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
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 Studies[1] minutes should be forwarded to Naomi Hammond, Academic Development Unit.
Research Degree Programme Title(s) Please group if appropriateProgramme 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 / Yes / No
If yes please state School:
Does the programme involve a partnership arrangement outside the University? / Yes / No
If yes please state School:
Has the programme been through external accreditation in the past year? e.g. ESRC recognition exercise. / 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. 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 taken2. 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 evaluationi.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 Universityi.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 etcPlease 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 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 techniquesi.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 / CommentDesk
Bookshelves
Filing cabinet
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/DepartmentPlease 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 / Overseas / TOTALFull-time internal
Full time external
Part-time internal
Part-time external
TOTAL
Offers
2009/10 / UK & EU / Overseas / TOTALFull-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+ / TOTALFT 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
Number of 'writing up' students
Please indicate whether students are in their first or second year of writing up. / Yr 1 / Yr 2
Number of students who have submitted and are awaiting examination
Number of students revising/resubmitting thesis
Please indicate whether they have been given 6 or 12 months in which to carry out any amendments. / 6 months / 12 months
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 supervisorsNumber 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.
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 supervisorsRelevant minute from Board of Studies
List of research student representatives
Signed: ______(Senior Tutor/Director Research)
Date: ______
Signed: ______(Dean of School/Head of Department)
Date: ______
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.
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.
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.