1. Prof David Bogle Developing Research Degree Supervisors Pro-Provost Doctoral School University College London gradschoolhead@ucl.ac.uk Chair Doctoral Studies Community, League of European Research Universities (LERU) Seminar at University of Ljubljana May 20 2014

2. Developing Research Degree Supervisors UCL and the Doctoral School Supervision – why and how Examination Developing a community Support for staff and students

3. More than 4000 Academic staff in 10 Faculties 28,000 strong Student Community More than 45% Graduate Students 4500 Research students (mostly PhD but also professional doctorates and MRes) 3,134 PhDs and 493 Professional Doctorates in the past 5 years 140+ Nationalities represented among UCL students LONDON’S GLOBAL UNIVERSITY

4. DOCTORAL SCHOOL Academic Lead – Pro-Provost of the Doctoral School Promoting Doctoral Studies Strategy – Standards – Support Encourages the Development of a Doctoral Community

5. Developing Research Student Strategy and Policy –Institutional strategy (part of Research Strategy) –Reviewing Faculty Strategies Liaison with External Bodies: –RCUK and other funders –UKCGE and other professional bodies –UK Government –European Commission –League of European Research Universities – LERU (chair of Doctoral Studies Community) –Other international agencies –… STRATEGY

6. Chair of Research Degrees Committee Regulations, communication, developments Quality Assurance – Codes of Practice (national and UCL) Standards of Doctoral Supervision and Examining, and Developing UCL’s Supervisor Community. Support for Students and Staff Suspension of Regulations Chair of Grievance Panels STANDARDS

7. CODES OF PRACTICE The Codes of Practice contain guidelines for good practice in contrast to the regulations which give the minimum framework and requirements for completion of degrees

8. Developing supervisors – why do it? Thinking about supervision – not just following (often) bad experience Changes to doctoral training in recent years –Interdisciplinarity, skills, employability, innovation Changes in University regulations Expectations of research candidates and increasing complaints and litigation Quality Assurance

9. Developing supervisors at UCL Mandatory Briefing for new supervisors (2 hours) –Approval to supervise (research active, training) Effective Research Student Supervision at UCL (1 day) (Sessions for experienced practitioners on specific topics) Introduction to Examining Research Doctorates Departmental and Faculty Graduate Tutors

10. WELCOME Professor David Bogle, Doctoral School DOCTORAL SCHOOL SUPPORT Professor David Bogle, Doctoral School SUPERVISOR’S ROLES AND RESPONSIBILITIES Administrative Processes David Ashton, Student & Registry Services SKILLS DEVELOPMENT PROGRAMME Daniela Bultoc, Doctoral School RESEARCH STUDENT LOG David Bogle, Doctoral School FACTORS FOR SUCCESSFUL SUPERVISION Good Practice, Recruitment, Management, Planning, Student-Related Issues Professor Mike Ewing, Dean of Students (Academic) / Doctoral School Professor Stephen Hart, SELCS, Arts and Humanities FURTHER RESEARCH SUPERVISION TRAINING Professor David Bogle, Doctoral School BRIEFING SESSION FOR PROBATIONERS AND NEW RESEARCH STUDENT SUPERVISORS

11. Supervisors’ Roles and Responsibilities Admission, Enrolment and Registration Supervision Upgrade & Completing Research Student (CRS) Status Examination and Award Expectations on Supervisors and Sources of Support

12.  Open to all research students  Mandatory for Research Council funded students  Enhancing research, life skills and employability  Over 200 courses, 700 events  Over 12000 registrations in 2012/13 SKILLS DEVELOPMENT PROGRAMME

13. UCL Courses by Topic  Induction / Research Skills Programmes  Library / Electronic and Archive Resources  IT Skills – Taught Workshops  IT Skills – Online Training  Statistics / Mathematical Packages and techniques  Languages  Writing / Reading / Thesis Preparation  Presenting / Publishing your Research  Analysis / Research Techniques  Research Environment  Entrepreneurship and the Management of Innovation  Teaching Skills ………………………. UCL Courses by Topic  Induction / Research Skills Programmes  Library / Electronic and Archive Resources  IT Skills – Taught Workshops  IT Skills – Online Training  Statistics / Mathematical Packages and techniques  Languages  Writing / Reading / Thesis Preparation  Presenting / Publishing your Research  Analysis / Research Techniques  Research Environment  Entrepreneurship and the Management of Innovation  Teaching Skills ………………………. Bloomsbury Postgraduate Skills Network Courses  Birkbeck  Institute of Education  London School of Hygiene and Tropical Medicine  School of Advanced Study  School of Pharmacy  School of Oriental and African Studies  Royal Veterinary College Bloomsbury Postgraduate Skills Network Courses  Birkbeck  Institute of Education  London School of Hygiene and Tropical Medicine  School of Advanced Study  School of Pharmacy  School of Oriental and African Studies  Royal Veterinary College Students book places on wide range of skills courses…

14. The Log provides a framework for recording details of: ● the research programme ● scheduled supervisory meetings ● activities concerning the development of academic and key skills It also helps the student to assess, plan and chart progress.

15. Effective Research Student Supervision at UCL (whole day, max 16 participants) Introduce course leader (Prof Jon Wakeford Missenden Centre for Higher Education and ex Lancaster University - experience and credibility) Getting participant expectations Role of Pro-Provost (initial response to issues) Key features of the modern doctorate Whose PhD? Regulations, Code of Practice and the role of the regulator (Quality Assurance Agency in UK) offer of a place is a contract – candidate expectations Examination, publishing to have peer review Pressures on supervisors Complaints processes – and the effort they take Case studies (PhD diaries http://www.missendencentre.co.uk/links.html and http://www.ucl.ac.uk/calt/support/phd-supervisors ) http://www.missendencentre.co.uk/links.htmlhttp://www.ucl.ac.uk/calt/support/phd-supervisors Feedback to the institution

16. Pressures on supervisors timely completion, too many students (or too few), getting funding, sponsor requirements, career planning and expectations, building independence, different models of supervision, supervisor expectations and their ‘fear of failure’, disciplinary differences and interdisciplinarity…

17. Approach Experience and credibility (academic and former supervisor) Use diaries by PhD candidates, supervisors and examiners of real past problems Confidential discussions (‘Chatham House rules’) ‘Training’ versus ‘workshop’, ‘briefing’, or ‘introduction…’ Keep to time and stick to it

18. Introduction to Examining Research Doctorates (half day, c20 people) Introduction (10 mins) UCL Procedures and Guidelines (10 mins) Personal approaches from three experienced examiners (30 mins) –Approach, practicalities, issues, potential difficulties Discussion (45 mins) Guidelines from other institutions (15 mins) Group work on case studies (45 mins)

19. ADVICE GRADUATE STUDENT Departmental Graduate Tutor Faculty Graduate Tutor Doctoral School Principal or Subsidiary Supervisor Student Centre

20. Expectations, Eligibility, and Appointment All Departments are research active and all academic staff expected to supervise (except Teaching Fellows) –New Departments require approval to offer research programmes) –Supervisors are appointed by Head of Department –All PhD candidates must have at least two supervisors –Permission to supervise can be withdrawn –Change of supervisor - difficulties

21. Developing Research Degree Supervisors UCL and the Doctoral School Supervision Examination Developing a community Support for staff and students