- Courses & events
- Vitae researcher development conference 2009: realising the potential of researchers
Vitae researcher development conference 2009: realising the potential of researchers 08 September 2009 - 09 September 2009
A case for formalising skills development frameworks: The Postgraduate Certificate of Professional Development (Researchers) at the University of Ulster
- Day 1
- Start time
- Postgraduate Researcher (practice)
- Dr Mike Davidson - Research Development Programme Advisor, University of Ulster
Dr Paul Lyden - Freelance Trainer, Fistral Training and Consultancy
Mr Fraser Robertson - Freelance Trainer, Fistral Training and Counsultancy
Ms Carol Cochrane - Head: Staff Development Unit, University of Ulster
The University of Ulster has recently validated an 'M' level optional programme for doctoral students and early career researchers. Programme developers have sought to enhance skills development opportunities by providing input in articulated, cognate pathways around broad areas such as communication, learning and teaching, project management, leadership, and information technology in research. Students undertake two level 'M' modules and 2 modules at level 3, one of which is the popular Certified Associate in Project Management (CAPM) through which participants prepare for the externally marked CAPM award, through Project Management International (USA). The newest initiative to the suite is the "Language for Mobility" module. The programme is facilitated within a MOODLE learning site (www.phdskills.org) and supported by a database tracking individual performance relative to attendance requirements for each module. It aims to engender the value of interdisciplinary networking and team working as a means of encouraging cross-cultural competence in research contexts. It further aims to instil a critical appreciation for appropriate research contexts in which discovery, integration, application and communication are sought and practised ethically, and with respect for the environment in which they are undertaken.
- formalising disparate training opportunities - Why?
- underpinning philosophical approach and values
- logistics in multi-campus context * Externally validated components: dialogue with other worlds
- the CAPM - why external input is essential: employability, interviews and project management credibility
- assessment of skills
- recognising training from other contexts within and outside of the university
- keeping the focus on the research project: Prospective and Retrospective registration
- new ventures.
Participants will assess
- value of ariculated training opportunities which provide learners with a validated award distinct fro m and separate to the doctoral programme;
- the extent to which the programme encourages critical reflection, growth in networking and inter-disciplinary interaction between its participants;
- the role of external expertise in contributing to the learner's need to align skills development to the needs of employers and contexts that differ from the higher education context
- the level of support necessary in providing adequate tracking for individuals to record, and reflect on the skills opportunities accessible within, and beyond the university.
Some input describing this provision, including discussion of issues relevant to assessing skills; demonstration of VLE; display of student comments, small group discussion to receive feedback from participants in response to input.