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
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Organise and integrate your own learning with existing commitments, and produce work to deadlines.
- Select research activities/ outputs to position your research for the Research Excellence Framework and to enhance its impact
- Discuss appropriate strategies for supporting PhD students, which are informed by national and institutional policies and regulations
- Display initiative and personal responsibility
- Apply your reflective skills outside of your discipline context
- Compose and communicate ideas effectively, both orally and in writing
- Critically reflect on your practice and development as a researcher
- Apply self-directed learning skills which are essential for learning with limited contact time
- Develop strategies for managing a research project (and associated staff where appropriate)
- Design a research proposal and outline of associated publications appropriate for your discipline
- Select research activities appropriate to support the institutional research standing in your discipline
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.
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.
| Type | Hours |
|---|---|
| Tutorial | 20 |
| Seminar | 15 |
| Preparation for scheduled sessions | 4 |
| Work based learning | 30 |
| Completion of assessment task | 71 |
| Wider reading or practice | 60 |
| Total study time | 200 |
Resources & Reading list
Internet Resources
Research Councils UK (RCUK) - European Charter for Researchers and Code of Conduct.
Vitae - Supervisors and Managers.
ESRC - How to write a good research proposal.
Principle-Centred Leadership [Online].
Journal Articles
Olson, J.M. and Zanna, M.P (1993). Attitudes and Attitude Change. Annual Review of Psychology, 44, pp. 117-154.
Textbooks
Taylor, S. and Beasley, N. (2005). A Handbook for Doctoral Supervisors. London: Routledge.
Adair, J. (1990). Understanding Motivation. Guildford UK: Talbot Adair Press.
Wisker, Exley, Antonious and Ridely (2008). Working one-to-one with students: Supervising, coaching, mentoring and personal tutoring.. Key Guides: Routledge Press.
Tinkler, P. and Jackson, C. (2004). The Doctoral Examination Process : A handbook for students, examiners and supervisors.. Maidenhead: The Society for Research into Higher Education and OU Press.
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
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Presentation | 15% |
| Report | 80% |
| Reflection | 5% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Resubmit assessments | 100% |
Repeat Information
Repeat type: Internal & External