Annual Programme Evaluation
For Research Programmes
Reflecting on 2009/10
This exercise is designed to provide an overview of all research study activity across the
University within each School/Department. It is also designed to provide an overview of
research study activity within our validated institutions.
The purpose of the annual research programme evaluation is to assist the University in
monitoring the progress of its research students generally and to enable the University to
compare research degree provision across Schools/Departments, such as through an
analysis of student numbers or the rate of completion, in order that it may improve its
approach to research degree provision. It also allows the University to ensure consistency of
practice across Schools/Departments.
The Evaluation should be presented to the Board of Studies for approval. Once approved, the
evaluation currently provides formal notification to the University of each student’s continuing
progress to the next year of study, subject to individual research student circumstances. It is
anticipated, however, that this process will be revised when the SITS research component is
fully implemented when a review of the administration of research degree provision and the
monitoring processes will be undertaken.
The annual research programme evaluation, in so far as possible, reflects the process for
annual programme evaluations conducted at undergraduate and postgraduate taught level.
Please forward the final approved report and the relevant minute of the Board of Studies to
Naomi Hammond for collation. A summary report will be presented to the University’s
APPSC for consideration.
Further comments on the form or on the evaluation process are welcome.
Dr Naomi Hammond
Academic Development Unit
Ext: 8106
Naomi.Hammond.1@city.ac.uk
June 2010
Annual Programme Evaluation: Research Programmes
This report should be completed by the Senior Tutor/Director of Research and reported to the
summer Board of Studies. A copy of this report and the Board of Studies1 minutes should be
forwarded to Naomi Hammond, Academic Development Unit.
Research Degree Programme
Title(s) Please group if appropriate
Programme Code
Route Code
Senior Tutor for
Research/Research Director
Does the programme involve
any element of joint provision
within the University? E.g.
training in research
methodology
Does the programme involve a
partnership arrangement
outside the University?
Has the programme been
through external accreditation
in the past year? e.g. ESRC
recognition exercise.
Yes / No
If yes please state School:
Yes / No
If yes please state School:
No
Programme not accredited
Yes – please attach a summary of report and response to this
evaluation.
Board of Studies
Date of Presentation
Name of Presenter
1
With regard to validated programmes, the report should be forwarded to the Course Board.
2
1.
Review of actions arising out of 2009/10 Annual Research Student
Progress Reports and how they have been addressed
Please use this section to refer to any generic issues that have arisen from a review of information
provided by the Research Student Annual Progress Reports and to outline how they have been
addressed:
Generic issue
Actions proposed and actions taken
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2.
Evaluation of the continuing effectiveness of the research programme and its
continued currency
Please use this space to cite strengths of the research programme overall and, where appropriate,
provide reference to the source of evaluation.
Strengths and source of evaluation
i.e. Fit with the research strategy of the School; research student recruitment; successful examination outcomes;
research publications; career destination of research students.
Please use this space to cite any potential areas for development during the coming year. Please also
identify areas where assistance from other areas of the University (e.g. ADU, central services, other
Schools) could help with research degree programme enhancement
Areas for development and assistance from other areas of the University
i.e. Research skills training, events for research students
Please indicate the various sources of information to which research students are referred for guidance
on research practices.
i.e. the University’s Framework for Research Degree Provision, City University Governance Framework for Good
Practice in Research, School Research Handbooks etc
Please also indicate if any research misconduct, under the Governance Framework for Good Practice in
Research, has been identified during the year.
3.
Skills Training and Resource Provision
The University has agreed threshold standards of training and resource provision for research students. These
standards have been agreed as a result of consultation across the University and in consideration of the RCUK
Joint statement on the skills training requirements for research students and the QAA Code of Practice
(Postgraduate Research Programmes). The threshold standards are available to view in the section on ‘Other
Information” in the Guide for Research Students. The RCUK Joint Statement and the appropriate precepts of the
QAA code of practice are also attached as Appendix B & C respectively.
3a.
Skills Training
Please reflect on how the following areas are supported within the School. Please also identify any areas that
the School intends, or would like to be, developed in order to support research skills training. Please also
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identify areas where assistance from other areas of the University (e.g. ADU, central services, other Schools)
could help with any proposed developments.
Research skills and techniques
i.e. in what ways research students are
encouraged to engage in original,
independent and critical thinking, e.g.
conference attendance
Research environment
i.e. in what ways research students are
made aware of the context in which
research operates, e.g. the funding,
evaluation and publication of research
Research management
i.e. in what ways research students are
encouraged to take responsibility of the
progress of their research, e.g. project
management skills
Personal effectiveness
i.e. in what ways research students are
provided with the opportunity for
developing their own skills, e.g. the
identification of training needs
Communication skills
i.e. in what ways research students are
given the opportunity to improve their
communication skills, e.g. seminars,
progress reports, conferences, teaching
Networking and teamworking
i.e. in what ways research students are
supported in developing co-operative
networks with colleagues and peers
within the School, University and the
wider research community, e.g.
participation in School events,
University research half days
Career management
i.e. in what ways research students are
supported in their professional
development, either within or outside
academia, e.g. CV writing, interview
skills
3b.
Resource Provision
Please comment on the availability of the following resources within your School/Department for your
research students. Please indicate whether this is provided for full and/or part-time students. Please
also indicate if some resources are expected to be shared and, if so, with whom.
Facility
Desk
Comment
Bookshelves
Filing cabinet
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Phone
Computing facilities incl specialised computer
packages
Dedicated research student room/space
Printer/Fax
Specialist facilities
Other resources/facilities
Please indicate how feedback from employers, sponsors and other funders has influenced the skills
training/programme of study.
4.
Student Feedback/Engagement
Please comment on how research student representation and feedback operates within the School/Department
Please provide a summary of the issues identified through research student feedback received in the last year,
listing them by priority, and explaining how the School/Department responded to them
5.
Complaints and appeals
If appropriate, please comment on any issues arising out of research student complaints or appeals and
comment on how they were resolved.
6.
Admissions profile, progression and completion
Applications
2009/10
UK & EU
Full-time internal
Full time external
Part-time internal
6
Overseas
TOTAL
Part-time external
TOTAL
Offers
2009/10
UK & EU
Overseas
TOTAL
Full-time internal
Full time external
Part-time internal
Part-time external
TOTAL
What has been the main reason for rejecting applications?
Have you advertised the programme(s) in media other than through the University research webpages? If YES
please indicate where:
Do you consider the additional publicity to have been beneficial?
Progression and completion
Please provide statistics on currently registered students in each year:
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
Yr 6
Yr 7
Yr 8+
TOTAL
FT Int
FT Ext
PT Int
PT Ext
TOTAL
Number of students in suspension
Number of students withdrawn since October 2009
Please provide reasons for any withdrawals:
Number of MPhil to PhD transfers since October 2009
Yr 1
Number of 'writing up' students
Please indicate whether students are in their first or second year of writing up.
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Yr 2
Number of students who have submitted and are awaiting examination
6 months
Number of students revising/resubmitting thesis
Please indicate whether they have been given 6 or 12 months in which to carry out any
amendments.
Number of degrees awarded since May 2009?
Please provide general information on your research student admissions profile, progression and
completion that you would like to be noted:
7.
Supervisory Information
Number of active Category A supervisors
Number of active Category B supervisors
Number of supervisors that have transferred from Cat A to Cat B
Number of supervisors with 6 or more students (FT =1 PT=.5)
Please comment on how the School encourages the use of learning contracts between the
student and the supervisor, and the maintenance of written records.
If these tools are not used, please indicate how supervisors and students agree the basic
foundation of a supervisory relationship? (e.g. the responsibility of organising meetings;
return of written work; number of supervisions; response time to email).
Please comment on how any written records of student/supervisor meetings are collected
and reviewed.
Have new supervisors attended any training sessions?
If so please indicate where:
Please indicate areas of potential staff development for personnel responsible for providing
research supervision:
Please comment on how new Senior Tutors for Research are inducted into their role.
Please also specify whether they have met with the Assistant Registrar (Research) for an
introduction to the role.
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12 months
Please comment on how new Chairs of viva voces are inducted into their role. Please also
specify whether they have met with the Assistant Registrar (Research) for an introduction
to the role.
Further Information
Please tick to indicate that the following documents are included for submission to Assistant Registrar
(Research).
Up to date list of Category A/B supervisors
Relevant minute from Board of Studies
List of research student representatives
Signed: _______________________________
(Senior Tutor/Director Research)
Date: _________________________________
Signed: _______________________________
(Dean of School/Head of Department)
Date: _________________________________
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Appendix A
QAA Descriptor for qualifications at Doctoral (D) level: Doctoral degree
Doctorates are awarded to students who have demonstrated:
i) the creation and interpretation of new knowledge, through original research or other
advanced scholarship, of a quality to satisfy peer review, extend the forefront of the
discipline, and merit publication;
ii) a systematic acquisition and understanding of a substantial body of knowledge
which is at the forefront of an academic discipline or area of professional practice;
iii) the general ability to conceptualise, design and implement a project for the
generation of new knowledge, applications or understanding at the forefront of the
discipline, and to adjust the project design in the light of unforeseen problems;
iv) a detailed understanding of applicable techniques for research and advanced
academic enquiry.
Typically, holders of the qualification will be able to:
a) make informed judgements on complex issues in specialist fields, often in the
absence of complete data, and be able to communicate their ideas and conclusions
clearly and effectively to specialist and non-specialist audiences;
b) continue to undertake pure and/or applied research and development at an
advanced level, contributing substantially to the development of new techniques,
ideas, or approaches;
and will have:
c) the qualities and transferable skills necessary for employment requiring the
exercise of personal responsibility and largely autonomous initiative in complex and
unpredictable situations, in professional or equivalent environments.
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Appendix B
RCUK Joint Statement on skills training
(A) Research skills and techniques - to be able to demonstrate:
1. The ability to recognise and validate problems and to formulate and test
hypotheses.
2. Original, independent and critical thinking, and the ability to develop theoretical
concepts.
3. A knowledge of recent advances within one's field and in related areas.
4. An understanding of relevant research methodologies and techniques and their
appropriate application within one's research field.
5. The ability to analyse critically and evaluate one's findings and those of others.
6. An ability to summarise, document, report and reflect on progress.
(B) Research environment - to be able to:
1. Show a broad understanding of the context, at the national and international level,
in which research takes place.
2. Demonstrate awareness of issues relating to the rights of other researchers, of
research subjects, and of others who may be affected by the research, eg
confidentiality, ethical issues, attribution, copyright, malpractice, ownership of data
and the requirements of the Data Protection Act.
3. Demonstrate appreciation of standards of good research practice in their institution
and/or discipline.
4. Understand relevant health and safety issues and demonstrate responsible
working practices.
5. Understand the processes for funding and evaluation of research.
6. Justify the principles and experimental techniques used in one's own research.
7. Understand the process of academic or commercial exploitation of research
results.
(C) Research management - to be able to:
1. Apply effective project management through the setting of research goals,
intermediate milestones and prioritisation of activities.
2. Design and execute systems for the acquisition and collation of information
through the effective use of appropriate resources and equipment.
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3. Identify and access appropriate bibliographical resources, archives, and other
sources of relevant information. Use information technology appropriately for
database management, recording and resenting information.
(D) Personal effectiveness - to be able to:
1. Demonstrate a willingness and ability to learn and acquire knowledge.
2. Be creative, innovative and original in one's approach to research.
3. Demonstrate flexibility and open-mindedness.
4. Demonstrate self-awareness and the ability to identify own training needs.
5. Demonstrate self-discipline, motivation, and thoroughness.
6. Recognise boundaries and draw upon/use sources of support as appropriate.
7. Show initiative, work independently and be self-reliant.
(E) Communication skills - to be able to:
1. Write clearly and in a style appropriate to purpose, eg progress reports, published
documents, thesis.
2. Construct coherent arguments and articulate ideas clearly to a range of audiences,
formally and informally through a variety of techniques.
3. Constructively defend research outcomes at seminars and viva examination.
4. Contribute to promoting the public understanding of one's research field.
5. Effectively support the learning of others when involved in teaching, mentoring or
demonstrating activities.
(F) Networking and teamworking - to be able to:
1. Develop and maintain co-operative networks and working relationships with
supervisors, colleagues and peers, within the institution and the wider research
community.
2. Understand one's behaviours and impact on others when working in and
contributing to the success of formal and informal teams.
3. Listen, give and receive feedback and respond perceptively to others.
(G) Career management - to be able to:
1. Appreciate the need for and show commitment to continued professional
development.
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2. Take ownership for and manage one's career progression, set realistic and
achievable career goals, and identify and develop ways to improve employability.
3. Demonstrate an insight into the transferable nature of research skills to other work
environments and the range of career opportunities within and outside academia.
4. Present one's skills, personal attributes and experiences through effective CVs,
applications and interviews.
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Appendix C
Development of research and other skills
The importance of acquiring research and other skills during research degree
programmes is recognised by students, academic staff, sponsoring organisations,
employers and former students. These skills improve the student's ability to complete
the research programme successfully. Development and application of such skills is
also understood to be significant in the research graduate's capability for sustaining
learning throughout his or her career, whether in an academic role, or in other
employment. Research students are encouraged to recognise the value of
transferable skills in enabling them to take ownership and responsibility for their own
learning, during and after their programme of study.
18 Institutions will provide research students with appropriate opportunities
for personal and professional development.
Research students need support to develop the research, subject specific,
communication, and other skills they require to become effective researchers, to
enhance their employability and assist their career progress after completion of their
degree. These skills may be present on commencement (for example in the case of
some mature students), explicitly taught, or developed during the research
programme.
In providing research students with opportunities for developing personal and
research skills, institutions will wish to pay particular attention to the differing needs
of individual postgraduates, arising from their diversity. It is expected that a range of
mechanisms will be used to support learning and that they will be sufficiently flexible
to address those individual needs. For example, the development needs of research
students already employed to undertake research may be different from those of
other students. The emphasis in formal training should be on quality, relevance and
timeliness.
Institutions will wish to consider embedding opportunities for skills development in
research degree programmes. Depending on the needs of the subject and the
student, personal and professional development opportunities for research students
will either be spread across the duration of the research degree or will be provided at
the beginning of the programme, the aim being to maximise the effectiveness of
training in developing skills, both research and generic.
In deciding which elements of research and skills development to make mandatory,
institutions will wish to take into account advice from research councils and other
sources. It will not necessarily be appropriate for all students to undertake such
development; for example, mature students who may be studying for their own
interest in the subject may not need to aquire skills for employment.
To ensure students' needs are being met, institutions will find it helpful to review on a
regular basis the training in research and generic skills provided for their students, as
part of the quality assurance mechanisms for research programmes.
Opportunities for skills development can be provided either by the institution offering
the student's research programme, or by other institutions, perhaps through regional
or other collaboration.
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19 Each student's development needs will be identified and agreed jointly by
the student and appropriate academic staff, initially during the student's
induction period; they will be regularly reviewed during the research
programme and amended as appropriate.
The research councils and the AHRB play an important role in setting standards and
identifying best practice in research training. In their joint statement Skills training
requirements for research students (attached at Appendix 3), they have set out the
skills that doctoral research students they funded are expected to have on
completion of their programmes.
Institutions will wish to use their experience of structured training and education to
establish personal and professional development opportunities for the benefit of
students. The extent to which research students are required to take advantage of
these opportunities will normally be negotiated through the supervision process,
taking account of subject and individual needs.
Where postgraduate students are provided with opportunities for teaching (for
example, acting as demonstrators in laboratories, or teaching small groups),
appropriate guidance and support will be provided. If the student's teaching activity
also extends to assessing students, training will reflect this. It is helpful for
postgraduates to be part of a larger teaching team, so they can benefit from the
support and mentoring provided by experienced teachers.
20 Institutions will provide opportunities for research students to maintain a
record of personal progress, which includes reference to the development of
research and other skills.
It is accepted as good practice for students to reflect on their learning, supported by
frameworks developed by institutions for recording personal development. National
guidelines (currently Guidelines for Higher Education Progress Files), suggest that
PDP for students should operate across the whole higher education system.
Research students may find it useful to use the PDP tools provided by their
institutions to record their personal progress and development, including reference to
research and other skills. Planning for skills development and checking that
necessary guidance and support has been provided should form part of the process
of personal development planning.
Students who, on entry to the research programme, are unfamiliar with keeping
records of their progress and development are likely to need additional guidance and
support.
Institutions may also wish to implement some form of recognition of the acquisition of
transferable skills in parallel with, or as part of, the academic assessment of the
student's progress.
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