Introduction to the Role and Responsibilities of Postgraduate Tutor Dr Andy Mullis Jackie Findlay
Tutors Dr Andrew Mullis Chair of Graduate Board’s Programmes of Study and Audit Group Jackie Findlay Senior Assistant Registrar, Research Student Administration
Aim To introduce new postgraduate research tutors to the responsibilities of their new position as defined in the University Code of Practice for Research Degree Candidatures
Overview Postgraduate Research Tutor’s Responsibilities Funding Administrative Framework Code of Practice for Research Degree Candidatures English Language Requirements Training of Supervisors and Internal Examiners
Responsibilities To the school / faculty Ensure Code of Practice is in place and monitored To the students Best interests of student – may mean taking difficult decisions as well as pastoral care To the Graduate Board and its groups Ensure that University policy is observed Respond to any issues raised For the support staff Ensure that the appropriate systems are in place to deliver effective administration and monitoring
Responsibilities (cont) To faculty graduate school committees Usually a member (but always should have access to discussions on policy and procedures) Postgraduate scholarships Role in selection procedures for school nominations for University and external competitions Appeal groups May have to appear before University panels Liaise with Research Student Administration
Link with Head of School Rely on head of school and their authority in dealing with difficult / serious issues and as a source of human resources information. Build a relationship – report regularly. Responsibility also to the director of the faculty graduate school
Examples of relevant support and advice Difficulties with supervisors (in observing University / School procedures, inadequate supervision, etc) Difficulties with students (ensure that action is taken, where appropriate, and formal warnings issued if progress is unsatisfactory, complaints by students are handled speedily and fairly, etc) Need to have access to human resources information on staff (to ensure that supervisory arrangements are compatible with University policy) Staff on probation Staff on sabbatical Extended absences (for more than 3 months)
Admissions Is the applicant of the appropriate quality? Do the appropriate facilities and expertise exist for the research project? Has the application been considered / discussed by at least two people? Where practical an interview should be held Be aware of the different categories of research degrees and special nature of the Masters by Research Ensure supervisors are eligible for the role Ensure English language requirements are met – see web site www.leeds.ac.uk/rds/admissionsandregistration/forstaff/english.html
When a student starts Registration Ensure that the appropriate administrative arrangements are in place for students to register properly Training Plans Within one month of commencement, training needs analysis to be conducted between student and supervisors. This is a new requirement in the last few years – appropriate procedures to be put in place by support staff and to be monitored by postgraduate research tutors. Personal Development Record Ensure one is created and maintained for each student. This must include evidence of training needs analysis, record of training and development undertaken and records of official supervisory meetings.
Monitoring Monitoring Attendance (UK Borders Agency requirements) Ensure appropriate arrangements are in place for monitoring attendance with absence being reported Supervision Meetings Ensure notes are kept and filed appropriately of all formal supervision meetings and they are “fit for purpose” Reservations about progress must be recorded. Students must be made aware of any reservations Annual Meeting Student to have the opportunity to meet with the postgraduate research tutor in the absence of supervisors
Transfer Transfer from provisional category to full degree (PhD) Ensure that all time scales and procedures are in place and a transfer report is produced Time should be allowed for full-time students to make corrections or do additional work and have transfer confirmed within 12 months Revised transfer recommendation form to be completed Covers ethical review and safeguarding data
Examinations Recommendation of examiners on behalf of school Ensure that the proposed examiners meet University criteria Avoid excessive use of external examiners (particularly by the same research group/supervisor) Awareness of examination results Does the report adequately explain whether the criteria have been met? Is there a pattern to referral/failures? Particular supervisors / research groups? Any issues for head of school/director of graduate school? All enquiries from the Examinations Group will be sent to postgraduate research tutors for resolution
Handover Ensure that appropriate handover material and advice is available to your successor
Submission and Qualification It is in the interests of all concerned for a research student to complete their research degree The University and external bodies, such as HESA collect data on “submissions” and “qualifications” All students leaving before or at the 12 month point do not count in “submission” rate or “qualification” rate statistics Those permitted to proceed into the second year do count Both the AHRC and ESRC impose sanctions on those with poor “submission” rates
Submission Rates Full-time Starters in 11/03-10/04 FacultyWithdrew in year 1 Started in year 2 Submitted within 4 years (%) Suspensio ns of study (%) Granted extension s (%) Non submit as FT PHD (%) Arts 33756.910.85.427.0 PVAC 62653.87.723.115.4 ESSL 43138.735.516.19.7 Bio Sci 67173.211.314.11.4 Env 53253.16.315.625.0 MAPS 86786.61.59.03.0 Eng 117157.75.625.411.3 M&H 42462.516.712.58.3 LUBS 22075.01010.05.0 Total 4943264.61015.010.3
HEFCE Qualification Rates doctoral students* starting in 99/00 doctoral students* qualifying by 05/06 (%) HEFCE bench mark # Southampton2549080 Bristol4559080 York1608676 Sheffield2378478 Leeds28878 * Full-time home and EU doctoral students # expected qualification rate based on institutions profile
Qualification Rates HEFCE will monitor “qualification rates” in HESA returns The time that students take to obtain their qualifications If concern, Quality Assurance Agency (QAA) to investigate Account taken of discipline, mode of study, local conditions New rates to be published soon Funding implications
Extensions and suspensions Explained fully on page 33 – 34 of the ‘Guide for Research Degree Supervisors 2009-2010’ Requests for indefinite suspensions Unlikely to be granted. 12 months might be approved and might be extended after a review at the end of 12 months Requests will not succeed when the full-time period of study has been completed, the student is in the overtime period and is now in full-time employment and makes the request on the basis of “pressure of work” Must be clear relation between the amount of extra time being requested and the problem encountered Legitimate reasons include ill health (of candidate or close relative), maternity, accidents, unexpected events (e.g. equipment not being delivered)
Funding for UK/EU Students Census date for registration 1st December No income unless student registered Allocation to resource centres based on Cost weight of subject Postgraduate research student funding frequently asked questions www.leeds.ac.uk/appo/RAM/PGRFaq.pdf
Home/EU Full-time Research Student Funding Rates 09/10 Research cost band Weight- ing HEFCE com- ponent (£) Tuition fee com- ponent (£) Gross allocation (£) Central charges (£) Net allocation (£) High cost laboratory subjects 1.658813338921918617358 Intermediate cost laboratory subjects 1.347783338811618176299 Others1.036753338701417745240 [Academic Planning and Performance Office, www.leeds.ac.uk/appo/RAM/Rates910.pdf]www.leeds.ac.uk/appo/RAM/Rates910.pdf
Year 4 of a Full-Time PhD Overtime period No HEFCE funding for the University No funding for schools But candidate still entitled to supervision
Administrative Framework Senate Graduate Board Research Student Administration Makes formal offer of a place and final award of degrees Publishes the Research Student handbook and Ordnances and Regulations for Research Degrees Student file School Postgraduate tutor Student file Supervisor Student file Student Faculty Graduate School Committee (Director)
Graduate Board Responsible for research students and for overall strategy concerning all postgraduates Representatives from each Faculty Student representation (Post graduate Association representative and Education Secretary of University Union) Groups to address various matters: Board works through: Faculty graduate school committees Postgraduate research tutors Research Student Administration
Graduate Board Groups Faculty graduate school committees Programmes of Study and Audit Group Examinations Group Higher Doctorates Postgraduate Scholarships Researcher Training and Career Development Steering Group Steering Committee on Doctoral Training Grants
Graduate Board Terms of Reference (Summary) Recommendations to Senate Formulation of policies and procedures Maintenance of quality and standards Communication with Learning and Teaching Board and other University committees Delegation of authority to its groups (e.g. Examinations Group ratifies examination results and awards degrees)
Graduate Board Terms of Reference (Summary) continued Approval of new programmes of study and amendments to regulations Liaison with Leeds University Union (LUU) and the Postgraduate Assembly Oversight of scholarships for postgraduate students
Code of Practice for Research Degree Candidatures 1 Defines responsibilities of Deans Faculty graduate school committees Postgraduate research tutors Supervisors Students At least two members of staff to consider an application Supervision by a main supervisor and at least one other co- supervisor; or one main supervisor together with a mentor/adviser Statement of minimum standards of facilities
Code of Practice for Research Degree Candidatures 2 Training plan to be agreed within one month of start and to be reviewed at least annually (revised for 2010/11) Students encouraged to keep personal development plans Students to consult their supervisor before undertaking any additional work at the University At least 12 supervision meetings a year for full-time students who first registered before September 2005. At least 10 supervision meetings a year for those who first registered in or after September 2005. Supervisors responsible for ensuring that there are written records of formal supervisory meetings
Code of Practice for Research Degree Candidatures 3 Opportunity for student to meet with the postgraduate research tutor at least annually without supervisors Supervisors to read and comment on the whole of the draft thesis prior to submission provided it is made available by the student in reasonable time “Mock viva” to be provided when requested by the student At least one internal and one external examiner Examiners required to submit independent reports prior to the oral Supervisors may be an observer at the examination but if not present must be available for consultation
Minimum English Language Requirements 1 For entry to research degree study IELTS 6.0 not less than 5.5 in listening and reading and not less than 5.0 in speaking and writing) Internet Based TOEFL (iBT) 83 (Overall) 18 (Listening), 20 (Reading and Speaking) 21 (Writing)
Minimum English Language Requirements 2 TOEFL 550 4.0 on the Test of Written English Some schools have requirements above this Students required to provide evidence of English language qualifications before registration
Training For Supervisors Staff must attend a Staff and Departmental Development Unit (SDDU) course on research degree supervision before being recommended for appointment as a supervisor Includes experienced staff who are new to Leeds Full day course for those new to the role Briefing course for experienced supervisors.
Training For Internal Examiners Staff must attend an SDDU training course on the Role of the Internal Examiner before being recommended for appointment as an internal examiner Includes experienced staff who are new to Leeds Staff should also have passed probation Refresher training is compulsory if a member of staff has not either acted as internal examiner or attended the SDDU training course on the role within the last 60 months Face to face course for those new to the role Online briefing for experienced internal examiners
Summary The role of the postgraduate research tutor may be summarised as the enhancement of research quality and research culture within their school, department or unit the University is committed, as part of its research strategy, to increasing the numbers of research students, but not at the expense of quality.
Support Material This and the next slide are included as support material and do not form part of the presentation. The following slide provides periods of study for the various research degrees at the University.
Periods of Study DegreesPeriod ofStudy Full-TimePart-Time StandardMaximumStandardMaximum PhD3 years4 years5 years7 years Integrated PhD4 years5 years-- EdD3 years4 years5 years7 years DClinPsychol3 years4 years-- MD2 years3 years 5 years MDS2 years3 years 5 years DDSc3 years4 years5 years7 years DClinDent3 years4 years-- MPhil2 years3 years4 years6 years Mastership by Research1 year 2 years
Overview Recent Developments Postgraduate Research Student Conference Engaging research students in ethics Marketing of research degrees
Recent Developments Dr Andy Mullis Jackie Findlay
Topics to be covered Personal Development Record System (PDRS) Attendance Monitoring International Student Visitors – changes to visa arrangements English Language & the University English language test (UELT) Ethical Review – Changes to required documentation Electronic Thesis Service (Etheses) Training for Internal Examiners Referred Reports and Notes for Guidance Split-site – New Model B
Research Student Handbook & Supervisors’ Guide From 2010/11, these publications will only be available in electronic format and published on the Research Student Administration (RSA) website. Alternative formats (Braille, large print, audio) - will continue to be made available on request Publication expected in July. Postgraduate research tutors notified when live.
Personal Development Record System Project (PDRS) Unified University wide processes Web-based Enhanced recording and planning of research student progression training Improve research student monitoring Facilitate recording of supervision Ensure UK Borders Agency requirements are met First phase map current processes in use across the University consultation meetings A University-wide system will be delivered in 2011
Attendance Monitoring – International/All Students UK Borders Agency (UKBA) requires Universities to report on non-registration of students who have been issued with visas. Once registered, attendance must be monitored Absence for prolonged period without authorisation must be reported to UKBA Personal Development Record System will assist Schools with the monitoring of attendance
Research Student International Visitors Recent changes in visa arrangements for research student “visitors” New University arrangements are necessary Visas will be require attendance monitoring in some cases Registration as students (and payments of fees) may be required Graduate Board and Faculty Management Group (FMG) will be considering the precise arrangements
Research Student International Visitors Types of Student Visa (A)Short Visits (days) May be possible to obtain a General Visa (NB- not all countries) (B) Up to 6 months or less (CANNOT BE EXTENDED) Student Visitor Visa required. “Student Visitor Letter” is required, provided by the school. University NOT required to monitor attendance. (C) Visits of more than 6 months “General Student Visa” is required. University issue. University required to be pay fee to UKBA University required to monitor the attendance of the visiting student
English Language Issues – UELT All research students (1 st language not English) must take UELT within 1 month of registration – in order to identify additional help and support From 2010/11 – for new students Score below 60%: must take any English language classes recommended by the Language Centre. Score between 30% - 45%: must re-take the test every 4 months so that progress can be monitored by the School. Schools monitor progress – ensure student re-takes UELT. Transfer stage – provide report on English Language Score below 30%: Case referred to Chair of Programmes of Study and Audit Group to decide on appropriate action to be taken in each individual case In all cases– transfer panel should consider the student’s language skills and in particular their competence in written English.
Electronic Theses (Etheses) – Feb 2010 Sept 2009 starters – mandatory Ethesis deposit Pre-Sept 2009 starters – voluntary Ethesis deposit ISBN will be allocated by University Ethesis = pdf, exact copy of final hard bound thesis. Held in White Rose Theses Online (WREO) & also British Library’s Electronic Thesis Online Service (EThOS) Long term preservation & access Copyright advice prepared to assist Students & Supervisors www.leeds.ac.uk/rds/thesissubmissionandexamination/students/ethesis/et hesis.html
Training for Internal Examiners On-line training for experienced examiners For Internal examiners who have experience of examining research degrees but who have not been an internal examiner at Leeds or completed the training in the last 5 years. Replaces face to face course. Take in own time from any (networked) PC Email to SDDU to request set-up on on-line course Face-to-face course still required for those new to the role of internal examiner
Referred Reports & Notes for Guidance In 2009/10: 43 referral reports considered by Exams Group 35 returned to postgraduate research tutors before approval = 81.4% Causes a delay in approval by the Exams Group and in the release of Notes for Guidance to candidates
Main issues with Referred Examiners’ Reports Notes for Guidance template not completed & fully signed (missing in some cases) No clear reason for referral provided Notes for guidance not a joint set of guidance from all examiners (sometimes 2 separate sets of guidance notes provided) Excessive numbers of typos! Enquiries from the Exams Group are directed to postgraduate research tutors for response and for them to monitor and review the overall performance of the school (& of internal examiners)
Split-site PhD – New Model B Complete revision of Model B to meet growing interest from split site collaborations from Institutions that did not meet Model A (Strategic Research Partnerships) Main characteristics of new Model B: Capacity building partnerships Partners will be academic institutions or research institutions which engage in research activity Groups or individual students may be accepted See booklet – for outline of all models
Postgraduate Research Student Conference Dr Tony Bromley
The first Annual University of Leeds Postgraduate Researcher Conference ‘Celebrating Excellence in Postgraduate Research’ Tuesday 14th December 2010 Conference Auditorium and Roger Stevens Building www.leeds.ac.uk/rtd/pgrconference
Conference Components Postgraduate researcher of the year Open call for presentations Key note presenters Research image competition Arts and cultures exposition
Engaging research students in ethics Dr Alice Temple Jenny Foggin
Overview What do we mean by ethics? Ethical Review Process Checkpoints for Students Further Information
What do we mean by ethics? Professional Integrity Respect for researchers and participants Health and safety Publication Data protection Public trust in research Internal requirements Funding body requirements
Why is ethics so important? Safety of participants Integrity and validity of research Reputation of individuals and research teams Reputation of the institution Relationships with partners such as the NHS, and HE institutions at home and abroad Internal and external sanctions - research can be shut down and PhD awards refused if ethical requirements are not met.
The Ethical Review Process University of Leeds policy states that ethical review is required for all projects which involve the following: Human participants, their data or their tissue Genetically modified plant material Potential for significant environmental impact This is applicable for studies which are Externally funded Internally funded and… Student projects at MA Research / PhD level
Which Committee? Faculty Research Ethics Committee MEDICINE & HEALTH Chair: Professor Darren Shickle Admin: Rachel de Souza Faculty Research Ethics Committee BIOLOGICAL SCIENCES Chair: Professor Eric Blair Admin: Jenny Blaikie Faculty Research Ethics Committee MAPS & ENGINEERING Chair: Professor Richard Hall Admin: Jenny Blaikie Faculty Research Ethics Committee AREA (PVAC, ARTS, ESSL, ENVI, LUBS) Chair: Professor Anne Kerr Admin: Jenny Blaikie
Checkpoints for Students Two points identified by Graduate Board to check ethical review has been obtained: transfer and exam entry. Additionally engagement with research ethics to be included in Training needs analysis
Transfer Academic Integrity Form Is ethical review required? Has ethical approval been granted? (Reference of approval required) Transfer Recommendation Form Are the panel satisfied with the ethical review arrangements?
Examination Entry Has ethical approval been granted? If ethical review information incomplete forms will be returned or sent to University Research Ethics Administrator for investigation
Pilots Pilots in English, Biological Sciences and Physics being run to encourage students to think about ethical implications of their research English – ethics incorporated into training needs analysis Physics – training session on societal impact run, consideration of ethics in transfer discussions Biological Sciences – paragraph on ethical issues of research incorporated into theses
Further Information Allow at least 1 month to obtain ethical approval Information on ethical review processes, guidance available at: http://researchsupport.leeds.ac.uk/index.php/academic_staff/good_practic e/university_ethics_policies/ Questions about ethical review to Jennifer Blaikie, Research Support firstname.lastname@example.org
Rationale A pre-requisite for a world-leading research-intensive university is a strong base of high quality research students: Contribute to a vibrant research culture – diversity, richness, global contribution High quality research students deliver UG teaching, publish papers, supporting research - contribute positively to our research outputs and standing A strong, active, and high quality pool of research students is vital for the ongoing development of our research expertise. They enhance our submission to the Research Excellence Framework (REF) and so increase our ability to secure higher research income. Next generation of world-leading academics To realise these benefits it has to be about quality first (not quantity)
Marketing Plan Capitalise on the market and attract high quality students - requires clear research strategy and marketing plan Research strategy provides direction and focus for the marketing plan Overarching marketing plan, refinements by subject area and geographic region
Proposition Supervisor experience and research environment Expert, challenging, nurturing Research environment Professional skills development (employability, enterprise, entrepreneurship) Facilities Work space Research facilities specific to subject area Funding Breadth of opportunity, partnerships and networks
Marketing Objectives Overarching objectives which will set the context for subject area plans: Raise our profile as a key provider of high quality PhD students among sponsors and third party influencers/referrers. Attract high quality students who are able to enhance our research profile and contribute to future research assessment exercises. Develop relationships with selected quality peer institutions overseas for high quality PhD students. Develop partnerships with universities requiring capacity building of their academic base – universities with aspirations and where government funding to build capacity. Maximise the effectiveness of the way in which we promote our research student offer – coherent, consistent message and coordination of activity to maximise effectiveness of channels. Reduce leakage of overseas applications - improve conversion to offer and enrolment. This may result in a fall in absolute number of applications but increase in enrolments (assuming we only take on high quality students!)
Marketing Actions In brief: Website Academic/admissions staff briefing Overseas visits Alumni relations Marketing to current and former students (use of careers centre) Open days Supporting material Listings Student journey conversion Plans by subject area
For a copy of the marketing plan contact Karen Innis email email@example.com@leeds.ac.uk ext 37464 Marketing Plan
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