The University of Southampton
Courses

EDUC6417 PGCAPM3_RDM: Enhancing Academic Practice: Research Design, Management and Supervision

Module Overview

M3_RDM provides an introduction to research design, management and supervision aspects of participants work. These will normally include developing research proposals and dissemination of the outputs of research activities, PhD supervision and management of research assistants. Typically, relevant polices, codes of practice, support processes and staff will be introduced. Project based, participants focus on producing an output which allow them to develop their abilities in these areas. Core workshops will be provided but participants will be able to use RPL for equivalents already completed or substitute others according to their needs, as reflected by their experiences and role. Mentors within academic units will normally provide participants advice, supported by the CHEP team as required.

Aims and Objectives

Module Aims

The aim of this module is to support the development of research, research supervision and management skills

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Select research activities appropriate to support the institutional research standing in your discipline
  • Apply your reflective skills outside of your discipline context
  • Display initiative and personal responsibility
  • Select research activities/ outputs to position your research for the Research Excellence Framework and to enhance its impact
  • Design a research proposal and outline of associated publications appropriate for your discipline
  • Develop strategies for managing a research project (and associated staff where appropriate)
  • Discuss appropriate strategies for supporting PhD students, which are informed by national and institutional policies and regulations
  • Critically reflect on your practice and development as a researcher
  • Compose and communicate ideas effectively, both orally and in writing
  • Organise and integrate your own learning with existing commitments, and produce work to deadlines.
  • Apply self-directed learning skills which are essential for learning with limited contact time

Syllabus

The module provides an introduction to aspects of research management whilst maintaining the link to educational roles. The core of this module will typically include PhD supervision, management of research assistants and staff, developing research proposals and dissemination of the outputs from your research activities. Relevant polices, codes of practice, support processes and staff will normally be introduced. The content of the module will be regularly updated to reflect changes in external drivers and ongoing discussions with staff from academic units and the Research and Innovation Services.

Special Features

Problem Based Learning approach Draws on research expertise from across the institution.

Learning and Teaching

Teaching and learning methods

Normally, an Orientation session shared with Module 3_LT will outline the topics covered, resources available and assessment requirements. All participants will have access to the Learning and Teaching resources for module 3_LT (eventually in the form of a (Massive) Open Online Course ((M)OOC), the workshops of module 3_RDM, and be free to participate in workshops from the CHEP open programme or other sources, as alternatives or supplementary. There will typically be 7 sessions/workshops available which cover the topics indicated in the summary of the syllabus, supplemented by other activities and workshops selected by participants as appropriate to their roles and needs. Attendance at the sessions is not compulsory.

TypeHours
Work based learning30
Completion of assessment task71
Seminar15
Wider reading or practice60
Preparation for scheduled sessions4
Tutorial20
Total study time200

Resources & Reading list

Window on Work Values.

Vitae – Supervisors and Managers.

ESRC – How to write a good research proposal.

Adair, J. (1990). Understanding Motivation. 

Olson, J.M. and Zanna, M.P (1993). Attitudes and Attitude Change. Annual Review of Psychology. ,44 , pp. 117-154.

Tinkler, P. and Jackson, C. (2004). The Doctoral Examination Process : A handbook for students, examiners and supervisors.. 

Research Councils UK (RCUK) - European Charter for Researchers and Code of Conduct.

Wisker, Exley, Antonious and Ridely (2008). Working one-to-one with students: Supervising, coaching, mentoring and personal tutoring.. 

Principle-Centred Leadership [Online].

Taylor, S. and Beasley, N. (2005). A Handbook for Doctoral Supervisors. 

Assessment

Assessment Strategy

Assessment will normally be due 8 months after commencing the module, with the presentation given either at an appropriate Faculty / AU review panel, or other forum agreed with the PGCAP Programme Co-ordinator. Assessments are summative but supported by formative activities and feedback. All assessments must be passed to pass the module Assessment is on a Pass/Fail basis, but feedback is provided which conforms to institutional norms for percentage marking ranges and descriptions. Although a pass will normally be at masters level (HEQF level 7) the assessment criteria are designed to provide a pass exit point to a Professional Certificate (HEQF level 6). The marking for this module will not be an anonymous. The project based nature of the assessment, involving staff from the participant’s Academic Unit in the assessment, makes it impossible to maintain anonymity. PGCAP cohorts are small in size, individuals or small numbers of participants come from a limited number of Academic Units, and the members of the PGCAP team are likely to have had discussions with individuals about their work. This approach is aligned with the Anonymous Marking Policy.

Summative

MethodPercentage contribution
Presentation 15%
Reflection 5%
Report  (5500 words) 80%

Referral

MethodPercentage contribution
Resubmit assessments 100%

Repeat Information

Repeat type: Internal & External

Costs

Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Anything else not covered elsewhere

Academic Units are advised to make provision in their workload planning to enable both participants and mentors to participate fully in the programme.

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.

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