Session details Monday 28 January 2019 1000-1200 | Stoddart 7138 - - PowerPoint PPT Presentation

Session details

Monday 28 January 2019 1000-1200 | Stoddart 7138 Prof Christine Le Maître & Dr Gill Adams The second in the series of supervisor fora will focus on how you can support doctoral researchers to successful timely

• completion. Increasing reliance on metrics within a marketised Higher Education has directed attention to timely

completion, and doctoral programmes typically set timescales for various milestones on the doctoral journey. In this session we will consider:

• what ‘timely completion’ means in practice; a completion timeline
• importance of meeting the early deadlines (RF1 and RF2)
• strategies to support doctoral journeys
• responsibilities of doctoral researchers and supervisors in relation to progression
• example thesis progression/completion plans
• tailoring support to the individual student
• challenges and support

The session is designed to provide opportunities for discussion with other supervisors and to facilitate the development

• f a peer support network. This session will be useful to both new and experienced supervisors.

Beginning with the end in mind: Supporting doctoral researcher's progression.

Professor Christine Le Maitre (HORD HWB) Dr Gill Adams (PGRT Education)

What is timely completion ?

• Research Degrees site

• Have completion times changed ?
• How are students funded ?
• When do students want to be completed

by ?

Why is timely completion important ?

• Factors that prevent completion on time ?
• Role of Student ?
• Role of Supervisor ?

What gets in the way ?

PhD Lifecycle

Enquiry/Application Offer Interview RF9 - Changes of Registration RFAB - Approval of Article Based PhD Month 1 Month 3 (6 PT) Month 12 (24 PT) Month 24 (48 PT) 4 Months Prior to submission At Submission ASAP following submission RF1 - Approval of research programme Enrolment and Induction RF2 - Confirmation of PhD Thesis Plan RF3 - Approval of Examiners and Thesis Title RFDec - Candidate's Declaration RF4 - Examination arrangements RFConf - Confidential Information

RF1

• Student led.
• Light touch.
• Should include a clear aim and objectives

– and a research hypothesis were appropriate.

• Approves Project and Supervisory Team.
• Supervisory team must include 2

completions and attend regular training.

RF2

• Student led,
• Specifics slightly different in each area
• Check Blackboard.
• Consider Learning Contracts
• 12-15 months FT. 24 -27months PT

Written Report Oral Presentation RF2A Form Viva Supervisor input ?

Strategies to support doctoral journey

• Activities in place in some areas:

– Thesis Plans – Progress Reports – 3rd year Review – Tracker Panels

How can these help completion times ? Adv / Dis Would these work in your field ?

• Importance of dissemination of research -

internal and external seminars / conferences etc.

What else can be done to support timely completion ?

Case Studies ? Discuss what you would do ?

Supervisor Responsibilities ?

• Student / supervisor Responsibilities.
• Useful to do the scale sheet discussion.
• How could it be improved other questions

to support completion ?

RF3

• Supervisor Responsibility.
• 4 months prior to submission.
• DoS responsible for obtaining examiner

details including external CV and documents (e.g. passport).

What makes a good examiner ?

Support network ?

• Supervisory team - Experienced supervisors

should mentor new supervisors.

• Research Mentors.
• PGRTs
• HORDs
• Doctoral School
• Admin Team/support
• Wellbeing services
• Disabled Student support - Learning

contracts.

Beginning with the end in mind: Supporting doctoral researcher's progression Sheffield Hallam University 28 January 2019 Supervision scenarios 1) Full time home student: This is a full time student who has been provided a stipend for 3 years of study, and has been hard working throughout the course of the PhD, but has not been able to write up the PhD during the period of funding. They are successful in gaining employment following the end of the 3 years of funding but are struggling to find the time to write up the PhD during working as well. What would you advise and how would you support this student? 2) Full time international student: This student has faced many challenges throughout the PhD - including ill health, financial difficulties and a family bereavement. They have suspended studies three times over three years. Now in the fourth year of study they are keen to complete before their visa expires in seven months time. You have only seen drafts of three chapters to date and all require a lot of work. You believe that the PhD is achievable but that a more realistic timescale is twelve months. What would you advise and how would you support this student? 3) Part time home student (SHU Staff member): You are supervising a home student whom is studying for their doctorate part time, the student is also a full time member of academic staff within your department with a heavy teaching load. They are struggling to find any time to commit to their PhD/Prof doc. They are currently coming up to their RF2 stage, yet state they have only manage to spend a few weeks on the PhD/Prof doc so far. What would you advise and how would you support this student? 4) Part time home student (External workplace): You are supervising a home student who is studying for their doctorate part time. The student is in full time employment within the NHS. The student has successfully completed data collection for their project and coming to the end of their 4th year of study as the data collection aligned closely to their normal job in the workplace. However their employer is now unwilling to allow the student any time to complete data analysis and thesis completion. What would you advise and how would you support this student? 5) Full time home student (GTA): This student is in the second year of a PhD. The RF2 was submitted at the deadline and approved subject to conditions. The student has struggled to engage with the process of revising the proposal and you are concerned that they are falling behind their schedule. They appear to be taking on additional teaching and support in the department that may also be affecting the time available for the research. Added to this, the Director of Studies has been away from the university with illness for the past two months. What would you advise and how would you support this student?

The Supervisor – Research Student Relationship

Complete the questions below quickly. It is only designed to prompt your thinking and is not a precise instrument.

1. Supervisors should initiate tutorial meetings Students should initiate tutorial meetings 1……..…2…..……3..………4..………5..………6..………7..………8..………9..………10 2. Supervisors need to have detailed specialist knowledge of the research topic Supervisors need to have a general knowledge of the topic 1……..…2…..……3..………4..………5..………6..………7..………8..………9..………10 3. Supervisors should always give honest feedback on students’ work, even if it is highly critical Supervisors should guard against giving highly critical feedback 1……..…2…..……3..………4..………5..………6..………7..………8..………9..………10 4. Supervisors should correct students’ writing style as well as content It is not the role of the supervisor to correct poor English 1……..…2…..……3..………4..………5..………6..………7..………8..………9..………10 5. Supervisors are always an authority figure rather than a colleague Supervisors are colleagues acting as a sounding board for the research 1……..…2…..……3..………4..………5..………6..………7..………8..………9..………10 6. Students should always adhere to agreed deadlines Deadlines are guidelines rather than firm targets 1……..…2…..……3..………4..………5..………6..………7..………8..………9..………10 7. It is the supervisor’s responsibility to keep track of the progress of the research It is the student’s responsibility to keep the supervisor informed about the progress of the research 1……..…2…..……3..………4..………5..………6..………7..………8..………9..………10 8. Supervisors should set agendas for tutorial meetings Students should set agendas for tutorial meetings 1……..…2…..……3..………4..………5..………6..………7..………8..………9..………10 9. Supervisors’ names should always be included on published papers emerging from the research Students’ research work, including any published papers, belongs to them and sole authorship is the presumed norm 1……..…2…..……3..………4..………5..………6..………7..………8..………9..………10 10. The decision to submit the thesis rests with the student The supervisor decides when the thesis is ready for submission 1……..…2…..……3..………4..………5..………6..………7..………8..………9..………10

Beginning with the end in mind: Supporting doctoral researcher's progression

Sheffield Hallam University 28 January 2019 Supervision - supporting resources Åkerlind, G. & McAlpine, L. (2017). Supervising doctoral students: Variation in purpose and pedagogy. Studies in Higher Education, 42(9), 1686-1698. doi:10.1080/03075079.2015.1118031 Boud, D. & Lee, A. (2005). ‘Peer learning’ as pedagogic discourse for research

• education. Studies in Higher Education, 30(5), 501-516.

doi:10.1080/03075070500249138 Harrison, S., & Grant, C. (2015). Exploring of new models of research pedagogy: Time to let go of master-apprentice style supervision? Teaching in Higher Education, 20(5), 556-566. doi:10.1080/13562517.2015.1036732 Kamler, B., & Thomson, P. (2014). Helping doctoral students write: Pedagogies for

• supervision. London: Routledge.

Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267-281. doi:10.1080/03075070802049202 Thomson, P., & Kamler, B. (2016). Detox your writing: Strategies for doctoral

• researchers. London: Routledge.

Wisker, G. (2012). The good supervisor supervising postgraduate and undergraduate research for doctoral theses and dissertations (2nd ed.). Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. Special issue: The modern doctorate: Purposes, form and pedagogy (2018). Studies in Higher Education, 43(5). Research degrees blackboard organisation site: the first place to look for information SHaRD programme https://blogs.shu.ac.uk/shard/ - look under 'Managing research' for details of supervisor development, both face to face and online (epigeum). SHU Doctoral School blog: https://blogs.shu.ac.uk/doctoralschool/

Faculty of Health and Wellbeing

Thesis Plan and Preparation for Submission

For completion by full-time PhD students at the end of year 2, after progress review Name: Research Centre/Department: Supervisors: Title of Thesis: Today’s Date: Start date: Expiry date of Registration: Expected submission date: Thesis Plan Provide below (i) a table of contents for your thesis; (ii) your “Aims and Objectives” section; and (iii) a brief summary of each of the chapters you propose to include in your thesis under their chapter headings (maximum two A4 pages).

Progress against timeline Above is an approximate timeline for a full-time PhD programme. The times expected to reach programme milestones should be doubled for part-time candidates. Where do you think you are with reference to your expected thesis submission date? Are you behind, or on/ahead of schedule? Give reasons to support your answer and explain what you are doing to catch up if you are behind schedule. Progress towards producing a defensible thesis. The following relate directly to the aspects of your work that your examiners will be required to assess in their joint report on your thesis/viva.

• a. Will your thesis contain novel data/contributions that represent an independent and original contribution to

knowledge? Provide details of this contribution.

• b. List outputs (e.g. abstracts, publications, patents) from your research since starting registration, along with those

that are planned or currently in preparation. If you are pursuing an Article-Based PhD, highlight the publications that will form part of the final thesis, either already published, in press or in preparation/planned.

Confirmation Thesis plan Submission Start Month s 12 36 24

c. Your examiners will explore the extent to which the work included in your thesis is your own. Use this section to document the contribution of others to the work you plan to include.

• d. Briefly summarise the impact of your studies and state how they relate to the general body of knowledge in the

subject area and how (if appropriate) they have potential to change practice How do you propose to prepare for your viva voce exam? Potential examiners. Provide a list of potential internal and external examiners. Include a brief justification for each. Internal External

Please submit a copy of the signed completed form to your doctoral admin team HWB-DoctoralAdmin@shu.ac.uk for inclusion in your records.

Supervisors comments Name of Student Signature of Student Date Names of Supervisor(s) Signatures of Supervisor(s) Date

Sheffield Institute of Education Faculty of Development and Society

Planning for completion: annual progress report

For completion each year of registration following confirmation

Please click and type in the boxes, they will expand as required

• 1. Progress to date

Report briefly on your progress since confirmation/your last annual progress report (500 words)

• 2. Plans for completion

Above is a timeline for a doctoral programme. Reflect on where you are in relation to your planned submission date and note the steps you are taking to meet your target (300 words). Outline your plans for completion below:

• 3. The thesis

Provide (i) a table of contents for your thesis; (ii) your “Aims and Objectives” section; and (iii) a brief summary of each of the chapters you propose to include in your thesis under their chapter headings (max. 2 A4 pages). Name: EdD ☐ PhD ☐

click box to select

Research Group: Full-time ☐ Part-time ☐

click box to select

Director of Studies: Second supervisor: Title of Thesis: Today’s date: Start date: Expiry date of registration: Planned submission date:

Confirmation Thesis plan Submission Start 12 (FT PhD) 24 (PT PhD/EdD) 36 (FT PhD) 54 (EdD) 72 (PT PhD) 24 (FT PhD) 36 (EdD) 48 (PT PhD) months

Explain how your thesis will make an independent and original contribution to knowledge and/or practice (150 words): List other activity (e.g. publications, presentations, blogs etc.) from your research since registration for your award, together with those activities planned or in preparation.

• 4a. The examination

How do you propose to prepare for your viva voce examination? (100 words)

• 4b. Examiners

Provide a list of potential internal and external examiners, including a brief justification for each. Internal: External:

• 5. Supervisors’ comments

Please comment on the candidate's responses above. Report areas in which the candidate has performed particularly well, together with any problems encountered and how resolved. Note any

• utstanding areas of concern.

Name of doctoral researcher: Signature: Date: Name of supervisors: Signatures: Date: Please submit a copy of the signed report to the Graduate School at fdsresearch@shu.ac.uk Please put in the subject line: Education annual progress report.

May 2018 Proposal: PhD Tracker/Progress Panel for HWB (to be piloted from Sept 2018) Name: Yr 3 PhD Progress Review (same term is used across other HEIs for this stage) Author: Catherine Duckett (PgRT, BMRC) Background & Context: To support timely PhD completions and other factors such as REF submission, a tracker panel/progress review is proposed for PhD students at the start of their final year (Yr 3 f/t, potentially Yr 4 p/t). This has been rolled out successfully in Psychology (D&S, Lynne Barker PgRT) and run for 2 years - the concept originally coming from UoS. Methods: Students and supervisors (all) complete a brief document with a series of set questions prior to the meeting, which is submitted to the PgRT and remains confidential. The meeting consists of student, full supervisory team (advisors/collaborators can be included/excluded as logistics allow) and the local PgRT (or could be HoRD/HoRC). The discussion takes no longer than 30 minutes and proceeds through a series of set questions. A feedback proforma is provided soon after, and a realistic submission date for thesis plan set. Aims:

• To discuss progress and likelihood of timely completion
• To discuss any obstacles to timely completion
• To discuss publication strategy and timescales for at least 1 good quality output prior to thesis submission
• To be aware of any remaining training requirements
• To identify any other areas of support or advice needed
• (To become aware of issues with the student/supervisory relationship)

Opportunities: The progress review would introduce an informal progress milestone between RF2 (at 12 months) and submission (can be up to 48 months), when students may be presumed to be progressing satisfactorily but there is no means to check on this, excluding research seminars/research group meetings. It is not intended as another assessment, or to be onerous or stressful. It is an opportunity for positive feedback and confidence building for the student. Barriers: Students and supervisors may perceive this as further administrative burden. Students may not perceive the process to be confidential. The process may cause anxiety for some students. Points to consider:- Any issues that come up in the precursory paperwork may not be appropriate to discuss in the meeting, and these conversations would have to take place at another later time. PgRT to check with student (or supervisor) whether they would want an issue raised or not. After FRDC June meeting: use of the RF2 assessors has been decided against after feedback – their input may not be constructive and could cause further anxiety - and these could be potential internal examiners for the candidate, which would then become inappropriate. Increase in workload for PgRT/research degree administrators.

Yr 3 PhD Progress Review

PhD supervisors section to complete (return to PgRT)

• 1. Are you aware of any issues with your student’s wellbeing?
• 2. Do you anticipate any obstacles to timely completion? If so what might they be?
• 3. Are there any ongoing issues around supervision that you feel is hampering student progress (this may

include the student’s response to feedback, motivation, time planning etc).

• 4. What progress have you made with the student to establish at least one good quality output. Are there any
• bstacles to the production of this output? If so, what are they?
• 5. Does your team work well together, i.e. you all have a clear supervisory role and contribution?
• 6. Is there any support that your student might need that is not currently available?

Yr 3 PhD Progress Review

PhD student section to complete (return to PgRT)

• 1. Have you had any challenges with your wellbeing during the course of your Doctorate ?
• 2. Would you be happy to discuss with – Supervisory team ? PGRT/HORD ? Student wellbeing support ?
• 3. What is your completion date?
• 4. Are you likely to be on target? If not, why not.
• 5. Have there been any obstacles to your progress. If yes please specify?
• 6. How is your supervision?
• 7. Please comment on good supervision practises or any issues that you may encountered in a respectful and

considered way.

• 8. Where in the PhD process do you anticipate producing your output?
• 9. Where will you be submitting your output?

• 10. Any other issues around support or supervision?