Section 6: Training and Development
6.1. The University aims to support all postgraduate research students in obtaining a broad set of skills during the course of their research degree studies to enhance their personal, professional and career development. The UK Research Councils (RCUK) have provided a Researcher Development Statement which details the types of skills which they expect postgraduate researchers to develop during their research degree. This provides a useful point of reference when reflecting on both specific and generic training and development needs and can be found on the Vitae website.
6.2. Graduate Schools shall support students to develop the skills they require to become effective researchers and to enhance their employability and assist their career progress after completion of their degree. These skills will be developed throughout the research period.
Personal Development Planning
6.3. Graduate Schools are responsible for promoting personal development planning (PDP) and ensuring that all research students have the opportunity to undertake PDP in conjunction with their supervisors. Heads of Schools/Research Institute Directors or the equivalent are responsible for promoting this process to supervisors and students.
6.4. The PDP process aims to enable the student to:
6.4.1. recognise and reflect on the skills he/she has already developed;
6.4.2. identify skills he/she can develop and enhance; and
6.4.3. plan training and development activity which will benefit him/her during his/her research period and for his/her future career.
6.5. The following considerations apply to PDP:
6.5.1. each student’s training and development needs will be unique to him/her and shall be explored with his/her supervisor(s) regularly during his/her programme of research;
6.5.2. the PDP shall be developed referring to the RCUK Researcher Development Statement (see 6.1);
6.5.3. students shall review the plan regularly with advice from their supervisors, and update it as necessary so that it remains relevant for the duration of the research period; and
6.5.4. the student’s annual progress review shall include a review of the student’s PDP and reference shall be made to the PDP in the annual progress report.
Training Provision
6.6. RCUK advises that a period equivalent to two weeks per year should be dedicated to under-taking training and development. Heads of Schools/Research Institute Directors or equivalent are responsible for ensuring staff and supervisors are aware of training opportunities available, both within and without the University and for supporting students’ attendance at appropriate events.
6.7. Postgraduate research student training takes various forms including, but not limited to: seminars, workshops, residential training courses, self-study, public engagement / communication of research, enterprise related activity, accredited courses through which research students can obtain an additional qualifications, graduate teaching/tutoring etc.
6.8. Training is available from many sources:
6.8.1. All Graduate Schools have a programme of training courses which they offer to all research students they host, covering the skills areas outlined in the RCUK Researcher Development Statement. It is the responsibility of the Graduate School to decide which elements of a research student’s training shall be compulsory. This will depend on the student’s research topic, the student’s own training needs and career plans, and advice from Research Councils and other funding bodies.
6.8.2. Generic training and cross-University training events are also provided through the Researcher Development Programme in consultation with the University’s Researcher Development Committee.
6.8.3. The University’s Careers Service offers dedicated guidance and workshops to support postgraduate research students in their career development.
6.8.4. The University’s Learning & Teaching Centre provides training for research students who have been offered an opportunity to take on a teaching or demonstrating role.
6.8.5. External sources of training may also be relevant to some students. If a student identifies an external training opportunity which they consider is relevant to them, they shall obtain the support of their supervisor(s). Where the training is for a transferable (or generic) skill, funding may be available through the Graduate School subject to budgetary limitations.
6.9. The providers of training are required to review their provision regularly in the light of feedback from tutors, participants and other relevant staff to ensure that it meets the needs of students and is of satisfactory quality.
Graduate Teaching Opportunities
6.10. Some Graduate Schools are able to offer postgraduate research students part-time teaching assistantships or tutoring/demonstration positions. These are not compulsory and opportunities are subject to availability. In all cases, Senate requires students employed in these roles to undergo the specific training offered by the Learning & Teaching Centre (see 6.8.4).
6.11. Students shall also agree with their supervisor(s) the maximum amount of time they can dedicate to these duties. In general, duties shall not normally involve more than twelve weeks’ work per year and shall not exceed five hours per week or the recognised working limits for international students if lower. Additionally, students shall ensure they comply with any terms and conditions of funding with regard to teaching duties.
6.12. Exceptions to this may be appropriate if approved by the supervisor and Graduate School. However, any exception shall take account of the student’s required time commitments for his/her programme of research and shall not jeopardise the student’s ability to progress and complete his/her degree.
6.13. Students shall receive ongoing mentoring from appropriately experienced academic staff to support their teaching role, since this is primarily a developmental opportunity for the student.
6.14. The supervisor/School/Research Institute and Graduate School shall review the teaching duties of a postgraduate student if there are concerns about his/her progress.