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UNIVERSITY OF WESTMINSTER GRADUATE SCHOOL

DOCTORAL RESEARCHER DEVELOPMENT PROGRAMME (DRDP)

HANDBOOK 2018/19

CON

TENTS

westminster.ac.uk/graduateschool westminster.ac.uk/drdp

WELCOME .......................................................... 2

INTRODUCTION .................................................. 5

HOW DOES THE PROGRAMME WORK ................ 6

PART-TIME STUDY ................................................ 6

DISTANCE LEARNING ........................................ 7

THE DRDP IN THE NATIONAL CONTEXT ............... 8

THE RESEARCHER DEVELOPMENT FRAMEWORK (RDF ........................................... 10

YEAR ONE ........................................................ 13

PROGRAMME STRUCTURE ................................ 14

WORKSHOPS .................................................. 16

SPECIALIST SKILLS SESSIONS ............................. 19

SUPPORTING LEARNING PROGRAMME ............. 20

ADDITIONAL SUPPORT ...................................... 20

RDF DESCRIPTORS AND OUTCOMES ................. 22

YEAR TWO ....................................................... 31


WORKSHOPS .................................................. 34

SPECIALIST SKILLS SESSIONS: PUBLIC SPEAKING FOR DOCTORAL RESEARCHERS ......................... 36

OPEN ACCESS AND YOUR DOCTORAL THESIS ..... 37

ADDITIONAL SUPPORT ...................................... 37

ACADEMIC ENGLISH FOR DOCTORAL RESEARCHERS ................................ 38


YEAR THREE ...................................................... 43


WORKSHOPS .................................................. 46

SPECIALIST SKILLS SESSION: THE CAREER-WISE RESEARCHER ........................ 48


YEAR FOUR ...................................................... 53


WORKSHOPS .................................................. 55

BRIEFING: GETTING READY FOR THE VIVA ......................... 56


REFLECTIVE PRACTICE ......................................... 59

PERSONAL DEVELOPMENT PLANNING (PDP) ..... 60

YOUR REFLECTIVE PRACTICE ............................. 61

THE RESEARCH DIARY ....................................... 61

THE VIRTUAL RESEARCH ENVIRONMENT (VRE) ....................................... 61

RDF DESCRIPTORS AND THE DOCTORAL RESEARCHER .................................. 63

ENGAGEMENT AND FEEDBACK ........................... 65

RECORDING AND MONITORING ENGAGEMENT .......................... 67

PROGRAMME EVALUATION AND DEVELOPMENT ........................................ 67

CONTACTS ....................................................... 69

CONTENTSWELCOME

The Graduate School is committed to the delivery of a programme which is student centred, inclusive and flexible, and which provides opportunities for engagement at all levels and enables the sharing of best practice. Furthermore, it has been designed to meet a baseline standard of quality which is externally benchmarked.

Our programme is based on the Vitae Researcher Development Framework (see p9 for more information). This means that you will explore topics and issues identified nationally by practising researchers, approaching them from a discipline-specific perspective and also considering research activity in a wider context.

The programme provides workshops tailored for you at all stages of your doctorate, from your first year to your final year of study. We provide tailored guidance for those following the part-time study mode, to ensure all doctoral researchers can benefit from our cohort-based programme.

If you are new to the DRDP and would like further advice on where to start, please do let us know. Our contact details can be found on p69 of this handbook.

We trust that you will find the DRDP a valuable element of your research experience with us and look forward to meeting you at the workshops.

We wish you a successful and enjoyable year.

Professor Leigh Wilson Director, Graduate School

Lesley McDonagh DRDP University Co-ordinator

Doctoral researcher development at the University of Westminster is an integral element of our doctoral programmes.

The DRDP is a suite of tailor-made workshops, specialist skills sessions and personal development planning activities, designed for you to gain experience and skills which are highly relevant to academic study.

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INTRODUCTION

HOW DOES THE PROGRAMME WORK ............ 6

PART-TIME STUDY ............................................. 6

DISTANCE LEARNING ......................................7

THE DRDP IN THE NATIONAL CONTEXT ............8

THE RESEARCHER DEVELOPMENT FRAMEWORK (RDF ........................................ 10

INTRO

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I WANTED TO COMMEND THE TEAM FOR PRESENTING AN INSIGHTFUL AND USEFUL SERIES OF WORKSHOPS AND EVENTS FOR DOCTORAL RESEARCHERS.

Doctoral Researcher, Year Two Science and Technology

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The Doctoral Researcher Development Programme (DRDP) consists of formal workshops, specialist skills sessions and independent study. The content is carefully designed to support your research and academic progress and is delivered by academic staff, University specialists and external facilitators. We work with external facilitators who are recognised in the higher education sector for their expertise and high-quality support of postgraduate research.

The first part of the handbook sets out the rationale for the programme, providing more information about the national Researcher Development Framework (RDF), upon which our programme is based.

The programme structure for each year of study is set out in the respective sections of this handbook (use the colour-coded tabs to turn to each academic year). Email invitations, detailed schedules and booking information are sent out in advance of each workshop or session via the Virtual Research Environment (VRE).

If you are moving into your second or a subsequent year of study in 2018/19 and you have missed any of the previous workshops, you are welcome to book a place by contacting the relevant facilitator or School Co-ordinator. If you need further advice, please contact the University DRDP Co-ordinator.

In each Year section, you will also find detailed information on the content and themes for the School and University workshops, specialist skills sessions and any additional support available. Take note of any guidance and booking instructions for specialist skills sessions.

Finally each Year section includes a comprehensive breakdown of RDF Key Descriptors covered in each workshop or session and the associated outcomes.

If you are following the part-time study mode, your attendance on the DRDP should complement your own study and research project. This will vary from person to person. Please be aware that, during your first year in particular, you will need to make a time commitment and plan for this in order to give yourself the best start possible.

In your first year you should attend School Workshop 1.1 and University Workshop 1.1, and the Teaching and Learning Workshops. Your School DRDP Co-ordinator can provide guidance on how best to engage with further elements of the programme.

HOW THE PROGRAMME WORKS DISTANCE LEARNINGPART-TIME STUDY PHD BY PUBLISHED WORK/ PHD DIRECT

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If you are following the distance learning study mode you are required to attend enrolment, orientation, School Workshop 1.1 and University Workshop 1.1.

Subsequent elements of the development programme are provided on line and/or in different formats for you to engage with.

We have a strong network of experts to support you and help you navigate the programme. The final section of the handbook provides contact details for the School and University Co-ordinators and for those with specialist knowledge from whom you can seek advice or training as you progress with your studies.

The DRDP Handbook and dates of all workshops are available on the Graduate School website, please visit westminster.ac.uk/graduateschool

As your studies may progress at a different pace, you are welcome to attend any workshop which is of interest to you at any time.

You can request an invitation from your School DRDP Co-ordinator or the University DRDP Co-ordinator for School or University workshops respectively.

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THE DRDP IN THE NATIONAL CONTEXT

THE DRDP AND THE RESEARCHER DEVELOPMENT FRAMEWORK

Our programme has been enthusiastically received by colleagues in the UK higher-education sector and by Vitae:

Our workshops and specialist skills sessions focus on the attributes and skills (Key Descriptors) set out in the RDF. The RDF has been designed for researchers at different points in their careers, and for our doctoral researcher provision we have generally focused on phase one Outcomes (doctoral researchers at the beginning of research study/career).

Within each year of the programme you can see which RDF Descriptors are included in the workshops and the specialist skills sessions and the associated Outcomes of those Descriptors (phase one).

In addition, there are some Descriptors which will be independently developed by a doctoral researcher and/or supported by their Director of Studies and these are listed on p63.

The Researcher Development Framework (RDF) The DRDP is based on the national Vitae Researcher Development Framework (RDF), which is endorsed by the Research Councils UK (RCUK), the Quality Assurance Agency (QAA) and many other UK higher-education sector stakeholders.

What is the RDF? “The RDF is a professional development framework for planning, promoting and supporting the personal, professional and career development of researchers in higher education. It articulates the knowledge, behaviours and attributes of successful researchers and encourages them to realise their potential.” 1

1 Vitae®, © 2010 Careers Research and Advisory Centre (CRAC) Limited.

Discussion with supervisors and peers may help you to identify which descriptors to concentrate on as you progress through your studies.

The Researcher Development Framework is useful when deciding where to concentrate your developmental efforts, building on your strengths to become a well-rounded, effective and successful researcher.

The RDF Key Descriptors are grouped into four domains, which provide useful categories from which to consider your own personal and professional development. You can see a visual overview of the RDF on p10 –11.

The University of Westminster has Vitae membership. This enables our doctoral researchers and staff to access the full range of Vitae’s online resources.

You will need to register on the Vitae website (vitae.ac.uk), using your institutional email address.

Doctoral researchers are introduced to the RDF in University Workshop 1.1.

“Thank you for sharing your approach to professional development support for doctoral researchers at our national event. There was a lot of interest in the innovative programme incorporating the Vitae Researcher Development Framework on offer at Westminster.”

Alison Mitchell, Deputy Director, Vitae

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YEAR ONE

PROGRAMME STRUCTURE ............................. 14

WORKSHOPS ...............................................16

SPECIALIST SKILLS SESSIONS .......................... 19

SUPPORTING LEARNING PROGRAMME .......... 20

ADDITIONAL SUPPORT .................................. 20

RESILIENCE AND WELL-BEING ........................ 21

CAREERS AND EMPLOYABILITY ....................... 21

RDF DESCRIPTORS AND OUTCOMES .............. 22

YEAR O

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I JUST WANTED TO SAY HOW MUCH I APPRECIATE THE QUALITY OF THE WORKSHOPS OFFERED TO US. THEY ARE ALWAYS OF SUCH A HIGH STANDARD AND I INVARIABLY FEEL THAT I HAVE SPENT MY TIME WELL.

First year Doctoral Researcher,Media, Arts and Design

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YEAR ONE PROGRAMME STRUCTURE

YEAR ONE PROGRAMME STRUCTURE

SCHOOL WORKSHOP 1.1 Week commencing 21 January 2019

UNIVERSITY WORKSHOP 1.130 – 31 January 2019

SCHOOL WORKSHOP 1.1Week commencing 24 September 2018

UNIVERSITY WORKSHOP 1.1 3 – 4 October 2018

COHORT 1 – STARTING SEPTEMBER 2018

YOU WILL RECEIVE INVITES TO ALL THESE WORKSHOPS VIA THE VRE.

COHORT 2 – STARTING JANUARY 2019

WORKSHOPS

ALL DOCTORAL RESEARCHERS – BOTH COHORTS

UNIVERSITY WORKSHOP 1.27 May 2019

SCHOOL WORKSHOP 1.2Week commencing 29 April 2019

SCHOOL WORKSHOPS

COHORT 1ORIENTATION

COHORT 1WORKSHOP 1.1 COHORT 2

ORIENTATION

COHORT 2WORKSHOP 1.1 WORKSHOP

1.2DAY 1 DAY 2 DAY 1 DAY 2

Humanities, Social Sciences, Law, Architecture and Cities

26 September 2018

26 September 2018

27 September 2018

24 January 2019

24 January 2019

25 January 2019

2 May 2019

Business 25 September 2018

25 September 2018

26 September 2018

22 January 2019

22 January 2019

23 January 2019

30 April 2019

Arts, Media and Communication

24 September 2018

24 September 2018

25 September 2018

21 January 2019

21 January 2019

22 January 2019

29 April 2019

Life Sciences, Computer Science and Engineering

26 September 2018

26 September 2018

27 September 2018

21 January 2019

21 January 2019

22 January 2019

1 May 2019

INFORMATION SKILLS – CORE PROVISION

• Library Search and Strategic literature searching

• Managing your references

INFORMATION SKILLS – OPTIONAL SESSIONS

Introductions to:• Endnote • Mendeley • NVivo • Zotero • Refworks

SPECIALIST SKILLS SESSIONS

A range of dates and venues are offered. To select your preferred options, please reply to the VRE invitations you will receive shortly after enrolment.

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RESEARCH METHODS MODULES AT MASTERS LEVEL

These are offered at a discipline level. Contact your School DRDP Co-ordinator for more information

MODERN FOREIGN LANGUAGES

(See p21 for more information)

ACADEMIC ENGLISH FOR DOCTORAL RESEARCHERS

(See p38 for more information)

ADDITIONAL SUPPORT

More information is provided at the University Orientation event.

UNIVERSITY CERTIFICATE OF SPECIAL STUDY IN SUPPORTING LEARNING (See p20 for further information)

SUPPORTING LEARNING PROGRAMME

TEACHING AND LEARNING WORKSHOPS

All workshops will run from 2pm – 4.30pm. Before each workshop you will need to complete on-line teaching and learning materials in Blackboard. Further information to follow.

PLEASE CHOOSE ONE DATE TO ATTEND FOR WORKSHOP 1 AND ONE DATE TO ATTEND FOR WORKSHOP 2.

COHORT 1 COHORT 2

WORKSHOP 122 October 2018 or 23 October 2018

WORKSHOP 219 November 2018 or 20 November 2018

WORKSHOP 125 February 2019 or 26 February 2019

WORKSHOP 225 March 2019 or 26 March 2019

RESILIENCE FOR 1ST YEAR DOCTORAL RESEARCHERSCOHORT 121st February 2019

COHORT 26th June 2019

Resilience workshops run across 3 years of the DRDP, to support you in navigating challenges you may encounter during your time as a doctoral researcher. (See p21 for full details)

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COHORT 1: Week commencing 24 September 2018

COHORT 2: Week commencing 21 January 2019

COHORT 1: 3 – 4 October 2018COHORT 2: 30 – 31 January 2019

YEAR ONE SCHOOL WORKSHOP 1.1

YEAR ONE UNIVERSITY WORKSHOP 1.1

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DAY 1

SESSION 1: INTRODUCTION TO THE DRDP

This first session provides an introduction to the DRDP and the concept of researcher development, looking at the programme structure, the handbook, the PDP elements and other materials. The focus is on the student/supervisor relationship, exploring skills in negotiating activities and deadlines.

SESSION 2: THE RESPONSIBLE RESEARCHERParticipants consider a range of issues and activities which the responsible researcher is required to be aware of and engage with, including research infrastructure, risk assessment and risk management, health and safety, and responsible working practices. Finally there is an introduction to the codes and guidelines relevant to the subject/discipline area and the application of research ethics at discipline level, particularly for the preparation of the Annual Progress Review 1.

SESSION 3: THE EFFECTIVE RESEARCHER (1)The session introduces project planning and delivery. Special consideration is given to the University’s Annual Progress Review for doctorates, and the various phases of doctoral research (eg literature review; methodological design; field/laboratory work; data analysis; writing up). Participants consider how to apply effective project management skills through the setting of research goals, intermediate milestones, and prioritisation of activities. The session includes group work and feedback with input/attendance from Directors of Studies (looking at the Supervisory Log). An independent study task is set, to be worked on during the morning of day two. This focuses on effective project planning for successful and timely completion of the doctorate.

SESSION 4: THE COMMUNICATIVE RESEARCHERThe final session on day one looks at a variety of techniques for effective communication of research ideas to different audiences, and methods of constructing a coherent argument. Doctoral researchers are encouraged to engage in knowledge exchange and debate with colleagues in their own research area and in a wider, interdisciplinary setting. Participants are also introduced to strategies for effective networking, which will enable them to develop and maintain successful and co-operative working relationships with colleagues and peers throughout the University and in the wider research community. Other topics include social networking and joining learned societies and public bodies.

DAY 2

MORNING SESSION: THE EFFECTIVE RESEARCHER (2)

The morning is set aside to continue activities on the topic of effective project planning introduced during day one.

AFTERNOON SESSION: INTRODUCTION TO RESEARCH METHODSIn the afternoon the Faculty provides an introduction to relevant research methods and techniques. Time is also set aside to review and provide feedback on the independent study completed earlier during the day. You are encouraged to discuss this with your Director of Studies, and you may find it useful to take this work along to University Workshop 1.1.

DAY 1

MORNING SESSION: YOUR RESEARCH/YOUR CAREER

AFTERNOON SESSION: LET’S GET STARTED

An interactive and varied programme for participants provides an introduction to the key skills and knowledge required to get your doctorate off to a flying start.

Topics include effective project management skills, study styles, time management, networking, career management, personal development planning and reflective practice. The morning session is hosted by research staff and specialists from the University, and the ever-popular afternoon session is hosted by nationally recognised external facilitators.

At the end of the day, preparatory information and instructions for Day 2 will be distributed.

DAY 2

THE PROFESSIONAL, ETHICAL RESEARCHERAlways generating thought-provoking discussion, this session involves group work considering a range of case studies, followed by focused presentations with Q&A exploring the wide-ranging themes and issues around ethics and research integrity.

Topics include research good practice (codes of conduct, the rights of other researchers and of research participants); publishing (attribution, co-authorship, academic malpractice); legal requirements, intellectual property and copyright. This session is invaluable to doctoral researchers from all academic disciplines.

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COHORT 1 AND 2:Week commencing 29 April 2019

COHORT 1 AND 2:7 May 2019

SESSION 1: INTELLECTUAL DEBATE – CONSTRUCTING AN ARGUMENTDoctoral researchers explore the elements of effective argument construction such as providing evidence to support ideas and defending research outcomes. Elements of intellectual risk, such as exposing ideas to a critical audience and critically appraising other people’s research, are considered.

SESSION 2: CREATIVE AND ENTREPRENEURIAL RESEARCHThis session enables participants to explore the role of innovation and creativity in research; the processes for funding and evaluation of research; the nature and benefits of enterprise for developing research investment opportunities; writing research proposals; and the value of interdisciplinary research.

SESSION 3: WORKING WITH OTHERSParticipants consider team working, particularly in relation to the supervisory team and research groups. The session explores the benefits of mentorship and receiving mentoring, and ways of effectively supporting the learning of others (eg teaching, demonstrating and other research activities).

COMMUNICATING AND DISSEMINATING YOUR RESEARCHParticipants consider written styles appropriate to purpose and content for specialist and non-specialist audiences. The session helps to develop the ability to understand, interpret, create and communicate appropriately within an academic context (thesis writing, publications and conference presentations).

YEAR ONE SCHOOL WORKSHOP 1.2

YEAR ONE UNIVERSITY WORKSHOP 1.2

YEAR ONE SPECIALIST SKILLS SESSIONS

INFORMATION SKILLSOur team of Academic Liaison Librarians provide a suite of key sessions to help you get the best out of our library services and benefit from specialist expertise. The core sessions are those you need to attend and these are detailed below. The sessions are offered on various dates and at different locations to provide more options for attendance. You will receive email invitations to all the sessions.

Library Search and Strategic literature searchingLibrary Search is the key discovery tool as you start your doctorate. The starting point for any doctorate is to understand the field of research and the existing body of knowledge. This session will ensure you leave with the skills to conduct a comprehensive literature review to get your research off to the best start.

Managing your referencesThe number of bibliographic management tools is continually increasing and they vary in their features and sophistication. This workshop will provide you with an overview of these tools. Optional in-depth sessions are subsequently offered about supported applications at the University. See Optional Sessions.

INFORMATION SKILLS – OPTIONAL SESSIONS

Introduction to NVivoThis software helps you organise and classify qualitative data from questionnaires.

EndnoteOne of a number of bibliographic management tools supported at the University. This session provides an overview of its capabilities.

Introductory sessions on the following bibliographic management tools are also offered:• Mendeley• Refworks• Zotero

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Teaching and Learning modulesThese provide a valuable introduction to teaching and learning. All new doctoral researchers who do not have an appropriate teaching qualification/training are required to attend in their first semester of study before undertaking any unsupervised teaching activities. The sessions consist of face-to-face workshops and complementary online activities to provide a blended learning experience. The dates and booking instructions for these sessions are provided on p15. University Certificate of Special Study in Supporting LearningFollowing a face-to-face induction event, this practice-based programme is delivered online.

This module requires that participants on the course have access to a minimum 12 hours of teaching and/or learning support activities in a HE context which will form the basis of the reflective practice element of the course. You are responsible for securing this teaching from the Head of School in the College in which you are based. Teaching includes any activity which involves you in supporting students’ learning: demonstrating in labs; 1:1 tutorials; group tutorials; seminars; lectures; studio work – any context in which students’ learning is supported. Anyone who will be teaching University of Westminster students in the semester in which they wish to take the course is entitled to have the module fees waived. To do this you will need to have the fee waiver form signed by the person who allocates teaching hours (usually the Head of School) and upload the signed form with the application.

Attendance guidelines, booking instructions and dates are also listed on the Graduate School Blackboard site.

SUPPORTING LEARNING PROGRAMME

ADDITIONAL SUPPORT CAREER DEVELOPMENT

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Need help planning your career? Want advice on developing your skills and experience during your doctoral research? Not sure where and how to apply for jobs in academia or outside of this sector?

Tailored careers advice and job vacancy information for doctoral researchers is available, using your student login, on our online career management system called Engage. This is also where you can book an appointment with a careers consultant or onto upcoming careers events, view general vacancies and careers information.

Tailored careers workshops are also delivered as part of the DRDP at key points during your doctoral research.

We have a designated careers consultant for doctoral researchers who can offer a one-to-one appointment in person, by telephone or Skype.

westminster.ac.uk/study/current-students/support-and-facilities/career-development-centre/doctoral-researchers

Academic English for doctoral researchersSome doctoral researchers may require additional support with their academic English and this can be provided on the advice of the Director of Studies.

Where applicable, the extent and nature of support will be determined by an assessment of individual needs by our English language experts in the Westminster Professional Language Centre. Referral and assessment takes place at the end of the first year of study. More information is available on p38 of this handbook and on the Graduate School Blackboard site.

Modern foreign languagesWhere foreign language proficiency is deemed essential for carrying out doctoral research projects, the University will facilitate relevant training and online support. Doctoral researchers should seek advice from their Director of Studies and discuss support needs with their School DRDP Co-ordinator.

Research Methods modules at Masters LevelThese are offered at a discipline level. Contact your School DRDP Co-ordinator for more information.

Resilience for 1st Year Doctoral Researchers

In the first year of a doctoral programme, challenges may arise in a number of ways. As a new doctoral researcher, you may be settling in to a new home, city, or country as well as a new academic environment. You will be keen to make a positive start with your research and develop a constructive relationship with your supervisor. A key priority will be establishing a productive, healthy work routine and finding a good balance between work and home life. This workshop will equip you with strategies and information to help build your resilience.

This is a half–day workshop. You can choose whether to attend the morning session or the afternoon one. You will receive an invitation to both via the VRE, and should respond accordingly.

The Westminster Centre for Resilience supports staff across the university and works with a wide-range of external organisations (such as the NHS), helping people to cope better with the challenges we all face in our working and personal lives. The Centre provides high quality, evidence-based training.

COHORT 121 February 2019

COHORT 26 June 2019

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http://www.centreforresilience.co.uk

RDF DESCRIPTORS AND OUTCOMES SCHOOL WORKSHOP 1.1

RDF DESCRIPTORS AND OUTCOMES SCHOOL WORKSHOP 1.1

DAY 2

SESSION 1: THE EFFECTIVE RESEARCHER (2)Descriptor: Project planning and delivery (C.2.2)Outcomes: Applies effective project management through the setting of research goals, intermediate milestones and prioritisation of activities • Acts on decisions agreed with supervisor/line manager and delivers results

SESSION 2: INTRODUCTION TO RESEARCH METHODSDescriptor: Research methods – theoretical knowledge (A.1.2)Outcomes: Understands relevant research methodologies and techniques and their appropriate application within their own research area

Descriptor: Research methods – practical application (A.1.3)Outcomes: Justifies the principles and experimental techniques used in own research • Uses a range of research methods linked to study area; documents own activity • Shows growing competence in own subject area and is developing awareness of alternative methods and analysis techniques

Descriptor: Project planning and delivery (C.2.2)Outcomes: See session 1 for descriptor outcomes

RDF D

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DAY 1

SESSION 1: INTRODUCTION TO THE DRDP

Descriptor: People management (D.1.3)Outcomes: Negotiates activities and deadlines with supervisor/manager

SESSION 2: THE RESPONSIBLE RESEARCHERDescriptor: Research strategy (C.2.1)Outcomes: Aware of how own research aligns with the research strategy of the institution and strategic focus of the discipline/research area • Develops understanding of the broader context of research

Descriptor: Infrastructure and resources (C.3.3)Outcomes: Makes efficient use of available resources • Knows immediate academic system/work environment, department or faculty

Descriptor: Risk management (C.2.3)Outcomes: Makes basic risk assessment and is able to manage risks in own project with support

Descriptor: Ethics, principles and sustainability (C.1.2)Outcomes: Understands and applies the relevant codes of conduct and guidelines for the ethical conduct of research; seeks advice from supervisor • Demonstrates awareness of issues relating to the rights of research subjects, and of others who may be affected by the research

Descriptor: Health and safety (C.1.1)Outcomes: Understands relevant health and safety issues and demonstrates responsible working practices • Takes responsibility for own work space. Aware of impact on others and wider environment

SESSION 3: THE EFFECTIVE RESEARCHER (1)Descriptor: Project planning and delivery (C.2.2)Outcomes: Applies effective project management through the setting of research goals, intermediate milestones and prioritisation of activities • Acts on decisions agreed with supervisor/line manager and delivers results

SESSION 4: THE COMMUNICATIVE RESEARCHERDescriptor: Communication methods (D.2.1)Outcomes: Constructs coherent arguments and articulates ideas clearly to a range of audiences, formally and informally, through a variety of techniques • Actively engages in knowledge exchange and debate with colleagues, sometimes between disciplines/research areas • Appreciates the skills of rhetoric

Descriptor: Networking (B.3.4) Outcomes: Develops and maintains co-operative networks and working relationships with supervisors, colleagues and peers within the institution and the wider research community • Engages with learned societies and public bodies

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RDF DESCRIPTORS AND OUTCOMESUNIVERSITY WORKSHOP 1.1


SESSION 2: LET’S GET STARTED

Descriptor: Self-reflection (B.1.5)Outcomes: Makes time to reflect on practice and experience • Develops strengths and improves on weak areas • Seeks personal feedback • Learns from mistakes

Descriptor: Responsibility (B.1.6)Outcomes: Gradually takes complete responsibility for own project and own well-being; develops independence

Descriptor: Time management (B.2.3) Outcomes: Manages own time effectively to complete research project; adheres to clear plan

Descriptor: Responsiveness to change (B.2.4)Outcomes: Adapts approach when required to; seeks guidance and recognises risks

Descriptor: Work-life balance (B.2.5)Outcomes: Is developing an awareness of work-life balance issues • Considers the needs of others

Descriptor: Continuing professional development (B.3.2)Outcomes: Demonstrates self-awareness and the ability to identify and own development needs

Descriptor: Collegiality (D.1.1)Outcomes: Shows consideration to others • Listens, gives and receives feedback and responds perceptively to others

Descriptor: Team working (D.1.2)Outcomes: Understands own behaviours and impact on others when working in and contributing to the success of formal and informal teams • Appreciates contributions of other team members including non-academic members. Thanks people for their contribution.

Descriptor: People management (D.1.3)Outcomes: Negotiates activities and deadlines with supervisor/line manager

DAY 1

SESSION 1: YOUR RESEARCH/YOUR CAREER

Descriptor: Preparation and prioritisation (B.2.1)Outcomes: Prepares and plans project to meet objectives and, with support, is able to adapt if necessary

Descriptor: Networking (B.3.4)Outcomes: Develops and maintains co-operative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research community • Uses personal and/or online networks effectively for feedback, advice, critical appraisal of work and for responding to opportunities • Engages with learned societies and public bodies

Descriptor: Career management (B.3.1)Outcomes: Begins to establish a career network

Descriptor: Project planning and delivery (C.2.2)Outcomes: Applies effective project management through the setting of research goals, intermediate milestones and prioritisation of activities

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THE PROFESSIONAL, ETHICAL RESEARCHER

Descriptor: Integrity (B.1.3)Outcomes: Understands and demonstrates standards of good research practice in the institution and/or discipline/research area • Seeks guidance as necessary

Descriptor: Ethics, principles and sustainability (C.1.2)Outcomes: Understands and applies the relevant codes of conduct and guidelines for the ethical conduct of research; seeks advice from supervisor • Demonstrates awareness of issues relating to the rights of other researchers, or research subjects, and of others who may be affected by the research • Is mindful of own impact on the environment. Understands how to behave and work in a sustainable way • Understands the concept of corporate social responsibility; seeks guidance as necessary

Descriptor: Respect and confidentiality (C.1.5)Outcomes: Within own research respects the right of participants to confidentiality and anonymity

Descriptor: Attribution and co-authorship (C.1.6)Outcomes: Understands the concept of attribution and applies it consistently and fairly to appropriately recognise contributions and co-authorships. Seeks advice on local codes of conduct

Descriptor: Appropriate practice (C.1.7)Outcomes: Understands and adheres to the rules and regulations concerning academic malpractice in the institution in which based and of professional body and funder, if appropriate

Descriptor: Infrastructure and resources (C.3.3)Outcomes: Makes efficient use of available resources • Knows immediate academic system/work environment, department or faculty

Descriptor: Health and safety (C.1.1)Outcomes: Understands relevant health and safety issues and demonstrates responsible working practices • Takes responsibility for own work space. Aware of impact on others and wider environment

Descriptor: Equality and diversity (D.1.8)Outcomes: Is sensitive to and respectful of individual differences. Develops awareness of diversity and difference within working environment • Understands equality and diversity requirements of the institution

Descriptor: Legal requirements (C.1.3)Outcomes: Has basic understanding of legal requirements surrounding research, eg Data Protection Act, Freedom of Information Act, Equality Act 2010 and equivalent Northern Irish legislation

Descriptor: Respect and confidentiality (C.1.5)Outcomes: Respects colleagues

Descriptor: IPR and copyright (C.1.4)Outcomes: Has basic understanding of data ownership rules as they apply to own research

Descriptor: Financial management (C.3.2)Outcomes: Understands the basic principles of financial management • Has some commercial awareness

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SESSION 3: WORKING WITH OTHERSDescriptor: Team working (D.1.2)Outcomes: Understands own behaviours and impact on others when working in and contributing to the success of formal and informal teams • Appreciates contributions of other team members including non-academic members. Thanks people for their contribution

Descriptor: Mentoring (D.1.5)Outcomes: Effectively supports the learning of others when involved in teaching, mentoring, demonstrating or other research activities • Recognises the importance of mentorship and receiving mentoring

SESSION 1: INTELLECTUAL DEBATE – CONSTRUCTING AN ARGUMENTDescriptor: Argument construction (A.3.4)Outcomes: Constructively defends research outcomes • Provides some evidence in support of ideas • Structures arguments clearly and concisely

Descriptor: Intellectual risk (A.3.5)Outcomes: Tests the boundaries, is willing to expose ideas to a critical audience and to critically appraise other research

SESSION 2: CREATIVE AND ENTREPRENEURIAL RESEARCHDescriptor: Innovation (A.3.3)Outcomes: Understands the role of innovation and creativity in research • May engage in interdisciplinary research

Descriptor: Income and funding generation (C.3.1)Outcomes: Understands the processes for funding and evaluation of research • Writes own research proposal

Descriptor: Financial management (C.3.2)Outcomes: Has some commercial awareness

Descriptor: Enterprise (D.3.3)Outcomes: Creates ideas and identifies opportunities internally and externally • Develops ideas in an innovative manner within own institution or externally • Understands the process of commercial exploitation of research results • Learns of the value to academia of establishing relationships in business/commercial context

COMMUNICATING AND DISSEMINATING YOUR RESEARCHDescriptor: Academic literacy and numeracy(A.1.7)Outcomes: Ability to understand, interpret, create and communicate appropriately within an academic context • Prepares grammatically and syntactically correct content for presentations • Writes in a style appropriate to purpose and context for specialist and non-specialist audiences • Is IT literate and competent in using information and digital technology

Descriptor: Communication media (D.2.2)Outcomes: Develops skills in a range of communication means eg face-to-face interaction using interactive technologies, and/or textual and visual media, where useful/necessary • Has a web presence as a researcher • Uses audio-visual aids effectively in presentations

RDF DESCRIPTORS AND OUTCOMESSCHOOL WORKSHOP 1.2


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26 27

INFORMATION SKILLSDescriptor: Information seeking (A.1.4)Outcomes: Acquires and develops search and discovery skills and techniques • Identifies and accesses appropriate bibliographical resources, archives and other sources of relevant information including web-based resources, primary sources and repositories • Makes best use of a range of current tools and techniques • Assesses the reliability, reputation, currency, authority and relevance of sources • Seeks feedback from relevant groups to access other insights

Descriptor: Information literacy and management (A.1.5)Outcomes: Designs and executes systems for the acquisition of and collation of information using information technology appropriately (eg word processing, spreadsheets, simulation systems, databases) • Develops awareness of information/data security and longevity issues • Knows where to obtain expert advice, i.e. information/data managers, archivists and librarians

Descriptor: Academic literacy and numeracy (A.1.7)Outcomes: Is IT literate and competent in using information and digital technology

Descriptor: Risk management (C.2.3)Outcomes: Aware of risks in virtual environments and when using interactive communication technologies

SUPPORTING LEARNING PROGRAMMEDescriptor: Teaching (D.3.1)Outcomes: Contributes to teaching at undergraduate level • Assists in the supervision of undergraduate projects • Participates in research meetings (seminars, workshops, conferences etc). Has a developing awareness of the ways research influences/interacts with teaching

DISCIPLINE-SPECIFIC RESEARCH METHODS MODULES AT MASTERS LEVELDescriptor: Research methods – theoretical knowledge (A.1.2)Outcomes: Understands relevant research methodologies and techniques and their appropriate application within own research area • Justifies the principles and experimental techniques used in own research

Descriptor: Research methods – practical application (A.1.3)Outcomes: Uses a range of research methods linked to study area; documents own activity • Shows growing competence in own subject area and is developing awareness of alternative methods and analysis techniques

Descriptor: Academic literacy and numeracy (A.1.7)Outcome: Is mathematically competent to undertake research in own discipline/research area; understands and applies any statistics that may be used in the discipline/research area; analyses data and uses appropriate computer packages

ACADEMIC ENGLISH FOR DOCTORAL RESEARCHERSDescriptor: Languages (A.1.6)Outcomes: Has excellent knowledge oflanguage(s) appropriate for research,including technical language

MODERN FOREIGN LANGUAGESDescriptor: Languages (A.1.6)Outcomes: Has excellent knowledge of language(s) appropriate for research, including technical language

RESILIENCE FOR 1ST YEARSDescriptor: Perseverance (B.1.2)Outcome: Perseveres in the face of obstacles and set-backs but benefits from peer, supervisor or leader support. Is developing some resilience.

Descriptor: Self-Confidence (B.1.4)Outcome: Recognises boundaries of own knowledge, skills and expertise and draws upon and uses sources of support, as appropriate.

Descriptor: Self-reflection (B.1.5)Outcome: Makes time to reflect on practice and experience.

Descriptor: Responsibility (B.1.6)Outcome: Gradually takes complete responsibility for own project andown well-being; develops independence

Descriptor: Work-life balance (B.2.5)Outcomes: Is developing an awareness of work-life balance issues. • Uses support and advisory resources when necessary to avoid undue pressure and to enhance personal well-being. • Considers the needs of others.

RDF DESCRIPTORS AND OUTCOMESSPECIALIST SKILLS SESSIONS

ADDITIONAL SUPPORT

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YEAR TWO

PROGRAMME STRUCTURE .............................33

WORKSHOPS ...............................................34

SPECIALIST SKILLS SESSIONS:

PUBLIC SPEAKING FOR DOCTORAL RESEARCHERS .............................36

OPEN ACCESS AND YOUR DOCTORAL THESIS ..............................37

ADDITIONAL SUPPORT .................................. 37

RESILIENCE FOR 2ND YEARS ..........................37

ACADEMIC ENGLISH FOR DOCTORAL RESEARCHERS ......................38

RESEARCH METHODS MODULES AT MASTERS LEVEL .........................38

RDF DESCRIPTORS AND OUTCOMES ..............39

YEAR TW

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A REALLY EXCELLENT WORKSHOP, ESPECIALLY THE PERSONALISED FEEDBACK THAT THE FACILITATORS GAVE US. IT REALLY FELT LIKE THEY TOOK THE TIME TO CONSIDER EVERYONE’S PRESENTATION AND IT WAS CRITICALLY THOROUGH.

2nd Year Doctoral ResearcherSocial Sciences

30 31

YEAR TWO PROGRAMME STRUCTURE

UNIVERSITY WORKSHOP 2.16 November 2018

SCHOOL WORKSHOP 2.1Week commencing 18 February 2019

UNIVERSITY WORKSHOP 2.29 April 2019

WORKSHOPS

PUBLIC SPEAKING FOR DOCTORAL RESEARCHERS5 February 2019 (for those with English as second language) and 12 March 2019 (Open to all doctoral researchers)(See p36 for further information)

SPECIALIST SKILLS SESSIONS:

OPEN ACCESS AND YOUR DOCTORAL THESIS15 May 2019(See p37)

RESILIENCE FOR 2ND YEAR DOCTORAL RESEARCHERS8 November 2018Resilience workshops run across 3 years of the DRDP, to support you in navigating challenges you may encounter during your time as a doctoral researcher. See p37 for full details.

ACADEMIC ENGLISH FOR DOCTORAL RESEARCHERS(See p38 for further information)

DISCIPLINE RESEARCH METHODS MODULES AT MASTERS LEVEL(See p38 for further information)

ADDITIONAL SUPPORT

PROG

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SCHOOL WORKSHOP 2.1Humanities, Social Sciences, Law, Architecture and Cities 21 February 2019

Business 20 February 2019

Arts, Media and Communication 20 February 2019

Life Sciences, Computer Science and Engineering 19 February 2019


32 33

COMMUNICATING AND DISSEMINATING YOUR RESEARCHThis workshop explores the various methods used to disseminate early research findings, primarily in academic fora, such as seminars and conferences. The practicalities, strategies and benefits of using a range of social media will also be discussed. Participants also look further ahead to effective dissemination of research in scholarly journals and issues around wider public engagement.

MAKING A DIFFERENCE – HOW RESEARCHERS CAN CONTRIBUTE TO POLICY AND PUBLIC DISCOURSEThe research community is increasing expected to engage in policy deliberation and public debate both nationally and internationally based on the idea that research should be used to improve decision-making and benefit society. As a consequence, ‘public engagement’ and ‘impact’ are now important factors in research policy, evaluation and funding and researchers are expected to strategies and skills to contribute to, and in some cases, influence policy and public discourse. But what exactly does this entail? What are the expectations of policy makers and other ‘users’ of research? How can you ‘adapt’ your own research processes and findings to meet these expectations? What is the perspective of researchers in this process?

This workshop offers doctoral researchers the opportunity to work with UK-based public engagement experts and takes a closer look at the translation of research into policy, public debate and public discourse (including working with schools and other communities) and to share insights and lessons from practical examples. As always, the focus will also be on your own research project and how to think about it in new ways.

YEAR TWO UNIVERSITY WORKSHOP 2.1

YEAR TWO UNIVERSITY WORKSHOP 2.2

YEAR TWO SCHOOL WORKSHOP 2.1

Week commencing 18 February 2019 9 April 2019

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6 November 2018

MORNING SESSION: HOW IS RESEARCH FUNDED? THINKING ABOUT RESEARCH FUTNDING FROM UNIVERSITY LEVEL TO THE INDIVIDAL DOCTORAL RESEARCHERResearch of all kinds involves and relies upon funding, and on the related processes of costing and managing many different levels of research funding. Successful researchers therefore, whether independent or based in organisations, need a good working knowledge of relevant research funding policies and processes, and how to manage associated finance procedures as applied to individual organisations as well as across the research sector.

This session introduces you to some of the background concerning research funding and associated financial processes in universities, and invites you to think more about various levels of funding and how to cost and manage research-related budgets. The main practical focus is on those aspects of research funding management – such as costing and managing conference grants and field research trips – that are most likely to be relevant to doctoral researchers at this stage in their research project, while also thinking about possibilities for future research funding.

AFTERNOON SESSION: IS YOUR CAREER ON TRACK?This session provides an opportunity for doctoral researchers to review skills and expertise in the context of career goals and associated person requirements.

It considers the continuing management of the doctoral research career as well as the preparation for the post-doctoral career A particular focus is on the review of personal career goals, in light of the varied opportunities available, within and outside academia.

34 35

PUBLIC SPEAKING FOR DOCTORAL RESEARCHERSThese one-day workshops are facilitated by highly recommended external facilitators.

Academics can make as great an impact from what they say as what they write, whether it be through teaching, conferences or job presentations. Public speaking is therefore a crucial skill for doctoral researchers and early-career academics.

Working with a skilled actor and an academic, this workshop takes participants through the process of how to write and deliver a speech. In the first session you will cover how to structure a speech, the use of appropriate language and imagery, audio-visual aids, and how to master the Q&A. In the second session, we will focus on your performance.

Drawing on acting techniques, participants discover how to improve their diction, resonance, range and articulation, as well as exploring relaxation and breathing techniques to calm nerves.

These workshops are for doctoral researchers from any discipline who enrolled for the first time in 2017/18.

The February workshop is specially tailored for those doctoral researchers whose first language is not English. We will look at the differences between written and spoken English, formal and informal styles, use of humour and illustration as well as how to construct a presentation. In the second half of the day, we focus on performance: how to control nerves, release tension and improve diction, rhythm, articulation and pronunciation. It is not about ‘anglicising’ your accent, but personalising your style and delivery.

The March workshop is for all doctoral researchers.

Loose and comfortable clothing is advised. A full resources pack is provided on completion of the course.

The workshops provide tailored guidance and feedback for every participant and numbers are therefore limited to 25.

YEAR TWO SPECIALIST SKILLS SESSIONS

YEAR TWO SPECIALIST SKILLS SESSIONS

5 February 2019 and 12 March 2019

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OPEN ACCESS AND YOUR DOCTORAL THESISThis workshop will build on the introduction to the open access session delivered as part of University workshop 1.2. It will give you practical advice and guidance and includes: an introduction to open access and the wider context (both within and beyond the University), an overview of the University’s requirements for making your PhD thesis open access including making it available in WestminsterResearch and advice on related issues such as copyright and licensing.

15 May 2019

THE FORMAT OF HAVING THE ACTOR AND ACADEMIC WORKED REALLY WELL. EQUALLY TO HAVE CONSIDERED AND THOUGHTFUL FEEDBACK, LIVE IN THE WORKSHOP, MADE IT INCREDIBLY WORTHWHILE.

3rd Year Doctoral ResearcherHumanities

ADDITIONAL SUPPORT

RESILIENCE FOR 2ND YEAR DOCTORAL RESEARCHERSIn the second year of a doctoral programme, challenges may arise in a number of ways. You will be thinking about academic progression, as well as organising large amounts of research information. You will be reviewing your initial project plan and accommodating new thinking and developments that have occurred. You may be thinking about how to engage wider audiences with your research and whether you have the right skills. A key priority will be to structure your time effectively around the demands of active research and writing. This workshop will provide a much-needed space to reflect on how you are feeling and performing as a researcher and equip you with strategies and information to help maintain your resilience.

This is a half–day workshop. You can choose whether to attend the morning session or the afternoon one. You will receive an invitation to both via the VRE, and should respond accordingly.

The Westminster Centre for Resilience supports staff across the university and works with a wide-range of external organisations (such as the NHS), helping people to cope better with the challenges we all face in our working and personal lives. The Centre provides high quality, evidence-based training.

8 November 2018

36 37

http://www.centreforresilience.co.uk/

RDF DESCRIPTORS AND OUTCOMES UNIVERSITY WORKSHOP 2.1

RDF DESCRIPTORS AND OUTCOMES UNIVERSITY WORKSHOP 2.2

MORNING SESSION: RESEARCH FUNDING AND FINANCE MANAGEMENTDescriptor: Financial management (C.3.2)Outcomes: Understands the basic principles of financial management • Has some commercial awareness

AFTERNOON SESSION: IS YOUR CAREER ON TRACK?Descriptor: Career management (B.3.1)Outcomes: Takes ownership for and manages own career progression, sets realistic and achievable career goals, identifies and develops ways to improve employability

Descriptor: Responsiveness to opportunities (B.3.3)Outcomes: Understands and takes advantage of a broad range of employment and professional development opportunities within and outside academia, including work experience and internships • Demonstrates an insight into the transferable nature of research skills to other work environments and the range of career opportunities within and outside academia

Descriptor: Networking (B.3.4)Outcomes: Develops and maintains co-operative networks and working relationships with supervisors, colleagues and peers within the institution and the wider research community • Uses personal and/or online networks effectively for feedback, advice, critical appraisal of work, and for responding to opportunities • Engages with learned societies and public bodies

COMMUNICATING AND DISSEMINATING YOUR RESEARCHDescriptor: Publication (D.2.3) Outcomes: Understands the processes of publication and academic exploitation of research results • Produces some publishable research in print, electronic or other formats • Is developing awareness of the range and diversity of outlets for publications

MAKING A DIFFERENCE – HOW RESEARCHERS CAN INFLUENCE POLICY AND PUBLIC DISCOURSEDescriptor: Influence and leadership (D.1.6)Outcomes: Engages in debate and invites challenge • Develops awareness of need to gain support • Recognises implications of own research for real life contexts • Learns of the value to academia of engaging in dialogue with those who use the outputs of research to achieve influence and impact

Descriptor: Public engagement (D.3.2)Outcomes: Understands and appreciates the value of engaging with the public, willingly participates • Open to influence of public interactions on own work • Responds to local opportunities and existing activities; presents aspects of research at public events

Descriptor: Policy (D.3.4)Outcomes: Understands the relevant policy-making processes and presents findings in a policy-friendly format • Analyses policies and understands the wider contexts in which they are situated

Descriptor: Society and culture (D.3.5)Outcomes: Develops awareness of the impact of research on wider society and of the impact of society, the environment and culture on research

Descriptor: Global citizenship (D.3.6)Outcomes: Shows a broad understanding of the context in which own research takes place, at the national and international level

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Who is this provision for?The aim of this support, which is part of the Doctoral Researcher Development Programme, is to offer a provision which is accessible and inclusive for students whose first language is not English, and who would benefit from extra support with expression in English at doctoral level (students enrolled on the MPhil/PhD programme).

An important element of this support with formal written English focuses on a piece of your own extended writing, and doctoral researchers who have already completed a more generic course in Academic English at postgraduate level may well benefit from this approach.

When does the module run?The module is delivered in the first semester of the second year of study for a full-time student; part-time students may access this provision in their second, third or fourth year.

How do doctoral researchers access the module?Students are firstly referred by their Director of Studies (DoS) who will liaise with the Module Leader via the Graduate School Registry. At this stage, the Director of Studies should fill in a Referral Form. This is available on the Graduate School Blackboard site.

The module cost is borne by the Graduate School.

Referral and assessment schedule1 The DoS must refer the student to the Module

Leader by Wednesday 26 September 2018. The DoS must also keep their Faculty

Research Director informed of the referral. 2 The Module Leader will invite the student to

take a test.3 Confirmation of acceptance on the module

will be communicated to the student and the DoS by Friday 5 October 2018.

When does the module commence?The taught group sessions will start in week commencing 15 October 2018, and the individual sessions will be arranged by the Academic English Module Leader and students to take place at mutually convenient times during the remainder of the semester. Dates for the group sessions will be confirmed directly to those selected to attend.

DISCIPLINE-SPECIFIC RESEARCH METHODS MODULES AT MASTERS LEVELDoctoral researchers who did not complete relevant research methods sessions in their first year can still benefit from these.

Information can be sought from the relevant School DRDP Co-ordinator.

ADDITIONAL SUPPORT

SCHOOL WORKSHOP 2.1

38 39

RDF DESCRIPTORS AND OUTCOMES SPECIALIST SKILLS SESSION

ADDITIONAL SUPPORT

PUBLIC SPEAKING FOR DOCTORAL RESEARCHERS

Descriptor: Argument construction (A.3.4)Outcomes: Structures arguments clearly and concisely

Descriptor: Communication methods (D.2.1)Outcomes: Constructs coherent arguments and articulates ideas clearly to a range of audiences, formally and informally, through a variety of techniques • Actively engages in knowledge exchange and debate with colleagues, sometimes between disciplines/research areas • Appreciates the skills of rhetoric

Descriptor: Public engagement (D.3.2)Outcomes: Understands and appreciates the value of engaging with the public, willingly participates

Descriptor: Self-confidence (B.1.4)Outcomes: Aware of some personal abilities and willingness to demonstrate them

Descriptor: Self-reflection (B.1.5)Outcomes: Develops strengths and improves on weak areas • Seeks personal feedback • Learns from mistakes

Descriptor: Reputation and esteem (B.3.5)Outcomes: Speaks with authority on own topic

OPEN ACCESS AND YOUR DOCTORAL THESIS

Descriptor: IPR and Copyright (C.1.4)Outcomes: Has basic understanding of data ownership rules as they apply to own research. • Understands the value of open access of research outputs to researchers and the wider society.

Descriptor: Publication (D.2.3)Outcomes: Understands the processes of publication and academic exploitation of research results. • Is developing awareness of the range and diversity of outlets for publications.

DISCIPLINE-SPECIFIC RESEARCH METHODS MODULES AT MASTERS LEVEL

Descriptor: Research methods – theoretical knowledge (A.1.2)Outcomes: Understands relevant research methodologies and techniques and their appropriate application within own research area • Justifies the principles and experimental techniques used in own research

Descriptor: Research methods – practical application (A.1.3)Outcomes: Uses a range of research methods linked to study area; documents own activity • Shows growing competence in own subject area and is developing awareness of alternative methods and analysis techniques

Descriptor: Academic literacy and numeracy (A.1.7)Outcomes: Is mathematically competent to undertake research in own discipline/research area; understands and applies any statistics that may be used in the discipline/research area; analyses data and uses appropriate computer packages


Descriptor: Languages (A.1.6)Outcomes: Has excellent knowledge of language(s) appropriate for research, including technical language

MODERN FOREIGN LANGUAGES

Descriptor: Languages (A.1.6)Outcomes: See above for Descriptor Outcome

RESILIENCE FOR 2ND YEARS

Descriptor: Perseverance (B.1.2)Outcome: Perseveres in the face of obstacles and set-backs but benefits from peer, supervisor or leader support. Is developing some resilience.

Descriptor: Self-Confidence (B.1.4)Outcome: Recognises boundaries of own knowledge, skills and expertise and draws upon and uses sources of support, as appropriate.

Descriptor: Self-reflection (B.1.5)Outcome: Makes time to reflect on practice and experience.

Descriptor: Responsibility (B.1.6)Outcome: Gradually takes complete responsibility for own project and own well-being; develops independence

Descriptor: Work-life balance (B.2.5)Outcomes: Is developing an awareness of work-life balance issues. • Uses support and advisory resources when necessary to avoid undue pressure and to enhance personal well-being. • Considers the needs of others.

RDF D

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YEAR THREE


WORKSHOPS ...............................................46

SPECIALIST SKILLS SESSION: THE CAREER-WISE RESEARCHER ..................... 48


YEAR TH

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THANK YOU SO MUCH FOR ORGANISING THIS WORKSHOP. I FOUND IT HUGELY BENEFICIAL AND THE SPEAKERS WERE INCREDIBLY HELPFUL, INSIGHTFUL AND INSPIRING.

Third year Doctoral Researcher, Humanities

42 43

YEAR THREEPROGRAMME STRUCTURE

WORKSHOPS

THE CAREER-WISE RESEARCHER 8 May 2019(See p48 for further information)

SPECIALIST SKILLS SESSION

UNIVERSITY WORKSHOP 3.117 October 2018

UNIVERSITY WORKSHOP 3.26 March 2019

SCHOOL WORKSHOP 3.1Week commencing 27 May 2019

PROG

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SCHOOL WORKSHOP 3.1Humanities, Social Sciences, Law, Architecture and Cities 30 May 2019

Business 29 May 2019

Arts, Media and Communication 30 May 2019

Life Sciences, Computer Science and Engineering 29 May 2019


44 45

17 October 2018 10am – 1pm or 2pm – 5pm

6 March 2018 Week commencing 27 May 2019

HOW TO HAVE A SUCCESSFUL THIRD YEARIt could be argued that resilience is the ability to adapt effectively to change and challenge. It is a quality that fuels creativity and better communication – and it makes for better health. Resilience makes learning and positive development possible, even under pressure.

This workshop looks at some of the scientific foundations of resilience and gives you the opportunity to experience some resilience-building tools and strategies, which aim to support you as you embark on your third year of study.

As the workshop uses biofeedback equipment, places for each session are limited to 20 participants. Two sessions will run on 17 October 2018.

Further sessions may be offered depending upon demand.

PRESENTING YOUR RESEARCHA key skill of successful researchers is the ability to present ideas in an engaging way to a range of audiences. In this workshop participants are introduced to examples of successful research engagement with an emphasis on creating visual presentations and ‘story telling’.

The workshop is led by an external professional facilitator with extensive experience in the field of research communication. The day provides a valuable opportunity to develop these important skills before you progress to your final academic year, when applications are invited from doctoral researchers to present their research project at the Graduate School Annual Reception.

YEAR THREE UNIVERSITY WORKSHOP 3.1

YEAR THREE UNIVERSITY WORKSHOP 3.2

YEAR THREE SCHOOL WORKSHOP 3.1

FINALISING THE THESIS: WRITING UP AND PREPARING FOR SUBMISSIONThis workshop focuses on two aspects of thesis completion: the writing process and the submission process.

The writing process will cover aspects of thesis format, style and contents, including the relationship between research and writing; discovering what you want to say; structure, rigour, clarity and logical writing; integrating theory; accuracy in citation and source referencing; structuring, from sentence to paragraph to chapter to thesis; signposting for the reader; correct written English; deciding when to ‘end’; and questions to ask yourself.

The submission process will cover such aspects as responsibilities; timely completion; the timetable to completion; support for submission; administrative processes; application for writing-up status; and application for thesis examination arrangements.

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A UNIQUE AND INNOVATIVE, HANDS-ON WORKSHOP.

Third year Doctoral Researcher, Media, Arts and Design

46 47

THE CAREER-WISE RESEARCHERAs you start looking forward to the completion of your doctorate, this workshop provides a timely opportunity to consider career planning and strategies for success after graduation.

The interactive, practical workshop consolidates information from earlier career management sessions and explores a range of key career issues in detail.

Topics include understanding and marketing yourself; what employers want; job-hunting strategies (including networking and social media); interviews; effective planning to achieve career goals; and broadening your career horizons.

Our experienced careers workshop facilitators bring wide-ranging knowledge and different perspectives to the session. Remember to take along a copy of your current CV if you have one.

HOW TO HAVE A SUCCESSFUL THIRD YEAR

Descriptor: Enthusiasm (B.1.1)Outcomes: Maintains enthusiasm and motivation for own research • Is highly motivated even when work is mundane

Descriptor: Perseverance (B.1.2)Outcomes: Demonstrates self-discipline, motivation and thoroughness • Perseveres in the face of obstacles and set-backs but benefits from peer, supervisor or leader support • Is developing some resilience

Descriptor: Self-confidence (B.1.4)Outcomes: Recognises boundaries of own knowledge, skills and expertise and draws upon and uses sources of support, as appropriate

Descriptor: Self-reflection (B.1.5)Outcomes: Makes time to reflect on practice and experience • Develops strengths and improves on weak areas • Seeks personal feedback • Learns from mistakes

Descriptor: Responsiveness to change (B.2.4)Outcomes: Adapts approach when required to; adheres to clear plan

Descriptor: Work-life balance (B.2.5)Outcomes: Is developing an awareness of work-life balance issues • Uses support and advisory resources when necessary to avoid undue pressure and to enhance personal well-being

PRESENTING YOUR RESEARCH

Descriptor: Collegiality (D.1.1)Outcomes: Listens, gives and receives feedback and responds positively to others

Descriptor: Influence and leadership (D.1.6)Outcomes: Engages in debate and invites challenge • Recognises implications of own research for real life contexts • Develops awareness of need to gain support • Learns of the value to academia of engaging in dialogue with those who use the outputs of research to achieve influence and impact

Descriptor: Communication methods (D.2.1)Outcomes: Constructs coherent arguments and articulates ideas clearly to a range of audiences, formally and informally, through a variety of techniques

Descriptor: Communication media (D.2.2)Outcomes: Develops skills in a range of communication means, eg face-to-face interaction using interactive technologies, and/or textual and visual media, where useful/necessary • Uses audio-visual aids effectively in presentations

Descriptor: Publication (D.2.3)Outcomes: Produces some publishable material in print, electronic or other format

Descriptor: Public engagement (D.3.2)Outcomes: Understands and appreciates the value of engaging with the public, willingly participates

YEAR THREE SPECIALIST SKILLS SESSION



8 May 2019

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I APPLIED TO THE BRITISH LIBRARY DOCTORAL PLACEMENT SCHEME AND WAS OFFERED ALL THE HELP I COULD ASK FOR. I WENT THROUGH THE WHOLE PROCESS WITH LOUISE, SHE HELPED ME TO TWEAK AND IMPROVE MY APPLICATION. AFTER THIS WAS ACCEPTED WE DID A MOCK INTERVIEW OVER SKYPE, GOING THROUGH QUESTIONS THAT WERE LIKELY TO BE ASKED AND THINKING OF THE BEST WAYS TO ANSWER. THE SUPPORT BOOSTED MY CONFIDENCE AND HELPED ME GET THE JOB! I WOULD RECOMMEND JUMPING AT THE OFFER FOR EXPERT ADVICE AND ENCOURAGEMENT WHICH CAN REALLY BOOST YOUR PROSPECTS AND OPPORTUNITIES! THANK YOU TO THE CAREER DEVELOPMENT CENTRE.

3rd Year Doctoral ResearcherHumanities

48 49

FINALISING THE THESIS: WRITING UP AND PREPARING FOR SUBMISSION

Descriptor: Languages (A.1.6)Outcomes: Has excellent knowledge of language(s) appropriate for research, including technical language

Descriptor: Academic literacy and numeracy (A.1.7)Outcomes: Ability to understand, interpret, create and communicate appropriately within an academic context • Writes in a style appropriate to purpose and context for specialist and non-specialist audiences.

Descriptor: Critical thinking (A.2.3)Outcomes: Able to understand argument (oral and textual) and articulate own assumptions; developing independent and critical thinking • Has the ability to recognise and validate problems • Recognises multiple ways of knowing and alternative paradigms

Descriptor: Evaluating (A.2.4)Outcomes: Summarises, documents, reports and reflects on progress • Evaluates the impact and outcomes of own research activities • Assesses the quality, integrity and authenticity of primary and secondary research information/data

Descriptor: Intellectual insight (A.3.2)Outcomes: Absorbs and appropriates ideas; is intellectually astute

Descriptor: Argument construction (A.3.4)Outcomes: Constructively defends research outcomes • Structures arguments clearly and concisely

Descriptor: Intellectual risk (A.3.5)Outcomes: Tests the boundaries, is willing to expose ideas to a critical audience and to critically appraise other research

THE CAREER-WISE RESEARCHER

Descriptor: Career management (B.3.1)Outcomes: Takes ownership for and manages own career progression, sets realistic and achievable career goals, identifies and develops ways to improve employability • Presents own skills, personal attributes and experiences through effective CVs, applications and interviews

Descriptor: Continuing professional development (B.3.2)Outcomes: Recognises transferability of own experience and articulates this to potential employers or line managers

Descriptor: Responsiveness to opportunities (B.3.3)Outcomes: Demonstrates an insight into the transferable nature of research skills to other work environments and the range of career opportunities within and outside academia • Understands and takes advantage of a broad range of employment and professional development opportunities within and outside academia, including work experience and internships

Descriptor: Networking (B.3.4)Outcomes: Develops and maintains co-operative networks and working relationships with supervisors, colleagues and peers within the institution and the wider research community • Uses personal and/or online networks effectively for feedback, advice, critical appraisal of work and for responding to opportunities • Engages with learned societies and public bodies


RDF DESCRIPTORS AND OUTCOMESSPECIALIST SKILLS SESSION

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YEAR FOUR


WORKSHOPS ...............................................55

BRIEFING: GETTING READY FOR THE VIVA .....................56


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I PARTICULARLY ENJOYED MEETING A RECENTLY APPOINTED POST-DOCTORAL RESEARCHER. HEARING FIRST-HAND ABOUT THE EXPERIENCES OF SECURING A POST-DOCTORAL POSITION AND RECEIVING TIPS AND ADVICE WAS MUCH APPRECIATED.

Doctoral Researcher, Year Four Media, Arts and Design

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YEAR FOURUNIVERSITY WORKSHOP 4.1

YEAR FOURPROGRAMME STRUCTURE

YEAR FOUR SCHOOL WORKSHOP 4.1

MOVING ON UP: A CHANCE TO CELEBRATE THE END OF YOUR DOCTORAL PROJECTYour doctorate is almost complete.

This workshop provides an opportunity to reflect on your experience, celebrate your achievements with your peers and colleagues, and for the faculty to recognise your contribution to the University’s research community.

There will also be information about how to join the University’s alumni community. westminster.ac.uk/about-us/alumni

Week commencing 27 May 2019

BEYOND YOUR DOCTORATE: EXPLORING OPPORTUNITIES, DEVELOPING STRATEGIESNow that you have reached the final stages of your doctoral research, it’s time to start thinking seriously about your future. This final University Workshop encourages you to realise your potential beyond the doctorate.

Topics covered include enterprise, leadership, and making the most of your strengths and talents for future success. In the course of developing, managing and delivering a major research project during your doctoral studies, you have acquired extensive specialist skills and experience, which should serve you well in future endeavours and activities.

This workshop prompts you and your fellow researchers to consider what your particular strengths and talents are as doctoral graduands – in short, what are your ‘unique selling points’?

2 October 2018WORKSHOPS

UNIVERSITY WORKSHOP 4.12 October 2018

SCHOOL WORKSHOP 4.1Week commencing 27 May 2019

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SCHOOL WORKSHOP 4.1Humanities, Social Sciences, Law, Architecture and Cities 30 May 2019

Business 29 May 2019

Arts, Media and Communication 30 May 2019

Life Sciences, Computer Science and Engineering 29 May 2019

FULL-TIME 13 February 2019 12:30 – 1:30pm

FULL-TIME 10 October 2018 12:30 – 1:30pm

COHORT 1 – STARTED SEPTEMBER 2015 COHORT 2 – STARTED JANUARY 2016

GETTING READY FOR THE VIVA

Venue: Boardroom, Regent Street Presenter: Dr Anthony McNicholas

If you are studying Part Time please attend the session that is most appropriate for you.

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This session helps you to prepare for the culmination of your doctoral studies – the viva voce exam. You will learn about the process in the months leading up to the viva, from the appointment of your examiners to how to submit your thesis.

We discuss how you can prepare for the exam itself and what to expect on the day, including practical advice on what and what not to do. We also talk about possible outcomes and what happens next.

Full-time study mode: you may choose to attend Getting Ready for the Viva in your third year of study, too.

Part-time study mode: you are registered for a minimum of 45 and a maximum of 96 months. You may therefore attend this briefing in your fourth, fifth, sixth, seventh or eighth year depending on your progress.

GETTING READY FOR THE VIVA

EXPLORING AND DEVELOPING YOUR POTENTIAL BEYOND THE DOCTORATE

Descriptor: Self-reflection (B.1.5)Outcomes: Makes time to reflect on practiceand experience

Descriptor: Continuing professional development (B.3.2)Outcomes: Demonstrates self-awareness and the ability to identify own development needs • Appreciates the need for and shows commitment to continuing professional development • Recognises transferability of own experience and articulates this to potential employers and line managers • Develops and maintains own records of achievement and experience

Descriptor: Influence and leadership (D.1.6)Outcomes: Engages in debate and invites challenges

Descriptor: Enterprise (D.3.3)Outcomes: Creates and identifies opportunities internally and externally

Descriptor: Work-life balance (B.2.5)Outcomes: Uses support and advisory resources when necessary to avoid undue pressure and to enhance personal well-being • Considers the needs of others

MOVING ON UP

Descriptor: Self-reflection (B.1.5)Outcomes: Makes time to reflect on practiceand experience

Descriptor: Networking (B.3.4)Outcomes: Develops and maintains co-operative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research community



10 October 2018, 12:30 – 1:30pm

or

13 February 2019, 12:30 – 1:30pm

BRIEFING

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REFLECTIVE PRACTICE

PERSONAL DEVELOPMENT PLANNING (PDP) .......................................... 60

YOUR REFLECTIVE PRACTICE ..........................61

THE RESEARCH DIARY ....................................61

THE VIRTUAL RESEARCH ENVIRONMENT (VRE) ....................................61

RDF DESCRIPTORS AND THE DOCTORAL RESEARCHER ........................63

REFLECTIVE

PRACTICE

I REALLY APPRECIATE THE ONGOING CONCERN WITH OUR ALL-ROUND PROFESSIONAL DEVELOPMENT AND FEEL WELL-SUPPORTED IN THIS WAY.

Doctoral Researcher, Year OneMedia, Arts and Design

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PERSONAL DEVELOPMENT PLANNING (PDP)

What is PDP? PDP focuses on self-assessment and reflection to enable effective planning for your professional and personal development. In the context of a doctorate, it aims to provide you with time and opportunities to carry out this practice in tandem with your research study. At the University of Westminster, these activities are underpinned by and set within the context of Vitae’s Researcher Development Framework (RDF). This national framework provides a useful shared language which enables researchers to identify, consider and communicate their skills and attributes effectively, particularly to prospective employers.

No two people have the same skill set or experiences. The DRDP provides an introduction to the RDF’s many skills and activities, which a rounded researcher may use or engage with during their career. These will be acquired and developed in a variety of ways, and as a doctoral researcher you are strongly encouraged to take a lead in assessing and reviewing yours.

Why is it important?“A commitment to personal development is a key aspect of being a professional. The role of a researcher contains within it a commitment to find out about the unknown and to address gaps in knowledge. Personal development extends this process of enquiry to your own life, skills, understanding and aptitudes.

In addition to evaluating the training you need for what you are doing now (eg your doctorate or current job) your personal development will involve thinking about your values, desired lifestyle, career aspirations and personal attributes and skills.” 1

1 Vitae®, © 2010 Careers Research and Advisory Centre (CRAC) Limited

How is PDP incorporated into the Doctoral Researcher Development Programme?Many of the workshops include time for discussion, reflection and sharing of ideas with your peers and practising researchers. The programme also includes time for independent PDP activity.

In year one, some sessions focus specifically on PDP or the activities which will inform your own planning and reflective practice. These are indicated by a symbol next to the session description. They are also listed below.

SCHOOL WORKSHOP 1.1, DAY 1 SESSION 1: INTRODUCTION TO THE DRDP

SCHOOL WORKSHOP 1.1, DAY 2 SESSION 1: THE EFFECTIVE RESEARCHER (2)

UNIVERSITY WORKSHOP 1.1, DAY 1

In years two, three and four of the programme, workshops and specialist skills sessions reflect the developing needs and activities of doctoral researchers. As your research project progresses, the programme explores the skills required to successfully engage with a wider audience about your research, and prepare you for life beyond the doctorate.

The Careers and Employability Service offers a range of targeted online information and bespoke one-to-one careers support which can take place in person, via telephone or via Skype. You can contact them at any stage of your doctorate, in fact, the earlier the better. See p70 for contact details.

There are also a host of Graduate School events taking place throughout the year, which provide opportunities for doctoral researchers to develop skills and engage in discussion with peers and academic staff. You are strongly encouraged to familiarise yourself with the programme and take advantage of any events that you may find useful.

YOUR REFLECTIVE PRACTICE

As you move through your studies it is important to consolidate your reflective practice. This prompts you to identify skills gaps that you need to address in order to take your research project forward successfully. In the initial phases of your project you will be introduced to many key skills and ideas about what makes a successful researcher and how to make the best start. Reflecting on these numerous topics will be a priority.

As your research progresses, the focus of your development planning is likely to evolve, too. For example, preparing to publish and disseminate your preliminary research findings – and considering the most effective ways of doing this – may well become one of your objectives.

Reflective practice might be informed by your engagement with the DRDP during the academic year; meetings with your Director of Studies (DoS) and the supervisory team; independent study; or problems encountered and solutions discovered while undertaking your research.

THE RESEARCH DIARYThis is a way for you to record and reflect on your experiences, activities and observations about your studies and your development. Your Research Diary cannot be viewed by anyone else. It is located in the ‘My Project’ area within the VRE (Virtual Research Environment). The VRE will store all your diary records for you, so you will be able to refer back to them whenever you need to.

You can start using the Research Diary straight away. You will find a process that suits you, and there are no hard and fast rules about the best way to use it. If you want to share any reflective writing with your DoS, or another individual, the VRE provides the facility for you to do this but it is entirely up to you and no one else can access it. Some doctoral researchers find it a useful reference document to inform discussions with their DoS about future development needs.

Under ‘My Project’, you are also provided with a ‘Development’ tab, which includes a link to all the DRDP related workshops and skills sessions you have attended. This is a useful reference tool for you and your Director of Studies. You will receive email invitations for forthcoming workshops to help you stay on track and plan your time.

THE VIRTUAL RESEARCH ENVIRONMENT (VRE)

Your development as a researcher will occur in many different ways and the VRE offers mechanisms for you to record this information. In addition to the Research Diary, you have a CV page which you can update as you need to (this feeds your research profile on the website) and a ‘Research Outputs’ section where you can record relevant research activities such as conferences, journals etc. Both of these functions are located in the ‘My Record’ area of the VRE.

New doctoral researchers learn more about the VRE during the University Orientation event and University Workshop 1.1. Further support is available from the Graduate School Registry.E: [email protected]

REFLECTIVE

PRACTICE

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mailto:[email protected]

It is important for you as a doctoral researcher to take responsibility for your research development.

Here is a list of descriptors from the Vitae Researcher Development Framework, around which you could develop skills, either independently or in discussion with your supervisory team.

Many descriptors may at first glance appear obvious, but considering how to use them or integrate them into your research work can be beneficial.

NOTES RDF DESCRIPTORS AND THE DOCTORAL RESEARCHER

DEVELOPED THROUGH THE SUPERVISORY PROCESS

A.1.1 Subject knowledge

A.1.2 Research methods – theoretical knowledge

A.1.3 Research methods – practical application

A.2.1 Analysing

A.2.2 Synthesising

A.2.3 Critical thinking

A.2.4 Evaluating

A.2.5 Problem solving

A.3.3 Innovation

A.3.4 Argument construction

A.3.5 Intellectual risk

C.2.3 Risk management

C.3.1 Income funding and generation

D.1.6 Influence and leadership

PRIMARILY DEVELOPED BY THE DOCTORAL RESEARCHER

B.1.1 Enthusiasm

B.1.2 Perseverance

B.1.4 Self-confidence

B.1.5 Self-reflection

B.1.6 Responsibility

B.2.2 Commitment to research

B.2.4 Responsiveness to change

B.2.5 Work-life balance

B.3.2 Continuing professional development

B.3.5 Reputation and esteem

C.2.2 Project planning and delivery

D.1.2 Team working

D.3.6 Global citizenship

RDF D

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RECORDING AND MONITORING ENGAGEMENT .......................67

PROGRAMME EVALUATION AND DEVELOPMENT ..................................... 67

ENGAGEMENT AND FEEDBACK

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ONE OF THE BEST SESSIONS I’VE BEEN TO. SO TAILORED TO OUR NEEDS. THE PACE WAS JUST PERFECT. SPEAKERS WERE PASSIONATE. THEY ANTICIPATED ALL THE THINGS I’D WANTED TO LEARN ABOUT. THANK YOU FOR ORGANISING THIS WORKSHOP.

Doctoral Researcher, Year Four Media, Arts and Design

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RECORDING AND MONITORING ENGAGEMENT

THE DRDP EVALUATION AND DEVELOPMENT

NOTES

The University records attendance at workshops and specialist skills sessions, and this information is held in the VRE. This enables you to see a list of all the DRDP-related activities you have attended. You may find it a useful reference, particularly when discussing your training and development needs with your supervisory team or to inform your reflective practice.

You can download a document from confirming your attendance at individual workshops. This function is located in your personal workshop attendance summary page in the VRE.

Your DoS, School Research Director and the Graduate School Registry can also see your attendance record.

Please note that your Research Diary cannot be viewed by anyone else.

The Graduate School is keen to hear your views concerning your experiences of the programme.

We need to know what our doctoral research community thinks in order to consider and act on feedback. You can let us know what you think about the different elements of the programme in a number of ways. See the contacts page for details of your School DRDP Co-ordinator and the University DRDP Co-ordinator.

A short evaluation form is provided at the end of each workshop for participants to complete.

As part of the Graduate School’s formal annual monitoring process for the DRDP, all doctoral researchers are invited to provide written feedback via the annual DRDP survey. The survey is completed online and is anonymous.This is an important element of our continuous effort to evaluate and learn from the DRDP in practice.

There are also opportunities to share your views at the Graduate School Assembly, which meets twice a year.

The DRDP Committee, which is responsible for the overall delivery, review and development of the programme, seeks organised feedback from doctoral researchers from time to time in the form of focus groups.

If you wish to send any feedback about the DRDP to the Committee, please do this by contacting the University DRDP Co-ordinator.

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THIS SECTION PROVIDES A LIST OF DRDP KEY CONTACTS AND UNIVERSITY EXPERTS WHOM YOU MAY NEED TO CONSULT AS YOUR RESEARCH PROJECT DEVELOPS.

NOTESCONTACTS

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TACTS

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DRDP UNIVERSITY CO-ORDINATORLesley McDonaghT: +44 (0)20 7911 5717 E: [email protected]

SCHOOL DRDP CO-ORDINATORSThe up-to-date School DRDP Co-ordinator names and contact details will be available here:westminster.ac.uk/research/graduate-school/drdp/key-contacts

SPECIALIST SKILLS EXPERTS AND ADDITIONAL SUPPORTCareer DevelopmentDr Louise BamfordCareers ConsultantT: +44 (0)20 3506 6093E: [email protected] and Employability ServiceT: +44 (0)20 7911 5184westminster.ac.uk/careersAcademic Liaison Librarianswestminster.ac.uk/academicliaison

Research And Scholarly Communications Jenny EvansE: [email protected]

RESEARCH INTEGRITY AND ETHICSHuzma KellyResearch Ethics and Integrity Officer T: +44 (0)20 7911 5051E: [email protected]

ACADEMIC ENGLISH FOR DOCTORAL RESEARCHERSRichard PatersonLecturer in Academic English and TESOLT: +44 (0)20 7911 8986E: [email protected]

INFORMATION SECURITY TEAMInformation Security [email protected]/infosecData Protection OfficerT: +44 (0)20 7911 5158E: [email protected]

SAFETY, HEALTH AND WELLBEINGT: +44 (0)20 7911 5107E: [email protected]

UNIVERSITY RECORDS AND ARCHIVESDr Elaine PennHead of University Records and ArchivesAnna McNallySenior ArchivistE: [email protected]/archive

CONTACTS

Written by: Lesley McDonagh

Additional contributions: Simon Joss, Debra Kelly

Version: July 2018

Please note that all dates are correct at the time of publication. Any alterations to the published programme during the academic year will be notified to you via your University of Westminster email address (my.westminster), and through announcements on the Graduate School Blackboard site.

The online version of this handbook is the current definitive one and takes precedence in the event of any discrepancy. It is located on the Graduate School website, please visit westminster.ac.uk/graduateschool

The University of Westminster is a charity and a company limited by guarantee. Registration number: 977818. Registered office: 309 Regent Street, London W1B 2UW. 8648/07.18/MS/BP

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westminster.ac.uk/graduateschoolwestminster.ac.uk/drdp

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