The University Of Sheffield
POSTGRADUATE RESEARCH
STUDENT HANDBOOK
School of Clinical Dentistry
The University Of Sheffield
September 2014
CONTENTS PAGE
Welcome to the School of Clinical Dentistry
Page
Number
2
Postgraduate Research Student – Induction
6
Graduate Research Degrees
7
Supervision and Monitoring Scheme for Research Students
10
Summary of the School’s PGR Student Monitoring Scheme
19
Appendix A – Useful Web Addresses
29
Appendix B – PGR Student Check List
30
Appendix C – Research Ethics and Research Governance
32
Appendix D – Personal Tutor’s Record
37
Appendix E – Suggested PhD Timetable
39
Appendix F – 1st Year Research Student’s Report
40
Appendix G – Research Committee Membership
43
Appendix H – How to Write a Research Report or Thesis
44
Appendix I – Guidelines for Timely Submission
49
WELCOME TO THE SCHOOL OF CLINICAL DENTISTRY IN SHEFFIELD
1
We are delighted that you have chosen to undertake your research training at the Dental
School here in Sheffield. You will be joining an ever increasing list of students who have
successfully completed their higher research degrees in the School, and we hope that
you will find it a friendly, stimulating and vibrant research environment. The School of
Clinical Dentistry is adjacent and connected to the Charles Clifford Dental Hospital, and
is near the Medical School, the Health Sciences Library and the Royal Hallamshire
Hospital, all of which are on the perimeter of the main University campus.
A new wing to the School of Dentistry was opened in April 2008 providing state-of-theart research laboratory facilities and strengthening our research culture. Our strong
research was recognised nationally by being listed as one of the top dental schools in the
country in the 2008 Research Assessment Exercise.
Research is one of our key activities. It underpins our teaching, strengthens our
knowledge base and informs the development of clinical excellence. We believe that
dental science should not be constrained by the traditional boundaries created by the
formation of departments with specific clinical disciplines, and that progress will derive
from a multidisciplinary approach. Research in the School of Clinical Dentistry, is
therefore organised as a cross-departmental activity in the form of two overarching
themes, Basic & Applied Research and Clinical & Person Centred Research, with three
interdisciplinary research groups, Bioengineering & Health Technologies, Person
Centred and Population Oral Health and Integrated Biosciences.
Each research group has a leader who guides and co-ordinates its members’ activities,
which encompass laboratory and clinical projects, addressing basic and applied
questions. Research is stimulated in-house by regular group meetings and by School
seminars where staff, students and leading external speakers present their current
research.
You will be linked to one of our three research groups, the general aims of which are
summarised as follows:
2
Bioengineering and Health Technologies
The face defines identity, where disease or trauma undermine quality of life and may be
life-threatening.
Our interdisciplinary Group undertakes pioneering research into
advanced biomaterials and medical devices, making scientific and technical advances
that substantially improve clinical outcomes, working with industry and clinicians to
make a difference to people worldwide.The group has strong links with other University
departments through the Centre for Biomaterials and Tissue Engineering and with
industry.
The B&HT Group undertakes pioneering scientific research into new technologies for
the repair and regeneration of tissues in the head, neck and face in order to substantially
improve human health and quality of life. Our thematic objectives are:
•
To develop and understand new biomaterials with enhanced functional
performance for use in clinical applications
•
To pioneer the application of new digital technologies and advanced
manufacturing technologies to make custom medical devices and scaffolds
•
To innovate in the exciting new field of tissue engineering and regenerative
dentistry, taking this research forward from the laboratory bench towards
clinical application.
Integrated Biosciences
Integrated Biosciences is a multidisciplinary group which brings together clinicians and
scientists with common interests in three important areas of oral physiology and
disease. Each area brings key strengths in basic science and translation of this into the
large patient base within the adjoining Dental Hospital.
The aims of the group are:
•
To improve the treatment of patients with pain or sensory disturbance arising as
a consequence of disease or nerve injury.
•
To translate he outcomes of ongoing research into the molecular and cellular
pathogenesis and head and neck cancer into clinically useful diagnostic,
prognostic and therapeutic tools.
•
to identify mechanisms involved in the pathogenesis of microbial diseases and
develop appropriate treatments for these
•
To understand the molecular mechanisms in the defence of the oral mucosa.
3
Person Centred and Population Oral Health
Our novel and interdisciplinary research bridges the gap between the theoretical and
methodological traditions of the social sciences and clinical specialities to highlight and
advance a person-centred approach in the field of dentistry. The group’s expertise is in a
number of areas working across a number of levels; individual, group, society and health
services; encompassing a range of methodologies, from traditional quantitative
approaches (epidemiology, psychometrics) to more innovative qualitative paradigms
(systems theory, narrative).
The aim of the group is to plan, conduct and implement high quality research in oral
health utilising the theories and empirical traditions of Dental Public Health, Sociology
and Psychology with the purpose of improving the oral health of individuals and
populations. Our specific objectives are:
•
To explain the experience of oral health and disease from individual and
population perspectives.
•
To explore the structural and psychosocial aspects of oral health.
•
To identify ways in which the oral health of individuals and populations can be
improved.
•
To contribute to national and international academic debates in dentistry and
social sciences applied to oral health
•
To develop innovative and enabling research methods in relation to oral health
The material in this handbook aims to inform you about being a Postgraduate Research
Student in the School of Clinical Dentistry and includes aspects of monitoring progress
and pastoral support. It is meant to supplement material already provided to you by the
University. Useful websites to help you find information are given in Appendix A. We
hope that you will take full advantage of the opportunities available and enjoy your time
with us.
4
Dr Dan Lambert
Director of Postgraduate Research
5
POSTGRADUATE RESEARCH STUDENT – INDUCTION
When you first come to the University you will register with the University and Graduate
Research Office and you will meet with your new supervisors. This is normally done
during Induction week. You will be informed about your supervisory arrangements, how
to plan the initial stages of your research programme and learn about the facilities and
support offered by the School and the University. You will also discuss your Training
Needs Analysis and choose which modules you will undertake for the Doctoral
Development Programme.
Research and innovation services will issue you with an ‘Induction Passport’ which will
guide and assist you through the induction process.
This year, the Postgraduate Induction Course will be held between the 6th and 28th
October. This course has been designed to introduce you to many of the core skills and
experiences you are expected to gain during the course of your research. It will also
provide an opportunity for you to meet and get to know postgraduate students in other
areas of the faculty as well as introducing the Doctoral Development Programme (DDP).
More information regarding the Postgraduate Induction Course and the DDP can be
found on the Graduate School webpages: http://www.shef.ac.uk/faculty/medicinedentistry-health/graduateschool
6
POST-GRADUATE RESEARCH DEGREES IN THE SCHOOL OF CLINICAL DENTISTRY
The Post-Graduate Research Degrees currently on offer within the School provide
opportunities to develop research skills and work independently. These degrees are
supported by the Doctoral Development Programme (DDP) comprising a range of
modules and skills training some of which are provided by the School and some by other
departments in the University. Independence in research is learned by working under
the guidance and supervision of a senior academic, while taking responsibility for
personal work planning.
Students are expected to develop their own theoretical
knowledge base relating to the concepts underpinning the research topic undertaken.
MPhil and PhD research degrees are generic awards to candidates in any subject area.
The degree does not, therefore, indicate that ‘dentistry’ was the subject of the research.
The School requires you to carry out extensive, diligent and well-planned research work
written up in a concise, well-presented thesis. The calibre of your work should be such
that it is worthy of publication in respected peer reviewed scientific journals.
Regulations governing research degrees are to be found in the General Regulations part
of the Academic Calendar. This may be accessed via the University of Sheffield Home
Page on: http://www.shef.ac.uk/govern/calendar/index.html
Master of Philosophy (MPhil)
Achieving a MPhil research degree involves the presentation of a research thesis and the
successful completion of an oral examination. The thesis will contain a record of the
completed investigation and must display a good knowledge of the area of study. The
minimum period of study is one year full-time or two years part-time. The normal
period is 2 years full time (4 years part-time). A candidate is examined orally on the
subject of the thesis by an internal and external examiner or two external examiners if a
staff candidate.
Doctor of Philosophy (PhD)
The period of registration by a full-time candidate is a minimum of 2 years, normally 3
years; for part-time candidates, the minimum is 4 years.
7
Students must satisfactorily complete a Confirmation Review at the end of the first year.
If satisfactory progress is demonstrated, students will continue to study towards a PhD.
If a student fails the Confirmation Review at the first attempt they will normally be
permitted to undergo a second attempt no later than 18 months from the start of their
registration. If a student fails the second attempt at Confirmation Review, they will no
longer be permitted to remain on the doctoral level degree and will automatically be
transferred to the degree of MPhil. They will normally be permitted to remain on the
degree of MPhil and will submit a thesis for that degree.
Students will also be required to produce a thesis plan after 24 months, to ensure any
problems are identified before continuing on to the final year of their studies.
A candidate for the degree of PhD is required to satisfy the examiners that his or her
thesis extends knowledge within the chosen discipline, shows evidence of systematic
study and is worthy of publication. A candidate is examined orally on the subject of the
thesis by an internal and external examiner or two external examiners if a staff
candidate.
Details of the regulations for the degree of PhD and further information and guidelines
for the conduct of research degrees can be found in the University Code of Practice and
Guidebook for Research Students and Supervisors:
http://www.sheffield.ac.uk/ris/pgr/code
Doctor of Dental Science (DDSc)
This degree is only available to candidates who either hold a BDS degree of the
University of Sheffield of at least three years standing, or who is a recognised graduate
in Dentistry with a qualification conferring eligibility for full or provisional registration
with the General Dental Council, and at the time of registration holds an appointment as
a full-time or part-time member of the established or honorary staff of the University or
holds a Higher Degree from this or another University.
The programme of research is equivalent to that for the PhD and shall be for not less
than two years for full-time candidates, four years for part-time candidates or two years
8
for University/Hospital staff candidates. The research work is examined by thesis and
oral examination.
SUPERVISION AND MONITORING SCHEME FOR RESEARCH STUDENTS
1
Introduction
This scheme for the supervision and monitoring of graduate research students in
the School of Clinical Dentistry is a supplement to the Code of Practice and
9
Guidebook for Research Students and Supervisors published by Research and
Innovation Services of the University of Sheffield. The scheme is specific to
research students within the School of Clinical Dentistry.
2
Choice of Research Focus
Students should identify their area of research interest at the time of induction,
although the research project will be more fully developed with the lead
supervisor. All research work should be allied to the research themes of the
School as identified in the School’s Research Strategy Document.
All research in the School must be conducted in an ethical manner. Work on
human subjects requires approval from the South Yorkshire Research Ethics
Committee and/or has University Research Governance approval.
Work on
animals requires a Home Office licence. No work on either humans or animals can
be conducted without these approvals being in place before commencement. Your
supervisor will help you organise these approvals. Further information can be
found in Appendix C.
3
Supervision
The student’s first recourse for training and advice concerning their research
project is the lead supervisor, who should be consulted at every stage of the work.
It is a joint responsibility of student and supervisor(s) to ensure that they meet
regularly to review progress and plan the next part of the work. For further
information read the section on ‘Supervisors’ in the Code of Practice and
Guidebook for Research Students and Supervisors. Supervisors and students are
expected to meet at least every 4-6 weeks, and to record these meetings on
PebblePad.
3.1
Lead Supervisor
The lead supervisor acts as the student’s main supervisor and has primary
responsibility for the supervision of the student from the time of registration
through to completion of his/her research degree. The lead supervisor will be a
permanent member of University staff, and will fulfil the majority of the following
10
criteria:

Possess a good fit between the expertise or research interests of the
supervisor and the student’s chosen research topic.

Be able to assist with identifying other individuals who can advise on
methodological and substantive content as and when necessary.

Be an experienced researcher.

Be able to provide guidance to the student in submitting papers for
presentation and publication (Co-author papers with the student as
appropriate).

Assist and encourage the student to join appropriate learned societies and
to attend relevant seminars and conferences.
In the case of new supervisors, a second supervisor with an established research
and supervisory record will be appointed.
3.2 Second and Additional supervisors
All postgraduate research students in the School have more than one supervisor
appointed from the beginning of their period of study. Second and additional
supervisors may be appointed either at the beginning or at a point during the
programme, especially when the research is of an interdisciplinary nature. Second
and additional supervisors will have substantive or methodological expertise in
the student’s research area or subject specialist knowledge that complements the
expertise of the Lead Supervisor. In addition, the second supervisor will take
primary responsibility for the student’s development training in the DDP.
4
Personal Tutor
Separate from the supervisory team, the School of Clinical Dentistry has in place a
scheme of Personal Tutor for all postgraduate research students. The role of the
Personal Tutor is as follows:

The Personal Tutor provides pastoral care and acts as a mentor but not as a
supervisor.

The Personal Tutor should meet with their research student at least once
per semester
11

The Personal Tutor will play an important role in cases of poor progress or
poor communication between the student and the supervisor

The Personal Tutor will normally work in an area of research different
from that of the supervisor

The Personal Tutor will be appointed by the Research Committee of the
School of Clinical Dentistry at the first meeting of this Committee after
registration of the student

The research students have the opportunity to indicate to the Director of
Research whether or not they are happy with the choice of Personal Tutor
appointed and if necessary tutors can be changed.
Although the content of the meetings are confidential, notes on nonconfidential items will be taken as a record that the meeting has taken
place. An example record form is shown in Appendix D.
5
Postgraduate Tutor
The PGR tutor is a member of academic staff who is responsible for co-ordinating
several aspects of the training of research students. He/she is not responsible for
provision of professional, technical, academic or pastoral aspects. These are
provided by the Supervisors and Personal Tutor. The aspects dealt with by the PG
Tutor are as follows:
6

Monitoring admissions

Maintaining student files

Monitoring DDP portfolio completion

Arranging the programme of Postgraduate Research Presentations

Co-ordinating the School scheme that monitors student progress

Liaising with the School Research Committee

Representing the School on the Faculty Graduate School Committee
Doctoral Development Programme (DDP)
The University requires that all PhD students complete the DDP. The DDP is a
flexible, ongoing training plan that is an integral part of your research degree, and
is tailored to your individual needs. It helps you progress through your research
studies by identifying the skills you already have and providing opportunities to
12
improve these and acquire new skills and experience. The aim of the DDP is to
provide you with a range of skills and competency-based training opportunities
orientated both towards your specific study and towards future employment,
equipping you with transferrable skills that will make you a not only a successful
researcher, but also able to easily assimilate skills that have wider utility, thus
extending
your
employability
to
other
professions.
The DDP is student-specific, designed to complement your individual research
project and is carried out in agreement between you and your supervisory team.
The training plan reflects four particular areas, enabling you to demonstrate the
following:

generic skills to become a high-level professional

subject-specific advanced training;

subject-specific craft skills

broad scholarship and wider engagement within the full community of
scholars (e.g. networking, dissemination of knowledge, conferences,
demonstrating impact and public value of research).
You will take ownership of your development through various tools including the
training needs analysis, the development plan and the student e-portfolio, which is
a record of evidence of achievement that can be shown to prospective employers.
Inherent in the DDP is an understanding that different students will have different
backgrounds and different needs: a student who has just completed a first degree
is likely to have a more limited skill set than, for example, one who has spent time
working in industry before starting their research degree. Your development plan
is reviewed annually so that as your skill level changes and your research
develops, you can tailor your further training accordingly.
Detailed information and guidance about the DDP can be found at:
http://www.shef.ac.uk/ris/pgr/ddpportal
Students are advised to discuss at their first meeting with their lead supervisor,
13
which modules/training to undertake for the DDP in the first year of their
research degree. You will be required to maintain a portfolio of training and
experience gained using specific software that you can access through the DDP
portal.
7
Hours of working
One of the great privileges of being a research student is control over how you
spend your time. However, with this comes responsibility. Although students
should expect to work in the Department a minimum of 8 hours a day for at least 5
days per week, a key skill to master while carrying out your studies is to use your
time efficiently. Traditionally, working very long hours – outside normal working
hours – has been something of a badge of honour for PhD students; this rarely,
however, equates to productivity. Although working at weekends is occasionally
unavoidable, it should not be considered routine. Working in a laboratory at the
weekend or late into the evening may contravene University health and safety
regulations and should not be necessary in most cases if experiments have been
planned carefully. If you feel it imperative to work in the laboratories out of
normal hours (at the weekend or after 8pm Monday-Friday) you must complete
out of hours training (please contact the general office for details), and, having
completed training and gained approval from your Head of Unit for out of hours
access, must gain written approval from your supervisor to do so, and ensure
you are not working alone. Furthermore, you must sign in and out of the outof-hours book (located on the porter’s desk in School reception) and set the
alarm if you are the last to leave the building. Failure to do so is a serious offence
that may jeopardise your safety and that of others and will result in your out-ofhours access privileges being withdrawn.
8
Monitoring of Progress
The School has a well developed scheme for monitoring the progress of
postgraduate research students in addition to the normal formal, and informal,
meetings with supervisors. Formal meetings with your supervisor should take
place every 4-6 weeks and should be recorded by the student on the ‘Record of
Supervision’ form (http://www.sheffield.ac.uk/ris/pgr/code). Once the content of the
form has been agreed with supervisor, the final copy should be forwarded to your
14
supervisor
and
to
the
PGR
administrator
(Sue
Spriggs
at
s.spriggs@sheffield.ac.uk). You should also keep a copy for your files. It is a
requirement of the confirmation review procedure that a minimum of 6 formal
reports are made available to the assessment panel.
Students are required to give three presentations to the School during their
studies. These presentations help to develop verbal communication skills. The
first year talks and second year posters take place in the PGR research day (date
tbc, but likely in March), at which third years (or equivalent for part time) give a 1
minute summary of their research. Final year students also give a presentation in
Friday lunchtime seminars.
8.1 First Year Presentation

First Year research students are required to give a short presentation after
approximately 6 months. The purpose of this is to check that the student
knows where they are heading with their project and why.
The
presentation will be 10 minutes in length with 5 minutes for questions
from the audience. The student should concentrate on summarising the
background and outline the objectives of their project, indicating how
he/she proposes to achieve them and present results obtained to date. A
draft timetable (including titles of talks) will be issued at least 4 weeks
before the event and will be circulated to all staff, research students and
research assistants in the School.

Each student presentation will be assessed by two assessors; one of whom
will be a supervisor or person with specialised knowledge of the field. The
other person will not be a specialist in that field. Assessors will each
complete an assessment form for each student and their comments will be
fed back to the student so that they can discuss with their supervisor how
the presentation could have been improved. If any significant problems
have been identified (e.g. with spoken English or with a severe lack of
confidence), the supervisor should identify with the student where help
might be obtained.
15

If the presentation leads the assessors to cast doubt on the student’s
progress, the student will be asked to produce a written report within four
weeks, demonstrating that he/she is coping with the project.
The assessment forms will be held in the student’s file.
st
8.2 1 Year Reports
All students must submit a written progress report (a ‘mini thesis’) by 1st August,
if entering in October, otherwise approximately 9 months after entry.
The
guidelines for this are given in Appendix F. An important part of the first year
report is a review of the pertinent literature. One of the School DDP modules
(DEN 6960) is also a review of the literature and so this work can form the
Introduction to the 1st Year Report. The report will be assessed by the student’s
supervisor and by another member of academic staff, and will form the basis for
the Confirmation Review viva.
8.3 Confirmation Review
Students must satisfactorily complete a Confirmation Review at the end of the first
year, which involves:

the production of a mini-thesis,

appropriate engagement with the DDP as evidenced by your e-portfolio,

satisfactory performance by you at an interview with two examiners (who
do not have direct involvement in your research) about your mini-thesis,

You must also have achieved your year one development needs and
produced a clear and credible development plan for the succeeding
two/three years.
If satisfactory progress is demonstrated, students will continue to study towards a
PhD. If a student fails the Confirmation Review at the first attempt they will
normally be permitted to undergo a second attempt no later than 18 months from
the start of their registration. If a student fails the second attempt at Confirmation
Review, they will no longer be permitted to remain on the doctoral level degree
16
and will automatically be transferred to the degree of MPhil. They will normally
be permitted to remain on the degree of MPhil and will submit a thesis for that
degree.
The Postgraduate Tutor is available to students to discuss any issues regarding
upgrading.
8.4 Second Year Poster
Around 6 months into the second year of study (or after an equivalent period if
part-time) students are required to prepare a poster for assessment. Instructions
will be issued separately. The student will be reminded of this at least four weeks
before the event and will also be allocated a board for the poster. The quality of
the posters will be assessed by academic staff independent of the supervisory
team and comments fed back to students.
A copy of the assessment form will be kept in the student’s file.
8.5 Second Year Report
At the end of the second year students are required to produce a detailed thesis
plan. This is a draft of the potential contents of the thesis and should include a
detailed breakdown of what material/data is to be included in each chapter of the
thesis. Any issues likely to delay submission should be identified and highlighted
at this stage. The thesis plan will be constructed in discussion with the supervisor
and will be submitted via Pebblepad to the Director of PGR and a copy will be held
in the student’s file.
8.6 Third Year Seminar
At about 6 months into the third year, the student will be required to give a full
seminar presentation. The talk should be 25 minutes in length with around 5
minutes for questions and discussion. The arrangements are similar to those for
the 1st Year Presentation above. In this case the student should concentrate on
presenting key results, and discussing their significance. The talk will be assessed
by the supervisor and a member of academic staff independent of the supervisory
team. Assessors will each complete an assessment form for each student, which
17
will then be fed back. All academic staff are encouraged to attend.
A copy of the assessment forms will be held in the student’s file
8.7 Writing your thesis
General advice on writing your thesis can be found in Appendix H but more
detailed guidelines will be provided by your supervisor(s). Also, information on
the penalties for submission of your thesis after more than 3 years and 3 months
(full time PhD) can be found in Appendix I.
18
SUMMARY OF THE SCHOOL’S PGR STUDENT MONITORING SCHEME
Year 1
Six months
• Twelve months
Verbal presentation to staff
and students (written
assessment and feedback)
Summary of planned work being
addressed, review of literature,
report of work completed to date,
plan of further work to be
completed, and E-portfolio and
development plan. These form
part of the Confirmation Review
Annual Progress Report to the
Graduate Research Office
Short summary statement of
research undertaken and thesis
plan. Written assessment and
feedback given.
Annual Progress Report and thesis
plan to the Graduate Research
Office
Appointment of Examiners,
Submission of the thesis and
arrangement of oral examination.
Annual Progress Report to the
Graduate Research Office
.
Year 2
Poster presentation with
verbal explanation (written
assessment and feedback)
.
Year 3
9
Full seminar to staff and
students (written
assessment and feedback)
Mock Viva
Students may arrange for a mock viva prior to the formal defence of their thesis.
This should be arranged following discussions with their supervisor.
10
Shared Students
Where students are shared with other departments outside the School of
Clinical Dentistry, the student will be expected to comply with the monitoring
process in place in the department in which they have their primary
registration.
11
Part-time Students
Part-time students are also required to take part in the monitoring process but
the timing of presentations will be approximately bi-annually.
12
Students for whom English is not their first Language
The English Language Teaching Centre offers free part-time English Language
19
support classes.
Details can be found on the following web site:
http://www.shef.ac.uk/eltc/. Students are expected to make the fullest possible
use of the English Language Teaching Centre to improve skills in both written
and spoken English.
This means that the supervisor can concentrate on
providing advice and guidance on the scientific and technical side of the project.
The highest possible standards in both spoken and written English should be the
aim for all students.
13
Plagiarism and Collusion
Plagiarism is passing off others’ work as your own, whether intentionally or
unintentionally, to your benefit. When preparing your project report or other
written work, you will read widely and become familiar with the work of others.
You should ensure that the materials you prepare for submission would be
accepted as your own original work. Your supervisor and Confirmation Review
assessors are interested in your understanding of an idea and you should use
your own words to demonstrate your understanding. The selective quoting of
material from books and articles is permissible, but the material must always be
attributed to its sources by means of quotation marks. The reference should
also appear in the bibliography.
The basic principle underlying the preparation of any piece of academic work is
that the work submitted must be your own original work. Plagiarism and
collusion are not allowed because they go against this principle. Please note
that the rules about plagiarism and collusion apply to all assessed and nonassessed work, including experimental results. Cutting and pasting from web
sites would also be considered unacceptable unless attributed.
Examples of plagiarism:

If a student submits a piece of work produced by others, or copied from
another source, this is plagiarism.

If a student produces a piece of work which includes sections taken from
other authors without attribution, this is plagiarism. The length of the
copied section is not relevant, since any act of plagiarism offends against
20
the general principle set out above. When copying sections from other
authors it is not sufficient simply to list the source in the bibliography.

The selective quoting of material from books and articles is permissible,
but the material must always be attributed to its sources, both within the
text and within a bibliography. However, in general, extensive use would
not be acceptable, even if acknowledged.

If a student paraphrases (changing a few words here and there) from
another source without the appropriate attribution, this is plagiarism.
Paraphrasing should use a student’s own words to demonstrate an
understanding and accurately convey the meaning of the original work,
and should not merely reorder or change a few words or phrases of the
existing text.

Collusion is a form of plagiarism where two or more people work
together to produce a piece of work all or part of which is then submitted
by each of them as their own individual work.

If a student gets someone else to compose the whole or part of any piece
of work, this is collusion.

If a student copies the whole or part of someone else’s piece of work with
the knowledge and consent of the latter, then this is collusion

If a student allows another student to copy material, knowing that it will
subsequently be presented as that students’ own work, then this is
collusion.
Both plagiarism and collusion are strictly forbidden. Students are warned that
the piece of work affected may lead to failure in the examination for the relevant
DDP unit or research degree. The student may also be referred to the Discipline
Committee.
If in doubt, consult your supervisor.
14
Appeals, Complaints and Grievances

Occasionally, problems can arise between student and supervisor. These
may be due to incompatibility of research interests, personality
differences or because the student or supervisor has consistently failed
21
to meet the quality standards outlined in this document. Alternatively,
conflicts of interest or perceived conflicts of interest can arise (eg
personal relationships).
New guidelines to guard against such
occurrences have recently been put in place.

Wherever possible, such problems should be raised with the supervisor
at the time. If a student considers that this is inappropriate, the problem
should be referred to the Postgraduate Tutor or the Director of Research
who may be able to resolve the problem. Where this is not possible, the
Director of Research, with the permission of the student and Lead
Supervisor, will refer the matter to the Chair of the Faculty Graduate
Research Committee.

Students have the right of appeal against the results of assessments
under the conditions outlined in the Academic Appeals Regulations and
Procedures, which can be found in the University Calendar. Appeals must
be given in writing to the Dean of the Faculty of Medicine within 28 days
of the publication of examination results.

Further advice and support is available for students from the Medical
Faculty Office, the Academic Registrar’s Office, the University Counselling
Service, Advice Centre and the Graduate Student’s Committee in the
Union of Students.

In the unlikely event that a student’s work is not progressing
satisfactorily, to the point that he/she is consistently failing to meet
agreed targets or failing to attend supervision sessions and generally not
providing the required work, the supervisor may ask for a Review of
Progress under the regulations to be found in the University Calendar.
This is the only process through which students may be excluded from
the programme of study.
15
Representation
Two Postgraduate Research Student Representatives are elected annually by the
student body and this person sits on the School Research Committee (see
Appendix G). Issues and views on matters of general importance should be
22
provided to this representative who will then raise them at the next available
Committee meeting. In addition, there is a Postgraduate Research Student
Forum held twice per year to which all research students are invited. Each
Forum will be chaired by the Postgraduate Research Student representative and
will be attended by the Director of Research or deputy, and the Postgraduate
Research Tutor.
Students may also stand for election to the Faculty Graduate Research
Committee, where two PGR students will represent the views of all PGR
students in the Faculty.
16
Leave of Absence and Extension of Time Limits
Leave of Absence
Occasionally students find they require some time away from their study for
personal or medical reasons. In these cases they can apply for a period of Leave
of Absence using the appropriate University form.
The period of leave is
generally expected to be no more than 12 months, and ideally as short a time as
possible. Under exceptional circumstances, further periods of leave may be
applied for.
All cases are judged on their merits so it is important that
supporting evidence, where possible, is provided. For example, if application is
made on medical grounds, a medical certificate must be provided with the
application. The period of the leave of absence does not count towards the
period of study and so does not make up part of the time limit.
The University is required to inform the Home Office of any overseas students
who are on extended periods of leave and the Home Office usually asks the
student to return home for this period.
Time Limits
The time limits for the various research degree programmes are shown in the
University Code of Practice. Students are expected to submit their thesis within
the normal period of registration (3 years for a full time PhD) although
occasionally an extension to the time limit may be required. This must be
23
applied for using the appropriate University form and on which a case for the
extension request must be made and a schedule of work laid out showing how
the thesis will be submitted within the period. This must be supported by the
Supervisor and Postgraduate Research Tutor.
Continuation fees are chargeable for periods of extension.
Further information on both these topics can be found in the University Code of
Practice for Research Degree Programmes.
17
Health and Safety Information
Each user of University buildings must take responsibility for ensuring the
environment is safe for other users too. Simple measures can increase the
security of buildings and reduce the risk of theft. Some areas of the University
and its environs may be hazardous at night. The University’s health and safety
web pages at http://www.shef.ac.uk/safety contain useful information about
how to minimize this risk.
17.1
Safety
The University recognises that safety is an essential component of all its
activities and seeks to safeguard, as far as is reasonably possible, the health and
safety at work of all its staff and students. The safety of yourself and your
colleagues is of paramount importance. The School has a Safety Policy which is
based on the University Policy as described in the University of Sheffield “Health
and Safety: Code of Practice”. There is a Safety Committee, which provides
guidelines about safe procedures, but we are all responsible for our own safety
and for the safety of those around us.
For emergencies, including medical emergencies and fire ring 2222 . For
other emergencies (e.g. plumbing leaks) ring 24085
By law everyone has a safety responsibility and it is important that everyone
understands and appreciates that responsibility.
When any employee or
student has control over an activity in any area, they must comply with the
University’s health and safety policy. Each member of the School is issued with
24
a copy of the University of Sheffield booklet “Health and Safety: Code of
Practice”. It is essential to read this and to be aware of the framework for safe
working within the School and the University.
17.2
Safety in the Research Laboratory
Although research inevitably involves unknown risks, no undertaking is so
important that it should be pursued in an unsafe manner.
17.3
COSHH (Control of Substances Hazardous to Health)
Under COSHH Regulations 1988, all persons at work need to know the safety
precautions necessary so as not to endanger themselves or others through
exposure to substances hazardous to health. It is important that you assess and
know the hazards associated with all the substances you use and the
appropriate safety and disposal precautions.
Use of hydrofluoric acid, cyanides and related chemicals.
There are special regulations governing the use of these hazardous chemicals. If
any activity involving their use is planned, then the user must first attend courses
on both first aid and the use of HF/CN’s.
All work involving HF is confined to the Specimen Preparation Room in the
Dental Materials Laboratory.
Please arrange for courses with Mrs Sue
Anderson.
17.4
Protective Clothing
Laboratory coats should be worn at all times when working in laboratories.
Safety glasses, safety gloves etc. are provided and these should be worn
whenever appropriate. Please refer to the University of Sheffield “Health and
Safety: Code of Practice” and the Dental School Code of Practice for information
on “Personal Protective Clothing and Equipment”.
17.5
Out of hours working
Although working at weekends is occasionally unavoidable, it should not be
25
considered routine. Working in a laboratory at the weekend or late into the
evening may contravene University health and safety regulations and should not
be necessary in most cases if experiments have been planned carefully. If you
feel it imperative to work in the laboratories out of normal hours (at the
weekend or after 8pm Monday-Friday) you must first complete out of hours
training and gain permission from your Head of Unit (a form is available
from the general office on the ground floor) to have out of hours access. You
must also gain written approval from your supervisor to do so, and ensure
you are not working alone. Furthermore, you must sign in and out of the
out-of-hours book (located on the porter’s desk in School reception) and set
the alarm if you are the last to leave the building. Failure to do so is a serious
offence that may jeopardise your safety and that of others and will result in
your out-of-hours access privileges being withdrawn.
Smoking Policy
17.6
The University adopted a no smoking policy on 1 October 1993 consequently all
University premises are designated no smoking areas.
Fire Evacuation Drills
17.7
At the beginning of each academic year a fire evacuation drill will be held. The
purpose of such a drill is to acquaint all occupants of University buildings with
the sound made by the fire alarm and to familiarise them with the correct
procedures and principles to be followed in an emergency. All students are
required to participate.
When a continuous audible alarm is heard, all occupants must make an orderly
exit from the building using the nearest available exit route. Evacuees should
not congregate outside the building but should proceed to their evacuation
assembly points, which is the car park at the west end of the building. Staff
supervising you at the time will ensure that appropriate action is taken.
If you are working on your own, especially when working out-of-hours (see
below), and an emergency arises, use the emergency number and follow any
instructions given to you carefully.
26
If you smell gas, report it (internal emergency number 2222) from a safe area.
Turn off naked flames and do not operate electrical switches. Go to the main
entrance of the building and wait for assistance.
If you have a large or unknown chemical spill, leave the room and close the door.
Report the situation (internal emergency number 2222) from a safe place. Go to
the main entrance of the building and wait for assistance.
Guidelines for the Safe Use of Display Screen Equipment
In order to prevent strains on your back, limbs and eyes, it is essential to follow
17.8
some basic precautions when using computer terminals. You should ensure that
the chair height and back are well adjusted for you to maintain good posture
and that the leading edge of the keyboard is at least 8 to 10 cm away from the
edge of the desk.
Also, position the screen so as to eliminate glare from
windows or room lights. When using the mouse, make sure that you have room
to rest your whole forearm on the desk. Finally, make sure that you take regular
breaks away from screen work, at least 10 minutes in every hour.
18
Running of the Monitoring Scheme
The Research Monitoring Scheme will be administered by the School of Clinical
Dentistry Research Committee, with secretarial support from the PGR
administrator. A member of the School of Clinical Dentistry Research
Committee, usually the Postgraduate Research Tutor, will be appointed to
undertake the management of the Research Monitoring Scheme. Students may
also want to investigate opportunities for mentoring and other support offered
by the ThinkAhead programme: http://www.shef.ac.uk/faculty/medicinedentistry-health/thinkahead
27
APPENDIX A
Useful web addresses
Dental School Home page
http://www.shef.ac.uk/dentalschool/index.html
School Research pages
http://www.shef.ac.uk/dentalschool/research
Research and Innovation Services support pages for Research Students
http://www.sheffield.ac.uk/ris/pgr
Faculty Graduate School
http://www.shef.ac.uk/faculty/medicine-dentistry-health/graduateschool
Doctoral Development Programme
http://www.shef.ac.uk/ris/pgr/ddpportal
ThinkAhead Programme
http://www.shef.ac.uk/faculty/medicine-dentistry-health/thinkahead
Support for international students
http://www.shef.ac.uk/newstudents/international
28
APPENDIX B
POSTGRADUATE RESEARCH STUDENT - INDUCTION CHECK LIST
THE UNIVERSITY OF SHEFFIELD
SCHOOL OF CLINICAL DENTISTRY
Name of student:
________________________________________
Address:
________________________________________
________________________________________
________________________________________
Daytime Telephone:
________________________________________
Home/Evening Telephone:
__________________________________
E-mail address:
________________________________________
Student Status:
FT
PT
external
University Staff
The following checklist aims to assist the supervisor in discussing with their
postgraduate student information that will support the student during their research.
The checklist is supplementary to the written information supplied by the School and
the University and covers academic and practical matters. It is recommended the
postgraduate students and their supervisor/s discuss these items at an early
supervision session.
29
Outline of roles and responsibilities in relation to:
Tick
when
explained
The supervisor(s)
The Personal Tutor
The Postgraduate Research Tutor
The frequency, duration and location of supervisory meetings. Requirement for
a written record
Arrangements for joint supervision where appropriate
Procedures for the student to go through if they are unhappy, have personal
difficulties or have cause for complaint regarding supervision etc
The progress monitoring process
The confirmation review
Information about the doctoral development programme and agreeing
suitable modules
Office accommodation
PC access in the School
IT resources in the University and how to access IT training
Induction to library facilities in the University
Research seminar programme
University wide postgraduate support/activities
Fire, health and safety, COSHH regulations, swipe cards and times of access to
premises
Car Parking
Student’s signature ____________________________Date___________________
Supervisor’s signature ____________________________Date___________________
C:wdocs\pprresea\pg ind chklist.doc
30
APPENDIX C
Research Ethics and Research Governance
All members of staff within the Dental School, and supervised students who are
registered with the University and who plan to undertake research which involves
human participants, their data or tissue, should ensure that their proposed research is
ethically approved via the appropriate ethics review procedure prior to commencing
such research. This means you and your supervisor must decide whether the project
needs to be reviewed by the NHS ethic committee or by the University ethics committee.
Guidance in making this decision can be found on the school website
(http://www.shef.ac.uk/dentalschool/research/support/ethics_governance/index) or
by speaking to either Dr Lynne Bingle (Research ethics lead for the School of Clinical
Dentistry) or Dr Kathryn Hurrell- Gillingham.
The following information outlines the University’s policies and procedures but it should
be noted that even if your project is subject to the NHS ethics procedure similar
standards of Good Practice will be expected and thus this information is applicable to all
research projects involving human participants.
1.
Good Research Practice
The University of Sheffield is committed to promoting and upholding high standards of
research integrity.
In recent years the University has affirmed and codified its
expectations concerning research conduct through establishing and embedding a
number of policies and procedures, which are kept under review. These include:

The University’s Good Research Practice (GRP) Standards;

The University’s Ethics Policy for Research Involving Human Participants, Data and
Tissue;

The University’s research governance procedure for health care research.
These are available on the website of the Research and Innovation Services:
31
http://www.shef.ac.uk/ris/other/gov-ethics
The GRP Standards apply to all the University's researchers (staff, students and visiting
researchers) and include generic principles for research conduct and research discipline
sensitive guidelines.
The Ethics Policy applies to all University research that is
undertaken by staff or supervised-students and which involves human participants,
either directly (e.g. via interviews, completing questionnaires) and/or indirectly (e.g.
providing human tissue samples). Research governance is a term that comes from the
Department of Health’s ‘Research Governance Framework for Health and Social Care’,
which prescribes a number of standards for the conduct of UK-based health care
research (one of these standards is that health care research must be subject to
independent ethics review). Accordingly, the University’s research governance
procedure applies to all University research that constitutes ‘health care research’, as
defined in the Research Governance Framework. The definition of Healthcare research
can
be
found
at
http://www.sheffield.ac.uk/ris/other/gov-
ethics/governance/definition. In effect, research governance primarily affects the
following University academic departments: Clinical Dentistry, Clinical Psychology,
Human Communication Sciences, Medicine, Nursing and Midwifery and ScHARR.
2.
The University’s Research Governance Procedure
If you plan to conduct health care research then you need to be familiar with the
University’s research governance procedure.
Research and Innovation Services
coordinate the procedure and helps staff and students to successfully navigate its stages.
Before embarking on the procedure it is worth remembering why it exists.
The
procedure is designed to facilitate the Research Governance Framework’s three
objectives:

To protect the rights, dignity, safety and well-being of human participants in
research; and

To further strengthen scientific quality; and

To clarify accountabilities and responsibilities.
32
Depending on the complexity of your particular health care research projects, your
experience of the research governance procedure may bring you into contact with a
number of organisations, but normally there will be interaction with an NHS Trust(s)
and with the National Research Ethics Service. It is worth bearing in mind that the
involvement of outside organisations does mean that the procedure is not always as fast
as might be expected. There is a concerted effort on the part of different organisations
to make the research governance procedure as simple as possible, whilst ensuring that
the three objectives are achieved.
In reality, the majority of research projects undertaken by students within the School of
Clinical Dentistry will not fall within the definition of Healthcare Research and thus will
not be subject to research governance but will still need to be reviewed and approved by
the School of Clinical Dentistry Ethics Committee.
Stage by Stage breakdown of the research governance procedure
Guidance on the University’s research governance procedure is on the Research &
Innovation Services website:
http://www.sheffield.ac.uk/ris
In addition, Dr Lynne Bingle (School Lead for Research Ethics) should be consulted
before commencing the application for approval process.
STAGE 1:
Decide whether the proposed project is a ‘health care research’ project (see the website
for the definition).
STAGE 2:
Decide which organisation should be the project’s ‘research governance sponsor’ (see
the website for the definition). Normally the University agrees to be the research
governance sponsor of ‘investigator-led, multi-site health care research projects’ and
‘investigator-led, single-site health care research projects that do not involve a NHS Trust’.
33
Single site health care research projects that involve a NHS Trust are normally
sponsored by the NHS Trust.
STAGE 3:
The Supervisor registers the proposed project with the University on ‘URMS’ (the
University’s Research Management System). Guidance on URMS, and specific guidance
on how to complete URMS with respect to a supervised-student project, is available on
the Research and Innovation website:
http://www.sheffield.ac.uk/ris
The URMS helpline is: 0114 222 1450.
STAGE 4:
If your proposed project will have an impact on an NHS Trust (i.e. will involve access to
the Trust’s staff and/or patients and/or their relatives and/or to service users and/or to
Trust premises), then register the project with the NHS Trust’s Research Department in
order to apply for NHS R&D approval. You can start to complete the Site Specific
Information form (the SSI form). However, the Trust Research Department will not
review a completed SSI form until it has received written confirmation of ethics
approval and parts A & B of the NHS research ethics application form. The SSI form is
available from the NHS R&D Forum: http://www.rdforum.nhs.uk/001.asp
STAGE 5:
The proposed project must be independently scientifically reviewed. Externally-funded
projects are scientifically reviewed via the external funder's peer review process. With
respect to projects that are NOT externally-funded, the sponsor’s internal scientific
review procedure should be followed. The research governance sponsor needs to
receive written confirmation of scientific approval (if the University is the research
governance sponsor, provide written confirmation of this to Research and Innovation
Services).
STAGE 6:
34
The proposed project must be independently ethically reviewed. This will normally be
via the NHS research ethics service (e.g. if the project will involve patients and/or NHS
staff). The national research ethics service website:
http://www.nres.nhs.uk/. The NHS research ethics application form is available from
this website. Where the University is the research governance sponsor, the University’s
Research Office will provide a Sponsor Declaration Letter (which should be attached to
the NHS research ethics application form). A statement concerning University insurance
should also be attached.
If the project will involve human participants but not NHS patients or NHS staff (e.g. a
healthy volunteers study) then the University’s ethics review procedure will apply (ask
your Supervisor for guidance in navigating this). Guidance is on the School’s website at:
http://www.shef.ac.uk/dentalschool/research/support/ethics_governance/index
The research governance sponsor needs to receive written confirmation of ethics
approval (if the University is the research governance sponsor, provide written
confirmation of this to Research & Innovation Services).
Once you have confirmation of ethics approval you can complete stage 4 (i.e. NHS R&D
approval).
Authorisation
Where the University is the research governance sponsor, once it has received written
evidence of scientific approval and ethics approval it will be able to authorise the project
to commence and explain the post award requirements, which include the need to
establish a project Site File. Where the University is not the research governance
sponsor, in order for the project to commence Research and Innovation Services needs
to receive written confirmation of which other organisation has agreed to be the
research governance sponsor.
35
APPENDIX D
School of Clinical Dentistry
PERSONAL TUTOR’S RECORD:
Name of Research Student _______________________________
Name of Personal Tutor________________________________
Name of Research Supervisor(s) ________________ Year of Study _______________
Research Degree MPhil/PhD
Date for upgrading (if appropriate) ________________
Date of Interview _______________Duration of Interview, _____________________
Opinion of progress:
Are there any particular difficulties being experienced with the research programme?
What advice has been given by the tutor?
Is sufficient advice and expertise available concerning the project? What advice has
been given by the tutor?
What are the student’s current career aspirations? What advice has been given by the
tutor?
36
Are there any external factors affecting the students progress, satisfaction, motivation or
general well-being? What advice has been given by the tutor?
Are there any matters of substance in relation to accommodation, finance, health etc,
that the student has reported? What advice has been given by the tutor?
Are there particular interests (sporting, artistic, personal, altruistic) or achievements
that the student has reported?
Are there any issues about which the student has been advised to seek a confidential
interview with the Research Dean, the Dean of School or any Counselling Service (YES or
NO only)? YES/NO.
Any other comments by the tutor
Any other comments by student
Signature of Personal Tutor ______________Signature of Student__________
37
APPENDIX E
SUGGESTED PhD TIMETABLE
Month
1
Read literature
Identify problem
2-3
Formulate
hypothesis
Design
experiments
3 - 12
Learn techniques Prepare outline of
Start experimental thesis
work
Draft the
Introduction
Draft the
Materials and
Methods and
Results as you go
along
Draft Discussion
12
18
24
30
Finish
experiments
36
SUBMIT THESIS
Start to organise
the bibliography
Finalise Materials
and Methods,
Results,
Introduction and
Discussion
38
APPENDIX F
1st YEAR RESEARCH STUDENT’S REPORT
A report (2 copies, with additional copies required for joint supervisors, industrial
sponsors, etc.) is required by 1st August which should include; a literature review, a
write-up of empirical work completed to date, a plan of future work, a summary of the
DDP e-portfolio and future development plan. The report and the work described will be
the subject of an oral examination by the assessors, normally during October, the
outcome of which determines whether a student is allowed to continue with their
studies towards a PhD or not.
The writing of a report is a useful exercise, in that often it becomes obvious which parts
of the work required further attention, and it helps both students and supervisor to
appreciate in which direction to focus future effort.
It is also desirable to have
occasional practice at report writing and receiving criticism and comment (which can be
used as a basis for revision).
Layout
The layout should take the following form.
Title
Indicate 1st Year Report and Department
Title (Scope of Project)
Author and Period covered
Name of supervisor(s)
Summary
This should be less than one side
Introduction
A concise (i.e. brief) but clear statement of the background to and reason for the work.
Literature Review
39
A complete literature review must be prepared. A summary of the main findings from
the literature should be included in the report. This review may form the basis of a
chapter in your final PhD Thesis. Please endeavour to be critical and avoid mere
chronological collation of references. An entirely uncritical approach will not be
acceptable. The length and content should be discussed with your supervisors who will
grade the review satisfactory/unsatisfactory. You will not be able to proceed beyond
your Confirmation Review without a satisfactory literature review.
Experimental Procedures
It is important to describe your experimental techniques in sufficient detail for the
reader to be sure you are performing the experiments in a careful and scientific manner.
Results
The written part should be a clear statement of the results to-date and, if appropriate, an
evaluation of errors. Results should be presented in tabular or graphical form so as to
facilitate interpretation. At an early stage of the work, if it involves construction of
equipment, this may be a design study, although by the end of the first year there should
normally be some results to report if progress is to be considered as satisfactory.
Discussion
This should discuss the results reported and assess their significance in the context of
previous published work.
Conclusion
A brief summary of what has been achieved, preferably as a list of points.
Research Plan and Time Table
A detailed plan of your research project, along with expected dates for completion of the
various goals must be included. Remember to allow sufficient time for writing-up.
References
Should be indicated in the main text, numbered in order starting at number 1 and in
superscript, and listed at the end of the report. They should be presented in the
following format:
40
1. Bloggs IJ, Friend KL. Title of Paper, J Dent Res, 1974; 42: 1065-1072.
2. Other AN, “Report Writing”, Hypothetical Press, Sheffield. 1978, p27
3. Another BM, Title of Paper in “Research Techniques”, eds. Bloggs IJ and Other AN,
Pronto Press, London, 1986, pp 163 – 195
Appendices
Can be added if necessary to present bulky data, analyses or calculations which would
impede the flow of the main text, but should be kept to a minimum.
Tables
These should be numbered consecutively and headed by explanatory captions.
Figures
These should include all line diagrams and photographs and be numbered consecutively.
Each should have an explanatory figure legend. Diagrams should be produced using
available computer software. Micrographs (either digitised or original prints) should
state magnifications used.
NB. Tables and Figures are best incorporated into the body of the text.
DDP E-portfolio and development plan
A summary of modules/training completed to date should be included in the report,
together with a plan for future skill development, along with expected dates of
completion.
APPENDIX G
SCHOOL OF CLINICAL DENTISTRY
RESEARCH COMMITTEE MEMBERSHIP
2013/14
Director of Research Professor P G Robinson (Committee Chair)
Dean of School
Theme Leaders:
Professor P M Speight
Basic and Applied Research
Dr Craig Murdoch
41
Research Group Leaders:
Clinical and Person Centred
Research
Bioengineering & Health
Technologies
Integrated Biosciences
Professor Martin Thornhill
Professor P Hatton
Dr Graham Stafford
Person Centred &
Dr Sarah Baker
Population Oral Health
Faculty Graduate Research Committee Representative and Dr Dan Lambert
Director of Postgraduate
Charles Clifford Dental Hospital Research Lead
Professor M Thornhill
Faculty Director of Research and Innovation
Professor P Hellewell
Research Support Officer
Dr K Hurrell-Gillingham
Lab Management Group
Representative
Only one of these
representatives per
meeting
Dr Lynne Bingle/Dr Cheryl
Miller/Dr Graham Stafford
Director of Administration
Ms Anna Burrows
Postgraduate Administrator and Secretary to the
Committee
Postgraduate Research Student Representative
Mrs Sue Spriggs
Mr Lav Darda
42
APPENDIX H
HOW TO WRITE A RESEARCH REPORT OR THESIS
These notes are in addition to those provided in the University’s Code of Practice for
Research degree Programmes.
Preparation for your thesis
Preparation starts on the first day of your postgraduate studies. You should ensure that
you keep a record of the papers that you read (used for Bibliography), plus appropriate
notes (used for Introduction and Discussion sections). Record all the methods you use
in detail (e.g. concentrations of solutions, source of materials etc.), record all results in a
lab book or diary (used for results section). Keep graphs, illustrations etc. with the
relevant summary of results as you go along and obtain statistical advice early because
this may influence the design of your study. You may think these things are unnecessary
so early on but if you do not keep careful records you WILL have forgotten important
details by the time you write your thesis. Guaranteed!
Layout
A research report or paper follows a standard format

Introduction

Aims (and objectives)

Materials and methods

Results

Discussion (and conclusion(s))

References
A similar approach is used for a thesis, although variations on this theme are permitted.
A basic layout would be:
Title page

List of publications (if applicable)

Acknowledgments

Abstract

Contents
43

List of figures

List of tables

List of Appendices (if applicable)

Chapter 1
Introduction/Literature Review

Chapter 2
Materials and methods

Chapter 3
Results

Chapter 4
Discussion

Appendices

Bibliography
Alternative layouts can be used, however. For example, Chapter 2 could cover general
methods used throughout the entire study but then other methods could be placed in
separate Chapters along with relevant results. Consequently, the Results could be
broken down into more than one chapter. If this pattern is followed, each chapter may
have a short Introduction, but which does not repeat parts of Chapter 1, appropriate
methods if different from Chapter 2, the results and a short discussion of the results
relevant to that chapter. The general discussion is kept for the final chapter.
A typical model might be:
Chapter 1
Introduction
Chapter 2
General Materials and Methods
Chapter 3
Topic 1
Introduction
Materials and Methods
Results
Discussion
Chapter 4
Topic 2
Introduction
Materials and Methods
Results
Discussion
Chapter 5
etc, etc.
Chapter 6
General Discussion and Conclusions
44
Bibliography
Preparing to write

If possible, read through a couple of other peoples’ theses to get an idea about
layout, approach etc. Your supervisor will probably have copies of these and they
are also available in the library.

Writing Materials and Methods sections is a rather mechanical process and is
often best tackled early as it is relatively simple to do and gets you into the habit of
writing.

Then to start the rest of the thesis, read the relevant literature and prepare a
draft Contents list. Do this first for the Introduction/literature review and then for
your results.
This helps you to organise your data and think about the logic of
your layout and the way your data fit into the knowledge base.

For the Introduction make a list of keywords and points under each topic and then
arrange the sections into a logical order. For example an Introduction might look
like this: Background
 General points
 Specific points
 Identify the gaps in the knowledge base
 Identify the specific problem to be studied
 State the hypothesis being tested
 Identify the aims
Style of scientific writing
Try to do the following:
Use the third person (not “I” or “we”)

Write in the past tense

Be objective

Do not try to be amusing

Avoid unnecessary jargon; use plain, simple English correctly spelt and
grammatically constructed
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
Do not make statements that cannot be supported by your data or that of
others – always reference the source of data or statements

Provide enough detail so that someone could repeat your work

Provide sufficient data so that a reader could re-analyse your data

Add legends for all figures and these should be comprehensible on their own
without the need to consult the text.

Tables should have titles and any abbreviations explained in a legend

Number pages, sections, figures and tables sequentially and logically
Regulations
Consult the University regulations for any specific confines or guidance e.g. length,
content of title page, length of abstract, size of margins, line spacing, binding and
number of copies to be submitted.
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APPENDIX I
GUIDELINES FOR TIMELY SUB-MISSION
In seeking ways to encourage timely submission of higher degree theses, the University
has produced new guidelines and a revised continuation fee structure.
If a student does not submit within their normal registration period (3 years + 3 months
for
a
full
time
PhD)
brief,
three
monthly
progress
reports
from
the
supervisor(s)/student should be sent to the departmental Postgraduate Tutor stating
progress of the thesis and giving an Action Plan for its completion. Research and
Innovation Services will send research students a reminder approximately 6 months
before the expiry of their normal period of registration. This will highlight the benefits
of timely submission with respect to fees (see below). If necessary, this will then be
followed up by a further reminder around 6 months prior to their Time Limit.
The continuation fee is charged on a pro-rata basis starting from the end of the normal
tuition fee paying period of registration until the submission of the thesis or the end of
the registration period, whichever is earlier. In order to encourage students to submit
their theses in good time, the continuation fee is waived within the first three months of
the end of the tuition fee paying period if students submit within this period.
Continuation fees are collected either at the end of the additional year of registration, or
at the point at which a student submits their thesis - whichever occurs first.
For example, if a student on a standard PhD with a normal period of registration of 3
years submits at the end of the fourth year, s/he will be required to pay the full
continuation fee. However, if the student submits before that date, the continuation fee
will be charged on a pro-rata basis. If the student submits within the first three calendar
months of their fourth year, there will be no continuation fee to pay. However, as soon as
the student enters month four of their fourth year, s/he will be required to pay the
relevant continuation fee for four months. This scale then increases each month so that
if, for example, a student submits six months into the fourth year, s/he would pay half
the annual continuation fee.
There are no routine grounds for fee waivers in respect of continuation fees, but the ProVice-Chancellor for Research & Innovation will consider cases put forward by students
47
who feel there are exceptional reasons why they should not have to pay additional fees.
All cases should be channelled via the department to Research & Innovation Services for
consideration by the appropriate Faculty Officer in the first instance.
All fees can be paid at the Income Office, Level 6, University House by cash, personal
cheque, bankers draft, credit or debit card. Payments to be made by credit/debit card
can be made through the Online Payment System. Queries regarding payments should
be addressed to: studentcustomers@sheffield.ac.uk.
Students who have completed their required period of registration for full fee-paying
purposes are entitled to apply to the Student Services Information Desk for an extension
of their UCard (subject to status).
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