1. Council for Research Education SVERIGES LANTBRUKSUNIVERSITET Supporting a culture of research and education 8 th November 2011 Dr Anne Lee www.drannelee.wordpress.com

2. Trends in doctoral education Identifying ‘doctorateness’ Recent developments in the UK relating to learning outcomes Creating appropriate milestones

3. Trends in doctoral education (Taylor 2009) 1. Massification Full-time students starting: 81% increase in 13 years 1996 – 9,980; 2009 – 18,075: but recently the fastest increase is to part-time students from HEFCE Trends and Issues Report Oct 2011

4. Trends in doctoral education (Taylor 2009) 1. Massification 2. Globalisation 77% UK; 12% International; 11% EU from HEFCE Trends and Issues Report Oct 2011

5. Trends in doctoral education (Taylor 2009) 1.Massification 2.Globalisation 3.Diversification age, gender, race, social background and more part-time students. 30% are over 28 years from HEFCE Trends and Issues Report Oct 2011

6. Trends in doctoral education (Taylor 2009) 1.Massification 2.Globalisation 3.Diversification 4.Commodification – Education as a service. PRES survey measures an increase in student satisfaction of 81% in 2007 to 86% in 2011. Supervision was rated the most important area and the area about which they were most positive. Skills development also positive but problems arise with infrastructure, financial support and intellectual climate. Students critical of institutions ability to respond to student feedback. HEA (2011) Postgraduate Research Experience Survey

7. Trends in doctoral education (Taylor 2009) 1.Massification 2.Globalisation 3.Diversification 4.Commodification 5.“McDonaldisation” Sources of funding (2009/10) Research council = 35% (much of it through doctoral training centres) Institution= 26% Industry= 8% from HEFCE Trends and Issues Report Oct 2011

8. Trends in doctoral education (Taylor 2009) 1.Massification 2.Globalisation 3.Diversification 4.Commodification 5.“McDonaldisation” 6.Regulation – QAA audits against code of practice (QAA 2004) – UK Professional Standards Framework lists four levels of recognition: Associate Fellow, Fellow, Senior Fellow and Principal Fellow. Senior Fellow responsible for successful engagement in CPD, and supervision, management and mentoring of others. HEA PSF 2.11.2011

9. Trends in doctoral education (Taylor 2009) 1.Massification 2.Globalisation 3.Diversification 4.Commodification 5.“McDonaldisation” 6.Regulation 7.Capitalisation Largest subject groups chosen by students (28%): engineering/technology/ building/architecture and biological sciences. Fastest increase in creative arts/design (3%). from HEFCE Trends and Issues Report Oct 2011

10. Trends in doctoral education (Taylor 2009) 1.Massification 2.Globalisation 3.Diversification 4.Commodification 5.“McDonaldisation” 6.Regulation 7.Capitalisation 8.Multiplication increasing range of doctoral degrees (eg: Psych D; Ed D; Eng D; DBA) see QAA report on ‘Doctoral Degree Characteristics’

11. Implications for supervisory practice Group supervision Supporting diversity Meeting institutional demands for completion Following polices and procedures Generic skills and careers advice Meeting student expectations

12. What do students want? Identifying student motivation, objectives and needs Functional What students might be seeking Certainty Clear signposts and learning outcomes Evidence of Progress

13. What do students want? Identifying student motivation, objectives and needs FunctionalEnculturation What students might be seeking Certainty Clear signposts and learning outcomes Evidence of Progress Belonging Direction Career opportunities Role models

14. What do students want? Identifying student motivation, objectives and needs FunctionalEnculturationCritical thinking What students might be seeking Certainty Clear signposts and learning outcomes Evidence of Progress Belonging Direction Career opportunities Role models Ability to think in new ways Ability to analyse, to recognise flaws in arguments

15. What do students want? Identifying student motivation, objectives and needs FunctionalEnculturationCritical thinking Emancipation What students might be seeking Certainty Clear signposts and learning outcomes Evidence of Progress Belonging Direction Career opportunities Role models Ability to think in new ways Ability to analyse, to recognise flaws in arguments Self Awareness Autonomy Self actualisation

16. What do students want? Identifying student motivation, objectives and needs FunctionalEnculturationCritical thinking EmancipationRelationship Development What students might be seeking Certainty Clear signposts and learning outcomes Evidence of Progress Belonging Direction Career opportunities Role models Ability to think in new ways Ability to analyse, to recognise flaws in arguments Self Awareness Autonomy Self actualisation Friendship Nurturing Equality

17. What do students want? Identifying student motivation, objectives and needs FunctionalEnculturationCritical thinking EmancipationRelationship Development What students might be seeking Certainty Clear signposts and learning outcomes Evidence of Progress Belonging Direction Career opportunities Role models Ability to think in new ways Ability to analyse, to recognise flaws in arguments Self Awareness Autonomy Self actualisation Friendship Nurturing Equality Beliefs about how people learn Absorbing Regurgitating Emulating Replicating Theorise Analyse Discovery Constructivism Being affirmed

18. What do students want? Identifying student motivation, objectives and needs FunctionalEnculturationCritical thinking EmancipationRelationship Development What students might be seeking Certainty Clear signposts and learning outcomes Evidence of Progress Belonging Direction Career opportunities Role models Ability to think in new ways Ability to analyse, to recognise flaws in arguments Self Awareness Autonomy Self actualisation Friendship Nurturing Equality Beliefs about how people learn Absorbing Regurgitating Emulating Replicating Theorise Analyse Discovery Constructivism Being affirmed ValuesPerformativityBelongingRigourAutonomyLove Agape

19. Identifying ‘doctorateness’ UK Framework for Higher Education Dublin Descriptors Researcher Development Framework Stepping stones to the Doctorate

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

21. Excerpt from the: NATIONAL QUALIFICATION FRAMEWORK: MA degrees are awarded to students who have demonstrated: i knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed; ii ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context; iii knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; iv an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. i a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline; ii an ability to deploy accurately established techniques of analysis and enquiry within a discipline; iii conceptual understanding that enables the student:  to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and  to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline; iv an appreciation of the uncertainty, ambiguity and limits of knowledge; v the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline). i a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice; ii a comprehensive understanding of techniques applicable to their own research or advanced scholarship; iii originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; iv conceptual understanding that enables the student:  to evaluate critically current research and advanced scholarship in the discipline; and  to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. i the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication; ii a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice; iii the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems; iv a detailed understanding of applicable techniques for research and advanced academic enquiry. Typically, holders of the qualification will be able to: a use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis; b effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively; c undertake further training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within organisations; a apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; b critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; c communicate information, ideas, problems, and solutions to both specialist and non- specialist audiences; a deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non- specialist audiences; b demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; c continue to advance their knowledge and understanding, and to develop new skills to a high level; a make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences; b continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches; and will have: d qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. d qualities and transferable skills necessary for employment requiring:  the exercise of initiative and personal responsibility;  decision-making in complex and unpredictable contexts; and  the learning ability needed to undertake appropriate further training of a professional or equivalent nature d the qualities and transferable skills necessary for employment requiring:  the exercise of initiative and personal responsibility;  decision-making in complex and unpredictable situations; and  the independent learning ability required for continuing professional development. c the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments. http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp#annex1

22. Dublin Descriptors: The Third Cycle Qualifications are awarded to students who: have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field; have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity; have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication; are capable of critical analysis, evaluation and synthesis of new and complex ideas; can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise; can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society;

23. The Researcher Development Framework Major new approach to researcher development Builds the UK research base Develops world-class researchers Enhances the personal, professional and career development of researchers Developed through UK-wide interviews with successful researchers in a range of disciplines Led by Vitae in collaboration with the HE sector and other stakeholders

24. The Researcher Development Framework Framework of the knowledge, behaviour and attributes of successful researchers Enables self-assessment of strengths and areas for further development Common framework across institutions in the UK Universal language for communicating researcher capabilities

25. Using the RDF Researchers: identify strengths and priorities for professional and career development Managers and supervisors of researchers fundamental to planning researcher development Staff supporting researchers in HEIs underpins strategies for researcher development Policy makers, employers and other stakeholders realising researchers’ potential for all sectors of the economy and society

26. 4 domains 12 sub-domains 63 descriptors

27. ‘It put career development back into the forefront of my mind as it can often slip back when you’re engaged in what you’re doing day to day.’ ‘The RDF will encourage me to be more proactive about my career development as it provides me with a framework (list of milestones).’ ‘It was very good for me to reflect. I realised that nothing is stopping me but myself. The sky is the limit.’ ‘I’ve always thought of myself as being quite ambitious, driven and focussed on what I want, but the framework made me realise I can have a much larger vision.’ Researcher feedback

28. Linking the framework to learning outcomes FunctionalEnculturationCritical thinking EmancipationRelationship Development Ability to plan and conduct research within specified time limits. Ability to communicate orally and in writing Broad and specialist knowledge Systematic understanding of field of research Identify their need for further knowledge Familiarity with scholarly methods Ability to engage in scholarly analysis and independent, creative and critical examination of new phenomena Ability to present research results with authority to local, national and international audiences. Identify their own need for further knowledge Demonstrate potential to contribute to development of society Deeper insight into the potential and limitations of scholarship, its role in society and people’s responsibility for how it might be used.

29. PLACING QUESTIONS FOR ASSESSING A THESIS Adapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on your viva from the start. Maidenhead. McGraw Hill/Open University Press SCHOLARSHIP AND INTERPRETATION (Low) (High)

30. PLACING QUESTIONS FOR ASSESSING A THESIS Adapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on your viva from the start. Maidenhead. McGraw Hill/Open University Press INNOVATION AND DEVELOPMENT (High) SCHOLARSHIP AND INTERPRETATION (Low) (High) (Low)

31. PLACING QUESTIONS FOR ASSESSING A THESIS Adapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on your viva from the start. Maidenhead. McGraw Hill/Open University Press INNOVATION AND DEVELOPMENT (High) SCHOLARSHIP AND INTERPRETATION (Low) Practice of research Demonstrating doctorateness (High) Technology of the thesis Theoretical perspectives (Low)

32. PLACING QUESTIONS FOR ASSESSING A THESIS Adapted from Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on your viva from the start. Maidenhead. McGraw Hill/Open University Press INNOVATION AND DEVELOPMENT (High) SCHOLARSHIP AND (Low) INTERPRETATION Research questions Choice of topic Location of study Research design and operational fieldwork issues (also Defending doctorateness Contribution to knowledge Conceptualising findings Synthesising findings Developing conceptual frameworks Establishing links, concepts (High) Resolving practical research problems Content of the thesis Structure of the thesis Identifying the research approach and the paradigms Implications of findings Awareness of wider literature Familiarity with relevant literature (Low)

33. Some typical examination questions 1.Why did you choose this topic for your doctorate? 2.How did you arrive at your conceptual framework? 3.How did you design your research? 4.How would you justify your choice of methodology? 5.Why did you decide to use XYZ as your main instrument(s)? 6.How did you select your respondents/material/area? 7.How did you arrive at your conceptual conclusions? 8.How generalisable are your findings and why? 9.What is your contribution to knowledge? 10.We would like you to critique your thesis for us 11.What are you going to do after you gain your doctorate? 12.Is there anything else you could tell us about your thesis which you have not had the opportunity to tell us during the viva? Pp20-22 Trafford and Leshman (2008)

34. How to prepare the student for their assessment FunctionalEnculturationCritical ThinkingEmancipationRelationship Development Ensure that the assessment criteria are clear. Ensure the timetable is clear. Give the assessors all the information they need. Enable formative assessment and feedback in good time. Encourage students to pre- assess each other’s work against the assessment criteria. Get previous students to talk about their experience of the assessment Rehearse the process with a group so they can hear each other’s questions Explore the implications of the assessment criteria early on. Get the students to identify the questions they might be asked. Rehearse the process and reflect on it afterwards Involve the students in the design of appropriate assessment criteria. Help the students to pre-assess their own work and identify how secure they felt about each judgement. Rehearse the process Ensure that no student could believe that a personal relationship with any other student might prejudice the assessor’s judgement. Ensure that students feel that you recognise the amount of work they have put in, as well as the results they get.

35. Creating appropriate milestones informal and formal? Not too many or restricting Half time evaluation Yearly revision of study plan Continuous reflection with fellow students Attending writing courses Milestones in developing critical thinking? Reading and discussing scientific work Helping supervisors to review papers – needs seminars and discussions around Presenting at journal clubs One year seminars Draft papers Papers submitted Papers published Conference presentations- smaller to larger Teaching tasks Submit evidence of network building Involve students in writing grant applications

36. Creating appropriate milestones? Regular supervision meetings Forms completed (by student) summarising each supervision discussion (and plans for the next). Copies kept by student and supervisor, and sent to co-supervisor. Log books signed off Agenda for supervision meetings planned a year ahead Student completes self assessment on progress towards meeting learning outcomes and presents to supervisor(s) Presentations to colleagues Set assignments completed and feedback given Agreed deadlines for papers to be written – First draft – Soliciting feedback – Submissions Annual performance reviews Mock defence (rehearsal)

37. Council for Research Education SVERIGES LANTBRUKSUNIVERSITET dr.anne.lee@which.net

38. RDF Links and resources RDF: www.vitae.ac.uk/rdf RDS: www.vitae.ac.uk/rds RDF profiles:www.vitae.ac.uk/rdfprofiles Downloadable CPD tool: www.vitae.ac.uk/rdftool Contact: rdf@vitae.ac.uk

39. References Dublin Descriptors (2004) www.jointquality.orgwww.jointquality.org Higher Education Funding Council. (October 2011/33) PhD study. Trends and Profiles http://www.hefce.ac.uk/pubs/hefce/2011/11_33/ http://www.hefce.ac.uk/pubs/hefce/2011/11_33/ Higher Education Academy: Postgraduate Research Experience Survey http://www.heacademy.ac.uk/resources/detail/postgraduate/PRES_2011_report Higher Education Academy Professional Standards Framework http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf.pdf http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf.pdf Lee A (2012) Successful Research Supervision. Abingdon. Routledge. QAA (2004) Code of Practice for Postgraduate Research Programmes http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/postgrad2004.pdf http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/postgrad2004.pdf QAA (2008) Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf Taylor, S. (2009) The Post-Humboldtian Doctorate: Implications for Supervisory Practice. in V.King, F.Deepwell, L. Clouder, L. and C. Broughan (eds.) Academic Futures: Inquiries into Higher Education and Pedagogy. Cambridge, Cambridge Scholars Publishing. Trafford V and Leshem S (2008) Stepping Stones to Achieving your Doctorate: by focussing on your viva from the start. Maidenhead. McGraw Hill/Open University Press