(CPGSC 2011/1/4)
Principal’s Career Development Scholarships
Report from CHSS to REC
Professor Niamh Nic Shuibhne
Interim Dean of Postgraduate Studies, CHSS
14 July 2011
In summary, Schools within CHSS have affirmed that they strongly support and
benefit from the Principal’s Career Development Scholarships (PCDS) scheme and see
its continuation as an essential strategic priority for the University.
This Report summarises the CHSS experience to date, capturing detailed submissions
from HSS Graduate Schools and with input from the Associate Dean for Research
Careers and the HSS Knowledge Exchange Officer.
The Report is structured as follows: (1) general themes; (2) specific points; (3) the
experience to date, evidenced through quotes from Graduate School Directors and
PCDS award holder supervisors, and from PCDS award holders.
1. General Themes
a. Quality of applicants
Several Schools have emphasised that the PCDS scheme attracts very high quality
applicants (e.g. Law: ‘absolutely first-rate candidates’; SPS: ‘all shortlisted candidates were
impressive in terms of experience, skills and potential. In recognition of this we awarded
a smaller ad hoc merit award to one runner up candidate … to encourage her to take up
her place in SPS’).
The quality of the candidates has also been affirmed independently (e.g. PPLS: ‘It is
notable that the external examiner for the two modules in question recently commented
on the quality of these modules, and on the contribution made by PCDS award holders
in delivering these courses’; SPS: an award holder was a member of the teaching team
that won the EUSA ‘Best Course’ award for 2010-11, see further
http://www.sps.ed.ac.uk/news/the_universitys_best_course).
ACE emphasised that the characteristics of the PCDS scheme enable applicants with
distinctive profiles and specific experience to be considered for PhD awards when those
criteria might not be fully recognised within other funding schemes (e.g. also, SPS: ‘[T]he
PCDS scheme…allows us to recruit and recognise academically excellent applicants who
also contribute skills drawn from additional life/professional experience and/or
demonstrate exceptional potential. Although such candidates are always enthusiastically
supported by the School and are highly ranked in funding competitions, they may not
always secure funding because we are unable fully to credit their “added-value” in
addition to their academic merit in conventional ranking exercises. The PCDS scheme
allows us to recognize considerable professional skills or potential, and to provide
opportunities for post-holders to develop them to the benefit of the school, the
university and beyond’).
1
(CPGSC 2011/1/4)
The PCDS scheme also adds a distinctive strand to Edinburgh’s competitiveness in
terms of attracting highly qualified PhD researchers: (e.g. Divinity: ‘It is of some
relevance to note that our ability to offer the PCD scholar prevented one of them from
following the offer of a scholarship elsewhere’).
b. Selection procedures
In HSS, PCDS award holders are selected via School rather than College application and
award processes; almost all of the Schools that addressed this point in their reports on
the scheme have selected their award holders by interviewing a number of candidates
before confirming final awards. Most interview panels have consisted of senior
academics, from across different subject areas within the School where relevant. Some
Schools have also reflected the PCDS career development strands in the composition of
their interview panels (e.g. in Law, the School’s Widening Participation Officer has been
a member of the interview panel).
One School has not been able to interview candidates for 2011 entry, because of time
constraints and financial costs. That School will monitor the impact of this decision on
the implementation of the scheme. Another School has not interviewed candidates to
date (applications were considered by a panel of academics) but intends to do so in the
future. In SPS, candidates were interviewed by Skype where in-person interviews were
not feasible – this is an option that other Schools can perhaps consider where there are
practical/financial constraints.
c. Range of duties within Schools
Teaching duties constitute the primary career development route engaged with by the
Schools in HSS. Examples of the kinds of contribution made by PCDS award holders
include:





Course design and delivery;
Assessment and marking;
Contribution to postgraduate research methods training (both within and beyond
Edinburgh;
Facilitation of smaller group teaching;
Dissertation supervision.
In other Schools (e.g. Law, SPS), some award holders have not participated in the
teaching strand but have instead focused exclusively on knowledge exchange and other
transferable skills’ activities, including:




Widening participation activities;
Marketing and web-support activities;
Appointment as Project Officer for a KE network;
Development of postgraduate research training workshop on facilitating public
engagement.
However, even in Schools engaged primarily with the teaching strand of the PCDS
scheme already and/or intend to offer award holders the opportunity to participate in
2
(CPGSC 2011/1/4)
other career development activities, suggesting a ‘blended’ career development approach
in reality and including:



Organising conferences and other workshops/network events;
Knowledge-transfer activities;
Journal and other editing work (e.g. proof-reading, peer-reviewing).
HCA has structured career development plans around developing teaching skills in year
one and public engagement skills in year two. Law has adopted a relatively ‘open’
approach to engaging with the different career development strands attached to the
PCDS awards: ‘we have deliberately not restricted students to one of the non-exhaustive
list of streams identified for the scheme … It is clear from our discussions with this
year’s awardees that a broad range of experience and development options is valuable,
and to that end we would seek to make appropriate variations in their work from year to
year’.
Allocating career development duties in terms of both (1) protecting research time at
certain key phases of the PhD; and (2) ensuring progression in terms of career
development is an example of good practice emerging from some Schools (e.g. Divinity
has worked on developing a ‘pathway’ for PCDS award holders that outlines both duties
and training/support needs over the course of the award, mindful of key phases in PhD
research). Ensuring that PCDS award holders can access a suitable range of teaching
experiences in precisely this way has been identified as a priority for developing the
scheme further within some Schools.
The need to achieve parity of workload for all award holders across a given School was
also identified as a priority. The need to ensure appropriate mentoring for the career
development strand of the award, above and beyond PhD supervision, was emphasised
by another School in this context – especially in terms of setting appropriate boundaries
to the extent of career development activities that might be expected. One School also
raised a question for discussion around balancing the interests and preferences of the
award holder with the particular needs (and often, budgetary constraints) of Schools.
Overall, it should be emphasised that, from all of the responses received, Schools were
strongly positive about the contributions made by PCDS award-holders.
d. Training and support
Schools within HSS have developed a range of training and support events and
mechanisms for PCDS award holders, including:




Tutoring and other teaching induction programmes;
Observation of teaching with written feedback;
Supervision of marking and assessment;
Mentoring (beyond thesis supervision) from an academic in the student’s Subject
Area.
Interestingly, these mechanisms have been extended to all PhD students in several
Schools (e.g. PPLS). Other Schools have expressed their intention to achieve this
objective as a priority over the medium term (e.g. HCA).
3
(CPGSC 2011/1/4)
Several Schools also actively encourage PCDS award holders to participate in selected
IAD training and development courses.
2. Specific Points
a. Knowledge Exchange
Dr Catherine Lyall, Associate Dean for Research Careers has identified KE activities as a
point for further development and strengthening of the PCDS scheme within the
College and beyond: ‘all award-holders could be exposed to more KE work and, at the
very least, attend a briefing session. [Another] suggestion I would make is that some joint,
cross-College activities for these students might be beneficial for sharing good practice
(in terms of KE as suggested above but also more generally)’.
Anne Sofie Laegran, the HSS Knowledge Exchange Officer, has affirmed that she would
be delighted to work further with Schools to explore ways of engaging PCDS award
holders in order to develop KE activity within Schools.
b. Sustainability within Schools
Schools clearly indicated the value and contribution of PCDS award holders ‘beyond’
quantifiable ‘value for money’ metrics. However, some Schools noted, with regret, that
they may need to ‘bid’ for fewer PCDS awards in future years because of the extent of
the financial commitment required from them.
Other Schools have noted that participation in the scheme has meant that they cannot
offer other awards and bursaries; again, this raises questions about continued
participation in the scheme at present levels, given School intentions to offer even partial
support to a broader range of PhD researchers.
c. Questions for the future
Schools have indicated that they would welcome discussion of and guidance on (1)
appropriate terms and conditions for the award of these scholarships; (2) best practice in
terms of monitoring progress within the career development strand of the award above
and beyond the University-required first year PhD review process; and (3) related to this,
how best to manage any difficulties with progression that might arise: for example, what
should happen when the career development aspects are progressing very well but PhD
research is problematic in terms of academic progression? And, indeed, vice versa i.e.
satisfactory academic progression but inadequate contribution in terms of the career
development strand.
A particular question was raised by SPS: given that their second year PhD students
typically undertake fieldwork at this stage, how should their career development
requirements be managed (e.g. ‘double’ contribution in third year?)?
The information provided for and required from applicants was also raised as a point for
consideration: in essence, several applicants did not address the specific or distinctive
career development strand of these awards in their applications/personal statements.
4
(CPGSC 2011/1/4)
How best to ensure that this is facilitated through the information and application
processes is perhaps a point for further discussion (e.g. SPS: ‘we have proposed to
College that there is a separate section on the generic funding application form for PCDS
candidates which prompts them to provide an additional personal statement focused on
the potential contribution they can make; and the career development opportunities they
would wish to take under the PCDS scheme. We have recommended internally that
Subject Group PG Advisors and supervisors prepare tailored supporting statements
addressing the career development aspects of nominated candidates (quality and
experience of applicants; possible programme of activities; contribution and
opportunities offered)’).
It is perhaps also worth considering if appointment processes need to be standardised or
not (e.g. should interviews, whether in person and/or via Skype, be required?).
The attachment of a small research budget to the award was also recommended; this
could then be used by the award holder for the purpose of, for example, carrying out
fieldwork.
Finally, what scope exists for cross-School and cross-College support for award-holders?
See, in particular, the suggestions made by the Associate Dean for Research Careers
(above) and by one of the current SPS award holders (below).
3. The Experience to date
a. Quotes from Schools
‘This scheme has, so far anyway, been an unmitigated success. We believe that these
awards enable us to attract a particular kind of PhD student who can help us offer very
high-quality teaching’ (Prof Duncan Pritchard, PG Director, PPLS)
‘[One of our students] found the experience challenging but valuable and satisfying. She
has gained confidence, has benefited from working with staff on a range of activities, and
overall has found her first year very rewarding’ … ‘Overall, the School has very positive
experience of the PCDA scheme, and has benefited from the significant contributions
made by the students’ (Dr Marion Smith, PGR Coordinator, Health in Social Science)
‘There is no doubt … that the students whom we have awarded scholarships to have the
potential to make a considerable contribution to the academy’ (Prof Graeme Laurie,
Director of Research, Law)
‘There can be no question of the added value the PCDS scheme brings to the Graduate
School and indeed the wider university community … My experience is that there is
specific and distinctive value in setting aside a proportion of postgraduate scholarship
funding to be used in this way. It is important that the scheme continues, and that we
continue to use it to this specific and distinctive effect’ (Dr Richard Freeman, interview
panel member and award holder supervisor, SPS)
‘The School regards these studentships as very good value for money and a very
welcome development’ (Dr Stana Nenadic, PG Director, HCA)
5
(CPGSC 2011/1/4)
Our inaugural PCDS holders have been a huge success … They also report significant
and valuable learning experiences as a result of their activities. It should also be noted
that each has made commendable progress with their doctoral research. We strongly
support the continuation of the scheme’ (Dr Fiona Mackay, PG Director, SPS).
b. Quotes from PCDS Award Holders
‘The Principal’s Career Development PhD Scholarship has been a lifeline for my
research – without it I would have been financially unable to go ahead with my PhD. I
am very grateful to the University for providing me with this opportunity’ (Stephen
Thomson, Law).
‘Taking the position of Project Officer at the Public Policy Network with Richard
Freeman as a mentor has provided me with the perfect platform to put my ideas into
practice, to learn by doing and to make the most of my scholarship. […] The uniqueness
of this scholarship is that it encourages me to learn by doing and it allows me to build PE
and KE into my research project. My KE and PE work is well supported and we have
exciting plans for further experimentation with concepts, formats and outcomes in the
forthcoming months. Perhaps the only strand of academic work where I could benefit
from further practice would be teaching. After discussing with my supervisor, we have
agreed that it makes sense to further develop this area towards the 3rd year, when my
ethnographic fieldwork will be completed. The point of this scholarship, as I understand
it, is to enable doctoral researchers to develop the multiple facets of a well-rounded
academic: research, teaching, knowledge exchange, and public engagement. In the light
of the summary above, and with 26 months left, I feel I am on track’ (Oliver Escobar,
SPS).
‘In terms of career development, tutoring helped to solidify both my familiarity with the
course topics and my confidence in leading discussion in the field of development
studies, both of which will be useful for finding a job in academia in the future. Although
it was sometimes intimidating being cast in the role of the ‘expert’, I learned quickly how
to best structure discussions for stimulating discussion and how to support student
learning … Helping to organize the annual CAS conference was a […] novel experience
that was especially applicable to me since the conference theme was related to my subfield of global health. As for suggestions for the best ways to support PCDS, I think the
scholarship scheme would benefit from having a meeting at the beginning of each year
discussing the scholarship’s goals and what students should aim to achieve over the
course of their PhD’ (Kevin Bardosh, SPS).
6
(CPGSC 2011/1/4)
Appendix: PCDS Award Holders within HSS
School
ACE
Business
Divinity
Economics
Education
HCA
Health in SS
Law
LLC
PPLS
SPS
Current PCDS
Award Holders
2
2
2
2
2 (1 w/d)
2
2
2
2
2
2011-2012 PCDS
Awards
3
2
2
2
3
2
1
2
2
2
7