Postgraduate Research Tutors Forum 2009 Part 1. Introduction to the Role and Responsibilities of...

Postgraduate ResearchTutors Forum 2009

Part 1

Introduction to the Role and Responsibilities of Postgraduate TutorDr Andy Mullis

Jackie Findlay

Tutors

Dr Andrew Mullis

• Chair of Graduate Board’s Programmes of Study and Audit Group

Jackie Findlay

• Senior Assistant Registrar, Research Degrees and Scholarships Office

Aim

To introduce new postgraduate research tutors to the responsibilities of their new position as defined in the University Code of Practice for Research Degree Candidatures.

Overview

Postgraduate Research Tutor’s Responsibilities

Funding

Administrative Framework

Code of Practice for Research Degree Candidatures

English Language Requirements

Training of Supervisors and Internal Examiners

Qualities Required

Diplomat / Negotiator

Approachable

Realist / Decision Maker

Quality Controller

Administrator / Manager

Saint (patience, resilience)

Responsibilities

To the School / Faculty

• Ensure Code of Practice is in place and monitored.

To the students

• Best interests of student – may mean taking difficult decisions as well as pastoral care.

To the Graduate Board

• Ensure that University policy is observed.

For the Support Staff

• Ensure that the appropriate systems are in place to deliver effective administration and monitoring.

Responsibilities (cont)

To Faculty Graduate School Committees

• Usually a member (but always should have access to discussions on policy and procedures).

Postgraduate Scholarships

• Role in selection procedures for School nominations for University and external competitions.

Appeal Groups

• May have to appear before University panels.

Liaise with Research Student Administration

Link with Head of School

Rely on Head of School and their authority in dealing with difficult / serious issues and as a source of HR information. Build a relationship – report regularly.

Responsibility also to the Director of the Faculty Graduate School.

Examples of relevant support and advice

Difficulties with supervisors (in observing University / School procedures, inadequate supervision, etc).

Difficulties with students (ensure that action is taken, where appropriate, and formal warnings issued if progress is unsatisfactory, complaints by students are handled speedily and fairly, etc).

Need to have access to HR information on staff (to ensure that supervisory arrangements are compatible with University policy)

• Staff on probation

• Staff on sabbatical

• Extended absences (for more than 3 months)

Significant Student Issues

Admissions:

• Is the applicant of the appropriate quality?

• Do the appropriate facilities and expertise exist for the research project?

• Has the application been considered / discussed by at least two people?

• Where practical an interview should be held.

• Be aware of the different categories of research degrees and special nature of the Mastership by Research.

• Issues of eligibility of supervisors.

• English Language issues – see web site

www.leeds.ac.uk/rds/admissionsandregistration/forstaff/english.html

Significant Student Issues (cont)

Registration:• Ensure that the appropriate administrative arrangements are in place for students to

register properly.

Training Plans:• Within one month of commencement, training needs analysis to be conducted between

student and supervisors. This is a new requirement in the last few years – appropriate procedures to be put in place by support staff and to be monitored by Postgraduate Research Tutors.

Personal Development Record:• Ensure a Personal Development Record is created and maintained for each student. This

must include evidence of training needs analysis, record of training and development undertaken and records of official supervisory meetings.

Monitoring Absence and Attendance:• Ensure appropriate arrangements are in place for monitoring attendance with absence

being reported – more on this later


Supervision Meetings:

• Ensure notes are kept and filed appropriately of all formal supervision meetings and they are “fit for purpose”.

• Reservations about progress must be recorded. Students must be made aware of any reservations.

Annual Meeting:

• To take place in absence of the supervisor, normally undertaken by the Postgraduate Research Tutor.

Transfer from provisional category to full degree (PhD):

• Ensure that all time scales and procedures are in place and a transfer report is produced.


Recommendation of Examiners on behalf of School:

• Ensure that the proposed examiners meet University criteria.

• Avoid excessive use of external examiners (particularly by the same research group/supervisor).

Awareness of examination results:

• Does the report adequately explain whether the criteria have been met?

• Is there a pattern to referral/failures?

• Particular supervisors / research groups?

• Any issues for Head of School/Director of Graduate School?

Handover to successor:

• Ensure that appropriate handover material and advice is available.

Submission and Completion

It is in the interests of all concerned for a research student to complete their research degree

The University and external bodies, such as HESA collect data on “submissions” and “completions (awards)”

All students leaving before or at the 12 month point do not count in “submission” rate or “completion” rate statistics

Those permitted to proceed into the second year do count

Both the AHRC and ESRC impose sanctions on those with poor “submission” rates

Submission RatesStarters in 11/03-10/04

Faculty Withdrew in Year 1

Started in Year

2

Submitted within 4 years(%)

Suspensions of study

(%)

Granted Extensions

(%)

Non Submit as FT PHD

(%)

Arts 1 29 62.1 10.3 17.2 10.3

PVAC 5 34 38.2 11.8 41.2 8.8

ESSL 5 37 59.5 24.3 10.8 5.4Bio Sci 7 61 75.4 9.8 11.5 3.3Env 2 39 76.9 10.3 2.6 10.3MAPS 7 81 77.8 3.7 11.1 7.4Eng 9 99 66.7 8.1 18.2 7.1M&H 2 30 60.0 6.7 16.7 16.7LUBS 1 22 63.6 4.5 27.3 4.5

Total 39 432 67.1 9.3 16.0 7.6

Full-time students

HEFCE Qualification Rates

doctoral students* starting in 99/00

doctoral students* qualifying by 05/06 (%)

HEFCE bench mark#

Southampton 254 90 80

Bristol 455 90 80

York 160 86 76

Sheffield 237 84 78

Leeds 288 78 78

* Full-time home and EU doctoral students# expected qualification rate based on institutions profile

Qualification Rates

• HEFCE will monitor “completion rates” (qualifications) in HESA returns

• The time that students take to obtain their qualifications

• If concern, QAA to investigate

• Account taken of discipline, mode of study, local conditions

• Information has been published in THES (“league tables”)

• Funding implications

Issue of extensions and suspensions

Explained fully on page 31 – 32 of the ‘Guide for Research Degree Supervisors’

Points to note

Requests for indefinite suspensions

• Unlikely to be granted. 12 months might be approved and might be extended after a review at the end of 12 months.

• Request will not succeed when the full-time period of study has been completed, the student is in the overtime period and is now in full-time employment and makes the request on the basis of “pressure of work”.

• Must be clear relation between the amount of extra time being requested and the problem encountered.

• Legitimate reasons include ill health (of candidate or close relative), maternity, accidents, unexpected events (e.g. equipment not being delivered).

Funding for UK/EU Students

Census date for registration

• 1st December

• No income unless student registered

Allocation to resource centres based on

• Cost weight of subject

• Subject to School receiving at least grade 4 in RAE 2001

UK/EU Student Funding Rates

Research Cost Band Weighting2007/08 HEFCE research student funding rates per full-time student

High cost laboratory subjects

1.6 £6,813 (+ academic fees)

Intermediate cost subjects

1.3 £5,536 (+ academic fees)

Others 1.0 £4,258 (+ academic fees)

Year 4 of a Full-Time PhD

Overtime Period

No HEFCE funding for the University

No funding for schools

But candidate still entitled to supervision

Administrative Framework

Senate

Graduate BoardResearch Degrees Office

Makes formal offer of a place and final award of degreesPublishes the Research Student handbook and

Ordnances and Regulations for Research DegreesStudent file

SchoolPostgraduate tutor

Student file

SupervisorStudent file

Student

Faculty Graduate School Committee (Director)

Graduate Board

Responsible for research students and for overall strategy concerning all postgraduates

• Representatives from each Faculty

• Student representation (PGA representative and Education Secretary of University Union)

• Groups to address various matters:

Board Works Through:

• Faculty Graduate School Committees

• Postgraduate Research Tutors

• Research Student Administration

Graduate Board Groups

Faculty Graduate School Committees

Programmes of Study and Audit Group

Examinations

Higher Doctorates

Postgraduate Scholarships

Researcher Training and Career Development Steering Group

Steering Committee on Doctoral Training Grants

Graduate Board Terms of Reference (Summary)

• Recommendations to Senate

• Formulation of policies and procedures

• Maintenance of quality and standards

• Communication with Learning and Teaching Board and other University committees

• Delegation of authority to its Groups (e.g. Examinations Group ratifies examination results and awards degrees)

Graduate Board Terms of Reference (Summary) continued

• Approval of new programmes of study and amendments to regulations

• Liaison with LUU and the Postgraduate Assembly

• Oversight of Scholarships for postgraduate students

Code of Practice for Research Degree Candidatures 1

Defines responsibilities of

• Deans

• Faculty Graduate School Committees

• Postgraduate Research Tutors

• Supervisors

• Students

At least two members of staff to consider an application

Supervision by a lead supervisor and at least one other co-supervisor; or one main supervisor together with a Mentor/Adviser

Statement of minimum standards of facilities


• Training plan to be agreed within one month of start and to be reviewed at least annually

• Students encouraged to keep Personal Development Plans

• Students to consult their supervisor before undertaking any additional work at the University

• At least 12 supervision meetings a year for full-time students who first registered before September 2005. At least 10 supervision meetings a year for those who first registered in or after September 2005.

• Supervisors responsible for ensuring that there are written records of formal supervisory meetings


• PGR Tutor or Head of School (or senior member of the School) to meet with student at least annually without supervisors

• Reading and commenting on the whole of the draft thesis prior to submission

• “Mock viva” to be provided when requested by the student

• At least one internal and one external examiner

• Examiners required to submit independent reports prior to the oral

• Supervisors may be an observer at the examination but if not present must be available for consultation

Minimum English Language Requirements 1

For entry to research degree study

IELTS 6.0

• not less than 5.5 in listening and reading and

• not less than 5.0 in speaking and writing)

Internet Based TOEFL (iBT)

• 83 (Overall)

• 18 (Listening),

• 20 (Reading and Speaking)

• 21 (Writing)

Minimum English Language Requirements 2

TOEFL 550

• 4.0 on the Test of Written English or

Computer based TOEFL 220

• an essay rating of 4.0

Some Schools have requirements above these

Students required to provide evidence of English language qualifications before registration

Training For Supervisors

Staff must attend an SDDU course on Research Degree Supervision before being recommended for appointment. Includes experienced staff who are new to Leeds.

Different courses are available:

• Courses for new staff.

• “Briefing” for experienced supervisors.

Training For Internal Examiners

• Graduate Board now requires all members of staff to attend a formal University training course on the role of the internal examiner (SDDU) before being recommended for appointment as an Internal Examiner for the first time

• Should also have passed probation.

• From September 2007: where it has been more than 60 months since a member of staff either acted as Internal Examiner or attended the SDDU training course on the role of the Internal Examiner it will be necessary for the individual to attend the SDDU briefing course for experienced examiners before being appointed as Internal Examiner

Training For Internal Examiners (continued)

On-line Briefing on the Role of the Internal Examiner currently under development – aim to introduce from September 2009

• Take training at any point in the year from any PC

• Increase take up of course

• Expand the pool of potential internal examiners to schools.

• Encourage examiners to undergo training to revise knowledge of procedures even if not needed under 60 months rule?

Summary

The role of the Postgraduate Research Tutor may be summarised as

the enhancement of research quality and research culture within their school, department or unit

the University is committed, as part of its Research Strategy, to increasing the numbers of research students, but not at the expense of quality.

Postgraduate ResearchTutors Forum 2009

Part 2

Overview

Recent Developments

E-thesis and Copyright

The Office of The Independent Adjudicator

Examiners’ Reports

Recruitment and Retention of Postgraduate Research Students

The Postgraduate Tutor’s Leadership Role

Discussion

Recent Developments

Dr Andy Mullis

Jackie Findlay

Recent Developments

Strategy Map – PGR issues

Points-based System

Qualification rates

Registration/HESA issues

Roberts (Generic Skills) Training

On-line Registration

E-theses

Strategy Map

Key theme:

Strategy Map

Student experience PRES increased significance in PGR consciousness. Faculties likely to be more responsive to issues raised

The role of the PGRTRecruit students of highest quality

Maintain appropriate academic standards

Taking hard decisions

Encouraging staff to supervise students where they are not already doing so.

Points Based System – Tier 4

Where are we now?

• All students are now applying for a student visa or student visa extension under the Points Based System

• All students with a start date up to November 2009 should now be in receipt of a “General Student Visa Letter” from the University of Leeds. Whenever a new official University offer letter is sent to an international student, RSA also produce a GSVL.

• RSA also produce the letters for students seeking to extend their visa.

• Only RSA can produce the letters

• Without a correct General Student Visa Letter, UKBA will not issue a visa under any circumstances


What happens Next?• Attendance Monitoring• Universities must report unauthorised non attendance, non registration, suspension and withdrawals to

UKBA

• Guidance produced by the University of Leeds to be issued on monitoring non attendance

• System to be developed by ISS to assist with attendance monitoring

Certificate of Acceptance for Studies (CAS)• General Student Visa Letters to be replaced by an electronic system known as the Sponsor

Management System which generates a CAS (this is a unique number).

• An applicant can be in receipt of multiple CAS but must choose which CAS they wish their Visa to be linked to. It is important that we make offers and issue the CAS quickly.

• The SMS also allows Universities to report on attendance.

• Autumn 2009 – system to be tested on students seeking visa extensions

• Spring 2010 – full go live of PBS and attendance monitoring of all international students who have come to UK under PBS


ISSUES

• Still a lot of unknown detail and awaiting further info from UKBA

• CAS costs the University £10 for each student

• Frequent changes of start date may require multiple CASs, or change of circumstance notifications and will add to administrative load

• UKBA – visa delays. Visa processing previously took between 3 to 14 days across the various countries, it is now taking up to 3 months.

• Issues with attendance monitoring – not easy for RP students

• Must notify RSA of withdrawals and suspensions in a timely manner

HEFCE Qualification Rates

doctoral students* starting in 99/00

doctoral students* qualifying by 05/06 (%)

HEFCE bench mark#

Southampton 254 90 80

Bristol 455 90 80

York 160 86 76

Sheffield 237 84 78

Leeds 288 78 78

Newcastle 158 70 80

* Full-time home and EU doctoral students# expected qualification rate based on institutions profile

Qualification Rates

• HEFCE published first data in Autumn 2007 (1999/2000 starters) - League Tables appeared in THES

• Annual exercise – but – Autumn 2008 data (2000/01 starters) not yet published

• Leeds access to own data – Internal modelling for 2000/01 & 2001/02 starters

Future modelling

Full-time students

Qualification achieved within 7 years

• 1999/00 starters = 78% (already published)

• 2000/01 starters = 85.2%

• 2001/02 starters = 80.8%

Part-time/Mode switch

Qualification achieved within 9 years

• 1999/00 starters = 57.3%

• Significant disparity between Faculties

• Rates from 26.9% - 80%

Future Modelling - Faculty Figures (Includes both Home /EC and Overseas)

2000-01 Cohort

Full-time

2001-02 Cohort

Full-time

1999-00 Cohort

Part-time/Mode Switch

Arts 88.2% 72.2% 47.4%

ESSL 70.0% 71.7% 26.9%

LUBS 66.7% 66.7% 50.0%

PVAC 76.0% 81.3% 42.9%

University Totals

85.2% 80.8% 57.3%

Future Modelling Continued

2000-01 Cohort

Full-time

2001-02 Cohort

Full-time

1999-00 Cohort

Part-time/Mode Switch

Biological Sciences

88.7% 87.5% 80.0%

Engineering 79.1% 75.0% 50.0%

Environment 91.7% 75.8% 33.3%

MAPS 88.5% 86.7% 80.0%

Medicine & Health

89.8% 90.9% 74.2%

University Totals

85.2% 80.8% 57.3%

Non Registration - HESA

Preventing re-registration until upgrade complete

• 01 December – no funding for School

• PBS implications - Universities must report non registration

• HESA – University must report students correctly in HESA return - HEFCE compares 1 December return with the HESA data to ensure the level of funding is appropriate

• Research Excellence Framework (REF) - HEFCE may take data on students and income straight from HESA return

For full-time students - complete upgrade before the end of first year!

Roberts (Generic Skills) Training

May come to an end 2011

On-line Registration

• On-line Registration for research students went live in Spring 2009.

• Further information and workshops will take place with School administrative staff in July to prepare for mass registration.

E-Theses

From 2009/10:

• Submission of an electronic version of a final, successful doctoral thesis will be mandatory for all new students commencing study from September 2009;

• All current doctoral students will be strongly encouraged to submit an electronic version of their final thesis from a date to be announced;

• All new electronic theses deposited by successful doctoral candidates will be assigned an ISBN number;

• Electronic thesis to be provided in PDF format on CD in addition to the hard bound copies of the final thesis already required by the regulations.

• Arrangements to be reviewed after 12 months

E-theses

Actions in place

• Small scale pilot - Thesis Deposit Agreement Form & necessary changes to the Regulations for the Format and Presentation of Theses

• Review to take place after 12 months

• SDDU has incorporated training on copyright issues into its programme of workshops. The Library training for Postgraduate Research Students also highlights copyright issues.

• Doctoral Theses Only - the position with MPhil and Mastership by Research candidates will be reviewed at a later stage. At present these are not made available to the British Library.

• Copyright and Publication Guidance

Secretariat: Legal Affairs

E-THESES and Copyright

Janet Juřica, University Copyright Officer

© 2009 The University of Leeds and Janet Juřica

These slides and related presentation do not constitute legal advice. Specific legal advice should be taken before acting on any topics covered.

To provide a general overview of

why Copyright becomes an issue for E-theses

the type of Copyright issues that may be encountered

the guidance and assistance available ‘centrally’ and through the way the University is handling the development

the implications for supervisors and postgraduate tutors

Hints on how to survive

Legal Adviser’s Office

Aims

Before Digitised Resources Became Available

No third party copyright material in the thesis submitted for examination and subsequently deposited in the Library needed to have been cleared for copyright permissions on an ‘article by article’ or ‘extract by extract’ basis

Copyright issues could be addressed after examination if the thesis content was to be the basis for publications

With Digitisation and E-Thesis Publication

All third party copyright material in an intended E-thesis must be cleared for copyright permission before examination

The copyright status of digitally sourced material is not as clear cut as is the case with ‘hard-copy’ publication


Copyright and Theses: The Basic Issue

General move internationally

Improved perception of the University’s position as a leading research intensive university

‘Vanity’ publishers approaching candidates on an individual basis which potentially results in:

The University’s graduates doing substantial work in preparing their thesis electronically for minimal academic and financial reward

Increased risks in relation to potential copyright infringement with/and repercussions for the University’s reputation


WHY MAKE THESES AVAILABLE ELECTRONICALLY

UK Copyright Law [Copyright, Designs and Patent Act 1988 (CPDA 1988)] Approach dates back to Queen Anne Principles are printed (hard copy) source based Covers the right to copy all recorded forms of ‘expression’ or ‘performance’ regardless of

the media Copyright infringement and encouraging or facilitating infringement (Secondary

Infringement) are criminal offences Based on the principle that, with some exceptions, you can only copy what the copyright

holder is prepared to allow you to copy Developments in the law lag behind what and how it is possible to copy

CPDA 1988 is not appropriate for the digital ageThe Government and European Union are moving very slowly (and contentiously)

May be over-ridden by the contract/terms and conditions imposed by the suppliers of digital media

Claims of infringement are decided under Common Law (copyright holder pursues a case of alleged infringement through the Courts him- or herself)

Highly complex and specialist branch of the law (‘one of the most challenging legal issues for information professionals’ CILIP 2008)


COPYRIGHT: THE LAW

Copying copyright material without explicit permission (copyright infringement) is a civil and criminal offence unless

The copying falls within the limits set by the CPDA 1988 as subsequently amended (’Fair Dealing’, ‘out-of-copyright’ or ‘for criticism and review’) or

The copying is under the terms of a purchased licence: BUT currently in the UK the terms of a licence can over-ride the exceptions under CPDA 1988

Infringement (including Secondary Infringement) can lead to

Fines AND Imprisonment

BUT

Legal costs so high cases rarely come to court

Restitution usually in respect of loss of income (damages) to the copyright holder


COPYRIGHT INFRINGEMENT AND CONSEQUENCES

Individual copyright holders asserting their rights individually particularly for digitally sourced material

Some times aggressively

The copyright permissions status for every (particularly digitally sources) item needs to be checked individually before use

Just because it’s on the Internet does not mean it is ‘copyright free’ (particularly U-tube, Wikipedia etc)

Copyright status may depend on whether the copying is ‘commercial’ or ‘non-commercial’

Proposed copyright enforcement by Internet Service Providers


THE EXTERNAL ISSUES

CDPA 1988 exceptions which may be valuable in thesis publication are: Fair-Dealing - inclusion of an INSUBSTANTIAL extract

But UK Fair Dealing principles are not as generous as under, say, US Law (Fair Use and Educational use)

Criticism and review But the legal position appears never yet to have needed have been tested in the

courts over the use of this exceptions as a defence for inclusion of third party copyright material in a thesis

Included extract must be no more than essential Some e-journals may permit re-use of digitised extracts to students but most do

not – depends on the Publishers (STM Group relatively generous) Some publications may be on ‘copyleft’ or ‘Creative Commons’ licence

principles permitting copying for non-commercial purposes Repositories of copyright cleared articles for educational use have been

developed (e.g. under JISC project funding)


EXTERNAL FACTORS THAT MAY HELP

Staff and students are already required to follow the University’s position on copyright (and IPR)

the Library’s Copyright pages are part of the terms and conditions of service/registration

Experience of academic staff in the varying approaches to the use of copyright material in different disciplines

Promotion of the publication of general ‘take down’ policies

Guidance on copyright issues for theses supported by more specific guidance in the training provided through services including SDDU, the Graduate Centres, the Library and ISS


WHAT WE HAVE

Including Pre-Published Material in Thesis

Additional evidence/material

Supplementary (contextual) Material

Extracts (charts/diagrams)

Embargoing Possible to Cover

Confidentiality Agreements

Commercial exploitation Issues

Future publication in refereed journals


MAIN SPECIFIC ISSUES IDENTIFIED

Keep Records ALWAYS include proper acknowledgement of

‘source’

Provide a link to the URL on which the resource is published rather than downloading a copy

When you find something you want to use check its copyright status. Has itBeen published with permissions enabling its use?

Been published under a Creative Commons or Copyleft type licence?

Been published by one of the STM Publishers who’ve signed up to its scheme permitting some limited digital re-use?


How to Survive I

If not (and not necessarily in this order)

See whether it is available for use via an educational repository

Request permission from the copyright holder (and keep records of your searches/requests to cover the situation of any possible ‘orphan’ work)

Contact the Author to see if the author will let you have (and use) a pre-publication version for which (s)he holds the copyright

If none of the preceding works - assess with great caution whether the material has been reproduced so widely by others than the copyright holder that there is very strong evidence of implied consent – but thereafter only copy with a ‘take down’ policy in place


How to Survive II

“the fact that our system of communication, teaching and entertainment does not grind to a standstill is in large part due to the fact that in most cases infringement of copyright has, historically, been ignored” Mr Justice Laddie, 1996 (reproduced with thanks to Professor Sol Picotto)

Extract from the new Russian Copyright Act, as translated into English (reproduced with thanks to Professor Charles Oppenheimer) :

"In cases of repeated or gross violation of intellectual property, a legal person committing such a violation may be liquidated."


FAVOURITE QUOTES

University Copyright Guidance published by the Library http://www.leeds.ac.uk/library/rights/

Creative Commons http://creativecommons.org/international/uk/

STM (International Association of Scientific, Technical and Medical Publishers) http://www.stm-assoc.org/about-stm/

But get the right ‘guidance’ “2008.2” at http://www.stm-assoc.org/documents-statements-public-co/2008.2%20Scholarly%20Publisher%20Guidelines%20for%20Quotation%20%20Other%20Academic%20Uses%20of%20Excerpts%20Ver%202.pdf

Copyright Compliance: practical steps to stay within the Law, Paul Pedley, Facet Publishing, London 2008

JISC IPR Toolkit (simpler than the earlier version)


HELPFUL LINKS and FURTHER INFORMATION

http://www.leeds.ac.uk/library/rights/

http://creativecommons.org/international/uk/

http://www.stm-assoc.org/about-stm/

http://www.stm-assoc.org/documents-statements-public-co/2008.2%20Scholarly%20Publisher%20Guidelines%20for%20Quotation%20%20Other%20Academic%20Uses%20of%20Excerpts%20Ver%202.pdf



http://www.youtube.com/watch?v=Ul2ODT2-Bc8


COMMERCIAL BREAK

US LAW – THE VIDEO

http://www.youtube.com/watch?v=Ul2ODT2-Bc8

The Office of The Independent Adjudicator

David Wardle


Dr Bob Cochrane

Dr Jim Baxter

Graduate Board’s Examinations Group

• Role in maintaining the quality of Leeds research degrees

• Is made up of a chair and an academic representative from each faculty

• Review every research degree examiners’ report

• Approve, or ask for modifications to, examiners’ reports


• Are written by examiners

• Are signed off by the post graduate tutor

• Are reviewed and approved by Examinations Group

• Proportion not initially approved

• ~20% of pass grades

• ~75% of referrals

• Unapproved reports now returned to postgraduate tutor (previously they were returned to the internal)

Preliminary Examiners’ Reports Should

• Be completed independently

• Indicate areas for discussion at the viva

• Issues should be closed in the final report

• Not indicate a recommendation

Examiners’ Reports Should

• Make a recommendation that is backed up by the contents

• Evidence provided should substantiate the examiners claims

• In the case of referral, describe the work that if completed to the satisfaction of the examiners will result in the award of the research degree

A report will not be approved if

• The recommendation is inconsistent with the content to the report

• There is an absence of evidence supporting claims

• Referral notes for guidance are not sufficiently specific or too constricting

• Absence of signatures or dates

• Unusual dates for example report dated weeks after viva date

• There is any evidence that the report is not joint

• Issues from the preliminary reports are not closed

Examples from reports

The following examples were all taken from reports considered at one Examinations Group meeting.

What would have been your view if you had been a member of Examinations Group?

Consider this from a referral

(ii) comment on the evidence of originality, with an indication of the nature of any such evidence (specific examples should be given):

“The thesis does not offer original material and potential for original contribution to conceptual debates. The thesis needs to be restructured in order to better represent that original contribution.”


(iv) comment on the extent to which the thesis contains matter suitable for publication (specific examples should be given)

“The reverse effect mentioned above has potential subject to further validation

Celebrity endorsement in cross national context”

(v) comment on the written style and overall presentation of the thesis:

“Reability and clarity could be improved”

Consider this recommendation

From a recommendation to award MPhil resulting from a PhD examination

(iv) comment on the extent to which the thesis contains matter suitable for publication (specific examples should be given)

“The thesis is not publishable in whole or part.”


Examiners’ Guidance

(a)(i) provide a brief summary of the reasons for referral:

“Thesis requires changes that are estimated to take greater than 3 months, namely:

1. Re-write the literature review around pre-dominant themes and in a more integrated manner

2. Discussion chapter needs explanation on findings rather than descriptive sections repeating summary of results. Elaboration and link of literature review needs integrating also.

3. Sections of the results chapter need substantial improvements in terms of clarity and focus.

No second viva required.”

Summary

• Ensure

• Decisions are substantiated with evidence

• Narrative is consistent with recommendation

• The exam question is answered

Recruitment and Retention of Postgraduate Research StudentsProfessor Marjorie Wilson

Esme Caulfield

The Postgraduate Tutor’s Leadership RoleProfessor Ian Kirkpatrick

Finally…

Any Questions?

Postgraduate Research Tutors Forum 2009 Part 1. Introduction to the Role and Responsibilities of...

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