Studying in the UK (& at the
Uni. of Nottingham)
Nuala Byrne
Professional Development
Introduction

Ice-breaker - Move around room
and introduce yourself to three
people you have not already met.
Someone



Wearing same colour clothes as you
Wearing a different colour to you
Of the opposite sex
Outline
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Overview of UK System of Studying
How to succeed in your studies
Supervision Process
Critical Thinking and Academic
writing
All Resources For This Presentation

http://pd.nottingham.ac.uk/en
g/Induction/InternationalStudents2
Question
How different are you expecting
studying at Nottingham to be from
your previous experiences?
1→→→→ →→→ 5 →→→→→→→10
Not Very →→→→→→→→→→→ Very
Different
Different
What do you think will be different?

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Jot down one thing that you think
will be different.
Share this with a neighbour.
What some other students thought?
http://www.nottingham.ac.uk/path
ways/mod_studying/mod_studying_
1.html
UK System of Studying
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Undergraduate Degrees
Postgraduate Taught Courses

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Includes PG Diploma, PG Certificates
and taught Masters
Research Masters (MRes or MPhil)
Doctoral Degree (e.g. PhD/DPhil
etc.)
Quality Assurance

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Quality Assurance Agency (QAA) –
Framework for HE qualifications in
England, Wales and Northern Ireland
University of Nottingham Quality Manual
provides info on study regulations e.g.
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Postgraduate Student Adviser
Annual Review of Research Students
Your main source of info on regulations
will be from your School
Semesters and Terms
Autumn Semester
26 September 2011 –
28 January 2012
Autumn term
26 September 2011
–
16 December 2011
Spring Semester
30 January 2012 –
22 June 2012
Spring term
16 January 2012
30 March 2012
Summer term
30 April 2012 –
22 June 2012
Activity

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What are your concerns about
studying in the UK?
Write down one concern on a post-it
Pass the completed post-its around
so you have one each but don’t
know where its come from.
Did you know?

Over 50% of PG students at
Nottingham are international
students
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So you are not alone!
Overseas students are more likely
to complete than UK students

(Park, 2005)
Keeping Your Studies on Track
Top Tips
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Find out as much as possible about
Britain & British PG Educational
system
Join a support network/ use
university societies to meet people


PG Student Association
Find out about language training.

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Observe in the first instance and
participate eventually in situations
where the usual criticism, challenge
and debate take place in order to
familiarise yourself
Attend a course on assertiveness
skills
(Phillips and Pugh, 2000)
British PG Educational Process
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Scientific & academic culture which values
newness and change.
A culture in which you are being prepared
to play your role as a partner in this
process.
You will be left to your own devices for
much of the time

Regarded as an opportunity, not as a
deficiency.
(Phillips and Pugh, 2000)

PhD Oral examination – “expected
to provide an assertive and
confident defence of the thesis”

(Phillips and Pugh, 2000, p.127)
Independent Study
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Learning to become an independent
learner
http://www.palgrave.com/skills4study/studyskills/learning/independent.asp
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Expectations of ‘rote learning’
Demonstrating independent thought
(backed-up by evidence)
http://www.nottingham.ac.uk/pathways/
Top Tips For: Getting the Most Out of
UK Teaching Methods

Lectures
http://www.palgrave.com/skills4study/studyskills/learning/learning.asp
Seminars
 Tutorials
 Practicals

http://www.palgrave.com/skills4study/studentlife/international/speaking.asp
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Supervision
Supervision
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Full-time Research Students
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Entitled to 10 supervisions per annum
Degree regulations
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May specify certain taught modules,
research training or additional
components that must be undertaken.
In this case, number of supervisions
may be reduced.
Key stages in supervision
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Pairing of student and supervisor(s)
Approval of research project proposal
Induction
Shared understanding of expectations &
processes of supervision
Training (research & personal
development)
Routine monitoring
Writing up support
Assessment
Supervisory Styles
Gatfield and Alpert (2002)
Management Grid
“Pastoral”
Low
High
S
u
p
p
o
r
t
“Contractual”
Structure
“Laissez-Faire”
“Directorial”
Low
High
Supervisory styles
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Laissez-faire
Non-directive, not committed to high levels of personal
interactive, may appear caring and non-interfering

Pastoral
Considerable personal care not necessarily in a task-driven,
directive capacity
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Directorial
Close & regular interaction but avoids non-task issues
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Contractual
Administers direction provides good management and
interpersonal interactions. Supervisor invests lots of time.
What do Supervisor’s Expect?
Supervisor’s expect their students to
 Be independent
 Produce written work that is not just a
first draft!
 Attend regular meetings
 Be honest when reporting on progress
 Follow the advice they give
 Be interested and excited by your work
Do not expect!
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Your supervisor to take the initiative
That they will become a replacement parent
They will make major contributions to your
research and thesis
That they will give you very detailed
direction and guidance
That the supervisor will have a high level of
knowledge in your specific area
That they will proof read and re-write your
work
Understanding feedback
Supervisor feedback will usually tell you,

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How good the work was
Whether it
achieved what
the supervisor thought it
should achieve
What could
have been
improved
Understanding feedback
Translation: The word adequate means good enough.
“You
have given
an that
adequate
introduction
to this
The
marker
is saying
what you
have written
is fine
topic based on your reading.”
but not great. The marker is also suggesting that you
may not have read enough texts.
“You write in a clear, academic style, following the
Translation:
= respect”
University
conventionsAcademic
in almoststyle
every
writing,
in almost
every
respect
= mostisofthrough.
“Your
summary
of the
various
sources
the
time you would integrate these more, rather
Ideally
than referring to the various people one by one in
each section.
Translation:
You need to change your academic writing
style a little and bring together summaries of sources otherwise
(http://www.palgrave.com/skills4study/studentlife/interna
the assignment
becomes too long winded.
tional/understanding.asp)
Developing your Critical Thinking
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Critical thinking is the process of
applying reasoned and disciplined
thinking to your subject.
To do well in your studies you need to
think critically about the things you
have read, seen and heard.
Critical thinking is essential for
high grades.
You can learn to become a critical
thinker.
Developing your Critical Thinking
Bring
together the
different
Take in the
sources
of
information
information
Develop
Understand
arguments,
the key points
and draw
and
conclusions,
arguments
Compare
similarities
Use
the
and
understanding
differences
you have
gained
between the
in assignments
you are
andideas
projects
taking in
Academic writing

Use resources available to develop
your academic writing.

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http://www.nottingham.ac.uk/csc/acad
emic-integrity/
Learn to cite & reference correctly.
Familiarise yourself with regulations
on plagiarism

http://www.nottingham.ac.uk/academi
cservices/qualitymanual/assessment/ac
ademicoffences.aspx
General Advice
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If you don’t understand – ask your
tutor, lecturer, supervisor or Director
of Studies
Expect to have to work hard to
understand and respond to new
academic expectations
Use the on-line materials available to
get to grips with all aspects of
your work
References
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Gatfield, T. & Alpert, F. (2002). The supervisory
management styles model. In A. Goody, J.
Herrington & M. Northcote (eds) Proceedings of
the 2002 Annual International Conference of
Higher Education Research and Development
Society of Australasia. Perth: Higher Education
Research and Development Society of Australasia.
Park, C. (2005) War of attrition: patterns of noncompletion amongst PG Research Students.
Higher Education Review, 38 (1).
Phillips E.M. and Pugh. D.S. (2000) How to get a
PhD. Buckingham: Open University Press