Published on March 15, 2014
Developing the researchers of tomorrow at the IOE Nazlin Bhimani Research Support & Special Collections Librarian Dr Richard Freeman Programme Leader for Researcher Development
Researchers of Tomorrow: The research behaviour of Generation Y doctoral students http://bit.ly/ResearchersOfTomorrow (June 2012) In 2009, the British Library and JISC jointly conducted a three-year longitudinal study on the information-seeking and research behaviours of doctoral students born between 1982 and 1994 (which they dubbed ‘Generation Y’). This study involved 17,000 doctoral students from 70 universities.
Five challenges identified: need to build on existing skills 1. use of primary source materials; 2. ability to access relevant resources; 3. understanding of open access and copyright issues; 4. use of innovations in technology in doctoral research activities; 5. sufficient training and awareness to enable best use of the latest opportunities in the digital information environment
MPhil/PhD Research Training Programme • Research skills, generic/transferable skills • Core courses (early stage) • Core courses (later stage) • Specialist/Advanced Courses • Academic Competencies • Facilitating Learning in HE • Reading Seminars • Graduate Seminar, Poster Conference, Paper Conference
Core Courses – early stage Taken in the first year of full-time study or first five terms of part-time study. • Information and Literature Searching • Self-review and Working with your Supervisor • Conceptualising and Designing Research (CDR) and either Collecting and Analysing Data (CAD) - compulsory for students whose work is primarily empirical Or Research in the Arts and Humanities (RAH) - compulsory for students whose work is primarily theoretical
Core Courses – later stage May be taken at any time, but preferably after the early stage core courses. Students should attend at least one course in qualitative analysis or quantitative analysis or theoretical inquiry. • Qualitative Data Analysis: an introduction • Qualitative Analysis Workshop • Quantitative Analysis I • Quantitative Analysis II • Quantitative Analysis III • Conceptual and Theoretical Inquiry
Specialist/Advanced Courses Again, these may be taken at any time, but preferably after the early stage core courses. Students may take as many specialist/advanced courses as they wish. Four of these courses - Improving Lecturing, Incorporating ICT into Teaching in Higher and Professional Education, Incorporating Recent Technologies in Teaching, and Learning in Small Groups – are HEA-recognised modules on the MA Teaching and Learning in Higher and Professional Education programme. In addition, they may attend up to two Master’s degree modules appropriate to their research.
Research and Generic Skills Annual Review and Training Plan Designed to help students plan a programme of training and development suited to their particular needs and to serve as a record of the skills acquired during their period of registration. The review process should take place shortly after initial registration and again at the end of each academic year.
Academic Competencies These are generic skills courses offering opportunities for various kinds of personal and professional development. They are organised under three headings: •Communication of Academic Research •The Academic Career •Using Technologies (We are always open to suggestions for new sessions)
RDF at IOE Used to provide structure for “Researcher Development at the IOE” LibGuide The guide demonstrates how Vitae’s Researcher Development Framework can be applied to the training provision already in place at the IOE and within the Bloomsbury Colleges e.g. Library, BPSN and one-off events It highlights the Doctoral School’s Graduate Seminars, Poster and Summer Conferences It highlights training that is available online e.g. NVIVO at http://bit.ly/NVivoSPSS AND it highlights where our provision is perhaps patchy
Over to you… What more/different can we do for (doctoral) researchers and doctoral supervisors?
Contacts: Nazlin Bhimani (email@example.com) Richard Freeman (firstname.lastname@example.org) Institute of Education University of London 20 Bedford Way London WC1H 0AL Tel +44 (0)20 7612 6000 Fax +44 (0)20 7612 6126 Email: email@example.com Web: www.ioe.ac.uk
Lib guides use RDF Either screenshots of four areas – or risk showing it live! Go through those highlighting what we do (inc. BPSN and one-off events) DS Graduate Seminar; DS Poster Conference; DS Summer Conference Starting to record sessions using Blackboard Collaborate and making those available e.g. http://bit.ly/NVivoSPSS Plan to produce linked short videos, e.g. my conference trip – freely available on youtube (?) Your twitter feed for innovations – anything else? Then… over to them. What more/different can we do for (doctoral) researchers and doctoral supervisors?
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