’. NRT challenges those using social theory to go beyond representational ways of thinking and focus on embodied experiences, to prioritise that which happens before “conscious reflective thought”, and to broaden and deepen our understanding of the epistemological vehicles through which knowledge is obtained. In this session I will outline key concepts (including practice, the multi-sensual, non-human/multi-species, and happenings) from NRT, not least from its founder, Nigel Thrift, but also from later generations of non-representational or more-than-representational thinkers.

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Digital Methods In light of the increased interest in online research precipitated by the COVID-19 pandemic, these workshops will introduce some tools for exploring online environments. The focus is primarily on qualitative tools as these are accessible to most users without advanced knowledge. Sessions will come with a reading list highlighting key references in the area, and there will be practical demonstrations and/or exercises in most weeks. For most sessions, it will be helpful if you are familiar with qualitative methods more generally, but no specific experience is required. Key contact: Jen Tarr (HaSS Faculty Office) RDF: A1 Knowledge base A2 Cognitive abilities B3 Professional and Career development Hours: Each session carries a value of 2 hours Using Social Media Data in Qualitative Research Dr Jen Tarr (HaSS Faculty Office) This workshop will give an overview of some key ways of using social media data qualitatively: through trace interviews, social media ethnography and/or analysis of found data. We will discuss the affordances and limitations of different platforms, and the ethics of doing research on and through social media. A practical exercise will be given for discussion in the second half of the session. Qualitative Analysis of Digital Content: Text, Images and Sound Dr Jen Tarr (HaSS Faculty Office) This session will discuss methods for analysing digital content, which often differs from traditional text-based data because of visual, sonic, and movement properties as well as links to other content. The tools of multimodal analysis will be introduced and outlined, and a practical analysis task will be set for the second half of the session. Previous experience of analysing qualitative data will be helpful. Mobile and Self-Tracking Methods Dr Jen Tarr (HaSS Faculty Office) There has been increasing interest in the use of mobile devices for research. This session will introduce the range of methods that have arisen to use mobile devices, through experience sampling, life logging and self-tracking through apps, photo and video elicitation, among others. It will highlight the possibilities and limits of these approaches, in particular in relation to generating large quantities of ‘thin’ data. Please have a mobile device with you for the practical, second part of the session. Interviewing in Online Contexts: From Video to Text-Based Chat Dr Jen Tarr (HaSS Faculty Office) In this session, the focus will be on how to do interviews in an online context. It will examine what differs from traditional face to face interaction and in what contexts you may want to use different platforms, from video calling to email or text-based chat software. The second part of the session will provide an opportunity to practise interviewing in different ways.

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NVivo 12 Key Contact: Dr Jen Tarr (HaSS Faculty Office) RDF: A1 Knowledge base C2 Research management A2 Cognitive abilities Hours: 6 (Claim through ‘Extra Hours’ tab on workshops) NVivo is a software package that enables you to manage qualitative data. It can be used to organise literature reviews as well as for qualitative and mixed-methods project management. While the programme does not perform the analysis for you, it is an excellent way of quickly coding, accessing and answering questions about your data. A wide variety of data, from text and pdfs to images and video can be imported and coded. NVivo training is provided via a set of online videos on a dedicated Canvas site. You will work through these videos at your own pace. At the end of the videos you can take a brief assessment to check your knowledge and understanding. Following this, you can claim the hours using the ‘Extra Hours’ tab. Once you have worked through the videos and have a basic working knowledge of NVivo, we offer regular NVivo surgery hours staffed by experienced teaching assistants who can answer your specific questions about your project. These are provided for assistance and do not accrue training hours. We offer three time slots per hour on a specific day. You can book your place on the workshops booking system: https://workshops.ncl.ac.uk/

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Advanced Training Please note that these sessions are not bookable through the workshops booking systems. You will receive an email with instructions on how to book in due course. Doing International Fieldwork in Development Contexts Dr Raksha Pande (Geography, Politics and Sociology) and Zara Babakordi (PGR - Geography, Politics and Sociology) RDF: C1 Professional conduct C2 Research management Hours: 12 NOTE: Open to PhD students only. This session consists of two workshops (both compulsory), where you will go through the practical and epistemological aspects of doing fieldwork in a development context. By the end of the workshops you will hopefully:

• Develop a critical understanding of the scope and limits of field research; • Better appreciate the ethical issues involved in development research; • Learn about the practical aspects of planning your fieldwork; • Become aware of the trials and tribulation of conducting long term fieldwork in new

settings; • Learn how to cope with the above through the testimonies of people who have successfully

conducted fieldwork in different parts of the world. Visually Mediated Research: Using Visual Methods in the Social Sciences Dr Pam Woolner (Education, Communication and Language Sciences) RDF: A1 Knowledge base Hours: 12 NOTE: Open to PhD students only. The main aim of this advanced training is to focus on the use of visual methods to mediate interactions and build understandings within social science research. We will focus on different types of visual prompts and the processes associated with them; how they can be used within data collection, analysis and presentation stages of the research process. We aim to raise the profile of visual methodology and build capacity across the social sciences in the effective use of this advancing field. These aims will be achieved through a two day training event, which will involve contributions from a variety of researchers who use visual activities and methods, focusing explicitly on different aspects of data collection, ethics, synthesis, analysis and dissemination. These sessions will draw on diverse examples from presenters' research, locating the process of 'visually mediated encounters', and the data generated, within visual research methodology and social science epistemology. This training will provide jargon free exemplars of sufficient critical insight, both theoretical and practical, to engage and inspire participants from across the social sciences to adapt high quality visual methods to their particular research situation. There will be opportunities for participants to undertake practical application of the theory in workshop sessions using a variety of qualitative and quantitative based visual approaches to data generation, analysis and communication.

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Adventures in R Dr Nick Riches and Dr Lauren Ackerman (Education, Communication and Language Sciences) RDF: A1 Knowledge base B1 Personal qualities A2 Cognitive abilities D1 Working with others A3 Creativity D2 Communication and dissemination Hours: 12 NOTE: Open to students who have attended the sessions run as part of the HSS8005: Introduction to Quantitative Analysis module. These workshops introduce students to the R programming language. R is rapidly becoming pre-eminent in quantitative research, both in academia and in the data science industry due its computing power and extensibility (https://stackoverflow.blog/2017/10/10/impressive-growth-r/). The course will cover:

• Introduction to R basics, and the RStudio programming environment • Use of R to manipulate and summarise data (using the “tidyverse” package) • Use of R to make basic plots and visualisations (using “ggplot”) • Use of R to run regression models • Use of RMarkdown to create automatic reports of findings.

It is assumed that attendees will have a basic knowledge of R, which can be gained from completing pre-workshop exercises at https://verbingnouns.github.io/AdventuresInR/, and we are also assuming a basic knowledge of statistics, e.g. simple regression models. Attendees will need to bring laptops, with the latest versions of R and RStudio installed. The aim of the course is to provide attendees with sufficient skills/knowledge to begin analysing data in R, and to learn new techniques appropriate to their particular field. However, it is not intended to cover advanced statistical techniques.

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Researcher Development Special Interest Sessions for Research Management

Communicating Your Research Professional Development

Wellbeing4all Dedicated Sessions for Part-time Research Students

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Special Interest Sessions for Research Management These optional sessions follow on from Managing a PhD, and aim at enriching your experience as an early stage researcher. We think they will really help in the planning stages of your research, so please feel free to attend as many as you like! An Introduction to Research Data Planning Dr Chris Emmerson (Research Data Service) RDF: A1 Knowledge base C2 Research management A3 Creativity Hours: 2 Data management planning of some form has been accepted good practice for many years as a means to ensure that data outputs are managed appropriately. This helps to ensure they are discoverable, reusable and preserved, or conversely – in the case of sensitive data – to be kept under wraps. The production of data management plans (DMPs) is mandated by an increasing number of funders worldwide. This session will outline research data management planning. Presenting the range of activities, roles and tools that should be considered when planning, creating and curating research data. Coping with the "Research Context" - Reviewing Literature in the Arts and Humanities Dr Sarah Leahy (Modern Languages) RDF: A1 Knowledge base D2 Communication and dissemination Hours: 2 This session is aimed at Arts and Humanities students, and explores:

• The function of a literature review in the arts and humanities; • Summarizing the research context and relating it to your own project; • Writing critically; • How to relate this chapter to the rest of the thesis.

Effectiveness in Doctoral Research and Supervision Prof Charles Harvey (Director: Centre for Research on Entrepreneurship, Wealth and Philanthropy) RDF: A1 Knowledge base B1 Personal qualities Hours: 2 This workshop is concerned with the pragmatics of doctoral research. The aim is to demonstrate the main factors that contribute to the presentation of a successful doctoral thesis within the specified time limits for full-time or part-time study. A number of thinking tools are put forward that large numbers of students in the humanities and social sciences have found valuable over the past decade. A model thesis structure is offered and the logic underpinning it considered. The workshop is targeted at doctoral students who have some knowledge and experience of alternative methodologies and research methods, but who have yet to embark on full-scale doctoral level fieldwork. The anticipated learning outcomes are fivefold:

• Understanding of what a doctoral thesis is and how it is constructed • A set of norms for a successful thesis • Insights into what makes for an excellent thesis • Practical knowledge of how to locate a thesis within appropriate literature • Appreciation of the pivotal nature of research design to project based research

Recommendations are made about how to form productive relations between research students and members of his or her supervisory team.

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Analysing Qualitative Data Prof Liz Todd (Director: Newcastle University Institute for Social Science) RDF: A1 Knowledge base C2 Research management C1 Professional conduct Hours: 2 This session will discuss ways of analysing qualitative data after it has been collected in the field. Practical suggestions will be made to help PhD students cope with the analysis process, and there will be plenty of time for discussion and comments from participants. Issues in Translating Texts and Data Dr Laura Leonardo (HaSS Faculty Office) RDF: A1 Knowledge base Hours: 2 Do you work with texts in a language other than English? Is your fieldwork conducted in a language other than English? If English is not your native language, or if you are a native English speaker but you need to go abroad for conferences, courses or fieldwork, this is for you. In this hands-on session, we will:

• Reflect on translation as a product but also – and mainly – as a process; • Look at various aspects of a text and its impact on our translation choices; • Gather some tips to tackle all the translating issues your research might present.

Writing a Successful Thesis for the Social Sciences Prof Paul Seedhouse, (Education, Communication and Language Sciences) RDF: A1 Knowledge base D2 Communication and dissemination Hours: 2 This session is aimed at Social Science students, and explores:

• How to write from the perspective of the reader, signpost and construct a narrative; • How to develop a strong thesis or central argument; • How to organise the chapters in the thesis; • What to put in each chapter; • How the chapters relate to each other; • How to organise the abstract, table of contents and appendices.

Workshop - The Literature Review: Critical Writing, Critical Reading Writing Development Centre RDF: A1 Knowledge base B2 Self-management A2 Cognitive abilities C2 Research management A3 Creativity Hours: 1 Researching for a PGR degree means that you will need to really develop your approaches to critical reading and critical writing to the highest level. You’ll need to be able to evaluate existing scholarship as a basis for your own and position your contribution authoritatively in the literature. What might that mean and how do you do it? This interactive, practical workshop will give you the opportunity to explore and practice strategies and discuss their application through looking at example texts with our friendly, knowledgeable Writing Development Centre Tutors.

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The Literature Review: In Discussion with the WDC Writing Development Centre RDF: A1 Knowledge base B2 Self-management A2 Cognitive abilities C2 Research management Hours: 1 Join our Writing Development tutors for a live online Q&A session where we answer your queries and share our expertise on writing and conducting a literature review. We’ve got lots of advice to offer, but this is your opportunity to direct the discussion by posing your own questions and comments in the chat or on mic, so the session is guided by the needs of you, the audience! We’ll be discussing a variety of topics such as mapping the literature, reading and note-taking strategies, structuring the literature review, critical writing and, of course, answering any questions or issues you might have about literature reviews. You’re free to just listen in or post us a question in the chat if there’s something you’d like us to address, explain or advise on.

• Live on Zoom • Pose your questions in the chat or on mic • Benefit from the advice and insight of two of our knowledgeable and friendly tutors

Preparing for the Progress Review Panel Dr Laura Leonardo (HaSS Faculty) RDF: C2 Research management Hours: 2 This session will help you prepare for your Annual Progress Review Panel and offer insights into how you could get the most out of it. As a researcher, you will already know the value of accurate records and regular reflection for high quality research output. The same is true for meaningful self-development and successful career progression, including the Progress Review. The early stages of a PhD are a steep learning curve for most so how do you ensure that you capture your learning experiences and prepare effectively for your Progress Review?

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Communicating Your Research These sessions support your preparation for both the First Year Research Conference and the HaSS Annual Postgraduate Research Showcase. You are strongly encouraged to attend as many as possible. Peer Reviewing for Academic Journals Editorial Board of ARECLS, Annual Review of Education, Communication, and Language Sciences RDF: D2 Communication and dissemination Hours: 2 Editors talk you through the peer-review process, which is a fundamental component of maintaining academic integrity in publishing. By the end of this session, you will be able to recognise what to look for in a publishable paper, evaluate argumentative and stylistic strengths and weaknesses in an academic paper, formulate constructive feedback for the author and provide appropriate advice to editors. NOTE: The workshop will run twice; please attend one. Presentation Skills Dr Laura Leonardo (HaSS Faculty Office) TBC Using Posters for Academic Research Dr Laura Leonardo (HaSS Faculty Office) TBC Photoshop Basics for Designing Academic Posters TBC RDF: A1 Knowledge base D2 Communication and dissemination B1 Personal qualities Hours: 3 You will learn the key features of Adobe Photoshop for designing academic posters, logos and understanding design technique. It is recommended for those who want to create eye-catching posters and attractive designs, or want to learn the basics of Photoshop. By the end of the session, you will understand the interface and basic tools of Photoshop.

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Professional Development Employers value certain professional skills across a wide range of sectors. The range of sessions below are diverse, from careers sessions to digital skills, from language training to teaching training, and from time management to communicating your research to a non-specialise audience. You are strongly encouraged to engage with as many of these as possible, as they provide evidence of transferable skills. Introduction to Learning and Teaching in Higher Education (ILTHE) Emma McCulloch (LTDS) RDF: A1 Knowledge base D1 Working with others B1 Personal qualities D3 Engagement and impact B2 Self-management Hours: 12 (Claim through ‘Extra Hours’ tab on workshops) If you intend to carry out teaching (e.g. seminars or demonstrating) for the university, the blended learning ILTHE workshop offered by LTDS is compulsory. ILTHE is the minimum required training for teaching for part-time and postgraduate teachers at Newcastle University. It consists of online learning materials and two online workshops. The online learning materials are available via Canvas and must be completed before undertaking workshops one and two, which are to be attended in sequential order. The interactive workshops provide an opportunity for those with no or very limited teaching experience to explore some of the main ideas and issues relating to learning and teaching in Higher Education in a supportive environment. It aims to provide participants with the necessary practical skills and knowledge to enable them to begin teaching and supporting learning at Newcastle University with confidence and enthusiasm. The Canvas online material should be worked through first. There are also two online workshops and both need to be attended in sequential order to complete ILTHE:

1. Introduction to Learning and Teaching 2. Marking and Feedback

Once completed, ILTHE will make participants eligible to lead small group teaching or demonstrating at Newcastle University. You are expected to actively engage in activities and discussions on a number of topics, including:

• Your role in teaching students • Developing and understanding student learning and the diversity of student needs • Teaching small groups, and using questioning and discussion • The skills of demonstrating and supporting students’ learning in laboratories • Some principles of assessing learning • Using e-learning technologies to enhance teaching • Ideas for evaluating and enhancing your teaching

To access the pre-work on Canvas, please see below: Use this self-enrol link to Canvas or copy and paste: https://ncl.instructure.com/enroll/76D8XC

• Log in using your Newcastle University credentials • Click the ‘Enrol in the Course’ button • Introduction to Learning and Teaching in Higher Education should now appear in your list of

courses (this list is accessed through the ‘Courses’ tab in the left-hand sidebar) • If you find that you are unable to logon to Canvas, then please contact IT helpdesk and they

will be able to advise you further

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To sign up for workshops one and two, you will need to log onto the workshops booking system: https://workshops.ncl.ac.uk/. You will find ILTHE under the ‘Academic Development’ section on the home page. Please let the ILTHE team know ASAP if you have any individual needs regarding access, mobility, communication or workshop materials. If you have a Student Support Plan (SSP) from the Student Wellbeing Service which identifies one of more specific learning difficulties it would be helpful to inform the team, and provide your consent for them to talk to Student Wellbeing about your circumstances. NOTE: You must complete the online learning on Canvas in the Introduction to Learning and Teaching Canvas module before attending the workshops. Please contact apt.lts@newcastle.ac.uk with any queries. Postgraduates Who Teach: Applying for Recognition as an Associate Fellow of the HEA Through the Evidencing Learning and Teaching Skills (ELTS) Scheme Chris Whiting (LTDS) RDF: A1 Knowledge base B3 Professional and career development A2 Cognitive abilities D3 Engagement and impact B1 Personal qualities Hours: 2 Are you interested in teaching as a way of developing your skills portfolio? Do you teach at Newcastle University already? Will you be teaching here in the near future? Have you already completed the blended learning ILTHE workshop and are looking for further opportunities in relation to learning and teaching? If so, you should attend and consider applying for recognition as an Associate Fellow of the Higher Education Academy via ELTS. This session is for postgraduates who teach that want to know more about ELTS and the support available and process involved in applying. This session aims to:

• Outline why developing teaching skills and gaining HEA recognition could be important for you in this and other contexts;

• Provide an overview of ELTS; • Outline the entry requirements & application process; • Provide links to other training and development opportunities.

During the session, you will be asked to participate in a couple of activities, which aim to give you a ‘taster’ of the type of activities you would be expected to do if you choose to apply for recognition as an Associate Fellow of the Higher Education Academy through ELTS. If you are interested in taking part in ELTS, please complete the following form. You must have your supervisor’s permission. Once your application has been reviewed you will be notified with details and when your workshops are scheduled. Please contact apt.lts@newcastle.ac.uk with any queries.

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Charter for the Community Dr Jen Tarr (HaSS Faculty Office) RDF: C1 Professional Conduct D1 Working with Others D3 Engagement and Impact Hours: 2 You will also be able to claim ‘Extra Hours’ for working on the charter beyond these sessions As part of our ongoing Strategic Review, we aim to develop a set of guidelines for the HaSS PGR Community, which will act as guidance for staff contributors to the programme as well as students, and will set out our commitment to equity, diversity and inclusion, particularly principles of anti-racism and decolonising the curriculum. In this session, we will work together in groups to establish our priorities: what do you want to see from us? From programme contributors? From each other? You are welcome to bring along ideas and examples from other group charters or community guidelines you may be aware of. We anticipate that discussions will take longer than one session and will allocate additional training hours to students who work further on the charter outside this session. It is also fine to attend the session as a one-off. These sessions will be democratic spaces for discussion, and we recognise that there may be disagreements. We anticipate that you will be respectful and considerate of those with different backgrounds, be willing to take a step back when needed, and not dispute the lived experience of others. All are welcome, and we particularly encourage students from historically underrepresented/under resourced groups to take part. NOTE: This workshop will run twice; please attend one. Academic Time Management Dr Jen Tarr (HaSS Faculty Office) RDF: A2 Cognitive Abilities B2 Self Management B3 Professional and Career Development Hours: 2 Doing a PhD is about more than just writing a thesis, and it can be a challenge to balance many competing demands. This session aims to give you the skills to organise and prioritise your time, which is a crucial skill for academic success. It will provide strategies for dealing with conflicting priorities, managing interruptions and finding time to progress on larger tasks, particularly research and writing. The session will be useful for Stage One students who are just beginning their studies, but also for later stage students and ECRs who are feeling overwhelmed by multiple demands on their time. The session will emphasise the value of taking breaks and resting for productivity, and show that longer hours do not necessarily increase the quantity or quality of your work. Time Management on a Budget: Doing a PhD in 40h/week or Less Dr Jen Tarr (HaSS Faculty Office) RDF: A2 Cognitive Abilities B2 Self Management B3 Professional and Career Development Hours: 2 This session will focus specifically on the challenges faced by part-time students, people with disabilities, those with caring responsibilities, and other demands that limit time or cause tasks to take longer. Academic work often overflows into all available hours, and it can be difficult to navigate academia’s culture of overwork when we have other pressing demands. Drawing on research and personal experience, the session leader will discuss strategies for dealing with time

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limitations, deciding where to focus your energies, and how to resist pressures to do more. There will be an opportunity for students to discuss their own experiences and get feedback from the session leader and the group. Attendees are expected to respect the lived experiences of others, and to keep the details of discussions confidential. Due to the potentially sensitive nature of topics discussed, this session will not be recorded. Slides will be made available upon request. Academic Research Careers and Planning for the Post-PhD Landscape Dr Charlotte Veal (Architecture, Planning and Landscape) RDF: B2 Self-management C2 Research management B3 Professional and career development C3 Finance, funding and resources Hours: 2 The aim of this session is to provide participants with a clearer picture of the post-PhD landscape and how to navigate it. This session will focus on how PhDs transition successfully to an academic research role and what to expect along the process. We will explore a range of research options available to you and identify some of the experience and skills expected of early career academic staff in research roles. You will think about strategies to build relevant academic experience throughout your PhD and familiarise yourself with the processes of submitting funding grants and/or increasing your competitiveness for academic positions. The workshop will be a practical introduction to why and how to plan your career and will provide attendees with opportunities to discuss what life after the PhD is like. We will draw upon a number of case studies and successful funding grants. Strategies for Career Development in Creative Business & Social Enterprise for a post-PhD World Dr Tina Gharavi (English Literature, Language and Linguistics) RDF: A3 Creativity D3 Engagement and impact B3 Professional and career development Hours: 2 From artist, filmmaker, academic to social entrepreneur: plotting the options and alternatives for creative practitioners to set up small businesses, studios or social/community organisations and the skills they need to sustain them. Think of this as a mini-business school planning session for creatives with a practical case-study and advice born out of real experience. The Brilliant Club Lauren Mottle (The Brilliant Club) RDF: B2 Self-management D1 Working with others B3 Professional and career development D2 Communication and dissemination The Brilliant Club is an award-winning university access charity. They recruit and train doctoral and post-doctoral researchers to deliver programmes of university-style teaching to pupils in schools that serve under-represented communities. Tutors are supported by a training programme, including sessions on tutorial pedagogy, assessment and designing a course handbook. The Scholars Programme allows tutors to design and deliver a course for school-aged pupils based on their own research. Each Scholars Programme placement begins with tutors accompanying their pupils on a university trip/participating in an online launch event, followed by six further tutorials in their school. At the end of the programme, pupils submit an assignment which is marked by their tutor.

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You can find out more about The Brilliant Club and the National Tutoring Programme here: https://thebrilliantclub.org/the-scholars-programme/for-researchers/the-opportunity/. Please sign up to the information webinar for tutors based in the North East via the workshops booking system. For further queries, please email: apply@thebrilliantclub.org Three Minute Thesis (3MT) Faculty of Medical Sciences RDF: B2 Self-management D1 Working with others B3 Professional and career development D2 Communication and dissemination Hours: 1 (Launch) 1 (Heats – for presenters only) 2 (Training – for presenters only) 1 (Regional Final – for presenters only) Could you explain your 80,000 word PhD project in three minutes and to a non-specialist audience? The Newcastle University 3MT (Three Minute Thesis) competition will run again this year. Accept the challenge, get your research out there! The Three Minute Thesis (3MT) competition asks doctoral students to explain their research in just three minutes using only one slide. 3MT develops academic, presentation, and research communication skills and supports the development of research students' capacity to effectively explain their research in language appropriate to a non-specialist audience. Originally developed by the University of Queensland, Australia, it runs in Universities across the world: http://threeminutethesis.org/3mt-showcase All PhD students at Newcastle are eligible to enter the internal competition. Both the heats and the final are judged by academic and professional services staff. There are prizes available for first, second and third place, as well as the people’s choice vote! The winners from this competition will be entered into the regional final, and the first place finalist will go to the national final. Full training will be provided, and we would like to encourage as many research students to take part as possible. Please attend the launch event to find out more information; you can find details on the workshops booking system. Language Courses for PGRs The Language Centre (TLC) RDF: A1 Knowledge base D3 Engagement and impact Hours: 10 (Claim through ‘Extra hours’ tab on workshops) We are committed to offering and funding quality language tuition to researchers as part of their development. Whether you need to cultivate language skills to assist with your research, consult an archive in a different language, or carry out fieldwork in a foreign country, these courses are for you. The courses are on offer online through The Language Centre: https://tlcnewcastle.co.uk/foreign-courses/; you are not formally assessed but your progress is monitored by tutors. All courses run for 10 weeks but please note that there must be up to 7 people signed up for a specific course to run. If you are interested in a particular course, please email hass.pgtraining@newcastle.ac.uk, listing both the language and level of the course, and include a brief paragraph about why you would like

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to enrol. Your request will be considered and you will be given a voucher number. From there, you should download the registration form from TLC website, fill it in and submit. Only one voucher can be issued per student; a separate application will need to be made each semester to study for the next level up, or enrol on a different language. We will consider offering financial support to students for languages that are not offered through the TLC. Students should contact hass.pgtraining@newcastle.ac.uk with as much information as possible, and each decision will be made by the programme director on a case-by-case basis. Write Here, Write Now Writing Development Centre RDF: A3 Creativity B2 Self-management B1 Personal qualities Hours: 2 (Claim through ‘Extra Hours’ tab on workshops) Can’t find the motivation to get that assignment started or edit that thesis chapter? Overwhelmed and struggling to focus on writing or suffering writers’ block? Missing the sense of community on campus?  If this sounds like you then join us for our online Write Here Write Now writers’ group. In this 90-minute session you’ll be encouraged to set a manageable writing goal and get some writing done through a series of structured distraction-free writing blocks. Along the way you’ll have opportunities to chat to others about the writing process (or reflect individually if you wish) and pick up some tips and strategies for tackling procrastination and building a writing habit. At the end of the session you’ll be given tips on keeping your writing momentum going either on your own or by setting up your own writers’ group.  Write Here, Write Now is open to all students and can be used for any writing-related activity, including planning or outlining and editing and revising. All you’ll need to have on hand is something you’re writing at any stage of development and something to write with, whether pen and paper, a laptop or the device you’re joining us on. Run weekly. For latest times and booking information check out the WDC website.

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PhD and Beyond Workshops (Careers Service) Are you aiming for an academic career? Interested in exploring options beyond academia? Inspired to start your own business? No matter where you are in your career journey, the Careers Service is here to help. They offer specialist postgraduate researcher support and tailored advice to complement the activities offered in the FRTP. Their aim is to help you clarify your career ideas and build your skills, connections, and experience. You'll find a wide range of resources and opportunities on their website: http://www.newcastle.ac.uk/careers and dedicated Canvas site: https://ncl.instructure.com/enroll/KF3WLJ PhD and Beyond is a series of workshops run exclusively for you as a PhD student and early career researcher. All sessions will run live on Zoom, and you will be emailed 48 hours ahead of the event with the joining link. Please get in touch with the Careers Service via MyCareer if you have any specific requirements e.g. an alternative format, communication support, or other adjustment, required to access any session. You can also access further workshops from the careers service here: https://www.ncl.ac.uk/careers/events/ If you have any queries, please email: mycareer@newcastle.ac.uk Achieving Career Success RDF: B1 Personal qualities B3 Professional and career development Hours: 2 Whether you are ambitious with clear career goals or someone who sees what life brings, thinking about your career and what you want from it is something you need to make time for. Many aspire to an academic career after they complete their doctorate. A job in academia is highly competitive as only a small percentage of doctoral graduates go on to have a long-term career in this field. This percentage is highly variable by country and subject area too. Do you know how to increase your chance of success in academia? Or do you want to explore alternative options outside of Higher Education? This interactive session will provide an opportunity to consider your next steps and explore how your postgraduate qualification will help you get there. We will:

• Identify skills, strategies, and actions to help you manage your personal and career development and maximise benefit from your research experience.

• Grow your confidence and motivation for career development and provide a next step action plan.

• Enable you to become your own career coach. You will be emailed 48 hours ahead of the event with the Zoom link. To make the most of the session we recommended you complete a short pre-session activity in advance, found in the Achieving Career Success session and materials You will also see links to relevant Extension Materials for further reading and reference following the session.

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Achieving Career Success complements other sessions you may wish to attend including, GROW your Career and Career Pathways Post PhD. Job Search Strategy RDF: B1 Personal qualities B3 Professional and career development Hours: 1 Did you know? It’s been estimated that up to 70% of jobs are never advertised. ‘Social media for your student and graduate job search’, Marielle Kelly Not sure where to look for jobs or work experience, or not getting the results you want from your current job search? This session will explore:

• Key strategies and resources for finding a job. • How to find the hidden jobs and what you can do to create your own opportunities. • How to maximise your chances of success and remain resilient during your job search.

You will be emailed 48 hours ahead of the event with the Zoom link. To make the most of the session we recommended you complete a short pre-session activity in advance, found in Job Search Strategy session and materials You will also see links to relevant Extension Materials for further reading and reference following the session. Job Search Strategy complements other sessions you may wish to attend including, Achieving Career Success, GROW your Career and LinkedIn for Job Search. CV Writing for PGRs RDF: B1 Personal qualities B3 Professional and career development Hours: 1 For many jobseekers, a CV is still a necessary part of the application process and writing an effective CV can be both daunting and hard to achieve. In academia, a CV is also the document that you will need to compete for grant applications, funding and fellowships. Whilst for positions in industry, it can be a challenge to summarise your past experience in such a short (2 page) document, you’ll also have to persuade the reader that you have the skills to excel in a new position based on what you’ve done in the past. In this session we will focus on:

• What selectors are looking for in a CV • How you can convey the relevance of your skills and experience • Expert tips to help ensure you get shortlisted

Whether you need to update your current CV or create a new one, this session will show you how to market your research experience effectively, whatever your career intentions. You will be emailed 48 hours ahead of the event with the Zoom link. To make the most of the session we recommended you complete a short pre-session activity in advance, found in CVs for PGRs session and materials

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You will also see links to relevant Extension Materials for further reading and reference following the session. If you are actively making applications, you may also find it useful to attend other sessions Succeeding at Interview, Writing Persuasive Applications and LinkedIn for Job Search. GROW Your Career RDF: B1 Personal qualities B3 Professional and career development Hours: 1 "No-one is more interested in your career than you. Put up your hand and manage it!" Avril Henry The roots of successful career development are formed around personal insight, aspirations, strengths and motivations. Many of us don’t prioritise time for ourselves for a bottom-up process of self-reflection on which to build a career strategy, but it is an essential part of the undertaking. Why? Because ultimately you need to be prepared to articulate your skills, values, and motivations as part of any application activity, let alone make informed career choices in the first place. How do you do this? In this interactive session you will experience the GROW model. GROW is an acronym for: Goal Reality Options Way forward In the session you will have the opportunity to:

• Ask yourself some important questions • Start to gain some career clarity • Understand how to use the model for yourself in the future.

Come along and invest an hour in yourself! You will be emailed 48 hours ahead of the event with the Zoom link. To make the most of the session we recommended you complete a short pre-session activity in advance, found in GROW your Career session and materials You will also see links to relevant Extension Materials for further reading and reference following the session. GROW your Career complements other sessions you may wish to attend including, Achieving Career Success and Career Pathways Post PhD. PGR Enterprise Challenge RDF: A3 Creativity B1 Personal qualities D1 Working with others D2 Communication and dissemination Hours: 1 Enhance your employability skills and unlock entrepreneurial talents by collaborating with others to ideate and innovate solutions to a real-life challenge.

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What is an Enterprise Challenge? Enterprise Challenges provide a learning environment which fosters creativity, collaboration and competition. They are designed to push you out of your comfort zone, whilst giving you access to support from advisers as well as teaching materials, sessions and guidance. The PGR Enterprise Challenge will involve three steps:

1. You will explore a real-life problem set to you by an employer. 2. You will work in teams to generate and develop ideas and find solutions. 3. You will pitch your idea to the employer, who will select a winning team.

You will be emailed 48 hours ahead of the event with the Zoom link. To make the most of the session we recommended you complete a short pre-session activity in advance, found in PGR Enterprise Challenge session and materials You will also see links to relevant Extension Materials for further reading and reference following the session. The PGR Enterprise Challenge complements other sessions you may wish to attend including GROW your Career. You may wish to access CV Writing for PGRs to see how you include the Challenge experience on your CV. Writing Persuasive Applications RDF: A2 Cognitive abilities A3 Creativity B2 Self-management B3 Professional and career development Hours: 1 “Give your reasons for applying and any other information relevant to the job specification, including your knowledge skills and experience.” Communicating your worth to employers can be a daunting prospect. How do you stand out amongst the competition? Most opportunities present new challenges. Perhaps you are concerned you lack the relevant experience, or your knowledge is too niche? What can you do to persuade employers you have the potential to excel in the role? Find out how, with some lateral thinking and careful research, you can give yourself the best chance of success. In this session we will focus on:

• How to interpret and understand what an employer wants. • How to evidence your motivation, skills, and experience to ensure you stand out. • Strategies to help you write in a succinct and compelling way.

The session will include time for questions and signpost you to further sources of support and impartial advice where you will be able to have draft applications checked. You will be emailed 48 hours ahead of the event with the Zoom link. To make the most of the session we recommended you complete a short pre-session activity in advance, found in Writing Persuasive Applications session and materials You will also see links to relevant Extension Materials for further reading and reference following the session.

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If you are actively making applications, you may find it useful to also attend other sessions Succeeding at Interview and CV writing for PGRs Career Pathways Post PhD RDF: B1 Personal qualities B3 Professional and career development Hours: 1 “Find out what you like doing best and get someone to pay you for doing it." —Katherine Whitehorn How will you find out? How will you decide what you like to do best? Studying for a PhD is like nothing else you have ever done or will do. You’ll develop a range of new skills, knowledge, contacts, and mindsets. But where could all this take you and how can you start to prepare for that reality now? In this interactive session you will:

• Gain an understanding of post PhD options and destinations of PhD graduates • Become familiar with decision making techniques • Understand how to access and use labour market information to inform your decision

making You will be emailed 48 hours ahead of the event with the Zoom link. To make the most of the session we recommended you complete a short pre-session activity in advance, found in Career Pathways Post PhD session and materials You will also see links to relevant Extension Materials for further reading and reference following the session. Career Pathways Post PhD complements other sessions you may wish to attend including, Achieving Career Success and GROW your Career. LinkedIn for PGRs RDF: A2 Cognitive abilities A3 Creativity B2 Self-management B3 Professional and career development Hours: 1 “Rather than spending time writing resumes & sending them out, about 60% of your time should be networking and looking for new leads (if not more especially now). Applying to jobs online might feel easier, but it is not nearly as effective as investing time in growing your support system.” L.Maren Wood, Beyond the Professoriate. So how and why is LinkedIn useful to you to identify and nurture that support? What more can LinkedIn offer to help you progress in your career planning and how can you ensure you are making the most of it? This session will address:

• 3 ways LinkedIn is critical to your job search. • How to develop your LinkedIn profile to communicate your value. • Ways to engage with other professionals on the platform.

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The session will enable you to ask questions and give time to reflect on your next step actions with an opportunity to have your LinkedIn profile reviewed by an Adviser. You will be emailed 48 hours ahead of the event with the Zoom link. You may find it helpful to watch these Youtube tutorials and complete a suggested pre session activity to help prepare and familiarise yourself with the platform. No other prior knowledge of LinkedIn is required. The pre-session activity can also be found in LinkedIn for PGRs session and materials Despite the added value of LinkedIn many employers may still ask for your CV, so why not also attend our session CV writing for PGRs Succeeding at Interview RDF: B1 Personal qualities B3 Professional and career development Hours: 1 So, how do you make the right impression, answer questions effectively and make the most of your experience to convince an interviewer you are the best candidate for the job? Your written application may be excellent, but you also need to perform well in person. In this session, we will focus on the following aspects of the interview process:

• Preparation • Interview format including video interviews • Typical questions and how to answer them. •

The session will include time for questions and signpost you to further sources of support, impartial advice and will highlight software tools so you can practice your interview skills. The content is aimed at students wanting to understand good interview practice and how to market themselves effectively. You will be emailed 48 hours ahead of the event with the Zoom link. To make the most of the session we recommended you complete a short pre-session activity in advance, found in Succeeding at Interview session and materials You will also see links to relevant Extension Materials for further reading and reference following the session. If you are actively making applications, you may find it useful to also attend other sessions such as Writing Persuasive Applications and CV Writing for PGRs.

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Digital Skills Sessions These sessions available for you to complete at your own pace online. You can work through as little or few as you like, and the sessions aim to help you manage documents and conduct data analysis. Each session carries a value of 2 hours. Once you have completed the session, please log this yourself using ‘Extra Hours’ on workshops. You should select the ‘Digital Skills (2 hours)’ activity category, and outline the name of the workshop as written below, in the ‘Title’ box. You can make up to 5 entries using this category (One for each workshop available). You can access these sessions here: https://www.digitalskills.ncl.ac.uk/ If you have any queries, please email: itskills.support@ncl.ac.uk Document Management - Content and Layout Dr Michelle Miller (Digital Skills) RDF: A1 Knowledge base D2 Communication and dissemination C2 Research management This workshop is for first year students, working towards their end of year report. The course offers an invaluable insight into how to get the most out of MS Word when managing the content and layout of a document by moving beyond basic formatting. This session will look in detail at topics including using styles, creating and managing a style set, table of contents, page layout and numbering, header and footer, spelling and grammar, and equations. Document Management - Images and Tables Dr Michelle Miller (Digital Skills) RDF: A1 Knowledge base D2 Communication and dissemination C2 Research management This workshop is suitable for first year students preparing for their end of year report, and should be completed following the pre-requisite Document Management – Content and Layout. When putting together reports and a thesis, having a full understanding of the functions of MS Word can save hours of frustration. This workshop covers skills including creating and managing images, formatting and manipulating tables, referencing these objects within the document efficiently, plus a brief refresher of some skills covered in Document Management – Content and Layout. Advanced Document Management - Using Word and Endnote Dr Michelle Miller (Digital Skills) RDF: A1 Knowledge base C2 Research management A2 Cognitive abilities D2 Communication and dissemination This session is suitable for second or third year students, and those preparing to write their thesis. New and advanced techniques in Word and EndNote, including templates, page layout, references and bibliographic tools, will be covered in detail, as well as a revision of previously covered skills. To make the most of this session, you must have completed Document Management – Content and Layout, Document Management – Images and Tables and EndNote first.

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Managing Long Documents Dr Michelle Miller (Digital Skills) RDF: A1 Knowledge base C2 Research management A2 Cognitive abilities D2 Communication and dissemination This session will be most beneficial to final year students who are already writing up their thesis, though those who have not yet started writing up are also welcome. The course trains students in using MS Word to produce a thesis or similar piece of lengthy, complex work. It represents the culmination of previous document management and library skills sessions, providing all the information needed to ensure that research work is the focus of your later stages, rather than learning to fully understand bibliographic and word processing software. Data Handling and Spreadsheet Skills Dr Michelle Miller (Digital Skills) RDF: A1 Knowledge base C2 Research management A2 Cognitive abilities Hours: 2 This workshop is recommended for students who are starting to collect data, or have data and are ready to manipulate and analyse it. It covers topics including analysis, formatting and manipulation of data, production and formatting of charts and graphs, basic statistical analysis using MS Excel, and using Excel as a database with pivot tables. The tutorial is structured so that relevant skills and techniques can be explored as required by the individual, and the student is encouraged to problem solve and utilise self-help strategies.

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Wellbeing4all Postgraduate research is about more than just theories and methodologies. Thriving as a PGR can, at times, become a challenge for the best of us. These sessions aim to help overcome some of the more personal challenges we can face during research, which can have a detrimental effect on our wellbeing if left unaddressed. Pastoral Peer Support Groups Dr Laura Leonardo (HaSS Faculty Office) RDF: A1 Knowledge base D1 Working with others C1 Professional conduct Hours: 1 All Stage One PGRs engaging with the HaSS Faculty Research Training Programme are invited to attend a pastoral peer support group. We will write to you with details of the group you’ve been assigned to and that will stay the same throughout semester one of the 2021/22 academic year. Some groups will be held present-in-person, and others will be held on Zoom. The purpose of these groups is to offer:

• Practical guidance and advice on how to navigate the FRTP • Access to peer network notwithstanding the current situation to incoming students in the

first stage • An opportunity to connect with colleagues in a similar situation and exchange advice and

suggestions to make the most of the programme Coping with Imposter Syndrome Dr Laura Leonardo (HaSS Faculty Office) RDF: B1 Personal qualities B3 Professional and career development B2 Self-management Hours: 3 This interactive workshop will explore 'Imposter Syndrome', a phrase coined in the late 1970s to describe an internal feeling of unworthiness, which occurs despite external evidence of achievement and accomplishment. It has been suggested that high achievers are particularly vulnerable to this kind of self-doubt. During the session we will look at what writers say about imposter syndrome, and discuss societal and academic pressures on both men and women and how these can impact on our confidence and behaviour. We will also look at what we can do to recognise and manage imposter feelings and to shore up self-confidence. NOTE: The workshop will run twice; please attend one. Mindfulness Michael Atkinson (Medical Education) RDF: B1 Personal qualities B3 Professional and career development B2 Self-management Hours: 1 These sessions are designed to introduce participants to a range of mindfulness meditation practices they may find helpful in their everyday lives, at work and at home; practices that may help them to find ways to reduce stress and develop a better sense of well-being. Each session will involve one or two meditation practices, and there will be opportunity for questions and discussion. The sessions are open to staff and students with or without prior experience of meditation, and are designed so that you can dip in and out if you wish to. Please see the booking system for further information.

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Meditation for Relaxation The University offers regular guided meditation sessions, led by the Honorary Buddhist Chaplain, Chris Earle-Storey. These are open to both staff and students. To find out further information, including how to book a place, please visit the website: https://www.ncl.ac.uk/wellbeing/newseventsandprojects/initiatives/#meditationandmindfulness You can also access these yourself to do in your own time here: https://www.ncl.ac.uk/wellbeing/supportservices/faithandspiritualitysupport/pastoral-faith-support/resources/#meditationforrelaxation Student Wellbeing Service Workshops There are also a vast number of other support sessions and initiatives offered by the Student Wellbeing Service. You are encouraged to explore the array of possibilities available to you on the booking system, as well as through their website: https://www.ncl.ac.uk/wellbeing/newseventsandprojects/workshops/

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Dedicated Sessions for Part-time Research Students In addition to participating in the wider programme, we encourage our part-time research students to come along to some bespoke events. We have done this for a number of years in recognition of the challenges of engaging with training and development events when you also work part- or full-time, having caring or parental responsibilities, or other commitments which mean that you are often juggling time and energy. Take a look at what is currently on offer below and sign up. We tend to offer these online to maximise the availability to our part-time students. We are also open to considering other part-time focused sessions, so if you have any suggestions, do get in touch with Ros Beaumont (rosalind.beaumont@newcastle.ac.uk) or hass.pgtraining@newcastle.ac.uk. Networking for Part-time Research Students Rosalind Beaumont (HaSS Faculty Office) RDF: B2 Self-management C2 Research management Hours: 1 Are you trying to make sense of what it means to be 'part-time'? Perhaps you have recently moved from full-time to part-time, or are looking for ways to 're-focus' yourself at the start of the academic year. If you are a new or returning part-time research student, come along to a virtual lunchtime event to connect with others doing research part-time across the university, share experiences and tips, and find out more about how the Faculty Research Training Programme supports Part-time Research Students. These sessions are offered around the induction period at the start of Semesters 1 and 2. They are run via Zoom over lunchtime - so do feel free to ‘bring’ your lunch! Workshops for Part-time Research Students Rosalind Beaumont (HaSS Faculty Office) RDF: B2 Self-management C2 Research management Hours: 4 Are you a part-time research student? Is it a challenge to engage with research training and development on weekdays? These two half-day sessions are designed for you. Part-time researchers, including those involved in long-term fieldwork, can often face additional challenges in managing and completing their research projects. These two half-day Saturday sessions aim to give you a forum to discuss these and find strategies to support your work. You are welcome to come to one or both sessions. Ahead of the sessions, you are invited to offer topics for discussion, e.g. time management, getting the best from your supervisor at a distance, using social media, etc. You are encouraged to tailor the session to maximise its value to you so if you have a particular challenge that you would like the opportunity to discuss, get in touch.

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In addition to topic-based input and group discussions, time is built in to allow for individual work, with a view to participants coming up with concrete ideas and a plan to take you forward over the next few months. Come with your questions, struggles and experiences, and spend some time addressing them with others in the same position. These workshops are run via Zoom, and each comprises two x 1 hour sections, alongside activities, which can be completed in your own time.Indicative Plan: 09:45 Zoom webinar room ‘open’ 10:00 Part 1 – input + discussion 11:00 Break (+ short activity) 11:45 Part 2 – input + discussion 12:45 Finish (+ follow-up activities) Once you have registered on the session via the workshops booking system, you will be contacted asking for your topic requests and interests, along with joining details, closer to the time.

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Postgraduate Certificate in Research Training (3426P/3044F/3044P)

COMPULSORY:

Semester One HSS8002: Information Skills (10 credits)

HSS8007: An Introduction to the Nature of Explanation and Enquiry (10 credits)

Semester Two HSS8004: Qualitative Methodology in the Arts, Humanities and Social Sciences (20 credits)

OPTIONAL (CHOOSE ONE):

Semester Two HSS8005: Introduction to Quantitative Methods (20 credits)

HSS8044: Working with Qualitative Methods: The Imagined Example (20 credits)

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Introductory Information Summary of Programme Commitments The University’s Student Charter, explained more below, requires that students are provided with a ‘programme handbook which outlines any professional requirements, contact hours, mode of course delivery, assessment criteria, examination arrangements and regulations, academic guidance and support, and appeals and complaints procedures’. The purpose of this summary is to help you locate further details about this key information in your handbook.

Average number of contact hours for this stage / programme:

A session for each module is usually one to two hours long but the number of sessions per week vary. Further details are provided in the module catalogue: http://www.ncl.ac.uk/module-catalogue/

Mode of delivery: The majority of teaching is in the form of lectures with some seminars and workshops. As outlined above, the delivery plan for individual modules can be found in the module catalogue. In the 2021/22 academic year, our teaching will consist of a combination of present-in-person and online. Specific information will be communicated to you in advance.

Normal notice period for changes to the timetable, including rescheduled classes:

We will try not to make changes to the timetable after teaching starts. In the case of unavoidable circumstances, we will try to provide you with at least one weeks’ notice. In the instance of unexpected situations such as staff illness, we will try to inform you at least one hour before the scheduled start time. All changes will be communicated via email.

Normal notice period for changes to the curriculum or assessment:

Curriculum and assessment changes and updates are done as part of the University’s annual cycle. However, there is occasionally a need to make an urgent, last minute change. We will only do this if it is unavoidable and will give as much notice as possible. Student consultation will also be considered, wherever possible, for any proposed changes.

Normal deadline for feedback on submitted work (coursework):

20 working days - this usually means four weeks, not including weekends or public holidays.

Assessment methods and criteria:

These vary per module. You can find further information on the relevant course areas on Canvas: https://canvas.ncl.ac.uk/login/

Academic guidance and support:

For further information, please see the Student Support section.

Key Dates

Autumn Term Monday 20 September 2021 Friday 17 December 2021 Spring Term Monday 10 January 2022 Friday 25 March 2022 Summer Term Monday 25 April 2022 Friday 17 June 2022 Semester 1 Monday 20 September 2021 Friday 28 January 2022 Semester 2 Monday 31 January 2022 Friday 17 June 2022 Semester 3 Monday 20 June 2022 Friday 16 September 2022

The postgraduate academic year is organised within the general framework of three terms/three semesters. Term and semester dates, for both current and future years can be found here: https://www.ncl.ac.uk/regulations/docs/term-dates/#currentandfutureyears

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Timetable- Important Information Please note that if you are taking the PG Cert in Research Training, you will be able to access the dates/times via timetabling. If you are engaging with the HaSS Faculty Research Training Programme as an hours based student, you will need to use the workshops booking system to access dates/times of sessions. Timetable for PG Cert students The University app is the easiest and most up-to-date way to access a teaching timetable personal to you (https://services.ncl.ac.uk/itservice/teaching-services/mobile/universityapp/). You can also view a module, programme and personal timetable on the Student Timetables website (www.ncl.ac.uk/timetable) and find further information to understand your timetable and navigate the teaching campus. Timetables will show you the date, time and location of classes taking place on campus, all other timetabled classes will be online and live using Zoom or Teams. Your school will provide information on how to engage with online learning. Your classes can take place most days and between the hours of 09:00 and 18:30, Monday to Thursday, and 09:00 and 17:30 on Friday. Check your timetable daily for the first few weeks as it can be subject to change. Inform your school of any problems with your personal timetable. The Student Charter and the Newcastle Offer Newcastle University and the Faculty aim to provide a high standard of teaching and a rich academic environment in which to learn and study. To this end, you will find that much of a staff member’s time, particularly during term-time, is devoted to all the aspects of teaching. You should, however, be aware of the other academic activities – both research and outside engagement – that staff members undertake and which make calls upon their time. The Student Charter (https://www.ncl.ac.uk/pre-arrival/regulations/#studentcharter) clarifies exactly what you can expect from the University during your time on campus. In summary, you can expect the University and Faculty to:

• Provide a modern curriculum and high standards of teaching • Provide relevant information about the degree programme and individual modules • Provide opportunities for you to develop graduate and research skills • Provide access to an excellent library and IT facilities • Work with you to listen to student feedback and shape the University experience • Publish clear information on programme costs, payment options and any additional costs • Provide clear deadlines for assignments and timeframes in which you will receive feedback • Notify you in advance of any planned changes to the curriculum and timetable • Provide academic and personal support, through the personal tutoring system and

professional support services • Ensure that all assessments are relevant and well-matched to each stage of your study.

As a University student, you must take responsibility for your own approach to studying and learning. The emphasis during scheduled activities will be on providing information and ideas, but you are expected to make the best use of the information that is presented to you. This requires regular attendance at all sessions in your timetable and submission of all assignments by the due dates. It also requires considerable study outside formal contact hours. In particular, the Student Charter clarifies exactly what is expected of all students.

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In summary, you are expected to: • Attend and participate in all timetabled and scheduled remote activities • Familiarise yourself with all information provided by the University and follow recognised

procedures • Take responsibility for your own learning and devote the necessary time in private study to

understand and learn the material • Submit all work on time and collect your feedback when it is returned • Seek help if you are encountering any difficulties and tell your personal tutor/supervisor of

any health or personal problems that could affect your work • Work with your student representatives to ensure that you make staff aware of any problems

or things working well in the School • Complete feedback forms such as module evaluation forms and surveys to help the School

and University improve As a University student, you are expected to maintain the highest levels of behaviour and consideration toward other students, staff and members of the wider community. The University expects students to conduct themselves in a reasonable and appropriate manner at all times, both on and off campus, to foster mutual respect and understanding. This includes:

• Demonstrate high standards of personal conduct and respect in their interactions with the University and the local community

• Treat fellow students, University colleagues, neighbours and other people in the community with courtesy, fairness and respect regardless of their personal circumstances, race, ethnic origin, age, gender, marital or parental status, sexual orientation, religion and belief, disability or political views and respect the privacy of students and University colleagues

• Observe University rules for the use of University resources and IT facilities and behave responsibly on campus, in University accommodation and in the community, including relevant social-distancing measures in-place for the safety and wellbeing of all members of the University community.

• Behaving and communicating in ways that are unlikely to offend others, including on social media

• Complying with all reasonable requests from staff • Being considerate to neighbours, especially in relation to noise levels and rubbish • Acting within the law.

To register at the University, you must accept the following declaration as part of the online registration process. 'I hereby promise to conform to the discipline of the University and to all statutes, regulations and rules in force for the time being in so far as they concern me'. The Student Discipline procedure can be accessed via the following link: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/disciplinary/ The Statement of the Taught Postgraduate Offer provides additional explanation about what the University offers postgraduate taught students, our philosophy and commitment. The statement is available here: https://newcastle.sharepoint.com/sites/LTDS/Internal%20Only%20Webdocs/Forms/AllItems.aspx?id=%2Fsites%2FLTDS%2FInternal%20Only%20Webdocs%2FFileStore%2FFiles%2F2017%2D08%2D01%5FNU%5Ftaught%5Fpostgraduate%5Foffer%2Epdf&parent=%2Fsites%2FLTDS%2FInternal%20Only%20Webdocs%2FFileStore%2FFiles (NOTE: You must be logged on to read this).

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Student Engagement The University wishes to support all students to the completion of a programme of study and we know that good engagement with their programme plays an important part in successful outcomes. It is important that all students adhere to the terms of the Student Charter (https://www.ncl.ac.uk/pre-arrival/regulations/#studentcharter), and interact with learning activities and attend all timetabled sessions provided in a punctual manner. The University also has an obligation to monitor the attendance of international students resident in the UK and to report to UK Visas and Immigration, any student who is located in the UK who is not engaging with their studies and may be presumed to have withdrawn and be reported to the Home Office. Attendance at classes and engagement with online learning activities via Canvas is monitored to help us to identify, contact and support at an early stage any student whose lack of interaction gives us cause for concern. See http://www.ncl.ac.uk/students/progress/Regulations/SPS/Attendance/ for more information on University attendance requirements. Attendance All students are asked to record their attendance on HSS modules by swiping their SMART card or signing a register if a session is present-in-person. For PGR students, your attendance will then be updated through the workshops booking system, where you can monitor the number of sessions you have attended, which will be used as part of your Annual Progress Review. Card readers installed in certain classrooms scan the microchip in your SMART card, so close contact with the reader is required. You should remove your card from wallets and purses (to avoid the reader scanning any other contactless cards you may carry) and have them ready before arriving at class. You should be advised that the scanners in both the PGR Training Room (6.16) and PGR Learning Lab (6.19) are both set up to recognise your card 15 minutes before the start and 15 minutes before the end of a scheduled session. If you scan your card outside of these times, it will not work. The card reader’s green light will flash to indicate a successful swipe. Place your card against the lower part of the front face of the reader so that the green light is visible. Always scan your card as you arrive for class, not on the way out. Always carry your SMART card. If you forget it, or have lost it, you will be marked as absent. Remember to bring it next time or get a replacement from the Library or Student Services as soon as possible. You should only scan your own card. If you are found to be scanning another student’s card, for any reason, this will be treated as misconduct and can result in disciplinary action. Please note that it can take the workshops booking system 48 hours from the scheduled start time to update your attendance; you should only report any issues after this timeframe. If any sessions are taking place online via a webinar, you will be asked by the relevant facilitator to provide your full name and School in the chat box so that we can update your attendance manually. Failure to do so means your attendance will not be updated. Please allow us up to 10 working days (2 weeks) to confirm your attendance on the workshops booking system, as this is a timely process.

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Student Self Service Portal (S3P) S3P is your Student Self Service Portal; use this system if you want to:

• Register on your programme of study • Keep details (addresses, etc.) up to date • Pay fees online • View and print documentation to confirm your student status (e.g. for council tax purposes) • Confirm module choices for the next academic year • Report an absence to your School • Submit a Personal Extenuating Circumstance (PEC) form

Further detail is available here: http://www.ncl.ac.uk/students/progress/student-resources/s3p/ You can log on here: https://s3p.ncl.ac.uk/login/index.aspx Remember that S3P does not use your campus log-in details. You will need your campus username and a DIFFERENT password.

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Degree Programme and Module Information This section provides information specific to your degree programme. It is important you that have an understanding of the programme as a whole and how each module and stage contributes to it. Key Definitions: Module – an element within a programme of study. The size of the module (relative to the programme as a whole) is measured with reference to your learning time. The normal undergraduate academic year is 120 credits, and the normal postgraduate year is 180 credits. Your total study time is expected to total 100 hours for each 10-credit module. Compulsory modules – modules that you must take in order to fulfil the requirements of the Degree Programme. Core modules – those modules which you must PASS to be allowed to proceed. Optional modules – those which you choose to take because they suit your interests and career aspirations. Aims – each programme will have a set of aims that explains the overall goals of the programme. These aims will relate to programme structure, student outcomes, placements (where relevant), and accrediting bodies (where relevant). Modules will also have a set of aims that explains the primary objectives of each specific module. Learning outcomes – each programme will have a set of learning outcomes that specifies the skills and knowledge that students are expected to develop over the course of the programme. Modules will also have specific skills outcomes and knowledge outcomes that specify what you will learn and what skills you will develop on each module. Degree programme regulations – explain which modules can be taken, programme-specific progression rules (i.e., how to ensure that you advance to the next stage), and programme-specific degree classification rules (i.e., how your final degree classification will be determined). All degree programme regulations are available here: http://www.ncl.ac.uk/regulations/docs/ Degree programme specifications – the specifications for each degree programme contain information on the aims, learning outcomes, teaching and learning methods and assessment strategies specific to each programme. All degree programme specifications are available here: http://www.ncl.ac.uk/regulations/programme/ Present-in-person (PIP) – on campus activities. Face-to-face – synchronous activities in which students and/or lecturers are interacting at the same time. These maybe online or present-in-person sessions on campus. Synchronous – learning, teaching and assessment activity that happens at the same time for all involved. Non-synchronous – learning, teaching and assessment activity that can be undertaken by those involved at different times.

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NOTE: For sessions as part of the Faculty Research Training Programme and not part of one of the HSS modules, the workshops booking system will outline the individual format each session will take. Degree Programme Aims – PG Cert in Research Training

• To provide students with the research preparation necessary to conduct PhD research in the Social Sciences, the Arts and Humanities and Creative Practices.

• To provide the knowledge, understanding, skills and aptitudes necessary to plan, develop and support the emerging theory, methodology and data gathering needed to frame an advanced research project.

• To provide training in the quantitative and qualitative research methods and techniques necessary to support advanced postgraduate research.

• To provide the information skills and data management know how required to carry out research at PG level.

• To produce graduates who are capable of successfully undertaking and completing advanced research in their chosen fields.

• To provide a qualification which fully meets the learning outcomes at Level 7 in the FHEQ. • To provide a programme which complies with University policies and procedures and QAA

codes of practice. Degree Programme Specification This contains information on the aims, learning outcomes, teaching and learning methods, and assessment strategies for the PG Certificate, and can be found on the University website: https://www.ncl.ac.uk/regulations/programmeregsandspec/programmeregs2021/#Faculty+Programmes Degree Programme Regulations The PG Certificate programme regulations can be found on the University website: https://www.ncl.ac.uk/regulations/programmeregsandspec/programmeregs2021/#Faculty+Programmes These should be read in conjunction with the University degree regulations and exam conventions for Postgraduate Taught Programmes: https://www.ncl.ac.uk/regulations/docs/2021/ Modules and Module Choice All students registered on the PG Certificate must take the following compulsory modules: HSS8002: Information Skills HSS8004: Qualitative Methodology in the Arts, Humanities and Social Sciences HSS8007: An Introduction to the Nature of Explanation and Enquiry Students will then also select one optional module out of the two choices below: HSS8005: Introduction to Quantitative Methods HSS8044: Working with Qualitative Methods: The Imagined Example The HaSS Faculty Research Training Programme also runs two other modules: HSS8001: Thinking About Research* HSS8003: Dissertation Preparation * **These are taken only by students on relevant Research Masters programmes, and they are not available as part of the PG Cert or open for PhD students on the Hours Based System to attend.

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You can look up information on each module in the Module Catalogue (http://www.ncl.ac.uk/module-catalogue/). This module page will provide key information, including the number of credits, the types of assessment, the types of teaching activities, and the number of contact hours. It also explains how many hours you are expected to spend in independent study, including lecture follow-up, completing coursework and doing background reading. The module outline will also explain the aims and learning outcomes of the module and provide you with an overview of the syllabus. You can also find out further information on pp. 29-55 of this handbook. Teaching and Contact Hours You will experience a variety of types of teaching during your time at University, each of which has different learning objectives and each of which will contribute to your learning experience in different ways. The University has definitions of the key types of teaching https://newcastle.sharepoint.com/sites/LTDS/Internal%20Only%20Webdocs/FileStore/Files/res-contacthours-mof.pdf, but the amount and types of contact time vary quite a bit between modules, stages, and programmes. Graduate Framework Your University programme is primarily intended to educate you in a particular discipline, but it will also provide training in transferable skills and personal development through a set of graduate attributes. You will have opportunities to develop these through various aspects of your university experience, including your programme and also through your extracurricular activities. The University maps these attributes according to the Graduate Framework: https://www.ncl.ac.uk/careers/planning/graduateframework/ and offers all students the opportunity to gain additional recognition of these through the ncl+ Award: https://www.ncl.ac.uk/careers/awards/nclplusaward/#about Your programme will be clearly linked to a series of graduate attributes, some of which will be present in learning and teaching activities and some of which will be assessed. Identifying attributes that have been linked to your programme, and other experiences, will help you to recognise those which you can mention in future interviews and on your CV.

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Student Support Sources of Support Students who are taking the PG Certificate in Research Training as a stand-alone qualification (3044F/3044P) will be assigned Dr Jen Tarr as their personal tutor. Jen is the Degree Programme Director (DPD) of the PG Cert and is responsible for the structure, content and standards of the degree programme. The role may involve module development, changes to course content, and recruitment activities. You will meet with Jen during induction week, and she will be your first point of contact with the University when you need advice or guidance. If you have worries or are anxious, you may wish to raise these with your personal tutor, or you may feel it is more appropriate to contact our Student and Staff Wellbeing: https://www.ncl.ac.uk/wellbeing/ At the end of your degree, you can ask personal tutors to provide you with references for employment or further study. For these to be useful, your personal tutor needs to know you well enough to write them. This means that you should attend all arranged meetings, respond promptly to emails, and keep your personal tutor informed if you have any concerns. Students who are taking the PG Certificate in Research Training alongside their primary PhD programme are welcome to contact Dr Laura Leonardo in cases of any academic or personal issues, but should always contact their academic supervisor in the first instance, particularly if their query relates to the PhD programme. Student Services (King’s Gate) King’s Gate building provides access to many student services you may need, in one place. Our main Student Services Desk is on Level 2, and is your first point of contact for any questions or information about Academic Support, Accommodation, Fees/Funding/Finance, Health/Wellbeing, Exchange/Study Abroad and Visa Support. Both online and face to face appointments are available. Check the Student Services website for further information and online booking. The Student Essential website provides you with access to a range of support tools, timetable and portal logins to support your studies https://www.ncl.ac.uk/students/student-essentials/ You can also search the student enquiries webpage: https://enquire.ncl.ac.uk/en

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Circumstances Affecting your Studies If You Are Ill or Away from the University for Personal Reasons If you are ill at any point whilst at the University, you should inform your supervisor as soon as possible. Students registered on the stand alone PG Certificate should make contact with Dr Jen Tarr. Personal Extenuating Circumstances Students who believe that their study and ability to complete assessments, is being adversely affected by significant unforeseen and unavoidable personal extenuating circumstances should advise their School by completing the online Personal Extenuating Circumstances (PEC) Form via S3P as close as possible to the time that the problem arose and in advance of any imposed School deadline, so that appropriate adjustments can be considered. Students are advised to carefully read the Guidance for Submission of Personal Extenuating Circumstances which can be found on the Student Progress Webpages before submitting an application: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/change/PEC.htm Students should refrain from emailing Professional Support staff, Module Leader, Personal Tutor, DPD to ask when a reply will be received, as this may delay the processing of the request. The PEC decision making process is not automated, each submission is considered by an appropriate member of staff within the Academic Unit. Students should note that PEC applications submitted on either a Saturday or Sunday will be not be processed until the following week. Students are strongly encouraged to discuss significant personal circumstances with their Personal Tutor or Academic Supervisor, or other member of staff. Tutors may be able to advise on how to phrase the application or whether alternate sources of help may apply. Also, tutors may be able to provide a statement of support, which will be taken into account when a case is considered. Please note that only students registered on the PG Cert in Research Training will have their PEC form considered by the Faculty. Students registered on another PGT programme, and are taking HSS modules as part of their programme regulations, will have their PEC considered by their School. The PEC form enables the School to consider each case on its merits and, if possible, make an appropriate adjustment. Possible adjustments will vary depending on the time of year, but could include:

• An extension to the hand-in date for a piece of work • An exemption for a minor item of course work • A deferral of the assessment to the next normal occasion – generally a deferral to August • A deferral of the assessment to a later normal occasion • Permission to set aside (ignore) attempts at assessments • Permission to sit an extraordinary examination – i.e. setting an examination at an unusual

time • Permission to repeat tuition in residence • Permission to proceed to the next Stage carrying fails • Permission to repeat a period of tuition, setting aside previous attempts (e.g. re-doing a

Stage or Semester as if for the first time) And, where the above adjustment are not appropriate or could further exacerbate the situation for the student:

• Recommending support for discretion at the Board of Examiners – e.g. potentially allowing you to pass the stage despite having failed a core module; allowing you to pass a module by

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discretion; altering your degree classification where there is evidence to support this decision.

NB - personal extenuating circumstances cannot result in existing marks being changed. It is the student’s responsibility to report any significant personal or extenuating circumstances that had a substantial impact on their performance in their studies or in their assessments/examinations immediately and in advance of an assessment deadline or by the school published deadline for consideration by a Personal Extenuating Circumstances Committee (PECC) or Board of Examiners (BoE). It is the student’s responsibility to provide information on the impact and dates affected with evidence to back up their PEC application. Evidence should outline the problems faced and the period of impact – e.g. doctor’s notes, a statement of support from a tutor, letter from an employer etc. It is recognised that this can be difficult, but a request is more likely to be approved if evidence is available – particularly evidence of the impact on the specific module/assessment and at the time of the assessment. Requests for adjustments that relate to the following, are not normally accepted as the basis of a PEC application:

i. Instances where an appropriate adjustment has already been made ii. Retrospective report of illness or other extenuating circumstances, without good reason iii. Ongoing medical conditions/disabilities including learning disabilities, or mental health

conditions for which the student is already receiving reasonable adjustments via a Student Support Recommendation (SSR)

iv. Transport problems, excepting those where it can be shown that adequate time had been allowed

v. Unspecified anxiety or examination stress vi. Minor infection such as coughs, colds, headaches or hay fever, unless supported by

specific medical evidence vii. Distress relating to a family pet viii. Holidays, house moves, sporting or other social commitments ix. Known employment or financial responsibilities x. Where the circumstances could have been avoided, particularly due to poor time

management.

Personal Extenuating Circumstance (PEC) Policy and Procedure - https://www.ncl.ac.uk/students/progress/Regulations/Procedures/change/PEC.htm https://www.ncl.ac.uk/academic-skills-kit/assessment/understanding-assessment/personal-extenuating-circumstances/ Change of Circumstances (Transfer, Suspend Studies or Withdraw) Sometimes circumstances do change, and you may decide that you want to transfer degree programmes, interrupt your studies or withdraw from the University. All students registered on the stand alone PG Certificate should make contact with Dr Jen Tarr in the first instance. All students registered on a PhD at Newcastle University whilst additionally taking the PG Certificate should contact their supervisor first. You can also seek confidential advice from Student Wellbeing (https://www.ncl.ac.uk/wellbeing/) or the Student Advice Centre (https://www.nusu.co.uk/support/sac/).

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Complaints and Appeals The Student Complaints and Resolution Procedure is the University’s formal complaints procedure under the Student Charter. It is intended to allow students to make a complaint about a service or a member of staff within the University. The procedure applies to all complaints, including those related to harassment or racial equality. You can seek advice on the complaints procedure from Student Progress Service: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/complaints.html A complaint can be made on nearly any aspect of your academic studies, but you should be prepared to provide evidence to support any allegation. Please note: a complaint cannot be used to seek to overturn the academic decision of examiners. The complaints procedure has a three-stage process. You are expected to try to resolve your complaint informally with the individual or service concerned under Level 1 of the procedure before a formal complaint under Level 2 is submitted. If you remain unhappy after receipt of your Level 1 outcome or you consider your complaint is still not resolved, you can submit a complaint under Level 2 of the complaints procedure by submitting the Complaints Form and supporting evidence to casework@ncl.ac.uk. If you want to complain about another student at the University you should contact the Casework Team by emailing casework@ncl.ac.uk. The email should contain a full explanation as to the nature of the concern, with supporting evidence. Student Progress Service may invite you to a meeting as part of the investigation. The allegation will normally be investigated under the University's Disciplinary Procedure: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/disciplinary The Student Academic Queries and Appeals Procedure is for appeals against the decisions of the Boards of Examiners (except those related to assessment irregularities), Personal Extenuating Circumstance (PEC) Committees, and sanctions imposed under Unsatisfactory Progress procedures by a Degree Programme Director. More information is available here: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/appeals.html Academic Queries and Appeals may only be made on the following grounds: a) Grounds for academic appeal following Board of Examiners Decisions:

• Personal Extenuating Circumstances (PEC) that you were unable to disclose in advance of the Board of Examiners meeting via a Personal Extenuating Circumstances (PEC) application, or were unable to provide evidence for at that time, or of which you were previously unaware

• Procedural irregularity on the part of the examiners • Bias or prejudice on the part of an examiner or examiners. • That the decision reached was perverse in that it was one which no reasonable person or

body could have reached on the available evidence. b) Grounds for academic appeal following PEC Committee Decisions:

• Procedural irregularity or other error on the part of the PEC Committee • Bias or prejudice on the part of the PEC Committee. • That the decision reached was perverse in that it was one which no reasonable person or

body could have reached on the available evidence. c) Grounds for academic appeal following an Unsatisfactory Progress Decision:

• Evidence which was not available or considered previously • Procedural irregularity • Bias or prejudice

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• That the decision reached was perverse in that it was one which no reasonable person could have reached on the available evidence.

d) Grounds for academic appeal following a DPD Request Decision: • Evidence which was not available or considered previously • Procedural irregularity • Bias or prejudice • That the decision reached was perverse in that it was one which no reasonable person could

have reached on the available evidence. NOTE: An appeal relates to the decision of the examiners/PEC/DPD/Dean of PG Studies and should not be used to raise general complaints about tuition or support over the length of your degree programme. You are expected to make every effort to raise your assessment/progress query, in writing, with the HaSS Faculty Office in the first instance. Impartial advice on both procedures may also be sought from the Student Progress Service. Assistance with submitting a formal complaint or an appeal may be sought from the appropriate officer of the Students’ Union, from the Student Advice Centre, or from a relevant member of academic staff.

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Assessment and Feedback Coursework Submission Please see below for a list of all submission deadlines for modules taken on the training programme, and as part of the PG Certificate in Research Training. You should note that all assignments for HSS modules are submitted online via Canvas and you will not be asked to submit a hard copy. Only the Degree Programme Director has the authority to approve changes in coursework submission deadlines once they are published. If a deadline does change, you will be given sufficient notice and a reason for the change. More information about University policies on coursework submission and the return of feedback is available here: https://www.ncl.ac.uk/ltds/assets/documents/qsh-assmt-assessedwork-policy.pdf For Research Masters students only:

HSS8001 2500 word dissertation proposal 16:00 on Wednesday 22 November 2021 HSS8003 2500 word critical analysis essay 16:00 on Wednesday 19 January 2022

PG Cert in Research Training module deadlines:

HSS8002 Bibliography and 1,500 word critical review 16:00 on Wednesday 17 November 2021 HSS8007 2000 word critical evaluation 16:00 on Wednesday 12 January 2022 HSS8004 3000 word critical methodological review 16:00 on Wednesday 20 April 2022 HSS8005 3000 word report (55%) 16:00 on Wednesday 11 May 2022

1500 stream essay (45%) 16:00 on Wednesday 11 May 2022 HSS8044 2500 word portfolio (70%) 16:00 on Wednesday 27 April 2022

10 minute presentation (30%) 10:00-12:00 on Tuesday 3 May 2022 All submissions for the PG Certificate are made online through Turnitin. You can access the submission boxes by going onto the individual course areas for each module on Canvas. Once you are registered on a module, you will automatically be given access to Canvas. NOTE: Please see pp. 26-7 for information on the submission of The Reflection Document. This is separate to the PG Certificate and submitted as part of an Essential Requirement for PGR students engaging with the HaSS Faculty Research Training Programme. Plagiarism The University makes routine plagiarism checks on all appropriate pieces of work. This means that your coursework assessments will be submitted to an electronic text matching software system (directly, by you, or by a member of staff). Your work will be checked against a database of web pages, academic articles and books, and other students’ papers (from Newcastle and other universities) and any matches between your work and those other sources highlighted. Matching text does not necessarily mean that you have plagiarised, since you may have correctly referenced text from other source. When you submit your assignments, you will be told how you need to submit to ensure they are checked. There are some file restrictions and file size restrictions, and you will be given guidance on what you can and cannot submit. You should always ask your module leader if you have any questions about a specific assignment.

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The University takes plagiarism and academic conduct very seriously, and you are expected to know how to reference other sources correctly. More guidance on Plagiarism is available here: https://www.ncl.ac.uk/academic-skills-kit/good-academic-practice/plagiarism/ Late Submission of Assessed Work The University has a set policy for late submissions, so you should be careful to submit all assessments well in advance of the deadline. If you submit work late a sliding scale of late penalties will be applied. A fixed penalty pf a 5% deduction of the final agreed mark, for every calendar day that the work is submitted late. Deductions will accrue daily for either a 7 day period, or until the mark reaches the pass mark (50 for PGT modules). Work submitted after 7 calendar days will be given a mark of zero. There are two circumstances in which late work will always receive a zero: if your piece of work is marked on a non-discriminatory marking scale (i.e. pass/fail or merit/pass/fail), or if you are submitting work for a re-sit assessment. There may be pieces of coursework for which no late work is allowed. You will receive prior notification in these instances. If you have a valid reason for submitting your work late (e.g. illness), you should submit a PEC form; there is more information on this form earlier in the handbook. Computer failures and transportation problems are not considered a legitimate excuse for late submission (unless NUIT has confirmed a University-wide computer failure). Word Count for HSS modules If your assignment is 10% over the word count, you will be penalised. In theory, there is no penalty for going under the word count, provided that you meet the assessment/marking criteria successfully. This will be assessed on a case by case basis. Generally, you will be deducted 5 marks for assignments that exceed/fall short of the prescribed word count by between 11-20% and 10 marks will be deducted for assignments which exceed/fall short of the word count by 21% or more. Feedback on Assignments You will receive feedback on all of your coursework and exams. University policy states that feedback on coursework must be returned within 20 working days (i.e. normally four weeks, not including Bank Holidays or University closure days). Some assessments may be exempt from this requirement. Exam feedback must be returned 20 working days (i.e. normally four weeks) from the end of the exam period; if this date falls during summer holidays, then it must be received at the start of the next semester/term. If feedback is going to be returned late for any reason, or if an exemption from the University’s feedback policy applies to your programme, you will be informed in advance and told when you should expect to receive your feedback. You will receive feedback in a variety of ways: written on your work, given verbally in lectures or tutorials, or provided on Canvas or NESS. Feedback may come from lecturers, from your student peers, or from yourself. Learning to give yourself feedback is an important skill that you will continue to use after University. You are expected to use your feedback by looking at your work, the criteria for the work, and the feedback comments and thinking about how you can improve in future assessments.

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Marking Criteria These vary per module. You can find further information on the relevant module areas on Canvas. Marking and Moderation Processes You should have absolute confidence that the marks you receive are fair and consistent across markers. All assessments that are worth a significant part of your final mark are reviewed in advance so that the instructions are clear and the questions are reasonable for a student at your level. All assignments submitted as part of the PG Certificate normally use a combination of moderation processes such as second marking, sampling and moderation. You can find the degree programme moderation and scaling policy on Canvas (NOTE: You must be logged in before clicking): https://ncl.instructure.com/courses/32453/files/3085743/download?wrap=1 All marks that are returned to you are provisional and subject to review and potential further moderation prior to the final Board of Examiner meeting. The PG Certificate has a Board of Examiners (BoE) in June of each academic year, which is responsible for decisions about the outcomes of assessment of students on the programme. The BoE has a substantial degree of discretion. This can be due to medical or special personal circumstances and this is one of the reasons why it is important to submit PECs. The Board may also, in certain circumstances deem individual students to have passed particular modules in which they have obtained a fail mark. The University has a policy on Moderation processes, available here: https://www.ncl.ac.uk/ltds/assets/documents/qsh-assmt-modscal-pol.pdf and guidance is available here https://www.ncl.ac.uk/academic-skills-kit/assessment/understanding-assessment/how-your-degree-is-calculated/ How Assessment Affects Your Progress Your progress within the PG Cert depends on your assessment marks, as explained in the degree programme regulations. In line with these regulations, students who fail a module at the first attempt (regardless of whether the submission deadline was in semester one or semester two) will need to wait until after the Board of Examiners meets in June of that academic year, to find out if they will be entitled to a resit. As there is a limit to the number of credits that can be retaken on a PG Certificate, a student’s full mark profile needs to be considered before notice of resits can be given. If you are granted a re-submission for a failed module, you will be expected to submit during the University re-sit period:

Monday 22 August 2022 - Friday 2 September 2022 (Including Saturday 27 August 2022) If this applies to you, details will be communicated after the Board of Examiners meets in June 2022. Assessment Irregularities and Disciplinary Procedures As part of the Student Charter, you have agreed to follow University procedures and to maintain the highest standards of behaviour. The University is committed to ensuring that assessments are fair for all students, and it has established a procedure for dealing with situations in which one student uses improper means to ‘get ahead’ on an assessment. These situations are called assessment irregularities, and they may include (but are not limited to), the following:

• Copying from or conferring with other candidates or using unauthorised material or equipment in an examination room

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• Impersonating or allowing another to impersonate a candidate • Introducing examination scripts into the examination process otherwise than in the course of

an examination • Permitting another student to copy work • The falsification (by inclusion or suppression) of research results • Plagiarism, defined as the unacknowledged use of another person’s ideas, words or work

either verbatim or in substance without specific acknowledgement. It is also possible to plagiarise yourself if you submit the same work for multiple assignments or do not acknowledge ideas or words that you have submitted previously

• Procurement of assessment material i.e. contract cheating/custom essay writing. • Dishonesty

The University’s assessment irregularity procedure can be found in full here: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/assessment.html More generally, at Newcastle we value high standards of academic conduct. Conduct is an important part of maintaining and developing our reputation. Good academic conduct reflects the values that underpin academic life, such as honesty, integrity, a shared community of ideas and respect for others’ work. The Academic Skills Kit (https://internal.ncl.ac.uk/ask/) provides a range of resources, which may help with academic writing. There is also information on appropriate style and referencing guides here: http://libguides.ncl.ac.uk/referencing. You can expect to receive a briefing on academic conduct and the referencing guidelines that you are expected to follow. You are in turn expected to do the following:

• Maintain high standards of academic conduct • Show a commitment to academic honesty in your work • Be familiar with and apply the guidance provided by your School on proper referencing and

good academic practice • Avoid plagiarism

The Student Disciplinary Procedure will apply to any student who is alleged to have breached the University’s code of conduct. More information is available here: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/disciplinary/ This procedure applies to any student who breaches academic codes of conduct as well as non-academic situations (disruption, anti-social behaviour, theft and fraud, violent behaviour, sexual misconduct, harassment, hate crime, criminal offences, etc). Recognition of Prior Learning and Credit Transfer The University acknowledges that some students will start their time at Newcastle with prior experience – either of studying at other universities or from work. We want to recognise students’ past work appropriately, so you may be able to apply for Recognition of Prior Learning (if you have credits from a non-UK university or relevant experience) or credit transfer (credits from a UK university). If your application for RPL or credit transfer is successful, you will not have to take the module (or modules) identified in your application. However, any previous marks (at another University) will not be counted toward your Newcastle degree classification. If you receive credit transfer, you will be considered to have ‘passed’ the module; if you receive RPL, you receive no credit for the module but will be exempt from taking it. It may not always be to your benefit to apply for RPL or credit transfer,

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since it means that you will have fewer modules that count toward your final degree classification (meaning that each one carries a greater weight). If you successfully apply for RPL or credit transfer, you could gain permission to study modules outside the degree programme regulations or additional optional modules, with DPD approval, up to a full credit load. If you do so, these modules will count toward your final degree classification. More information about RPL and credit transfer will be available from your School, including information on how to apply and whom you should contact if you have questions. The University policy is available here: http://www.ncl.ac.uk/ltds/assets/documents/qsh-ct-rpl-pol.pdf The PG Certificate Recognition of Prior Learning Policy can be found here: https://www.ncl.ac.uk/regulations/programme/learning-policies/2020-21/

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Ensuring the Quality of Your Degree Mechanisms for Ensuring the Quality of Your Degree The University is responsible for ensuring the quality and standards of all academic awards made in its name. You should have confidence that there are a number of people – inside your School, across the University, and outside the University – who review your degree programme and ensure that it is up-to-date, consistent in its treatment of students, appropriate in its forms of teaching and assessment, and of the highest standards. The key mechanisms are described below: 1) Annual Monitoring and Review (AMR)

Each year the HaSS Faculty Office will present two AMRs to the Board of Studies – one for the PG Certificate and one for the Faculty Research Training Programme. These AMRs will comment on what went well, what could be improved and develop an action plan for the year ahead. The AMR is reviewed at Faculty level each year, and at University level to identify effective practices to share, or any issues to address. You can find more information online: http://www.ncl.ac.uk/ltds/assets/documents/qsh-amr-policy.pdf

2) Learning and Teaching Review (LTR)

Approximately every six years the PG Certificate is reviewed by a panel of University staff and at least one external member who is a discipline-specialist. This review examines the teaching and learning processes, and speaks with students and staff about their experiences of the programme. For further information, please see: http://www.ncl.ac.uk/ltds/assets/documents/qsh-ltr-policy.pdf

3) External Examining

Each programme will have at least one external examiner, someone who works at a different University or in industry. The function of external examiners is to assist the University by providing assurance that in their expert judgement the standards of all awards at Newcastle are at least comparable to those in similar subjects in other universities in the UK and with relevant external referents. External examiners are asked to review programme aims and learning objectives as well as assessment questions and feedback. In order to help ensure the quality of the education it provides and the maintenance of the standards of its awards, the University places significant reliance on its external examiners by: • Requiring them to provide independent and impartial advice, as well as informative

comment on the University’s standards and on student achievement in relation to those standards

• Drawing upon their professional advice and expertise and giving full and serious consideration to their reports.

For further information, see: http://www.ncl.ac.uk/ltds/governance/examiners/ The External Examiner for the PG Cert in Research Training is Professor Nick Emmel, Professor of Social Research Methodology and Director Advanced Qualitative Research Methods Training (AQUALM) ESRC White Rose Doctoral Training Partnership, from the University of Leeds. You should not contact external examiners directly, but you may be asked to meet with them when they come to visit the University. You can also engage with the process through which the University considers and responds to external examiners by participation in Boards of Studies, Student Staff Committee and Faculty Education Committees.

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Getting involved You can engage directly with a LTR by volunteering to meet with the panel (if there is an LTR while you are a student) or by volunteering to serve as a student panel member for an LTR in another School. You can engage with AMR and external examining through the student representation system and by participating in School and Faculty committees. Changes to your programme The University recognises that students invest time and personal effort in their studies and need timely dialogue and clarity of options when changes occur. Your Programme will act transparently and enter dialogue with students to identify options and minimize the impact on students affected by changes to programmes. For further information, see: https://www.ncl.ac.uk/ltds/assets/documents/qsh_PolicyProgChange.pdf

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Student Representation and Feedback Overview The University values your opinion very highly, we want to know when things are going well and when you think things can be improved. There are a number of ways that you can provide feedback, including stage evaluations (surveys), student participation on committees and through your programme or School student representatives. It is important that you take surveys and opportunities seriously and give your honest opinion. It is also important that you provide specific examples of what is going well or not so well, as this helps us know what we need to respond to, do more of etc. You should always be respectful in the comments that you provide, considering the issues or successes rather than criticism of individuals. Student representation is a key part of how the University engages with students. The Student Representation Policy (jointly owned by the University and the Students’ Union) aims to ensure that every student is represented in institutional decision-making processes and that every student can contribute to the enhancement of their programme and learning experience. Further information regarding Student-Staff Committees and Student Representation roles can be found via the following link: https://www.ncl.ac.uk/ltds/student/representation/ Stage Evaluations and Module Feedback For students taking the HSS modules, there will be a mid-module ‘pulse taking’ exercise run by the module leader to see how you are finding the module so far. You will also be given the opportunity to feedback at the end of the semester in stage evaluations. Please look out for these opportunities. At the end of each semester, all students registered on the PG Cert in Research Training will be asked to complete an evaluation. These evaluations are centrally run, and are used to find out about your experiences, assess the positive features of your programme, and identify anything that could be improved in the future. You will be asked questions about aspects of your experience including library and electronic resources, assessment and feedback across the programme, personal tutoring, student representation, etc. It is important in these evaluations that you are specific about what is positive and/or negative, that you are realistic, and that you focus on the issue, not the person (don’t say anything offensive about a person involved on the module or programme). It also helps if you suggest solutions – we will take these seriously. More information about internal evaluations can be found here: https://www.ncl.ac.uk/ltds/student/evaluation/stage-module-evaluation Postgraduate Taught Experience Survey (PTES) The PTES explores postgraduate taught student educational experiences in learning and teaching, skills development, organisation, resources, and engagement with the course. The PTES typically runs from mid-April through to mid-June annually. It includes all full-time and most part-time UK, EU, and international postgraduate taught students studying a programme of at least 60 credits, the greater part of which is at Masters level, including eLearning students. The PTES excludes students who are studying a single module only, such as Continue Professional Development and occasional students. This population should include study abroad and exchange students. Also see: https://www.advance-he.ac.uk/reports-publications-and-resources/postgraduate-taught-experience-survey-ptes. This survey is similar to the NSS, but for postgraduate taught students.

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Postgraduate Research Experience Survey (PRES) The PRES gathers information about the experience of research students, focusing on students’ experiences of supervision, resources, research community, progress and assessment, and skills and professional development. It also considers students’ motivations for taking their programme. The PRES runs every odd ending year e.g., 2017, 2019, typically in the Spring (mid-March to mid-June) and includes all full-time and part-time UK, EU, and international postgraduate research students: https://www.heacademy.ac.uk/institutions/surveys/postgraduate-research-experience-survey For more information about our student opinion surveys, see: http://www.ncl.ac.uk/ltds/student/opinion/ You can see how the University has listened to previous feedback by going to: https://internal.ncl.ac.uk/yousaidwedid/ Official invitations from the University asking you to participate in national surveys will be sent to you from: studentsurveys@ncl.ac.uk Academic Student Representation The HaSS Faculty Research Training Programme has a Student Staff Committee (SSC) that meets three times per year. Any PGT or PGR student affiliated with the training programme and HSS modules is invited to be a Course Rep. You will have the opportunity to put yourself forward for this role, should you wish to do so! In the interests of inclusion, we like to have a variety of representation across stages, modes of study, programmes and disciplines. This includes: Research Masters, MSc, MLitt, IPhD, EdD, MPhil and PhD programmes in HaSS, as well as those registered on the stand-alone PG Cert. You can sit on both your School Committee and the Faculty Committee. The Committee has standing positions for staff representatives from the Library, Careers, Enterprise and NUIT. One member of academic staff and one of the professional services’ staff from the programme team will attend each committee. There should always be more students in attendance than staff. At the first SSC of the year, we will elect a Student Chair (who will lead the committee) and a Student Secretary (responsible for taking minutes). We are happy to accept these roles on a rotational basis for the remainder of the academic year if this is what is preferred. All Course Reps are also asked to attend the Board of Studies, which oversees all of the teaching activities within the Faculty. Full training will be provided by Newcastle University Student Union, and you will be fully briefed by the staff facilitators in advance of the committee. PGR students are able to claim 15 hours for training purposes through the ‘Extra hours’ function on workshops for volunteering as a course rep. If you volunteer for both your School and the Faculty, you can claim 30 hours altogether (15 per role). You can find further information on these roles on the Student Union website: https://www.nusu.co.uk/yourvoice/reps/

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Health and Wellbeing Student Welfare and Counselling Service • Welfare support for students experiencing mental health distress • Welfare support for academics, friends and family who are worried about students who may be

in mental health distress • Assessment appointments with a counsellor for students struggling with emotional life concerns

which cause unmanageable emotional or psychological distress, to establish where needs are best met

• Links to appropriate internal or external support services • Online self-help and guided therapy programmes, psychoeducational groups and time-focused

counselling • Wellbeing Workshops on a number of topics including Confidence building, Anxiety

management and Mindfulness https://www.ncl.ac.uk/wellbeing/mentalwellbeing Disability Service • Access to one-on-one support to identify support and adjustments • A tailored Student Support Plan • Advice and support with applications for Disabled Students Allowances (UK students only) • Tailored one-to-one specialist study skills for students with Specific Learning Difficulty (Dyslexia)

and Autism Spectrum Conditions • Transition and social support • Advice and information about diagnostic assessment • Advice and information for academic colleagues https://www.ncl.ac.uk/wellbeing/supportservices/disabilitysupport/#overview Student Financial Support Service • UK Undergraduate & Postgraduate Opportunity Scholarships to support lower income and

widening participation students • Vice-Chancellor’s Scholarships to support international and EU students as well as a number of

external and donor funded scholarship schemes • Student Financial Support Fund, Financial Assistance Fund & Emergency funding to help students

experiencing financial difficulties • Tailored one-to-one budgeting sessions and weekly drop-in sessions. Advice and support with

student loan funding including US Federal Loans • Summer Research Scholarship Scheme and Student Expeditions Scheme Email: student.fin-supp@ncl.ac.uk www.ncl.ac.uk/student-financial-support/ Hate Crime and Sexual Violence Prevention and Survivor Support Service • We do not tolerate hate crime, sexual violence, harassment, or discrimination • We aim to eliminate these behaviours, and we support survivors • You can report your concerns anonymously, or ask to speak to an advisor. For more information email: svlo@ncl.ac.uk You can report at: https://reportandsupport.ncl.ac.uk We will contact you within 2 working days to discuss your needs. We are survivor led – we will never force you to report to the Police, or to make an official complaint to the University

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We offer: • Specially trained Sexual Violence Liaison Officers • Signposting to Hate Crime Advocacy services • Information and resources to inform your decisions • Weekly on-line drop-ins to ask questions about support options Chaplaincy and Pastoral Care Service • Listening Ear - providing a Listening Ear for worries and concerns, both as one-off and longer-

term support. To sign up email: pastoral.support@ncl.ac.uk • Walk & Talk - opportunity to join with up to 5 others on a short (45mins) walk in the vicinity of

the Newcastle University campus to meet new people, get some fresh air, and share with others. Sign up takes place on Eventbrite More details: www.ncl.ac.uk/wellbeing/supportservices/faithandspiritualitysupport/get-involved/walk-and-talk/

• Faith Support - find someone to speak with you about your faith, to help you connect with a faith community in Newcastle, or to journey with you through the ups-and-downs of your faith journey. Send us an email: chaplaincy@ncl.ac.uk

• We also provide some quiet spaces and prayer facilities around the Newcastle University campus. Details about these can be viewed: https://www.ncl.ac.uk/wellbeing/supportservices/faithandspiritualitysupport/faith-facilities/

• Weekly Updates –weekly email with updates for the whole University community sign up to the email list for updates here

Student Advice Centre The Student Advice Centre (SAC) is an independent professional and confidential service provided by NUSU (the Students’ Union ) and is completely separate from Newcastle University. They don’t have access to any student records and the University vice versa has no access to the Sac’s records. All staff pride themselves and the service on the confidentiality offered and they are licensed and insured by AdviceUk. The Student Advice Centre is a service of the Students’ Union staffed by professionals who specialise in student concerns. They can help you by providing information; listening to any problems; advising on the options open; helping you resolve difficulties; and referring you to any relevant agency (they cannot recommend any commercial companies however). They may even take on your case for you, even to the representation stage. You can browse through a range of information, help yourself to leaflets and obtain forms (benefits, help with NHS charges, Access to Hardship Funds etc.). More information is available from the SAC website: https://www.nusu.co.uk/support/sac/ The Student Advice Centre cannot provide immigration advice to International students. If you have immigration questions, you should contact the Visa and Immigration Service (VIS) at King’s Gate for advice. The Student Advice Centre is situated on the ground floor of the Students’ Union Building. Opening times vary throughout the year, so you could check the weekly schedule before dropping by: https://www.nusu.co.uk/support/sac/ During term-time, you may drop in for a brief session with one of the advisers, but for complex or serious problems (requiring more than 20 minutes to discuss), you should make an appointment. Telephone 0191 239 3979 Email: student-advice-centre@ncl.ac.uk Please check website for updates on service provision.

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Note that anything you say to any of the staff will be treated in strictest confidence and not disclosed without your consent; also that the Union, including the Student Advice Centre, is independent of the University structure and primarily concerned with its members’ welfare. Sport and Fitness Get involved in sport and exercise at Newcastle. Get moving, feel great, reach your goals, be your best. Sport and fitness at Newcastle is for everyone. No matter what your level of skill or experience is, we’re here to help you keep fit and healthy. You’ll find a huge range of options to get you moving. We'll help you stay on track, whether you’re playing as a team, or sweating it in a dance class: • Gym fitted with the latest high performance equipment for strength and cardiovascular training. • Group fitness classes. • Inclusive sport programme designed to remove barriers to sport, allowing everyone, including

those with disabilities, to enjoy being more physically active. • Competitive sport programme open to all abilities.

We schedule our sports and fitness programmes so you can fit in training around your lectures. Discover how you can get involved in sport and fitness at Newcastle here: https://www.ncl.ac.uk/sport/

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Resources University Library The University Library Service provides access to a wide range of resources, services and study spaces as well as professional expertise to help you to be successful in your studies and research. It has over 0.8 million books, subscribes to over 55,000 journals and provides access to more than 0.6 million e-books. The Philip Robinson Library also houses the Special Collections (https://www.ncl.ac.uk/library/special-collections/) which are made up of rare and historic books, unique archives, manuscripts, maps and illustrations. Library Search (https://libsearch.ncl.ac.uk) can be used to locate books, journal articles and a lot more information using a single search. The Library’s Subject Guides (https://www.ncl.ac.uk/library/resources-and-study-support/subject-guides/) bring together tailored, subject-specific information, resources and databases and are the best place to start your exploration of the Library’s resources for your specific discipline. Online resource guides have been published to bring together all the key resources by type, such as newspapers, company information and images. These are available: https://www.ncl.ac.uk/library/resources-and-study-support/resource-guides/ Online Library help is available 24/7 at http://libhelp.ncl.ac.uk/. Staff can help you to find the information you need as well as help you improve your academic and research skills. Where more in-depth assistance is required, one-to-one consultancy appointments can be made with one of our Liaison Team. Our four library buildings have a range of study and research spaces, including group and individual study rooms. Wi-Fi is also available so you can use your own devices. Availability of study space and opening hours of each library can be checked via our website https://ncl.ac.uk/library/ The liaison librarians for the training programme depend on your School or subject specific discipline:

School of Geography, Politics and Sociology Newcastle University Business School School of Architecture, Planning and Landscape School of Education, Communication and Language Sciences

Karen Crinnion and Louise Masson lib-socsci@ncl.ac.uk

School of Arts and Cultures School of English Literature, Language and Linguistics School of History, Classics and Archaeology School of Modern Languages Philosophical Studies

Lucy Keating lib-arts@ncl.ac.uk

Newcastle Law School Lucy Keating lib-law@ncl.ac.uk

Academic Skills Kit (ASK) The Academic Skills Kit is an online resource, which brings together the range of academic skills development provision across Newcastle University into a one-stop website. Provision includes information literacy, revision strategies, academic writing, time management, maths, and statistics. It signposts specialist support for, for example, international students or those with Specific Learning Difficulties. It also hosts a range of self-access online resources with advice and tips on various aspects of study. Please visit www.ncl.ac.uk/ask

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Writing Development Centre The Writing Development Centre’s role is to help you become a confident and successful independent learner. Our team of tutors offers advice and guidance on academic skills including:

• Understanding assignment questions and marking criteria and feedback • Critical thinking, critiquing and reviewing literature • Planning and structuring writing (incl. paragraphing) • Academic writing style (incl. fundamentals of grammar) • Avoiding plagiarism • Managing time, work and writing (incl. writers block and procrastination) • Exams and Revision (excluding take-home exam papers, except in general terms) • Presentations and posters

We offer one to one tutorials which focus in depth on a specific issue you want to work on. Tutorials with us are centred on your individual academic development and are non-judgmental, supportive and strictly confidential. Appointments should be made online via our website. To find out more or book an appointment please see our website https://www.ncl.ac.uk/library/subject-support/wdc/ INTO Newcastle In-Sessional English The INTO Newcastle In-Sessional team can provide information on:

• Free academic English classes for Newcastle students whose first language is not English. • The support ranges between lecture-style and workshop-format, covering reading, writing,

listening and speaking. There are also one-to-one writing tutorials, where you can meet a teacher for 25 minutes to discuss an assignment you are working on.

More information about the In-Sessional programme is available from the INTO website: http://www.ncl.ac.uk/students/insessional/about/insessional.htm Maths-Aid Maths-Aid is a drop-in centre providing a free and confidential service to all students of Newcastle University on all aspects of mathematics and statistics including:

• Mastering mathematical methods • Revising for exams with a quantitative element • Understanding statistical tests • Using SPSS - Statistical Package for the Social Sciences • Practising graduate numerical skills tests

More information is available from the website: https://internal.ncl.ac.uk/ask/where-to-go/maths-aid, where you can make an appointment. Newcastle University IT Service (NUIT) NUIT looks after the University IT services which support your learning, teaching and research. Visit www.ncl.ac.uk/itservice/ Get Started with IT Before you begin your programme, you’ll receive your username and password. You’ll use these to access most University IT Services and campus WiFi. It’s a good idea to register for Self-service Password Resets.

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Every student has a Newcastle University email account for official University emails. Log in at office365.ncl.ac.uk. To set up email on your mobile, laptop or tablet visit go.ncl.ac.uk/itservice/email Your ‘Documents’ folder (H: drive) is a secure place to save your work, it’s accessible from any University PC or off-campus via filr.ncl.ac.uk. You also have 5TB of personal file storage in Microsoft OneDrive; download the app or access your files online at office365.ncl.ac.uk Newcastle University App The Newcastle University app is a great way to manage your student life, you'll also use it to create your digital University Smartcard. The app features your timetable, find a PC on campus, manage your library and print accounts and contact your tutor. It’s free to download from your app store. University WiFi WiFi is widely available across campus and University-owned Halls. Select the Newcastle-University network and enter your username and password to connect. See go.ncl.ac.uk/itservice/connect University PCs Computers can be found in cluster rooms across campus, they feature a wide range of software. The Newcastle University app can help you find a cluster with available PCs. See go.ncl.ac.uk/itservice/clusters Printing and Photocopying Printers can be found in all PC cluster rooms and photocopying is available in the University Libraries. You can print to cluster room printers from your laptop, tablet or mobile at nuprint.ncl.ac.uk Every student is given a free allocation of print and copy credit at the start of the academic year. You can check your print funds or buy more credits at printing.ncl.ac.uk or visit the Philip Robinson Library. Using Your PC If you’re away from campus, you can access your files and some University software at filr.ncl.ac.uk. If you’re unable to access a cluster, the Student Windows Virtual Desktop also gives access to popular University software and OneDrive, via your PC or tablet. See go.ncl.ac.uk/itservice/wvd Software is available for your PC at no personal cost or a reduced price, including Microsoft Office 365 Pro Plus. See what’s available at go.ncl.ac.uk/itservice/studentsoftware Canvas Canvas is the Virtual Learning Environment at Newcastle. It’s used to deliver teaching and support your learning. For 24/7 access to your reading lists, course modules and handouts, log in at canvas.ncl.ac.uk IT Support Student IT Guide can be found at https://www.ncl.ac.uk/itservice/studentguide/ It’s important to be aware of the policy on ‘Use of IT Facilities’. Learn more at https://services.ncl.ac.uk/itservice/rules/ Email: it.servicedesk@ncl.ac.uk Website: http://www.ncl.ac.uk/itservice/

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Careers Service Newcastle University’s award-winning Careers Service can help you make the most of your unique skills and experiences during your studies and for three years after you graduate. Advice and Information We offer a range of services from business START UP, to meeting employers and workshops including Making Successful Applications. Our Information Officers, Careers Consultants and START UP Advisers are here to offer bespoke, confidential one-to-one guidance and the information you need to explore your existing plans or generate new ideas. There’s lots of information and useful resources on our website, which will give you an idea of the opportunities we can provide or point you to. Useful Links START UP: https://www.ncl.ac.uk/careers/startup/ Work experience opportunities: https://mycareer.ncl.ac.uk/unauth Careers Modules: https://www.ncl.ac.uk/careers/modules/ Placements: https://www.ncl.ac.uk/careers/modules/careersserviceplacementyearmodule/ Recruitment and workshops: https://mycareer.ncl.ac.uk/unauth Health and Safety The University has a duty to keep you healthy and safe whilst you are studying with us. The Occupational Health and Safety Service (OHSS) is a central support service which helps Schools and Institutes to manage health and safety. The University has a Health and Safety policy as does each School or Institute. These provide important information on how health and safety is managed and consist of three sections:

• Statement of Intent - a commitment to protect the health and safety of all colleagues and students signed by the Vice Chancellor or Head of Unit

• Responsibilities - a summary of the health and safety responsibilities of colleagues and students. Students are expected to be responsible for their own actions and any activities which may adversely affect colleagues, fellow students or visitors

• Arrangements - this is usually the largest part of the policy and contains detailed information on how the School or Institute manages health and safety. It will include reference to University management standards, guidance and any local arrangements. For example, it will tell you about the arrangements for health and safety training, risk assessments and traveling abroad. Students are encouraged to read this part of the policy as needed.

The Health and Safety policy is an important document and students should make sure they have or know where to find a copy of their School or Institutes policy. If students need any health and safety advice or information they should speak to their academic tutor in the first instance. In addition each School and Institute has a School Safety Officer (SSO) who is an invaluable source of local advice. The name and contact details of the SSO will be provided in the health and safety policy. There may be other School or Institute colleagues who hold important health and safety roles relating to specialist subjects including:

• Biological Safety Supervisor; • Radiation protection supervisor; • Fire marshal and fire wardens; • First aiders; • Display screen equipment assessors.

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The University is legally required to carry out risk assessments https://newcastle.sharepoint.com/hub/orghas/Pages/safety_risk.aspx for all its work activities. A risk assessment is a careful examination of each work activity to decide what could cause harm and to decide if the current precautions are sufficient. Students may be asked to complete a risk assessment for an individual project or work activity as part of their academic studies. Standard operating procedures https://newcastle.sharepoint.com/hub/orghas/Pages/safety_risk_sop.aspx are also sometimes used in conjunction with risk assessments to give step by step guides to carrying out work activities safely. Each Faculty will provide a health and safety induction and training for students. The precise format and number of safety courses will be decided by each Faculty. Students are expected to attend health and safety training and may not be allowed to carry out certain high risk work activities until they have been trained. Things sometimes go wrong whilst studying. Any accidents or near misses must be reported as soon as possible to the staff member in charge of the session/ area and to your School office. Please do not try to hide or cover up mistakes or when things go wrong. We want you to report accidents and near misses so that we can all learn lessons and take steps to make sure they do not happen again. In the case of discovering a fire or on hearing the fire alarm please follow these instructions https://newcastle.sharepoint.com/hub/orghas/Pages/safety_FireAction.aspx For other emergencies please contact the staff member in charge of the area or the Security team 24 hours a day on 0191 208 6666 or for non-emergencies on 0191 208 6817 or security@ncl.ac.uk If you see any physical defects on campus these can be reported to the Estates Support Service helpdesk on 0191 208 7171 or ess-helpdesk@ncl.ac.uk Safezone is a free app that connects you directly to University Security. If you raise an alarm or call for help, on-campus Security will be alerted so they can help you quickly and effectively: https://www.safezoneapp.com/ International Office The International Office provides information and advice on:

• The equivalence of overseas qualifications • Erasmus/Study Abroad information • Finance and Funding

It also provides an orientation welcome programme and airport collection service. Location: King’s Gate Telephone: 0191 208 3333 Website: http://www.ncl.ac.uk/international/ Language Resource Centre The award-winning Language Resource Centre encourages and celebrates cross-cultural experiences by providing a range of opportunities, resources and facilities for the practice and learning of languages for all students of the University. The Centre also runs institutional on-line tandem exchanges with universities abroad, operates the World TV and Film service (IPTV) and recruits student language ambassadors for engagement with schools in the region.

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For details about joining, accessing opportunities and the Centre’s opening times see: http://www.ncl.ac.uk/language-resource-centre/ For World TV and Film see: https://iptv.ncl.ac.uk Location: Old Library Building Nightline Nightline is the confidential listening and information service run for students by students. Telephone: 0191 2612905 (20:00-08:00) Website: https://www.nusu.co.uk/support/nightline/ Newcastle University Students Union (NUSU) Location: Students’ Union, King’s Walk Telephone: 0191 239 3900 Email: student.union@ncl.ac.uk Website: http://www.nusu.co.uk/ Environment Virtually all items you discard can be recycled on campus, especially paper, plastic bottles, glass, cardboard, and food waste. Please make full use of the recycling containers around the campus. Do ensure that the correct items go in the correct containers, and do not throw anything recyclable in the general waste bins. In line with the Universities eat@Newcastle campaign to fight against plastic, which is part of a University-wide effort to be more sustainable, please be advised that we will not be providing disposable cups in the teaching spaces for any sessions or modules related to the HaSS Faculty Research Training Programme. NOTE: For 2021/22, please note that in the event of any teaching taking place in person, we will not be providing refreshments and encourage you to bring your own.

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Links to websites (You will need to be logged in to access these pages) Assessment and Feedback policy

https://www.ncl.ac.uk/ltds/assets/documents/qsh-assmt-assessedwork-policy.pdf

Assessment Irregularity Procedure

https://www.ncl.ac.uk/media/wwwnclacuk/studentprogress/files/Procedure-for-Assessment-Irregularities%2020-21.pdf

Complains and Appeals https://www.ncl.ac.uk/students/progress/Regulations/Procedures/complaints.htm

Degree Programme Regulations http://www.ncl.ac.uk/regulations/docs/ Exam Rules http://www.ncl.ac.uk/exams/rules Examination dates and timetable

https://www.ncl.ac.uk/exams/exam-dates/#examdatesandtimetable

Graduate Framework https://www.ncl.ac.uk/careers/graduateframework/ Module Catalogue http://www.ncl.ac.uk/module-catalogue/ Ncl+ awards https://www.ncl.ac.uk/careers/awards/nclplusaward/#about Newcastle Offer

https://www.ncl.ac.uk/ltds/governance/modules/dph/introductory/

Past Exam Papers https://www.ncl.ac.uk/exams/past-papers Peer Mentoring https://www.ncl.ac.uk/library/services/peer-mentoring/ Personal Extenuating Circumstances

https://www.ncl.ac.uk/student-progress/circumstances/pec/

Plagiarism guidance https://www.ncl.ac.uk/academic-skills-kit/good-academic-practice/plagiarism/

Student Advice Centre www.nusu.co.uk/sac Student and Staff Wellbeing https://www.ncl.ac.uk/wellbeing/ Student Charter https://www.ncl.ac.uk/pre-arrival/regulations/#studentcharter Student Enquiries (FAQs) https://enquire.ncl.ac.uk/en Student Essentials Website https://www.ncl.ac.uk/students/student-essentials/ Student Representation https://www.ncl.ac.uk/ltds/student/representation/ Student Self Service Portal (S3P) https://www.ncl.ac.uk/students/progress/student-

resources/s3p/absencereq.htm Student Services https://my.ncl.ac.uk/students/ Term and Semester dates https://www.ncl.ac.uk/regulations/docs/term-

dates/#currentandfutureyears Transfer, Suspend Studies or Withdraw

https://www.ncl.ac.uk/students/progress/Regulations/Procedures/change/

University app https://services.ncl.ac.uk/itservice/teaching-services/mobile/universityapp/

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Appendices – Hourly Training Breakdown Grids Appendix 1 - MPhil MPhil (Full-time)

Essential Requirements Research Training and Researcher

Development Activities

Total Training Faculty

Conference Reflection

Incorporating Reflection in your Annual Progress

Review 2 hours

Presentation is

compulsory at the First

Year Research

Conference

Submit a 500 word reflection

document, which will

be considered

by the panel for your APR

You can choose to attend as many sessions

as you like across the academic year

You can also claim

'Extra Hours' by attending opportunities

offered outside the training programme

Essential Requirements

+ Research Training and Researcher

Development = Research

Training

HSS8002: Information Skills self-assessment

2 hours Preparing for your Viva

2 hours 6 hours 6 hours 6 hours 52 hours 70 hours

MPhil (Part-time) Year One

Essential Requirements Research Training and Researcher Development Activities

Total Training

Incorporating Reflection in your Annual Progress Review

2 hours

You can choose to attend as many sessions as you like across the

academic year

You can also claim 'Extra Hours' by attending opportunities offered outside the training programme

Essential Requirements + Research Training and

Researcher Development = Research Training HSS8002: Information Skills

self-assessment 2 hours 4 hours 31 hours 35 hours

Year Two

Essential Requirements Research Training and Researcher Development

Activities

Total Training Faculty

Conference Reflection

Preparing for your

Viva 2 hours

Presentation is compulsory at the First Year

Research Conference

Submit a 500 word reflection

document, which will be considered by the panel for

your APR

You can choose to attend as many sessions as you like across the academic year

You can also claim 'Extra

Hours' by attending opportunities offered outside

the training programme

Essential Requirements +

Research Training and Researcher

Development = Research Training

2 hours 6 hours 6 hours 21 hours 35 hours

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Appendix 2 - EdD/IPhD EdD / IPhD Year Two (Full-time)

Essential Requirements Research Training and Researcher Development

Activities

Total Training Faculty

Conference Reflection

Managing a PhD 12 hours

Presentation and

attendance is compulsory at the First

Year Research

Conference

Submit a 500 word

reflection document,

which will be considered

by the panel for your APR

You can choose to attend as many sessions as you like across the academic year

You can also claim 'Extra

Hours' by attending opportunities offered outside the training

programme

Essential Requirements

+ Research Training and Researcher

Development = Stage Two

Training

Incorporating Reflection in your Annual Progress

Review 2 hours

HSS8002: Information Skills self-assessment

2 hours 16 hours 6 hours 6 hours 42 hours 70 hours

EdD Year Three and Year Four (Part-time) EdD Year Three (Part-time)

Essential Requirements Research Training and Researcher Development Activities

Total

Training

Managing a PhD 12 hours

You can choose to attend as many sessions as you like across the academic

year.

You can also claim 'Extra Hours' through attendance at opportunities offered by

both your school and within your discipline (Conferences etc).

Essential Requirements +

Research Training and Researcher Development =

Stage One Training

HSS8002: Information Skills self-assessment

2 hours

14 hours 21 hours 35 hours EdD Year Four (Part-time)

Essential Requirements Research Training and Researcher Development

Activities

Total Training Faculty

Conference Reflection

Incorporating Reflection in your Annual

Progress Review 2 hours

Presentation and attendance is compulsory at

the First Year Research

Conference

Submit a 500 word

reflection document,

which will be considered by the panel for

your APR

You can choose to attend as many sessions as you like across the academic

year.

You can also claim 'Extra Hours' through attendance at

opportunities offered by both your school and within your discipline

(Conferences etc).

Essential Requirements +

Research Training and Researcher

Development = Stage One Training

2 hours 6 hours 6 hours 21 hours 35 hours

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EdD/IPhD Year Three (Full-time) Essential Requirements Research Training and

Researcher Development Activities

Total Training Faculty

Conference Reflection

Final Stages of your PhD - attend both

sessions

2 hours per session

Presentation and

attendance is compulsory at

the HaSS Annual PGR Showcase

Submit a 500 word

reflection document,

which will be considered by the panel for

your APR

You can choose to attend as many sessions as you like across the academic year

You can also claim 'Extra

Hours' by attending opportunities offered outside the training

programme

Essential Requirements +

Research Training and Researcher

Development = Stage Three

Training

4 hours 6 hours 6 hours 54 hours 70 hours EdD Year Five and Year Six (Part-time) EdD Year Five (Part-time)

Essential Requirements Research Training and Researcher Development Activities

Total Training

Final Stages of your PhD - attend both

sessions

2 hours per session

You can choose to attend as many sessions as you like across the academic year.

You can also claim 'Extra Hours' through

attendance at opportunities offered by both your school and within your discipline

(Conferences etc).

Essential Requirements +

Research Training and Researcher Development =

Stage Three Training

4 hours 31 hours 35 hours EdD Year Six (Part-time)

Essential Requirements Research Training and Researcher

Development Activities

Total Faculty Conference Reflection

Presentation and attendance is

compulsory at the HaSS Annual PGR Showcase

Submit a 500 word reflection

document, which will be considered

by the panel for your APR

You can choose to attend as many sessions as you like across the academic

year.

You can also claim 'Extra Hours' through attendance at

opportunities offered by both your school and within your discipline

(Conferences etc).

Essential Requirements +

Research Training and Researcher Development =

Stage Three Training

6 hours 6 hours 23 hours 35 hours

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Appendix 3 – First Stage PhD First Stage PhD (Full-time) – Hours Based System

Essential Requirements Research Training and Researcher

Development Activities

Total Training Faculty

Conference Reflection

Managing a PhD 12 hours

Presentation and

attendance is compulsory at the First Year

Research Conference

Submit a 500 word reflection

document, which will

be considered

by the panel for your APR

You can choose to attend as many sessions

as you like across the academic year

You can also claim 'Extra

Hours' by attending opportunities offered outside the training

programme

Essential Requirements

+ Research Training and Researcher

Development = Stage One

Training

Incorporating Reflection in your Annual Progress

Review 2 hours

HSS8002: Information Skills self-assessment

2 hours 16 hours 6 hours 6 hours 42 hours 70 hours

First Stage PhD (Full-time) – PG Cert in Research Training

Essential Requirements PG Cert in Research Training (60 credits) Training Faculty

Conference Reflection Semester One

(20 credits) Semester Two

(40 credits)

Managing a PhD Presentation

and attendance

is compulsory at the First

Year Research

Conference

Submit a 500 word reflection

document, which will

be considered

by the panel for your APR

HSS8002:

Information Skills (10 credits)

HSS8007 (An

Introduction to the Nature of

Explanation and Enquiry (10 credits)

HSS8004: Qualitative Methodology in the Arts,

Humanities and Social Sciences (20 credits)

CHOOSE ONE:

HSS8005: Introduction to Quantitative Analysis (20

credits)

HSS8044: Working with Qualitative Methods: The

Imagined Example (20 credits)

Incorporating Reflection in your Annual

Progress Review

HSS8002: Information Skills self-

assessment

125

First Stage PhD (Part-time) – Hours Based System Year One

Essential Requirements Research Training and Researcher Development Activities

Total

Training

Managing a PhD 12 hours

You can choose to attend as many sessions as you like across the academic

year.

You can also claim 'Extra Hours' through attendance at opportunities

offered by both your school and within your discipline (Conferences etc).

Essential Requirements +

Research Training and Researcher Development =

Stage One Training

HSS8002: Information Skills self-assessment

2 hours

14 hours 21 hours 35 hours Year Two

Essential Requirements Research Training and Researcher Development

Activities

Total Training Faculty

Conference Reflection

Incorporating Reflection in your Annual

Progress Review 2 hours

Presentation and attendance is compulsory at

the First Year Research

Conference

Submit a 500 word

reflection document,

which will be considered by the panel for

your APR

You can choose to attend as many sessions as you like across the academic

year.

You can also claim 'Extra Hours' through attendance at

opportunities offered by both your school and within your discipline

(Conferences etc).

Essential Requirements +

Research Training and Researcher

Development = Stage One Training

2 hours 6 hours 6 hours 21 hours 35 hours

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First Stage PhD (Part-time) – PG Cert in Research Training Year One

Essential Requirements PG Cert in Research Training (30 credits) Training Semester One

(10 credits) Semester Two

(20 credits)

Managing a PhD

HSS8007 (An Introduction to

the Nature of Explanation and Enquiry (10 credits)

HSS8004: Qualitative

Methodology in the Arts, Humanities and Social Sciences (20 credits)

HSS8002: Information Skills self-assessment

Year Two

Essential Requirements PG Cert in Research Training (30 credits) Training Faculty

Conference Reflection Semester One

(10 credits) Semester Two

(20 credits)

Incorporating Reflection in your Annual

Progress Review

Presentation and

attendance is

compulsory at the First

Year Research

Conference

Submit a 500 word reflection

document, which will

be considered

by the panel for your APR

HSS8002:

Information Skills (10 credits)

CHOOSE ONE:

HSS8005: Introduction to Quantitative Analysis (20

credits)

HSS8044: Working with Qualitative Methods: The

Imagined Example (20 credits)

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Appendix 4 – Second Stage PhD Second Stage PhD (Full-time)

Essential Requirements Research Training and Researcher Development

Activities

Total Training Faculty Conference Reflection

Research in the Wider Context - attend a

minimum of 4

sessions

2 hours per session

Presentation and attendance is

compulsory at the HaSS Annual PGR

Showcase NOTE: You can complete

this in Stage Three instead – the

requirement is to present and attend once

only

Submit a 500 word

reflection document,

which will be considered

by the panel for your APR

You can choose to attend as many sessions as you like across the academic

year

You can also claim 'Extra Hours' by attending

opportunities offered outside the training

programme

Essential Requirements

+ Research Training and Researcher

Development = Stage Two

Training

8 hours 6 hours 6 hours 50 hours 70 hours Second Stage PhD (Part-time) Year Three

Essential Requirements Research Training and Researcher Development Activities

Total Training

Research in the Wider Context - attend a minimum of 4

sessions

2 hours per session

You can choose to attend as many sessions as you like across the

academic year.

You can also claim 'Extra Hours' through attendance at

opportunities offered by both your school and within your discipline

(Conferences etc).

Essential Requirements + Research Training and

Researcher Development = Stage Two Training

8 hours 27 hours 35 hours Year Four

Essential Requirements Research Training and Researcher

Development Activities

Total Faculty Conference Reflection

Presentation and attendance is compulsory at the HaSS Annual PGR

Showcase NOTE: You can complete

this in Stage Three instead – the requirement is to

present and attend once only

Submit a 500 word reflection

document, which will be considered

by the panel for your APR

You can choose to attend as many sessions

as you like across the academic year.

You can also claim 'Extra

Hours' through attendance at

opportunities offered by both your school and within your discipline

(Conferences etc).

Essential Requirements +

Research Training and Researcher Development =

Stage Two Training

6 hours 6 hours 23 hours 35 hours

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Appendix 5 – Third Stage PhD Third Stage PhD (Full-time)

Essential Requirements Research Training and Researcher

Development Activities

Total Training Faculty Conference Reflection

Final Stages of

Your PhD - attend both

sessions

2 hours per

session

Presentation is compulsory at the HaSS Annual PGR

Showcase NOTE: You should only attend and present if you did not do this in

Stage Two

Submit a 500 word reflection

document, which will be considered by the panel for

your APR

You can choose to attend as many

sessions as you like across the academic

year

You can also claim 'Extra Hours' by

attending opportunities offered outside the training programme

Essential Requirements

+ Research Training and Researcher

Development = Stage Three

Training

4 hours 6 hours 6 hours 50 hours 70 hours Third Stage PhD (Part-time) Year Five

Essential Requirements Research Training and Researcher Development Activities

Total Training

Final Stages of your PhD - attend both sessions

2 hours per session

You can choose to attend as many sessions as you like across the

academic year.

You can also claim 'Extra Hours' through attendance at opportunities

offered by both your school and within your discipline (Conferences

etc).

Essential Requirements + Research Training and

Researcher Development = Stage Three Training

4 hours 31 hours 35 hours Year Six

Essential Requirements Research Training and Researcher

Development Activities

Total Faculty Conference Reflection

Presentation and attendance is compulsory at the HaSS Annual PGR

Showcase

NOTE: You should only attend and present if you

did not do this in Stage Two or the first year of Stage

Three

Submit a 500 word reflection

document, which will be

considered by the panel for your

APR

You can choose to attend as many sessions

as you like across the academic year.

You can also claim 'Extra

Hours' through attendance at

opportunities offered by both your school and within your discipline

(Conferences etc).

Essential Requirements +

Research Training and Researcher Development =

Stage Three Training

6 hours 6 hours 23 hours 35 hours

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Appendix 6 – PhD (January starters – full-time) PhD - January Starters First Stage PhD (Full-time) – Hours Based System

Stage One January – September

Essential Requirements Research Training and Researcher Development Activities

Total

HSS8002: Information Skills self-assessment

2 hours

Incorporating Reflection in your Annual Progress Review

2 hours

First Year Research Conference

6 hours

Reflection Document 6 hours

TOTAL: 16 hours

You can choose to attend as many sessions as you like across the academic year You can also claim 'Extra Hours' by attending opportunities offered outside

the training programme

TOTAL: 19 hours

Essential Requirements +

Research Training and Researcher

Development Activities = Stage One

Training

TOTAL: 35 hours Stage One

October – December Essential Requirements Research Training and Researcher

Development Activities Total

Managing a PhD 12 hours

TOTAL: 12 hours

You can choose to attend as many sessions as you like across the academic year You can also claim 'Extra Hours' by attending opportunities offered outside

the training programme

TOTAL: 23 hours

Essential Requirements +

Research Training and Researcher

Development Activities = Stage One

Training

TOTAL: 35 hours Stage One

TOTAL: 70 hours

130

First Stage PhD (Full-time) – PG Cert in Research Training Stage One

January – September Essential Requirements PG Cert in Research Training

Semester Two (40 credits)

HSS8002: Information Skills self-assessment

Incorporating Reflection in your

Annual Progress Review

First Year Research Conference

Reflection Document

HSS8004: Qualitative Methodology in the Arts, Humanities and Social Sciences (20 credits)

CHOOSE ONE:

HSS8005: Introduction to Quantitative Analysis (20 credits)

HSS8044: Working with Qualitative Methods: The

Imagined Example (20 credits)

Stage One October – December

Essential Requirements PG Cert in Research Training Semester One

(20 credits) Managing a PhD

HSS8002: Information Skills (10 credits)

HSS8007 (An Introduction to the Nature of Explanation and Enquiry (10 credits)

131

Second Stage PhD (Full-time) Stage Two

January – September Essential Requirements Research Training and Researcher

Development Activities Total

Research in the Wider Context *Attend a minimum of 4

sessions – note that some will run from Oct – Dec

2 hours each

HaSS Annual PGR Showcase *You can complete in Stage Three instead but you must

present once 6 hours

Reflection Document

6 hours

TOTAL: 16 hours

You can choose to attend as many sessions as you like across the academic year You can also claim 'Extra Hours' by attending opportunities offered outside

the training programme

TOTAL: 19 hours

Essential Requirements +

Research Training and Researcher

Development Activities = Stage One

Training

TOTAL: 35 hours Stage Two

October – December Essential Requirements Research Training and Researcher

Development Activities Total

Research in the Wider Context

*Attend a minimum of 4 sessions – note that some would have ran from Jan –

Sept 2 hours each

TOTAL: 8 hours

You can choose to attend as many sessions as you like across the academic year You can also claim 'Extra Hours' by attending opportunities offered outside

the training programme

TOTAL: 27 hours

Essential Requirements +

Research Training and Researcher

Development Activities = Stage One

Training

TOTAL: 35 hours Stage Two

TOTAL: 70 hours

132

Third Stage PhD (Full-time) Stage Three

January – September Essential Requirements Research Training and Researcher

Development Activities Total

Final Stages of your PhD: Preparing for the Viva

2 hours

Reflection Document 6 hours

TOTAL: 8 hours

You can choose to attend as many sessions as you like across the academic year You can also claim 'Extra Hours' by attending opportunities offered outside

the training programme

TOTAL: 27 hours

Essential Requirements +

Research Training and Researcher

Development Activities = Stage One

Training

TOTAL: 35 hours Stage Three

October – December Essential Requirements Research Training and Researcher

Development Activities Total

Final Stages of your PhD: Completing a PhD

2 hours

TOTAL: 2 hours

You can choose to attend as many sessions as you like across the academic year You can also claim 'Extra Hours' by attending opportunities offered outside

the training programme

TOTAL: 33 hours

Essential Requirements +

Research Training and Researcher

Development Activities = Stage One

Training

TOTAL: 35 hours Stage Three

TOTAL: 70 hours

133

Appendix 7 – PhD (January starters – part-time) First Stage PhD (Part-time) – Hours Based System

Stage One Year One

January – September Essential Requirements Research Training and Researcher

Development Activities Total

HSS8002: Information Skills self-assessment

2 hours

TOTAL: 2 hours

You can choose to attend as many sessions as you like across the

academic year You can also claim 'Extra Hours' by attending

opportunities offered outside the training programme

TOTAL: 16 hours

Essential Requirements + Research Training and

Researcher Development Activities

= Stage One Training

TOTAL: 18 hours Stage One Year One

October – December Essential Requirements Research Training and Researcher

Development Activities Total

Managing a PhD 12 hours

TOTAL: 12 hours

You can choose to attend as many sessions as you like across the

academic year You can also claim 'Extra Hours' by attending

opportunities offered outside the training programme

TOTAL: 19 hours

Essential Requirements + Research Training and

Researcher Development Activities

= Stage One Training

TOTAL: 17 hours Stage One / Year One

TOTAL: 35 hours Stage One Year Two

January – September Essential Requirements Research Training and Researcher

Development Activities Total

Incorporating Reflection in your Annual Progress Review

2 hours

Reflection Document 6 hours

First Year Research

Conference 6 hours

TOTAL: 14 hours

You can choose to attend as many sessions as you like across the academic year You can also claim 'Extra Hours' by attending opportunities offered outside

the training programme

TOTAL: 4 hours

Essential Requirements +

Research Training and Researcher

Development Activities = Stage One

Training

TOTAL: 18 hours Stage One Year Two

October – December

134

Essential Requirements Research Training and Researcher Development Activities

Total

N/A

TOTAL: 0 hours

You can choose to attend as many sessions as you like across the academic year You can also claim 'Extra Hours' by attending opportunities offered outside

the training programme

TOTAL: 17 hours

Essential Requirements +

Research Training and Researcher

Development Activities = Stage One

Training

TOTAL: 17 hours Stage One Year Two

TOTAL: 35 hours

135

First Stage PhD (Part-time) – PG Cert in Research Training Stage One Year One

January – September Essential Requirements PG Cert in Research Training

Semester Two (20 credits)

HSS8002: Information Skills self-assessment

HSS8004: Qualitative Methodology in the Arts, Humanities and Social Sciences (20 credits)

Stage One Year One

October – December Essential Requirements PG Cert in Research Training

Semester One (10 credits)

Managing a PhD

HSS8007: An Introduction to the Nature of Explanation and Enquiry (10 credits)

Stage One / Year One (30 credits) Stage One Year Two

January – September Essential Requirements PG Cert in Research Training

Semester Two (20 credits)

Incorporating Reflection in your Annual Progress Review

Reflection Document

First Year Research

Conference

CHOOSE ONE: HSS8005: Introduction to Quantitative Analysis (20 credits)

HSS8044: Working with Qualitative Methods: The Imagined

Example (20 credits)

Stage One Year Two

October – December Essential Requirements PG Cert in Research Training

Semester One (10 credits)

N/A

HSS8002: Information Skills (10 credits)

Stage One Year Two

(30 credits)

136

Second Stage PhD (Part-time) Stage Two Year One

January – September Essential Requirements Research Training and Researcher

Development Activities Total

Research in the Wider Context *Attend a minimum of 4

sessions – note that some will run from Oct – Dec

2 hours each

TOTAL: 8 hours

You can choose to attend as many sessions as you like across the

academic year You can also claim 'Extra Hours' by attending

opportunities offered outside the training programme

TOTAL: 10 hours

Essential Requirements + Research Training and

Researcher Development Activities

= Stage One Training

TOTAL: 18 hours Stage Two Year One

October – December Essential Requirements Research Training and Researcher

Development Activities Total

Research in the Wider Context *Attend a minimum of 4

sessions – note that some would have ran from Jan –

Sept 2 hours each

TOTAL: 8 hours

You can choose to attend as many sessions as you like across the

academic year You can also claim 'Extra Hours' by attending

opportunities offered outside the training programme

TOTAL: 9 hours

Essential Requirements + Research Training and

Researcher Development Activities

= Stage One Training

TOTAL: 17 hours Stage Two Year One

TOTAL: 35 hours Stage Two Year Two

January – September Essential Requirements Research Training and Researcher

Development Activities Total

Research in the Wider Context *Attend a minimum of 4

sessions – note that some will run from Oct – Dec

2 hours each

HaSS Annual PGR Showcase *You can complete in Stage Three instead but you must

present once 6 hours

Reflection Document

6 hours

TOTAL: 14 hours

You can choose to attend as many sessions as you like across the

academic year You can also claim 'Extra Hours' by attending

opportunities offered outside the training programme

TOTAL: 4 hours

Essential Requirements + Research Training and

Researcher Development Activities

= Stage One Training

TOTAL: 18 hours

137

Stage Two Year Two

October – December Essential Requirements Research Training and Researcher

Development Activities Total

N/A

TOTAL: 0 hours

You can choose to attend as many sessions as you like across the

academic year You can also claim 'Extra Hours' by attending

opportunities offered outside the training programme

TOTAL: 17 hours

Essential Requirements + Research Training and

Researcher Development Activities

= Stage One Training

TOTAL: 35 hours Stage Two Year Two

TOTAL: 35 hours

138

Third Stage PhD (Part-time) Stage Three

Year One January – September

Essential Requirements Research Training and Researcher Development Activities

Total

Final Stages of your PhD: Preparing for the Viva

2 hours

TOTAL: 2 hours

You can choose to attend as many sessions as you like across the

academic year You can also claim 'Extra Hours' by attending

opportunities offered outside the training programme

TOTAL: 16 hours

Essential Requirements + Research Training and

Researcher Development Activities

= Stage One Training

TOTAL: 18 hours Stage Three

Year One October – December

Essential Requirements Research Training and Researcher Development Activities

Total

Final Stages of your PhD: Completing a PhD

2 hours

TOTAL: 2 hours

You can choose to attend as many sessions as you like across the

academic year You can also claim 'Extra Hours' by attending

opportunities offered outside the training programme

TOTAL: 15 hours

Essential Requirements + Research Training and

Researcher Development Activities

= Stage One Training

TOTAL: 17 hours Stage Three

Year One TOTAL: 35 hours

Stage Three Year Two

January – September Essential Requirements Research Training and Researcher

Development Activities Total

Reflection Document 6 hours

TOTAL: 6 hours

You can choose to attend as many sessions as you like across the

academic year You can also claim 'Extra Hours' by attending

opportunities offered outside the training programme

TOTAL: 12 hours

Essential Requirements + Research Training and

Researcher Development Activities

= Stage One Training

TOTAL: 18 hours Stage Three

Year Two October – December

Essential Requirements Research Training and Researcher Development Activities

Total

N/A

You can choose to attend as many sessions as you like across the

academic year You can also claim

Essential Requirements + Research Training and

Researcher

139

TOTAL: 0 hours

'Extra Hours' by attending opportunities offered outside the

training programme

TOTAL: 17 hours

Development Activities = Stage One Training

TOTAL: 17 hours Stage Three

Year Two TOTAL: 35 hours

We are proud to work in partnership with the Arts and Humani es Research Council

(AHRC), and the Economic and Social Research Council (ESRC) to provide world‐class

training and development opportuni es to our PhD students.

Northern Bridge Consor um Doctoral Training Partnership

Based at Newcastle University, and funded by the Arts and Humani es Research Council, the

Northern Bridge Consor um brings together the exper se of Newcastle, Durham, Queen’s

University Belfast, Northumbria, Ulster, Teeside and Sunderland Universi es and their

strategic partners.

The consor um hosts training and development events throughout the year for PhD

students in the Arts and Humani es.

www.northernbridge.ac.uk/

Northern Ireland North East (NINE) Doctoral Training Partnership

The NINE DTP is a collabora ve enterprise between Newcastle, Durham Queen’s University Belfast,

Northumbria, Ulster, Teesside and Sunderland Universi es and their strategic

partners.

Funded by the Economic and Social Research Council, with support from the Department for the

Economy Northern Ireland, NINE provides PhD students in the Social Sciences with

opportuni es to develop core research skills in an exci ng and crea ve environment.

www.ninedtp.ac.uk/

Find out more about postgraduate research training in the humani es

and social sciences at Newcastle University:

h ps://www.ncl.ac.uk/hss/learning/postgraduate/training/

Contact us Faculty of Humani es and Social Sciences Newcastle University 11.05, Henry Daysh Building Claremont Road Newcastle upon Tyne NE1 7RU Email: hass.pgtraining@newcastle.ac.uk Telephone: 0191 2085855

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