Graduate Studies
Graduate Training in MML and beyond
MML Graduate Training Programme 2012-2013
Graduate Training Provision in MML
Why?
Over the past few years, the UK's four higher education funding councils have put 'training' in postgraduate research degree programmes firmly on the agenda. From summer 2004, universities' training provision has been monitored - both via initial departmental statements on the submission of applications to the AHRC and via individual students' reports at the end of each year of research. Details of this new policy can be read at:
- Joint Statement of the Research Council's / AHRC's Skills Training Requirements for Research Students
- From the Report of Sir Gareth Roberts' Review
In MML, we have decided that graduate training and its related requirements will be mandatory for all graduate students, irrespective of their funding. Essentially, the new framework is good news for the faculty and its students: it will help us focus on consolidating and enhancing our training scheme over the next few years. If, having read this site, you have feedback on our current provision and ideas for future developments, we would be delighted to hear from you (contact the Graduate Training Officer, Dr Charlotte Woodford).
What?
The new framework is intended to ensure that research students receive appropriate and relevant preparation and training to enable them both to complete a high-quality doctoral thesis and to develop a range of knowledge, understanding and skills necessary for their future employment, whatever that might be. Training falls into two broad categories: core generic skills and subject-specific knowledge, understanding and skills.
Core generic skills take in issues such as oral and written presentation skills, project design and management, ICT and bibliographical skills. In MML, these will be met by a combination of in-house sessions and broader provision within the university (e.g. UL, Computer Service).
Subject-specific knowledge covers topics such as the understanding of theoretical issues, specific research contexts and related fields, as well as the development of relevant research skills and methodologies. On the whole, it will be delivered within individual departments and feature at least one research colloquium as a central element.
To give you a good idea of what you should aim to get out of your training, you might care to look at the document below written by Catherine Howell, a recent MML graduate now working for CARET.
How?
Training is intended to be 'needs-based', flexible and above all relevant to individual students' needs. To this end, the faculty provides a 'menu of research training provision' from which suitable elements can be selected on an individual basis. Research students should make this selection together with their supervisor, who might well recommend sessions from other departments and faculties (e.g. lectures, seminars and research colloquia) as an integral part of the student's training. In total, Year 1 research students are expected to undergo around 10 days training per year, Years 2 & 3 should make up 8 days. This is made up approximately by: A (3 days - spread out in 2 hours sessions over the year), B (3 days), C (3 or 4 days), and any further training deemed necessary by individual supervisors.
When?
The official term given to these individual selections is Personal Development Plan (PDP). PDP's are initially discussed and formalised in written form at the beginning of the PhD, in time for sessions in the Michaelmas term. They are then reviewed and updated for the subsequent year at the 3rd term and 6th term interviews. (N.B. From 2006/07 the AHRC's annual reports will include new questions about how research training needs have been identified, met and reviewed.)
