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Council for Research Education SVERIGES LANTBRUKSUNIVERSITET. Supporting a culture of research and education 8 th November 2011 Dr Anne Lee www.drannelee.wordpress.com. Trends in doctoral education Identifying ‘ doctorateness ’ Recent developments in the UK relating to learning outcomes

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Council for research education sveriges lantbruksuniversitet

Council for Research EducationSVERIGES LANTBRUKSUNIVERSITET

Supporting a culture of research and education

8th November 2011

Dr Anne Lee

www.drannelee.wordpress.com


Council for research education sveriges lantbruksuniversitet

  • Trends in doctoral education

  • Identifying ‘doctorateness’

  • Recent developments in the UK relating to learning outcomes

  • Creating appropriate milestones


Trends in doctoral education taylor 2009

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


Trends in doctoral education taylor 20091

Trends in doctoral education (Taylor 2009)

1. Massification

2. Globalisation

77% UK;

12% International;

11% EUfrom HEFCE Trends and Issues Report Oct 2011


Trends in doctoral education taylor 20092

Trends in doctoral education (Taylor 2009)

  • Massification

  • Globalisation

  • Diversification

    age, gender, race, social background and more part-time students.

    30% are over 28 years

    from HEFCE Trends and Issues Report Oct 2011


Trends in doctoral education taylor 20093

Trends in doctoral education (Taylor 2009)

  • Massification

  • Globalisation

  • Diversification

  • 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


Trends in doctoral education taylor 20094

Trends in doctoral education (Taylor 2009)

  • Massification

  • Globalisation

  • Diversification

  • Commodification

  • “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


Trends in doctoral education taylor 20095

Trends in doctoral education (Taylor 2009)

  • Massification

  • Globalisation

  • Diversification

  • Commodification

  • “McDonaldisation”

  • 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


Trends in doctoral education taylor 20096

Trends in doctoral education (Taylor 2009)

  • Massification

  • Globalisation

  • Diversification

  • Commodification

  • “McDonaldisation”

  • Regulation

  • 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


Trends in doctoral education taylor 20097

Trends in doctoral education (Taylor 2009)

  • Massification

  • Globalisation

  • Diversification

  • Commodification

  • “McDonaldisation”

  • Regulation

  • Capitalisation

  • Multiplication

    increasing range of doctoral degrees

    (eg: Psych D; Ed D; Eng D; DBA)

    see QAA report on ‘Doctoral Degree Characteristics’


Implications for supervisory practice

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


What do students want identifying student motivation objectives and needs

What do students want? Identifying student motivation, objectives and needs


What do students want identifying student motivation objectives and needs1

What do students want? Identifying student motivation, objectives and needs


What do students want identifying student motivation objectives and needs2

What do students want? Identifying student motivation, objectives and needs


What do students want identifying student motivation objectives and needs3

What do students want? Identifying student motivation, objectives and needs


What do students want identifying student motivation objectives and needs4

What do students want? Identifying student motivation, objectives and needs


What do students want identifying student motivation objectives and needs5

What do students want? Identifying student motivation, objectives and needs


What do students want identifying student motivation objectives and needs6

What do students want? Identifying student motivation, objectives and needs


Identifying doctorateness

Identifying ‘doctorateness’

  • UK Framework for Higher Education

  • Dublin Descriptors

  • Researcher Development Framework

  • Stepping stones to the Doctorate


Learning outcomes at doctoral level in the uk qaa 2008

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


Dublin descriptors the third cycle

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;


The researcher development framework

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


The researcher development framework1

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


Using the rdf

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


Council for research education sveriges lantbruksuniversitet

  • 4 domains

  • 12 sub-domains

  • 63 descriptors


Researcher feedback

Researcher feedback

‘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.’

‘It was very good for me to reflect. I realised that nothing is stopping me but myself. The sky is the limit.’

‘The RDF will encourage me to be more proactive about my career development as it provides me with a framework (list of milestones).’

‘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.’


Linking the framework to learning outcomes

Linking the framework to learning outcomes


Council for research education sveriges lantbruksuniversitet

PLACING QUESTIONS FOR ASSESSING A THESISAdapted 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


Council for research education sveriges lantbruksuniversitet

PLACING QUESTIONS FOR ASSESSING A THESISAdapted 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


Council for research education sveriges lantbruksuniversitet

PLACING QUESTIONS FOR ASSESSING A THESISAdapted 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


Council for research education sveriges lantbruksuniversitet

PLACING QUESTIONS FOR ASSESSING A THESISAdapted 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


Some typical examination questions

Some typical examination questions

  • Why did you choose this topic for your doctorate?

  • How did you arrive at your conceptual framework?

  • How did you design your research?

  • How would you justify your choice of methodology?

  • Why did you decide to use XYZ as your main instrument(s)?

  • How did you select your respondents/material/area?

  • How did you arrive at your conceptual conclusions?

  • How generalisable are your findings and why?

  • What is your contribution to knowledge?

  • We would like you to critique your thesis for us

  • What are you going to do after you gain your doctorate?

  • 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)


How to prepare the student for their assessment

How to prepare the student for their assessment


Creating appropriate milestones informal and formal

Creating appropriate milestonesinformal 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


Creating appropriate milestones

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)


Council for research education sveriges lantbruksuniversitet1

Council for Research EducationSVERIGES LANTBRUKSUNIVERSITET

[email protected]


Rdf links and resources

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: [email protected]


References

References

Dublin Descriptors (2004) www.jointquality.org

Higher Education Funding Council. (October 2011/33) PhD study. Trends and Profiles 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

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

QAA (2008) Framework for Higher Education Qualifications 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


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