1. Briefing
Dr Ben Russell (Graduate Officer and PhD Programme Director in Classics)
Dr Robert Leighton (Graduate Officer and PhD Programme Director in Archaeology)
Dr Emma Hunter (History – standing in for Prof. Diana Paton, Graduate Officer and PhD Programme Director in History)

2. Key documents
PhD student handbook – given out in hard copy today and available on the Current Students webpages
Current Students webpages: archaeology/current-postgraduates

3. The PhD Programme
39. The student must have demonstrated by the presentation of a thesis and/or portfolio, which presents a coherent body of work, and by performance at an oral examination that the student is capable of pursuing original research making a significant contribution to knowledge or understanding in the field of study, relating particular research projects to the general body of knowledge in the field, and presenting the results of the research in a critical and scholarly way

4. Doctoral Student Portfolio
At the heart of the PhD programme is a ‘supervised research project’ whereby ‘all doctoral candidates are required to make an original contribution to knowledge by conducting an independent research project’ (QAA guidelines 2015). But at the same time, over the past decade there has been a growing emphasis on personal and professional development. This has led to increasingly structured programmes that include both research and transferable skills training, assessed through annual progress reviews.
To this end, the doctoral programme also offers training in a range of skills. Some skills relate to specific types of academic research, other skills contribute to enabling doctoral candidates to perform well in academic posts, or are transferable skills with applicability beyond academic employment.

5. Doctoral Student Portfolio
Monitoring training needs:
Doctoral students should review their training needs in consultation with their supervisors at the beginning of their programme and at each annual review. It is good practice for doctoral students to keep a ‘training log’ in which training activities are recorded.
Training and Transferable Skills:
HCA offers a range of in-house training for postgraduate research students, and students also have access to training opportunities in the wider University and beyond.

6. Discipline-specific training
This varies from subject area to subject area – talk to your supervisor/PhD programme director

7. The School hosts a series of doctoral training seminars.
This is a series of informal lunchtime workshops (1-2pm) which provide a space for you to reflect on your practice as a researcher in the humanities and to hone the transferable skills that will enable you to develop your career during and beyond the PhD, in both academic and other professional contexts. 
Workshop 1: Managing your supervisor. Wednesday 20 September, 1-2pm 
Workshop 2: Writing for academic audiences (1): “writing up” the PhD. Wednesday 11 October, 1-2pm 
Workshop 3: Writing for academic audiences (2): articles. Wednesday 1 November, 1-2pm 
 Workshop 4: Organizing conferences. Wednesday 15 November, 1-2pm 
 Workshop 5: Preparing for the viva. Wednesday 29 November, 1-2pm

8. Milestones
It is vital for you and your supervisors to have a clear sense of where you should be at different stages of the PhD and how to get there. When you are planning you need to think about financial support, major life events, and your post-PhD plans.

9. Milestones
By the end of the first year, students are expected to have refined their initial proposal, have a fully developed literature review and have conducted initial research and written this up for the annual review exercise. Where appropriate, they may also have completed relevant skills courses or other research training.
By the end of the second year, students are normally expected to have substantially completed their research and commenced analysis.
By the end of the third year, students are expected to have finalised their analysis and produced a final draft of their thesis, which should be ready to be submitted for examination.
Students should aim to submit their thesis within three years. The maximum period is 4 years but the final year should normally only be used for revision and final tweaking.
For part-time students, the stages are the same, but over six years.

10. Annual Review Process
The progress of postgraduate research students must be reviewed each year of their programme. This applies equally to part time students.  
This monitoring process allows students to reflect on their progress so far and plan for the following year. The process also allows students and supervisors the opportunity to raise and address any concerns that may arise so that the students receive the support they need in order to succeed on the programme.

11. Supervisors and supervision styles
Individual supervisors differ in their styles of supervision. Some prefer very frequent meetings and more structured tasks; others prefer more informal ways of working. Some are more directive, while others see their role more as encouraging and enabling. Second supervisors may assume very different roles. They may have a specific area of expertise relevant to the research or a more general commenting and supporting role.
Relationship with supervisors is an evolving relationship – changes over the course of the PhD

12. Supervision styles
Whatever your working relationship you should always:
Keep and circulate minutes of meeting with your supervisors;
Keep a record of work you have completed throughout the year;
Produce written work on a regular basis for your supervisors to comment on;
Produce an agreed timetable for your degree and notify your supervisors of any change from it;
Know when your supervisors are available at all times – and make sure they know the same about you.

13. Research ethics and integrity
 The School's policy and procedures have been developed by the School Research Ethics Committee to ensure that all research carried out in the name of the University of Edinburgh and the School is conducted in keeping with the highest ethical standards. All research carried out by members of the School, including postgraduate research students, is subject to these procedures. The ethical review process is designed to support researchers in managing risks associated with their research, and to ensure the highest professional standards in designing, conducting and disseminating research.

14. Pastoral Support
Students are encouraged to inform their supervisors immediately of any problems which are interfering with their studies.
If they are unable, or wish not to discuss issues with their supervisor, students can contact the Graduate Officer in their subject area (Ben Russell, Robert Leighton or Diana Paton). If they can’t help, or if it is a School-wide issue, contact the Graduate School Deputy Directors, who have specific responsibility for research students, or the Graduate School Director, Emma Hunter, who is responsible for all postgraduate students.
The Student Support Officers in Graduate School Office can answer any questions of a practical / administrative nature. archaeology/graduate-school/contacts.
School staff may direct their students to appropriate resources within the University, e.g. the University Health Service, the Student Disability Service, the Student Counselling Service, the Advice Place, Careers Services, the Chaplaincy and the International Office.

15. Equality and Diversity
The School of History, Classics & Archaeology is strongly committed to promoting and maintaining equality and diversity among staff and students.  We were recently awarded the Athena SWAN Bronze award, which recognises academic institutions and their commitment to gender equality.
The Equality & Diversity Committee, chaired by the School Equality & Diversity Officer oversees and advises on equality and diversity issues within the school, and is charged with meeting our Athena SWAN objectives.  The committee also includes a Deputy Equality & Diversity Officer, Dr Stephen McDowall, who has particular responsibility for equality and diversity issues as they affect our student population, and a postgraduate representative (to be appointed).  For more information, see the school's dedicated Equality & Diversity webpages here:      

16. Harassment
Guidance on how to deal with harassment is contained in the University Dignity and Respect Policy, available at departments/equality-diversity/legislation-policies/policies. A network of Contact Officers, Advisers and Conciliators is available, and reports to the University’s Equity Committee. 
The Directors of the Graduate School can also be consulted. Full information is available at

17. Research seminars, research groups, research centres…
There’s lots going on – get involved! Details are here: events/events/research-seminars
You may want to organise your own workshop, seminar series or event. If so, you could apply to our Student-led Initiative Fund: classics-archaeology/graduate-school-intranet/phd-students/get- help/prizes/slif
There are also university funds which you may be eligible to apply to, details here: intranet/phd-students/get-help/prizes
You can tell us about your news and events on our graduate school blog:

18. Teaching
You may be interested in applying for tutoring and demonstrating opportunities during your PhD.
Information is available on the School Teaching Support webpages: us/teaching-support
There are also a number of professional development opportunities to help you develop your teaching skills, regardless of whether or not you are employed as a tutor or demonstrator in the School. For more details get in touch with Dr Mark Newman.

19. PhD student profiles
school/about/student-experience
Details of how to set up a profile are in the PhD student handbook

20. Scottish Graduate School Arts and Humanities
If you are an Arts and Humanities researcher, remember that you are automatically a member of the Scottish Graduate School for Arts and Humanities. Have a look at the slides which set out what they do. More information is on their website:
They will be holding a welcome event at the National Museum on 10 November which is a great opportunity to meet other doctoral researchers.

21. Any questions?
Get in touch!