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Document Sample
Faculty of Engineering
Computing
and
Creative Industries
Postgraduate
Development
Record
This document is available online at www.napier.ac.uk/fecci/researchstudents under Administration
FECCI PDR.pdf Oct. 2007 1
Introduction
As part of your research degree You are expected to take responsibility for
programme at Napier University, you must planning and recording your experience
familiarise yourself with the University's and training.
Postgraduate Regulations and comply with
the bi-annual progress monitoring This file should be used to accumulate
procedures. evidence and will be required for the
duration of your time at Napier University.
All Universities now recognise the It is analogous to the CPD schemes
importance of personal and professional operated by many companies, so
development as an integral part of embracing this way of recording learning
becoming a competent doctoral candidate. will be a valuable foundation.
In response to the Roberts Report (2002)
the UK Research Councils issued a Joint Taking a systematic approach to
Skills Statement summarising the generic assessing your strengths and weaknesses
skills expected as part of a PhD training. is a very positive step in personal
These were grouped under the headings: development. By doing this, and recording
Research Management; Personal steady improvement in key skills,
Effectiveness; Communication and confidence grows. This Postgraduate
Presentation; Networking and Development Record will chart your
Teamworking and Career Management. personal journey to successful PhD
completion. We hope that it will be an
In this Faculty we offer a programme of exciting and fulfilling transformation that
training events covering these generic sets you on course for a rewarding career.
skills, together with more traditional
research-oriented events tailored to suit Dr Alison Crerar (a.crerar@napier.ac.uk)
the needs of the three Schools. Faculty Research Training Coordinator
Contents
1. How to use the Postgraduate Development Record 3
2. Personal Details 6
3. Induction 7
4. PhD Progress Plan 9
5. Personal Development Planning 15
5.1 Skills Audit 16
5.2 Personal Development Plan 22
5.3 Development Opportunities 26
6. Record of Activities and Achievements 29
7. Reflective Log 40
8. Resources (Contacts, References, Links, Acknowledgements) 41
Appendix 1 FP forms 44
FECCI PDR.pdf Oct. 2007 2
1. How to use the Postgraduate Development Record (PDR)
The first thing to do is to fill in the personal details in Section 2. If there are changes in
the future, keep these details updated. It is also a good idea to attach an adhesive label
or similar to the inside cover of the PDR folder with your contact details on it, in case you
mislay it.
If you prefer to work with a computer-based version of the PDR that is fine, you can
download the latest version of this document from the Faculty web site (under Research
Students/Administration). In the same place there are editable versions of the various
forms in this document. However, even if you prefer to work on a PC, you will probably
want to keep a paper version of your PDR as it accumulates. Some of the evidence you
collect will be on paper (e.g. certificates of attendance for training events, conference
programmes) and you will probably find the paper folder a more convenient way of
demonstrating what you have been doing to your Director of Studies. Good advice is to
create a backup copy whatever your primary method of working, since losing the PDR
folder would be very inconvenient.
If you are just starting your research degree you should then work through the induction
check list in Section 3. Some of the items will be quick to check off and others will take
longer. So keep returning to this until you have finished. Set yourself targets to complete
a certain number of items each week and let your Mentor speed you through the learning
curve. Read though Section 4. You may not be able to fill in much detail at first, but keep
returning to this section, asking yourself those fundamental questions and working on
your research plan.
In your first month, or thereabouts, and with the help of your Director of Studies, begin
your personal development planning for year 1. To do this, complete the skills audit in
Section 5 and familiarise yourself with the various learning opportunities on offer in
Napier University and beyond. In subsequent years of study you will revisit the skills
audit at least annually, updating your skill levels against the criteria and planning your
next learning objectives.
The journey to mature researcher involves the acquisition of traditional academic skills,
such as literature reviewing, experimental design, data analysis and academic writing,
but equally important are the so called 'personal effectiveness' skills such as networking,
team working, communication and organisation. Your PDR will document progress in all
of these areas. Research activities in the Faculty of Engineering, Computing and
Creative Industries (FECCI) span a wide range of subject areas with an equally diverse
range of methods of enquiry and legitimate research outputs. Personal development
planning should be appropriate to your research area and your Director of Studies will
guide you as to the types of skills and activities that contribute to maturity in your field.
Be strategic in your choice of goals. Take advice about gaps in your knowledge and
FECCI PDR.pdf Oct. 2007 3
skills. Look to the future and your likely employment niche, as well as to the demands of
your particular research project. Push yourself beyond your 'comfort zone'.
Having completed the skills audit, discussed your development targets with your Director
of Studies and considered the training activities available:
complete the Personal Development Plan in Section 5.2;
book your chosen training events as they become available;
insert proof of attendance or other evidence in the Record of Activities (Section
6);
every 3 months or so, write a short reflective log in Section 7 about the training or
other activities you have undertaken and how they have contributed to your
knowledge, skills, confidence, research etc.
Is PDR mandatory or Optional?
PhD Research skills training is a required component of the doctoral programme in UK
Universities. It is implemented in different ways, some institutions prescribing a
mandatory amount of training and making it a requirement for progression and others
leaving the amount to students' discretion.
In FECCI we prefer to leave the amount of training to the discretion of postgraduate
students and their Directors of Studies, trusting that the importance of taking part will be
self-evident. As a guide, it is suggested that you aim to undertake no less than 10
days of personal development (PD) activities per full-time year of study.
Contributing activities should ideally be a mixture of types, to target your personal
development goals and be suitable for your stage of study. For first year students the
core skills provision will contribute to the minimum of 10 days PD activities, leaving about
7 days to fill. FECCI training seminars typically take 2 to 3 hours, so you can consider
these to be half a day (we expect you to do follow up reading, take actions arising from
the seminar, give us feedback and make notes in your log book). If you are teaching, you
might claim that your whole 10 days has been fulfilled by this PD activity, but this would
not satisfy the JSS requirements. So be sensible in planning a programme of activities
that embraces a range of transferable skills.
As you move through the PhD process we will expect to see a discernible transition from
novice to expert; from dependence to independence; from student to academic peer.
Examples of typical PD activities are:
attendance at training events provided by Napier University (e.g., events provided
by the Graduate School, FECCI, C&IT or EdDev);
attendance at external events (e.g., UK Grad School, other universities,
professional societies);
participation at conferences, workshops, doctoral consortia;
organisation of academic or professional events;
delivery of papers/seminars internally, nationally, internationally;
FECCI PDR.pdf Oct. 2007 4
participation in professional fora;
teaching;
publication (progressively more authoritative over time);
pursuit of additional qualifications, such as professional membership or Pg. Cert.
modules taught by Napier University or elsewhere;
appropriate voluntary work.
What you have to do.
You should keep a record of all personal development activities undertaken,
qualifications gained or relevant experience in each academic year. Accumulate this in
Section 6 of this PDR (on the PDA forms). Entries for the academic year just finished
should be photocopied and appended annually to the monitoring form (University FP
form) submitted for the September meeting of the Faculty Higher Degrees Committee.
Copies of completed FP forms should be filed in Appendix 1 of this folder.
In addition, it is a requirement that you:
Attend the University's 'core' research training events in year 1.
Attend regularly for PhD supervision and include in Section 6 of this PDR a list of
all supervision meetings attended (SL form).
Document all supervision meetings in a manner agreed with your Director of
Studies. The SR form in Section 6 is one way to do this. For this folder we ask
you to select 4 supervision events per year (2 for part-time students) as
exemplars of progress and include the meetings notes in Section 6 (using the SR
form or alternative format). If you commence your studies part way through an
academic year, modify the number of supervision records proportionately. Three
SR forms can be found in Section 6 of this document. Photocopy a blank one to
make more, or download one from the FECCI web site.
Take part in the annual FECCI Postgraduate Students' Research Conference.
Have your PDR folder available for inspection when requested by your Director of
Studies and always at your bi-annual progress review meetings.
FECCI PDR.pdf Oct. 2007 5
2. Personal Details
Your full name:
Matriculation number:
School or Research Centre:
Campus, Room no., Tel. extension:
Director of Studies:
Second Supervisor:
Chair of Thesis Panel or other
advisor:
Student Mentor:
Thesis title:
Registration date:
Mode of study Full-time or part-time
Target submission date:
Latest submission date:
List previous academic qualifications
and other experience
Revisit and update this page if any of the details changes during your registration.
FECCI PDR.pdf Oct. 2007 6
3. Induction
This section is relevant to postgraduate students in their first weeks and months at
Napier University. The main person responsible for making sure you settle in well and
have everything you need is your Director of Studies. You should also be assigned a
mentor, who will be a PhD student in your own School. Your mentor is there to help you
with all those little things that can be bewildering in a new environment. If you have
special needs, please let us know as early as you can how we can best support you.
The check list below is an indication of what you should be provided with, know about
and do. Use it to record your progress as a member of Napier's community, and to
remind your Director of Studies where there are gaps. In case of persistent difficulties,
contact your School's Director of Research, whose contact details appear in Section 8.
Facilities differ from School to School and will depend on the nature of your research and
whether you are studying full-time or part-time. Your Director of Studies will explain the
level of provision for your research and circumstances (e.g., whether you are eligible for
a PC and private workspace).
Read through the list of statements below and circle yes when you have the information
or have completed the process, or N/A (not applicable) if it is not appropriate for you. Be
proactive in investigating the facilities available to you and use your mentor to help. If
you identify issues not on this list, add them at the end and tick them off.
Enrolment
Matriculation completed, ID card issued. YES N/A
Director of Studies assigned YES N/A
PhD Mentor assigned YES N/A
Email account(s) operational* YES N/A
PC and desk assigned YES N/A
You have local admin rights set up on your PC YES N/A
Location of toilets, lifts, refectory etc. known YES N/A
Bus services, car parking investigated YES N/A
University web site explored YES N/A
Log book bought and started YES N/A
*Research students are issued with both student and staff email accounts. Without a staff ID
you will miss information about training events by C&IT and EdDev that you are eligible to
attend. Suggest you autoforward from the student to the staff account and use the latter.
FECCI PDR.pdf Oct. 2007 7
Research Environment
you are familiar with
YES N/A
The University's Postgraduate Regulations YES N/A
The Faculty's online materials for Postgraduate students YES N/A
How to register for a PhD training event run by your Faculty YES N/A
The University library, the online catalogue, how to borrow books YES N/A
The subject librarian for your research area YES N/A
Location and use of photocopying facilities YES N/A
Location and use of university telephone YES N/A
Location, names and functions of School admin staff YES N/A
How to access stationery and other consumables YES N/A
Use of software on the University network YES N/A
How to access Napier email from outside the University YES N/A
How to manage your email accounts (e.g. autoforwarding) YES N/A
How to connect your laptop to the University network YES N/A
C&IT's online help materials YES N/A
How to request IT support by phone and email YES N/A
How to access Napier's Student Support Services YES N/A
Location and procedures associated with use of specialist labs or equipment YES N/A
How to book use of facilities (rooms, equipment) YES N/A
Any research budget you can access (for books, travel, equipment etc.) YES N/A
The Programme of seminars run by your School or Centre YES N/A
The PhD Process
Your thesis panel is in place (Director of Studies and Chair of Panel) YES N/A
A pattern of PhD supervision has been established YES N/A
You have attended a series of 'core' PhD induction events YES N/A
Scope, aims, title and probable research methods of your thesis are agreed YES N/A
FP4 form 'Determination of Thesis Title and Programme of Study' submitted YES N/A
Other Matters
Please add these in consultation with your Director of Studies
Please note: if you require any additional equipment or resources for your
research ask your Director of Studies or Head of Research Group, they will
help if they can.
FECCI PDR.pdf Oct. 2007 8
4. PhD Progress Plan
Copy this page and return to it periodically during your PhD to refine your entries
under these fundamental headings. Looking back at previous versions will help
you remember how the emphasis of the work has changed over time. These are
the basic questions around which your entire study hinges.
WHAT are you proposing to investigate (the research topic/problem(s) identified)?
WHY is it worth doing (value or importance)?
HOW will you go about it (research methods)?
WHO will be interested (target audience for the work)?
RESEARCH QUESTIONS
State your research questions if appropriate, or the aims of the work.
CONTRIBUTION(S) TO KNOWLEDGE
State the contribution to know you hope to make
RESEARCH OUTPUTS
State any artefacts you will create as part of this research
FECCI PDR.pdf Oct. 2007 9
Put simply, there are usually three phases to a research project: assimilating previous
work and formulating your research plan; executing your own research; writing up and
disseminating the findings. In practice there are usually iterations within, and sometimes
between, these phases. If you are on target to complete in 36 months full-time, or the
part-time equivalent, you should be moving through the research process roughly in line
with the suggested phases below. Students in the School of Creative Industries
undertaking practice-based PhDs should consult their Director of Studies for advice on
the appropriate activities, and levels of activity, in their field, appropriate for progression
towards doctoral level.
Phase 1: months 1 - 12
Conducting literature review or equivalent, assimilating what has been done
before.
Formulating research questions or objectives.
Identifying opportunities to make a contribution to knowledge.
Acquiring the necessary domain-specific skills to carry out the research.
Securing permissions (e.g. ethical), collaborators, equipment, participants as
necessary.
Doing some preliminary work: design, prototyping, pilot study.
Becoming engaged in the field (networking, seminars, meetings, online fora).
Delivering at least 1 internal seminar and participation at FECCI annual research
conference.
st
Writing 1 year Report and having target degree determined.
Undertaking personal development activities and keeping PDR up to date.
Phase 2: months 13 – 30
Undertaking the empirical work that will answer your research questions or
deliver your planned outputs, and result in a contribution to knowledge.
Delivering at least 1 external seminar or paper and participation at FECCI annual
research students' conference.
Publishing your work in appropriate academic conferences or performing or
presenting it at equivalent meetings/events.
Networking with appropriate academic or professional communities at a deeper
level.
Working on the structure of the thesis and writing parts of it.
Undertaking Personal Development activities and keeping PDR up to date.
Phase 3: months 31-36
Writing the PhD thesis.
Completing any final empirical work or data analysis.
Disseminating the findings in a leading peer-reviewed journal (or activity of
equivalent status for practice-based candidates).
Undertaking Personal Development activities (usually with a focus on career
planning and PhD completion) and keeping PDR up to date.
FECCI PDR.pdf Oct. 2007 10
The grids (RG forms) on the following pages provide a simple way to help you plan your
work. Additional grids can be printed from the online version of this document (see
under Research Students/Administration on the Faculty web site). If you prefer to use a
software tool for project planning, that is fine, just substitute printouts below. We do not
expect you to to be able to complete a detailed plan at the outset. You should,
however, have a rough overall view of the work (such as the scheme above). Use the
first form during year 1 and revise it regularly. Note that as part of the first year report,
full-time students are asked to include a credible work plan for years two and three.
FECCI PDR.pdf Oct. 2007 11
PhD Research Plan year 1 (RG1 form)
Months
1 2 3 3 5 6 7 8 9 10 11 12
Tasks
Things to organise:
FECCI PDR.pdf Oct. 2007 12
PhD Research Plan year 2 (RG2 form)
Months
1 2 3 3 5 6 7 8 9 10 11 12
Tasks
Things to organise:
FECCI PDR.pdf Oct. 2007 13
PhD Research Plan year 3 (RG3 form)
Months
1 2 3 3 5 6 7 8 9 10 11 12
Tasks
Things to organise:
FECCI PDR.pdf Oct. 2007 14
5. Personal Development Planning
The heart of any continuing professional development scheme is a skills audit. This
means a review of your abilities and experience in the light of the requirements for
progression. This may be personal progression (development done for your own
personal enjoyment and sense of achievement); academic progression (to assist you
towards further qualifications or career aspirations) or professional progression (as
required by your employer, or to further job prospects or promotion prospects).
In 2001, a Joint Skills Statement (JSS) issued by the UK Research Councils, set out a
list of transferable skills that PhD students are expected to acquire during their studies.
As postgraduate students vary considerably in their previous education and working
experience, the expectation is that some of these skills will be present on
commencement, some will be explicitly taught and others will be attained as a by-
product of supervised engagement in the research process.
When you first enrol as a graduate student, and thereafter at the beginning of each
academic year, you should undertake a skills audit. Do this by considering your current
level of attainment against each of the JSS criteria in Section 5.1 below and entering a
score in the appropriate yellow column (column 1 the first time you do it; column 2 the
following year, etc.). You can do this on your own, or if you want some objective input,
do it along with your Director of Studies, or a peer.
When you have completed the skills audit, turn to Section 5.2 and fill in your personal
learning objectives for the coming year. This process should be guided by your Director
of Studies who may be able to help prioritise the choices and connect you with relevant
internal and external learning opportunities.
Finally, browse Section 5.3 which gives an overview of the main sources of training
events offered by Napier University. Look at the web sites associated with these to see
forthcoming events. As events matching your development needs become available:
book, attend, record attendance in Section 6 and periodically reflect on progress in
Section 7.
FECCI PDR.pdf Oct. 2007 15
5.1 Skills audit
Consider the JSS criteria in the table below. Characteristic descriptors of an
experienced PhD student are provided to amplify what is meant by each skill.
Rate yourself in the shaded columns below. 4 = I am fully confident in my ability to use
this skill; 3 = I am able to use this skill well, but it could be improved; 2 = I have some
ability but this skill needs improvement; 1 = I have no experience (or little ability) with
this skill and need to put considerable effort in to developing it. Use column one for your
first skills audit, column two for your second and column 3 for your third (this assumes a
full-time student starting at the beginning of the academic year, October). Add more
columns if you need them.
The ability to recognise and validate problems
Original independent and critical thinking
A knowledge of recent advances in my field
and related areas
An understanding of relevant research methodologies
and techniques and their appropriate application in
my research field
The ability to critically analyse and evaluate my
findings and those of others.
An ability to summarise, document and report on
progress.
FECCI PDR.pdf Oct. 2007 16
Rate yourself in the shaded columns below. 4 = I am fully confident in my ability to use
this skill; 3 = I am able to use this skill well, but it could be improved; 2 = I have some
ability but this skill needs improvement; 1 = I have no experience (or little ability) with
this skill and need to put considerable effort in to developing it.
Show a broad understanding of the context, at the national
and international level, in which research takes place
Demonstrate awareness of issues relating to the rights of
other researchers, research subjects and others who may
be affected by research, e.g., confidentiality, ethics,
copyright, ownership of data and Data Protection Act.
Demonstrate appreciation of standards of good research
practice in this university and in your subject area.
Understand relevant health and safety issues and
demonstrate responsible working practices
Understand the processes for funding and evaluation of
research.
Justify the principles and experimental techniques used in
my own research.
Understand the process of academic or commercial
exploitation of research results.
FECCI PDR.pdf Oct. 2007 17
Rate yourself in the shaded columns below. 4 = I am fully confident in my ability to use
this skill; 3 = I am able to use this skill well, but it could be improved; 2 = I have some
ability but this skill needs improvement; 1 = I have no experience (or little ability) with
this skill and need to put considerable effort in to developing it.
Apply effective project management through the setting of
research goals, intermediate milestones and prioritisation of
activities.
Design and execute systems for the acquisition and
collation of information through the effective use of
appropriate resources and equipment.
Identify and access appropriate bibliographical resources,
archives, and other sources or relevant information.
Use information technology appropriately for database
management, recording and presenting information.
FECCI PDR.pdf Oct. 2007 18
Rate yourself in the shaded columns below. 4 = I am fully confident in my ability to use
this skill; 3 = I am able to use this skill well, but it could be improved; 2 = I have some
ability but this skill needs improvement; 1 = I have no experience (or little ability) with
this skill and need to put considerable effort in to developing it.
Demonstrate a willingness and ability to learn and acquire
knowledge.
Be creative, innovative and original in your approach to
research.
Demonstrate flexibility and open-mindedness.
Demonstrate self-awareness and the ability to identify your
own training needs.
Demonstrate self-discipline, motivation and thoughtfulness.
Recognise boundaries and draw upon/use sources of
support as appropriate.
Show initiative, work independently and be self-reliant.
FECCI PDR.pdf Oct. 2007 19
Rate yourself in the shaded columns below. 4 = I am fully confident in my ability to use
this skill; 3 = I am able to use this skill well, but it could be improved; 2 = I have some
ability but this skill needs improvement; 1 = I have no experience (or little ability) with
this skill and need to put considerable effort in to developing it.
Write clearly and in a style appropriate to purpose, e.g.,
progress reports, published documents and thesis.
Construct coherent arguments and articulate ideas clearly
to a range of audiences, formally and informally through a
variety of techniques.
Constructively defend research outcomes at seminars and
viva examination.
Contribute to promoting public understanding of your
research field.
Effectively supports the learning of others when involved in
teaching, mentoring or demonstrating activities.
FECCI PDR.pdf Oct. 2007 20
Rate yourself in the shaded columns below. 4 = I am fully confident in my ability to use
this skill; 3 = I am able to use this skill well, but it could be improved; 2 = I have some
ability but this skill needs improvement; 1 = I have no experience (or little ability) with
this skill and need to put considerable effort in to developing it.
Develop and maintain co-operative networks and working
relationships with supervisors, colleagues and peers, within
the university and in the wider community.
Understand the impact of my behaviour on others when
working in and contributing to the success of formal and
informal teams.
Listen, give and receive feedback and respond perceptively
to others.
Appreciate the need for and show commitment to continued
professional development.
Take ownership of and manage your career progression,
set realistic and achievable career goals and identify and
develop ways to improve employability.
Demonstrate an insight into the transferable nature of
research skills to other work environments and the range of
career opportunities within and outside academia.
Present your skills, personal attributes and experiences
through effective CVs, applications and interviews.
FECCI PDR.pdf Oct. 2007 21
5.2 Personal Development Plan
This section is for recording your learning objectives for the coming academic year. First
make sure you have completed a skills audit using the framework in Section 5.1.
Discuss your self-assessment with your Director of Studies: his or her perceptions of
your strengths and weaknesses may be a little different from your own. With guidance
from your Director of Studies, formulate on the appropriate planning form over page
your personal development priorities for the coming year.
This process of self-assessment, goal setting, learning, recording keeping, reflecting
and then self-assessing again is a well-known model in adult education, known in
business as the CPD cycle. CPD is an acronym for Continuing Professional
Development. Many companies now require their employees to participate in a formal
ongoing personal development process. Indeed, some professions require a minimum
amount of CPD to be undertaken to retain a licence to practice. For individuals who are
self-employed or move their employment frequently (and thus do not have long-standing
senior colleagues to vouch for them), a CPD record documenting what they have done
is increasingly seen as the way to authenticate professional development. The diagram
below shows the Personal Development cycle used for research students in this
Faculty.
FECCI PDR.pdf Oct. 2007 22
Personal Development Planning Year 1
Refer to your skills audit ratings for year 1 (Section 5.1) to calculate a rough average
rating for each of the JSS skills categories below. Shade the progress bars (rows)
below accordingly to give an 'at-a-glance' comparison of your relative standard in
each.
1 1.5 2 2.5 3 3.5 4
Research skills & Techniques
Research Environment skills
Research Management skills
Personal Effectiveness skills
Communication skills
Networking, Teamworking & career skills
Career Management
In the box below, list your personal development priorities for the coming year.
Note: If you are a part-time student, still complete this process every year but adjust your proposed
PD activities to reflect your circumstances.
FECCI PDR.pdf Oct. 2007 23
Personal Development Planning Year 2
Refer to your skills audit ratings for year 2 (Section 5.1) to calculate a rough average
rating for each of the JSS skills categories below. Shade the progress bars (rows)
below accordingly to give an 'at-a-glance' comparison of your relative standard in
each.
1 1.5 2 2.5 3 3.5 4
Research skills & Techniques
Research Environment skills
Research Management skills
Personal Effectiveness skills
Communication skills
Networking, Teamworking & career skills
Career Management
In the box below, list your personal development priorities for the coming year.
FECCI PDR.pdf Oct. 2007 24
Personal Development Planning Year 3
Refer to your skills audit ratings for year 3 (Section 5.1) to calculate a rough average
rating for each of the JSS skills categories below. Shade the progress bars (rows)
below accordingly to give an 'at-a-glance' comparison of your relative standard in
each.
1 1.5 2 2.5 3 3.5 4
Research skills & Techniques
Research Environment skills
Research Management skills
Personal Effectiveness skills
Communication skills
Networking, Teamworking & career skills
Career Management
In the box below, list your personal development priorities for the coming year.
FECCI PDR.pdf Oct. 2007 25
5.3 Development Opportunities
In Section 5.2 you identified personal development priorities for the coming year. These
can be acquired in a number of ways. Your Director of Studies is a key resource at all
stages of your research degree. Ideally he or she will be a major influence on your
academic and personal development, sharing skills and experience; helping you to
make contacts; suggesting where and when to publish; showing by example and by
constructive criticism how to write for an academic audience in your discipline;
explaining the methods of enquiry and of analysis appropriate in your field; introducing
you to authoritative sources; encouraging in you the highest standards of integrity in the
conduct and reporting of your work. But even the most effective Director of Studies
cannot be expected to facilitate all aspects of the personal development you need. It is
now recognised that a doctoral programme should be a broader experience than
previously. So, while Directors of Studies remain as important as ever, their input is
supplemented by a range of other resources.
Central to the UK Research Councils' philosophy on transferable skills training, is the
view that research students should take responsibility for their own development. Thus
we encourage you to embrace this PDR scheme, take responsibility for your personal
implementation of it and give us feedback if you find there are development needs we
are not addressing.
The diagram below illustrates, in a light-hearted way, some of the sources of personal
development open to you.
FECCI PDR.pdf Oct. 2007 26
The research student is shown carrying his PDR in a brief case. The figure moves
upwards (in maturity) as he travels the PhD path, gathering on the way an eclectic mix
of learning experiences from a variety of sources. Notice that some of these are internal
to Napier University (provided by this Faculty, C&IT, EdDev, the Grad School), while
others are external (e.g. UK Grad School, conferences, networking). The sources
shown in the cartoon are not exhaustive, you may use any others suitable for your
needs. Employment can be a source of learning, as can voluntary work. Students,
particularly those in the School of Creative Industries, may be undertaking creative or
practice-based research where evidence of professional development may come from
very different activities such as assessing entries in design competitions; giving public
performances; organising exhibitions and so forth. The journey from novice to expert in
these fields may be marked by rather different indicators from those used in traditional
scientific or quasi-scientific disciplines. This PDR scheme is discipline-independent and
should be flexible enough to suit all our research areas equally. It will evolve and your
feedback is welcome.
We hope that over time you will feel fully part of the research community at Napier
University, understanding how your Research Group or Centre relates to the School, to
the Faculty and more widely to the central services (such as C&IT and EdDev) who
support us all. The diagram below illustrates these relationships. You will receive regular
notification through email about forthcoming events within the University and how to
book them. In section 8 of this document you will find URLs associated with the main
sources of PD activities. Please explore the web sites to learn more about the main
service providers: the web sites often contain useful resources as well as information on
forthcoming PD events. The Faculty's PhD Training Programme is available in mid-
October and additions/changes appear from time to time during the year.
FECCI PDR.pdf Oct. 2007 27
In any year we will offer a programme of training seminars composed of topics such as
the ones listed below. Feedback is always requested via online survey after every
event you attend, and we take account of that in the design of future seminars.
Suggestions for seminar topics are welcome at any time. Also, if you have ideas for
student-led events, self-help groups or other activities please contact Alison Crerar.
Research skills and techniques Career Management
Analytical skills Strategic approaches to career building
Literature searching CV production
Literature reviewing & critical reading Interview skills
Introduction to research methods Writing grant proposals
Qualitative research methods Self-employment & entrepreneurship
Quantitative research methods Employer expectations of PhD grads
Data analysis techniques
Critical thinking Research Environment
IT skills The practice-based PhD
Reference management with Endnote Ethics, IP and data protection (core)
Advanced word processing University Regulations & procedures (core)
PowerPoint Health & Safety (core)
Database design Plagiarism avoidance (core)
Statistical analysis with Excel and SPSS The PDR scheme (core)
Personal Effectiveness skills Communication skills
Teamworking Writing a literature review
Networking Writing a conference paper
Project planning & time management Academic writing
Creative thinking Preparation of the thesis
Stress management Oral presentation skills
Getting the best out of your supervisor Taking the viva in your stride
Effective poster design
Visual communication
FECCI PDR.pdf Oct. 2007 28
6. Record of Activities and Achievements
This is the Section in which you should accumulate evidence about all the personal
development activities you undertake during your research degree. In Section 1 we
listed examples of typical PD activities.
Three Personal Development Activity forms (PDA forms) are provided below to list PD
activities and dates. Put other evidence such as certificates of attendance, conference
programmes and copies of publications in this section. Plastic pockets can be useful to
organise them. Photocopy a blank form to create extras, or download the form from the
FECCI web site.
List dates of all PhD supervision meetings on the Supervision List forms (SL forms)
provided. This is a quick way for you to keep an eye on the regularity of these meetings
and to make sure lengthy periods of time do not pass without contacting your
supervisor.
Document more fully in this folder a minimum of 4 supervision meetings per year (2 for
part-time students) on the Supervision Record forms (SR forms) provided. Create
additional forms by photocopying or downloading them. Remember, we expect you to
write up business-like notes from all your supervision meetings, using these forms or in
another format, as you agree with your Director of Studies. For your PDR folder we ask
that you select 4 exemplars that reflect significant developments in your progress.
FECCI PDR.pdf Oct. 2007 29
Record of personal development activities (PDA form)
Name:
Academic year:
Date Activity, experience, qualification
FECCI PDR.pdf Oct. 2007 30
Record of personal development activities (PDA form)
Name:
Academic year:
Date Activity, experience, qualification
FECCI PDR.pdf Oct. 2007 31
Record of personal development activities (PDA form)
Name:
Academic year:
Date Activity, experience, qualification
FECCI PDR.pdf Oct. 2007 32
List of all PhD supervision meetings (SL form)
Name:
Academic year:
Date Present
FECCI PDR.pdf Oct. 2007 33
List of all PhD supervision meetings (SL form)
Name:
Academic year:
Date Present
FECCI PDR.pdf Oct. 2007 34
List of all PhD supervision meetings (SL form)
Name:
Academic year:
Date Present
FECCI PDR.pdf Oct. 2007 35
Record of selected PhD Supervision meetings (SR form)
Name:
Academic year:
Date:
Present:
Progress since last supervision meeting
Issues to be discussed at this meeting
Advice given and targets for next meeting
FECCI PDR.pdf Oct. 2007 36
Record of selected PhD Supervision meetings (SR form)
Name:
Academic year:
Date:
Present:
Progress since last supervision meeting
Issues to be discussed at this meeting
Advice given and targets for next meeting
FECCI PDR.pdf Oct. 2007 37
Record of selected PhD Supervision meetings (SR form)
Name:
Academic year:
Date:
Present:
Progress since last supervision meeting
Issues to be discussed at this meeting
Advice given and targets for next meeting
FECCI PDR.pdf Oct. 2007 38
Record of selected PhD Supervision meetings (SR form)
Name:
Academic year:
Date:
Present:
Progress since last supervision meeting
Issues to be discussed at this meeting
Advice given and targets for next meeting
FECCI PDR.pdf Oct. 2007 39
7. Reflective Log
Use this section to reflect on the personal development activities you have completed. What
did you learn? How will you use the new knowledge or skills?
Every three months or so, take stock of the progress you have made. What have you
achieved? If progress has been slow, what are the problems and how are you planning to
tackle them? How is your supervision going? Are there issues you need to raise with your
Director of Studies?
Think of this section as an irregular blog – your space to chart the emotional ups and downs
of the PhD journey. Be honest with yourself as you reflect on what you have done, what
remains to be done and the transformation taking place in your knowledge, skills and
confidence. You may keep this section private if you prefer, but share what you can with
your peers and take any concerns you have to your Director of Studies.
FECCI PDR.pdf Oct. 2007 40
8. Resources
Contacts
Director, Napier Graduate School Faculty Research Training Coordinator
Prof. Diana Woodward Dr Alison Crerar
Room G18, Merchiston Room C58, Merchiston
Tel: 0131 455 2430 Tel: 0131 455 2710
d.woodward@napier.ac.uk a.crerar@napier.ac.uk
Faculty Director of Postgraduate Research Director School of
Studies & Research Director School of Engineering & Built Environment
Computing Prof. Brian Sloan
Prof. Jessie Kennedy Room D57, Merchiston
Room C60, Merchiston Tel: 0131 455 2642
Tel: 0131 455 2772 b.sloan@napier.ac.uk
j.kennedy@napier.ac.uk
Research Director School of Creative
Industries
Dr Chris Atton
Room 519, New Craig
Tel: 0131 455 6127
c.atton@napier.ac.uk
Learning Information Services (Library) Director, Student Support Services
Research Support Advisor Derek Davidson
Dr David Cumming Room B40, Merchiston
Room L15, Merchiston Tel: 0131 455 2921
Tel: 0131 455 2367 d.davidson@napier.ac.uk
d.cumming@napier.ac.uk
FECCI PDR.pdf Oct. 2007 41
References
Engineering and Physical Sciences Research Council (2007, May 28). Joint statement on skills
training. Retrieved June 19, 2007 from
http://www.epsrc.ac.uk/PostgraduateTraining/JointStatementOnSkillsTraining.htm
HM Treasury (2002, April). SET for success: the supply of people with science, technology,
engineering and mathematics skills. The report of Sir Gareth Roberts’ review. Retrieved June 19,
2007 from
http://www.hm-treasury.gov.uk/documents/enterprise_and_productivity/research_and_enterprise/ent_res_roberts.cfm
Park, C. (2007, January). Redefining the doctorate. Retrieved June 19, 2007 from
http://www.heacademy.ac.uk/embedded_object.asp?id=22136&prompt=yes&filename=Chris Park
The Quality Assurance Agency for Higher Education (2004, September). Code of practice for the
assurance of academic quality and standards in higher education: section 1 postgraduate research
programmes. Retrieved June 19, 2007 from
http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section1/postgrad2004.pdf
Useful links
Napier University Graduate School
http://www2.napier.ac.uk/depts/graduate/graduate_school.html
Find the Research Degree Regulations and links to FP progress monitoring forms here
FECCI Research Students' Resources
http://www.napier.ac.uk/fecci/researchstudents
in the 'Links' section of this site you will find more hyperlinks relevant to research students
C&IT Services (see particularly Staff Training Schedule)
http://staff.napier.ac.uk/Services/citservices
Educational Development (EdDev)
http://www2.napier.ac.uk/ed
Napier Library
http://staff.napier.ac.uk/Services/Library
Napier Student Support Services
http://staff.napier.ac.uk/Services/SSS
The UK Grad programme (see especially their Resources section)
http://www.grad.ac.uk
John Wakeford’s Bibliography for Research students and their Director of Studies
http://www.sussex.ac.uk/tldu/documents/bibliography-_selectjan2007.pdf
FECCI PDR.pdf Oct. 2007 42
Acknowledgements
The development of this PDR scheme owes a great deal to the many good examples
created by other universities and professional bodies. In particular, I have incorporated
ideas from:
The Royal Society of Chemistry http://www.rsc.org/images/skillsrecord_tcm18-17095.pdf
The University of St. Andrews http://www.st-andrews.ac.uk/gradskills/
(especially for the tables reproduced in section 5.1 from their Development Needs Analysis, which in
turn were adapted from the University of Manchester and Heriot-Watt University)
The University of Central Lancashire, Faculty of Science and Technology (Research
Student Progress File 2006 (kindly supplied by Clare Altham).
The contents of this document may be used by others, subject to an appropriate acknowledgement.
Dr Alison Crerar
Faculty of Engineering, Computing and Creative Industries
Napier University, Edinburgh.
September 2007.
FECCI PDR.pdf Oct. 2007 43
Appendix 1
Use this section to file copies of submitted FP forms. These are the forms used at your bi-
annual progress review meetings. They can be found by following the 'FP forms' link on the
Napier Graduate School homepage.
FECCI PDR.pdf Oct. 2007 44
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