Dr Joan Smith

1
Dr Joan Smith
An introduction to research training and student
services at the University of Leicester

• Postgraduate Training Co-ordinator
• Student Learning Centre

2
Overview

• Introduction to SSDS
• Introduction to Research Student Team and Student
  Learning Centre
• The PhD and the world of work
• Tackling academic research

3
Sources of support

• Student Support and Development Service (see
  Making Connections leaflet and website)
  http//www.le.ac.uk/ssds/
• Student Learning Centre http//www.le.ac.uk/ssds/s
  lc

4
Location

• SLC and Student Development Zone (study guides,
  reference materials, career planning information,
  support staff, help desk etc) 2nd floor of
  library.
• Graduate Reading Room, 1st floor, library.

5
Research Student Team

• Dr Joan Smith Postgraduate Training Co-ordinator
  (links with Arts, Humanities and Social
  Sciences)
• Dr Kevin Byron Research Skills Developer (links
  with Science and Medicine)
• Ms Elizabeth Newall Events Co-ordinator
• Mrs Monica Latham Postgraduate Events
  Administrator

6
Support offered

• Central workshops http//www.le.ac.uk/ssds/slc/wor
  kshops
• Web-based support
• Consultations
• In-faculty support and teaching

7
Events

• Festival of Postgraduate Research
• Gradschool
• Student-led conferences
• Charity Match
• Doctoral Inaugural Lectures

8
Thinking about your future career

• Changing views of the PhD
• Increasing emphasis on development of
  transferable skills
• Preparation for future career begins now exploit
  opportunities to develop a repertoire of skills
  as a researcher and a professional.

9
What are transferable skills?

• Skills you develop during the PhD process which
  are of benefit in the world of industry and
  commerce, e.g., planning, project management,
  presentation skills, clarity of expression,
  networking skills, analytical skills etc.

10
What is meant by academic research?

• A focused and systematic enquiry that goes
  beyond generally available knowledge to acquire
  specialised and detailed information, providing a
  basis for analysis and elucidatory comment on the
  topic of enquiry (Johnson 1994, p.3).

11
Defining research key words and phrases

• Focused
• Systematic
• Beyond (generally available knowledge)
• A basis for discussion and elucidatory comment

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A basis for analysis and elucidatory comment

• Data acquired must provide a basis for what
  researchers conclude from their enquiries.
• Research conclusions should not derive from
  preconceptions or received wisdom.
• The findings of research may overturn
  preconceptions and challenge received wisdom, or
  they may confirm either or both.

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• It is what the research enquiry discovers that
  must be subjected to analysis by the researcher,
  whose task it is then to offer elucidatory
  comment or exposition which will help other
  interested parties to think freshly about the
  subject (Johnson 1994, p.4).

14
Approaching academic writing

• Your writing should attempt to be
• developmental
• concise
• objective.
• You will need to manage
• your time
• your reading, field work and drafting processes
• your personal biases.

15
Respecting British academic writing conventions

• Structure of report
• Acknowledging sources, referencing and avoiding
  plagiarism
• Standard of English

16
Structuring your report

• Title (subtitle?)
• Acknowledgements
• Contents
• Abstract
• Aims and purpose of study
• Review of Literature
• Methodology
• Statement of results
• Analysis and discussion
• Summary and conclusions
• References
• Appendices

17
Referencing

• Academic honesty and avoiding plagiarism
• Careful note-keeping and use of bibliographical
  software
• Conventions for citing references.

18
Summary

• Support available from SSDS/SLC/RST and website
• Take up opportunities to hone your research
  skills and enhance your employability by taking
  part in events/conferences/workshops etc
• The PhD is your apprenticeship in academic
  research expect to be challenged and to develop
  as a researcher.

19
References

• Johnson, D. (1994) Research methods in
  educational management Longman Leicester