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Graduate SchoolMRes Student Log

2018/19

1 | R V C G r a d u a t e S c h o o l · R e s e a r c h S t u d e n t L o g

The Royal Veterinary College London - Contact informationPlease consult the appropriate website before using email addresses or telephone numbers.

Graduate School University of London Accommodation Office

Web Site http://www.rvc.ac.uk/study/postgraduate Website www.lon.ac.uk/accomTelephone +44 (0) 20 7468 5134 Telephone +44 (0) 20 7862 8880Email [email protected] Email [email protected] RVC Learn https://learn.rvc.ac.uk/login/index.php

RVC Advice Centre

The Advice Centre staff are here to offer advice, information and advocacy to students and to help you make your time at the College a success.

Advice Centre Manager (based at Camden)Fiona Nouri Email: [email protected] Tel: 020 7468 5037 (ext. 5037)

Student Adviser Email: [email protected] Tel: 01707 667 140 (ext 7140)

CounsellingEmail: [email protected] Tel: 01707 284 453 (confirm which Campus you are from)

Dyslexia/Dyspraxia and disability-related enquiriesEmail: [email protected] Mobile: 07595 203 143 or ext 5037

Financial or welfare-related enquiriesShelley Richards Email: [email protected] Tel: 020 7468 5037 (ext. 5037)

Educational DevelopmentBeen out of education for a while/not used to the academic system in the UK and need some advice on study strategies?Contact [email protected]

RVC CareersKirsty Whitelock Email: [email protected]

Overseas Travel Policy for Students (Approval and advice) https://intranet.rvc.ac.uk/professional-services/estates/health-and-safety/information-a-to-z.cfm#Travel

College AddressesCamden Campus Hawkshead CampusRoyal College Street Hawkshead LaneLondon NW1 0TU North Mymms, Hatfield

Hertfordshire AL9 7TA

Telephone +44 (0) 20 7468 5000 Telephone +44 (0) 1707 666333Fax +44 (0) 20 7388 2342 Fax +44 (0) 1707 652090

Nightline – Confidential advice and support for studentsTelephone +44 (0) 20 7631 0101 Website www.nightline.org.uk


http://www.nightline.org.uk/

https://intranet.rvc.ac.uk/professional-services/estates/health-and-safety/information-a-to-z.cfm#Travel

mailto:[email protected]







https://learn.rvc.ac.uk/login/index.php



http://www.lon.ac.uk/accom

http://www.rvc.ac.uk/study/postgraduate

Welcome to the Royal Veterinary College, London

The College is justifiably proud to be judged excellent at delivering both high quality postgraduate education and high quality research. The Graduate School staff are committed to supporting the training and education of all RVC postgraduate students. We’re here to facilitate your progress, to provide you with help when necessary, and to celebrate your successes with you.

We believe that the MRes Student Log will assist you in developing and advancing your academic, discipline-specific and transferable (professional; generic) skills.

We wish you the best for your studies and research at the RVC.

Prof Kristien VerheyenHead of the Graduate School

If foundThis log forms an important part of the student’s development. If found, please return to the nearest RVC building and it will be forwarded to the student or to his/her Department. Alternatively please post to:

The Graduate SchoolRoyal Veterinary CollegeRoyal College StreetLondon NW1 0TU

Student’s name

Department

Campus

Important Contacts

1.

2.

3.


ContentsPage3 Welcome to the Royal Veterinary College, London4 Contents5 Rationale and how to use the Log6 A Guide to Skills Development

8 SECTION A Summary Record

11 SECTION B Record of your Skills Self Audit and formal Supervisory Sessions12 Initial Supervisory Session (continued on page 26)13 Learning Needs Analysis (LNA) at the start of the MRes22 2 month supervisory session24 5 month supervisory session26 8 month supervisory session28 11 month supervisory session 29 Learning Needs Analysis (LNA) at the end of the MRes

37 SECTION C Record of your Skills Development 38 List of seminars attended46 List of workshops/courses attended47 List of presentations given48 List of publications


Rationale and how to use the logPurpose of the LogThis Log has been prepared to assist you throughout your degree programme at the RVC. It provides a framework for recording details related to your MRes, scheduled supervisory meetings and activities concerning the development of academic and key skills. The log will also help you to assess your progress and to plan and chart evidence of the development of academic and discipline specific skills and key skills.

In both education and employment increasing emphasis is being placed on an individual’s transferable (professional; generic) skills. It is important to be able to demonstrate that these skills have been actively developed over time. The skills development self-audit referred to in the Log will help you to identify the skills that you possess and assist you in planning a personal development programme as part of your academic studies.

You are therefore asked to audit your skills in a more formal, reflective way before the first formal supervisory session and then at the end of year 1.

How to use the LogThe Log is for you to retain but certain pages, which are clearly marked, must be copied and sent to the Graduate School.

Section A enables you to record key information such as dates when you meet with your supervisor and completion of compulsory elements of the course.

You should document ‘formal’ supervisory meetings in Section B. It is not intended to record the (far) more frequent ‘informal’ meetings that will take place several times a week/month. You should also record the date you attend/complete the required elements of the MRes.

You should use Section C to record seminar attendance, presentations and any publications.

The self-auditing process (Learning Needs Analysis; LNA) referred to in this Log may not be familiar to you but it is quite simple and flexible in its design. Evidence of the development of skills does not necessarily take the form of a certificate or award, rather it is a measure of your accomplishment whether you were acting alone or as part of a team. Feedback from others, especially supervisors, also constitutes useful evidence. It will strengthen your claim to have mastered a variety of situations, personal as well as professional, in which you may have demonstrated your skills. Increasingly, employers are asking for such examples at interview and in continuing professional development.

Having carried out the initial audit, you should be able to identify those skills that you may need to develop further. You can then monitor how you’re progressing with developing your skills set by repeating the LNA questions during your studies. It is recommended that you focus on a limited number of development areas at any one time. Development needs and opportunities may change as you progress, but the practice of intentional development of skills should give you the confidence to develop further in any area you choose.


A Guide to Skills DevelopmentAs a MRes student it is to be expected that you will not just learn new facts and acquire new technical skills but also begin to think, evaluate and write differently. Successful and timely completion of your degree will depend on developing a mixture of subject-specific skills, intellectual skills, such as critical thinking, and more generic skills, like communication and enterprise. Many of these skills will also be important in your future life, whatever career or life choices you make.

All MRes students will start their programme of study possessing many skills at a high level of competence. However, the skills you need are varied and will change with time, and so a process of repeated self-assessment becomes a real asset.

Skills self-audit helps MRes students focus on the skills they currently have, identify which skills they would like to improve and plan how to go about doing so. You should carry out a self-audit at the beginning of the MRes and again at the end of the year of study:

The initial reflection will help you to evaluate the skills you already possess, where possible, providing evidence of these skills;

At the end of the MRes, repeating the self-audit will show you how your skills set has been enhanced by experiential learning and attending the compulsory training sessions.

Evidence of the development of skills does not necessarily take the form of certificates or awards; rather it is a measure of your accomplishments whether acting alone or as part of a team. Feedback from others, especially supervisors, also constitutes useful evidence. It will strengthen your claim to have mastered and demonstrated various skills in a variety of situations, personal as well as professional. Increasingly, employers are asking for such examples at interview and in continuing professional development.

Completing the LNA, should enable you to identify skills that you may need to develop further. It is recommended that you focus on a limited number of development areas at any one time and the section at the end is intended to support this. Development needs and opportunities may change as you progress, but the practice of intentional development of skills should give you the confidence to develop further in any area you choose.

The Researcher Development Framework (RDF) on the next page has been designed to help researchers think about their existing skills, pinpoint gaps in their knowledge, and identify areas for future development. The RDF articulates the knowledge, behaviors and attitudes of researchers from postgraduate students to established academic leaders and is endorsed by Research Councils UK

The RDF is divided into four domains called Domains and labeled A-D. Each Domain is made up of sub-domains, numbered 1-3.


A - Knowledge and intellectual abilities

A1: Knowledge base A2: Cognitive abilities A3: Creativity B - Personal effectiveness

B1: Professional and career development B2: Self-management B3: Personal qualities C - Research Governance and organisation

C1: Professional conduct C2: Research management C3: Finance, funding and resourcesD - Engagement, influence and impact

D1: Working with others D2: Communication and dissemination D3: Engagement and impact

Each of the sub-domains above is associated with a number of descriptors and associated behaviours, attitudes and knowledge. This is outlined in more detail on the Vitae website


http://www.vitae.ac.uk/researchers/234471/Framework-content.html

Section A

SECTION

Student'sSummaryR

ecord

Section A Student's Sum

mary

Record

Student's Summary Record

Student's Summary Record

To be copied for the Graduate School

Summary Record d Surname: Forenames(s):

Department: Research Group:

Nationality: Home/EU or Overseas:

Degree: MRes Full-time/Part-time (delete as appropriate)

Location & contact details Room no: Floor:

Tel ext: E-mail:

SupervisionSupervisor: E-mail: Dept:

Co-supervisor: E-mail Dept:(if applicable)

FundingAre you self-funding? YES/NO (delete as appropriate)If NO, state source of funding

Key dates: Date

1. Start of MRes2. Nomination of Examiners*

3. Submission of MRes dissertation

4. Oral examination * Examiner nominations should normally be sent for consideration at the April meeting of the College’s Research Degrees Committee (RDC). The Committee meets 4 times a year, in October, January, April and July.

Schedule of work(1) Formal Supervisory Meetings: Date of: Planned Held1. Initial meeting 2. 2-month meeting3. 5-month meeting4. 8-month progress review to include discussion of report 5. 11-month discussion about oral examination


Section AStudent’s Summary Record (continued)

Schedule of work continued

(2) Compulsory elements of the courseDate attended &/or Date

completedInduction day 1Induction day 2

Online Training Working with your Supervisor Course and Quiz Research with Integrity Course and Quiz (Both to be completed within the first 3 months of study )

Training workshopsGood research practice (GRP)Time managementProject managementEffective presentation skillsScientific writing 1Scientific writing 2Research with impact

Statistics course Session 1Session 2Session 3Session 4Session 5Session 6Session 7Session 8Statistics exam

Reflective essay Must be completed after Interim Progress Review and before submission of Dissertation. Critical review of three original research publications Must be completed before submission of dissertation

Project abstract and short oral presentation Part of Interim Progress ReviewImpact statement Poster abstract Presenting a poster at PG Research Day One of the two can be your presentation at the postgraduate seminar seriesSeminar attendance; please record details in Section C of the logCollege Seminars (At least 50%)College Research Seminars (a minimum of 6 of the College’s research seminars and 6 other talks on topics relating to your field of study)


SECTION

Section B Record of your Skills Self Audit and form

al Supervisory Sessions

Record of yourSkills Self Audit andformal SupervisorySessions


Initial Supervisory Session (Student) Start of the MRes

To be filled in before the first Supervisory Session

RVC computer access Yes No RVC email account Yes No

Working title of research project

Learning needs analysis undertaken Date


Section B1

Record of your Skills Self Audit and formal Supervisory Sessions

Learning Needs Analysis To be filled in before meeting your supervisor

Using the Learning Needs Analysis (LNA) Questionnaire to record your skills attainment and progress.

The LNA is comprised of 4 sets of questions mapped to the 4 main domains of the RDF

Directions for use

Completing the questionnaire should not take you very long. Start by looking at each of the skills listed on the left of the page. Read the two descriptors that respectively identify a weakness/absence of the skill and a well-developed competence. Mark the point on the 1-8 scale that you think best describes your current competence.

This is a simple number selection on a scale, but later you can add free comments as you identify evidence to support your ability or achievement, and actions you might take to improve your skill(s) in that area.

At the end, look at your scores, identify your strengths and weaknesses, and use these as a basis for identifying your immediate learning needs. Then consider how to address those needs. There are training courses that you are required to attend but there are others available to you ~ and remember many important career and life skills are learnt experientially – so whatever you do, you can expect to acquire and develop your skills over a period of time beginning with this year of postgraduate study.


Learning Needs Analysis Start of the MRes

Dom

ain

A: K

now

ledg

e an

d in

telle

ctua

l abi

litie

sH

ow t

o im

prov

e m

y sk

ill in

thi

s ar

eaEx

ampl

es a

s ev

iden

ce o

f my

I am

fully

fam

iliar w

ith

the

softw

are

pack

ages

th

at I

need

for m

y di

sser

tatio

n (e

.g.

Win

dows

, Wor

d, E

xcel

, Po

werP

oint

, End

Note

et

c.)

I am

fam

iliar w

ith th

e da

taba

ses I

nee

d in

my

rese

arch

and

can

use

th

em to

ext

ract

and

ex

port

info

rmat

ion

I und

erst

and

what

bi

oinf

orm

atics

invo

lves

, wh

ich d

atab

ases

are

av

aila

ble

and

I hav

e ex

perie

nce

in u

sing

them

effe

ctiv

ely

and

confi

dent

ly

I am

fully

fam

iliar w

ith

and

can

use

effec

tivel

y th

e st

atist

ical m

etho

ds

and

pack

ages

(e.g

. SP

SS) t

hat I

will

need

to

com

plet

e m

y di

sser

tatio

n)

I kee

p up

to d

ate

reco

rds o

f all

I do

in a

lo

gica

l man

ner t

hat i

s ea

sily

unde

rsto

od b

y an

yone

who

read

s the

m

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

Des

crip

tors

I hav

e lit

tle o

r no

expe

rienc

e in

usin

g so

ftwar

e fo

r wor

d pr

oces

sing,

pre

parin

g sp

read

shee

ts a

nd

illust

ratio

ns o

r han

dlin

g re

fere

nces

I hav

e lit

tle o

r no

expe

rienc

e of

usin

g lit

erat

ure

data

base

s

I kno

w th

at d

atab

ases

exi

st

but h

ave

no k

nowl

edge

or

unde

rsta

ndin

g of

usin

g th

em

I hav

e a

basic

kno

wled

ge o

f st

atist

ics b

ut fi

nd it

har

d to

kn

ow o

r dec

ide

which

test

s to

use

or h

ow k

nowl

edge

of

stat

istics

can

info

rm m

y de

sign

of e

xper

imen

ts

I do

not h

ave

a co

nsist

ent

stra

tegy

that

allo

ws m

e to

re

cord

info

rmat

ion

or th

at

enab

les o

ther

s to

unde

rsta

nd w

hat I

hav

e do

ne

Skill

Softw

are

prog

ram

mes

(e.g

. W

indo

ws, W

ord,

Exc

el,

Powe

rPoi

nt, E

ndNo

te)

Liter

atur

e ba

ses (

such

as

Med

line)

that

I ne

ed fo

r my

diss

erta

tion

and

publ

icatio

ns

Bioi

nfor

mat

ics a

nd re

late

d da

taba

ses f

or g

ene

and

prot

ein

anal

ysis

Stat

istica

l met

hods

and

pa

ckag

es

Reco

rdin

g ex

perim

ents

and

ke

epin

g re

cord

s




Dom

ain

A: K

now

ledg

e an

d In

telle

ctua

l abi

litie

sH

ow t

o im

prov

e m

y sk

ill in

thi

s ar

eaEx

ampl

es a

s ev

iden

ce o

f my

I hav

e wr

itten

and

pu

blish

ed a

bstra

cts

I can

writ

e in

form

ativ

e an

d pe

rtine

nt re

ports

ab

out m

y re

sear

ch

Docu

men

ts I

have

wr

itten

hav

e be

en

subm

itted

succ

essf

ully

fo

r pub

licat

ion

I hav

e wr

itten

and

co

mpl

eted

my

diss

erta

tion

to th

e sa

tisfa

ctio

n of

my

supe

rviso

r and

mys

elf

I am

abl

e to

pro

duce

a

high

qua

lity

post

er

desc

ribin

g m

y wo

rk a

nd

to d

iscus

s it

effec

tivel

y wi

th v

iewe

rs

I am

con

fiden

t tha

t I c

an

prep

are

and

a de

liver

a

good

pre

sent

atio

n wi

th

high

ly re

leva

nt c

onte

nt

and

good

visu

al a

ids

(usin

g e.

g. P

ower

Poin

t)

I am

hig

hly

crea

tive

in

my

appr

oach

to

rese

arch

, I u

se

inno

vativ

e st

rate

gies

an

d th

e be

st te

chno

logy

av

aila

ble

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

Des

crip

tors

I find

it h

ard

to w

rite

a co

ncise

and

effe

ctiv

e ab

stra

ct

I am

unc

lear

how

to re

port

on re

sear

ch p

rogr

ess a

nd

how

to s

elec

t the

ap

prop

riate

info

rmat

ion

I do

not h

ave

the

skill

or

confi

denc

e to

dra

ft a

pape

r fo

r pub

licat

ion

I am

uns

ure

what

is

invo

lved

in p

repa

ring

my

diss

erta

tion

I hav

e no

, or o

nly

little

, ex

perie

nce

of p

repa

ring

a po

ster

and

am

unf

amilia

r wi

th th

e so

ftwar

e to

use

My

skills

are

ver

y lim

ited

and

I hav

e tro

uble

dec

idin

g wh

at to

say,

how

to k

eep

to

time

and

how

to a

nswe

r qu

estio

ns

My

appr

oach

to re

sear

ch is

de

void

of o

rigin

ality

, or I

am

no

t inn

ovat

ive

in m

y ap

proa

ch

Skill

Writ

ing

skills

in d

iffer

ent

area

s (i

) res

earc

h ab

stra

ct

(ii) p

rogr

ess r

epor

ts

(iii)

a wr

itten

pub

licat

ion

(iv) a

diss

erta

tion

Pres

enta

tion

skills

(i) a

pos

ter

(ii) o

ral p

rese

ntat

ion

in a

se

min

ar o

r at a

con

fere

nce

Orig

inal

ity a

nd in

nova

tion

in

appr

oach

es to

rese

arch


How

to

impr

ove

my

skill

in t

his

area

Exam

ples

as

evid

ence

of m

y sk

ill

I hav

e re

ad a

larg

e nu

mbe

r of p

aper

s and

do

not h

ave

signi

fican

t pr

oble

m in

eva

luat

ing

met

hods

Gene

rally

, I u

nder

stan

d th

e au

thor

s’ ar

gum

ents

an

d co

nclu

sions

and

can

cr

iticis

e th

em

I am

con

fiden

t and

relis

h th

e ar

gum

ent i

nvol

ved

Gene

rally

, I c

an d

o th

is an

d un

ders

tand

why

the

data

con

flict

or a

ppea

r to

confl

ict

I hav

e do

ne th

is an

d m

y su

perv

isor h

as a

gree

d it’

s of a

pub

lisha

ble

stan

dard

I can

do

this

and

othe

rs

agre

e wi

th m

e or

un

ders

tand

my

eval

uatio

n wh

en I

expl

ain

it I und

erst

and

and

know

th

e ex

tent

of t

he

liter

atur

e an

d ca

n re

late

m

y fin

ding

s to

it

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

Des

crip

tors

I find

it v

ery

diffi

cult

to

eval

uate

met

hods

, so

I do

n’t r

ead

them

or I

ask

so

meo

ne e

lse to

inte

rpre

t th

emI c

an ra

rely

eva

luat

e th

e co

nclu

sions

crit

ically

an

d/or

ofte

n do

not

un

ders

tand

the

conc

lusio

ns

I can

not d

o th

is

I can

not d

o th

is wi

th a

ny

confi

denc

e

I hav

e no

t don

e th

is, n

or

do I

know

how

to g

o ab

out

it I find

this

very

har

d to

do

I can

not d

o th

is eff

ectiv

ely

beca

use

I do

not f

ully

un

ders

tand

my

findi

ngs o

r do

not

kno

w th

e lit

erat

ure

well

enou

gh


Dom

ain

A:

Know

ledg

e an

d Sk

ill

Criti

cal e

valu

atio

n of

m

etho

ds u

sed

in a

sc

ient

ific

pape

r or r

epor

t

Criti

cal e

valu

atio

n of

co

nclu

sions

dra

wn fr

om a

pu

blish

ed st

udy

Abilit

y to

def

end

my

eval

uatio

n of

a re

sear

ch

proj

ect i

n a

sem

inar

or

jour

nal c

lub

pres

enta

tion

Abilit

y to

dra

w co

nclu

sions

fro

m c

onfli

ctin

g se

ts o

f da

ta

Writ

ing

a cr

itica

l rev

iew

(or

chap

ter t

o th

e in

trodu

ctio

n to

the

diss

erta

tion)

that

is

at a

pub

lisha

ble

stan

dard

Abilit

y to

crit

ically

eva

luat

e th

e co

nclu

sions

that

I ha

ve

draw

n fro

m m

y ow

n re

sear

ch

Desc

ribin

g ho

w m

y fin

ding

s rel

ate

to th

e pu

blish

ed li

tera

ture

and

ho

w m

y fin

ding

s mak

e an

or

igin

al c

ontri

butio

n to

that

su

bjec

t


How

to

impr

ove

my

skill

in t

his

Exam

ples

as

evid

ence

of m

y

I am

hig

hly

com

pete

nt

at a

cqui

ring

new

know

ledg

e

I am

abl

e to

wor

k in

depe

nden

tly o

f de

taile

d gu

idan

ce a

nd

to m

ake

info

rmed

de

cisio

ns a

bout

the

dire

ctio

n an

d na

ture

of

my

rese

arch

I reg

ular

ly a

sses

s my

own

com

pete

nce

in

man

y sk

ills a

reas

and

su

cces

sful

ly im

prov

e de

ficie

ncie

s thr

ough

co

urse

s, ex

perie

nce

etc

I can

wor

k effi

cient

ly

and

am st

rong

ly se

lf-m

otiv

ated

I kno

w th

e lim

its o

f my

abilit

ies a

nd c

an a

sk

for h

elp

and

use

it su

cces

sful

ly

I willi

ngly

and

eff

ectiv

ely

take

co

nstru

ctiv

e cr

iticis

m

from

col

leag

ues

to

inco

rpor

ate

it in

pl

anni

ng m

y re

sear

ch

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

Des

crip

tors

My

abilit

y to

gai

n kn

owle

dge

is we

ak

I lac

k co

nfide

nce

to st

udy

and

rese

arch

in

depe

nden

tly, t

o m

ake

decis

ions

with

out h

elp

or

am u

nsur

e wh

at d

ecisi

ons

I nee

d to

take

I am

ver

y un

sure

of m

y sk

ills a

nd c

ompe

tenc

ies

and

do n

ot k

now

how

to

impr

ove

them

I fee

l ina

dequ

ate

in

resp

ect o

f som

e or

all

of

thes

e qu

aliti

es

I ofte

n do

not

reco

gnise

m

y de

ficie

ncie

s or d

o no

t eff

ectiv

ely

obta

in h

elp

or

use

it

I find

it h

ard

to a

ccep

t cr

iticis

m, I

feel

def

ensiv

e ab

out m

y w

ork

and

idea

s an

d of

ten

do n

ot u

se

advi

ce/c

ritici

sm e

ffect

ivel

y


Dom

ain

B:

Pers

onal

Sk

ill

Acqu

isitio

n of

kno

wled

ge

Inde

pend

ent w

orki

ng

Self

awar

enes

s and

the

abilit

y to

iden

tify

weak

sp

ots

and

impr

ove

know

ledg

e an

d pe

rform

ance

acc

ordi

ngly

Self

disc

iplin

e, m

otiv

atio

n an

d th

orou

ghne

ss

I can

reco

gnise

lim

itatio

ns

and

can

draw

on

othe

r so

urce

s of s

uppo

rt an

d as

sista

nce

as a

ppro

pria

te

Rece

ivin

g c

onst

ruct

ive

criti

cism


How

to

impr

ove

my

skill

in t

his

area

Exam

ples

as

evid

ence

of m

y

I can

set

rese

arch

goa

ls fo

r th

e ne

xt si

x m

onth

pe

riod.

I ca

n or

gani

se

inte

rmed

iate

mile

ston

es

and

I can

prio

ritise

my

day-

to-d

ay a

ctiv

ities

so

that

I m

eet

thes

e

I kno

w fro

m

inde

pend

ent f

eedb

ack

that

I ca

n pr

esen

t my

skills

to o

ther

s opt

imal

ly

thro

ugh

CVs,

appl

icatio

ns a

nd in

in

terv

iews

I hav

e a

com

preh

ensiv

e un

ders

tand

ing

of

acad

emic

and

non-

acad

emic

care

er o

ptio

ns

that

are

ope

n to

me

I can

set

real

istic

goal

s an

d id

entif

y ac

tion

that

I ca

n ta

ke to

impr

ove

my

empl

oyab

ility

and

com

petit

iven

ess

I und

erst

and

how

thes

e sk

ills c

an h

elp

my

rese

arch

now

and

futu

re

care

er

I und

erst

and

the

need

to

take

per

sona

l re

spon

sibilit

y fo

r de

velo

ping

my

skills

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8


Dom

ain

B: P

erso

nal e

ffec

tive

ness

Des

crip

tors

I find

it h

ard

to p

lan

and/

or

to se

t prio

ritie

s

I do

not k

now

how

I can

pr

esen

t my

own

skills

to

othe

rs o

r how

effe

ctiv

e I a

m

I do

not k

now

exac

tly w

hat I

wa

nt to

do

when

I gr

adua

te

and/

or I

do n

ot k

now

what

op

tions

will

be o

pen

to m

e

I do

not h

ave

any

care

er

goal

s or I

am

not

con

fiden

t th

at th

e go

als I

hav

e ar

e re

alist

ic

I can

not s

ee th

e po

int o

f de

velo

ping

such

skills

at

this

stag

e be

caus

e m

y fo

cus i

s on

a sp

ecifi

c re

sear

ch p

roje

ctI f

eel I

am

bei

ng p

ushe

d in

to tr

aini

ng c

ours

es

agai

nst m

y pe

rson

al w

ishes

Skill

Rese

arch

pla

nnin

g an

d ac

hiev

ing

goal

s

Pres

entin

g m

y pe

rson

al

skills

to o

ther

s

Unde

rsta

ndin

g ca

reer

op

tions

Setti

ng c

aree

r goa

ls

Deve

lopm

ent o

f per

sona

l an

d ca

reer

skills

thro

ugh

train

ing

Taki

ng re

spon

sibilit

y fo

r m

ysel

f


How

to

impr

ove

my

skill

in t

his

Exam

ples

as

evid

ence

of m

y

I und

erst

and

the

IPR

prin

ciple

s and

hav

e a

work

ing

know

ledg

e or

fir

st h

and

expe

rienc

e of

th

emI a

m fa

milia

r with

all

aspe

cts o

f thi

s and

ha

ve p

ract

ical

expe

rienc

e of

au

thor

ship

, cop

yrig

ht

and

the

DPA

I und

erst

and

the

prin

ciple

s and

hav

e ex

perie

nce

of c

linica

l ex

perim

enta

tion

invo

lvin

g co

nsen

t.I u

nder

stan

d th

e wo

rkin

gs o

f my

loca

l et

hica

l com

mitt

ee a

nd

have

mad

e a

succ

essf

ul a

pplic

atio

nI c

an u

nder

stan

d an

d fo

llow

heal

th a

nd

safe

ty p

roce

dure

, in

cludi

ng th

e pr

oces

ses

of fo

rmal

risk

as

sess

men

t and

I ca

n de

mon

stra

te sa

fe

work

ing

prac

tices

I und

erst

and

how

gran

t ap

plica

tions

are

as

sess

ed a

nd I

have

co

ntrib

ute

to th

e dr

aftin

g or

ass

essm

ent

of g

rant

app

licat

ions

I hav

e wr

itten

, or

cont

ribut

ed

signi

fican

tly to

writ

ing

a pu

blish

ed sc

ient

ific

artic

leI u

nder

stan

d ho

w ar

ticle

s are

ass

esse

d fo

r pub

licat

ion

and

I ha

ve so

me

expe

rienc

e of

con

tribu

ting

to th

e as

sess

men

t of

man

uscr

ipts

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8


Dom

ain

C: R

esea

rch

Gov

erna

nce

and

Org

anis

atio

n D

escr

ipto

rs

I do

not u

nder

stan

d th

e pr

incip

les b

ehin

d th

e ac

quisi

tion

and

prot

ectio

n of

IPR

I do

not k

now

how

auth

orsh

ip is

attr

ibut

ed,

what

cop

yrig

ht is

or h

ow

the

DPA

work

s

I am

unc

lear

wha

t in

form

ed c

onse

nt is

and

do

not k

now

how

the

prin

ciple

s are

app

lied

I do

not k

now

what

eth

ical

appr

oval

is, n

or d

o I k

now

abou

t my

loca

l eth

ical

revi

ew c

omm

ittee

I do

not k

now

the

scop

e of

th

e la

w, n

or w

hat i

s re

quire

d to

dem

onst

rate

re

spon

sible

wor

king

pr

actic

e

I hav

e no

kno

wled

ge o

r ex

perie

nce

of th

e pr

oces

ses o

f pre

parin

g an

d su

bmitt

ing

a gr

ant

appl

icatio

n to

supp

ort

rese

arch

I hav

e no

dire

ct e

xper

ienc

e of

this

and/

or v

ery

little

un

ders

tand

ing

of th

e wr

iting

or p

ublis

hing

pr

oces

ses

I do

not k

now

how

jour

nal

edito

rs se

lect

arti

cles

for

publ

icatio

n an

d ha

ve n

o ex

perie

nce

of a

sses

sing

man

uscr

ipts

Skill

Unde

rsta

ndin

g an

d ap

plyi

ng

Inte

llect

ual P

rope

rty R

ight

s (IP

R)

Unde

rsta

ndin

g th

e pr

incip

les

of a

ttrib

utio

n of

aut

hors

hip,

co

pyrig

ht a

nd th

e re

quire

men

ts o

f the

Dat

a Pr

otec

tion

Act (

DPA)

The

prin

ciple

s of i

nfor

med

co

nsen

t in

clini

cal r

esea

rch

Ethi

cal C

omm

ittee

s and

et

hica

l app

rova

l

The

law

on h

ealth

and

safe

ty

issue

s and

an

abilit

y to

de

mon

stra

te re

spon

sible

wo

rkin

g pr

actic

es

Writ

ing

and

subm

ittin

g an

ap

plica

tion

for a

gra

nt to

su

ppor

t res

earc

h

Writ

ing

a sc

ient

ific

artic

le fo

r pu

blica

tion

The

proc

esse

s con

trollin

g pu

blica

tion

of sc

ient

ific

artic

les a

nd o

ther

writ

ing


How

to

impr

ove

my

skill

in t

his

area

Exam

ples

as

evid

ence

of m

y sk

illI c

an w

ork

co-

oper

ativ

ely

with

thos

e wi

th w

hom

I sh

are

offi

ce o

r lab

orat

ory

spac

e

I und

erst

and

the

role

s of

each

mem

ber o

f the

te

am a

nd c

an a

ccep

t th

ey h

ave

dive

rse

aspi

ratio

ns a

nd n

eeds

I int

erac

t effe

ctiv

ely

in

grou

p di

scus

sion,

I ca

n pu

t my

poin

t acr

oss

and

cont

ribut

e pr

oduc

tivel

y

I can

con

tribu

te to

se

min

ar d

iscus

sions

with

co

nstru

ctiv

e cr

iticis

m

and

enjo

y th

e pr

oces

s

I can

pla

n an

d de

liver

a

lect

ure,

sem

inar

, de

mon

stra

tion

or

tuto

rial,

setti

ng le

arni

ng

obje

ctiv

es a

nd I

am a

ble

to a

sses

my

own

perfo

rman

ceI c

an n

etwo

rk w

ith

colle

ague

s in

my

inst

itutio

n

I can

bui

ld e

ffect

ive

links

wi

th c

olle

ague

s in

othe

r un

iver

sitie

s, or

gani

satio

ns a

nd

com

pani

es


Dom

ain

D: E

ngag

emen

t, in

fluen

ce a

nd im

pact

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

Des

crip

tors

I find

it d

ifficu

lt to

wor

k co

-op

erat

ivel

y wi

th o

ther

s in

my

work

plac

e

I fre

quen

tly d

o no

t un

ders

tand

oth

er p

eopl

es’

beha

vior

or fi

nd it

har

d to

ac

cept

thei

r app

aren

t nee

ds

or w

ants

I find

it d

ifficu

lt to

co

ntrib

ute,

to b

e he

ard

or to

ge

t my

poin

t acr

oss

I am

relu

ctan

t to

give

any

fo

rm o

f crit

icism

, eve

n wh

en

I und

erst

and

the

subj

ect,

or

I nev

er k

now

what

to s

ay

I hav

e no

exp

erie

nce

and/

or

little

abi

lity

to te

ach

othe

rs

in a

ny fo

rum

I hav

e no

exp

erie

nce

of, o

r ha

ve h

ad n

o su

cces

s at,

this

I hav

e no

exp

erie

nce

of, o

r no

succ

ess a

t, th

is

Skill

Co-o

pera

tive

work

ing

Unde

rsta

ndin

g be

havi

or in

gr

oups

Disc

ussio

ns in

gro

ups

Givi

ng c

onst

ruct

ive

criti

cism

Supp

ort l

earn

ing

in o

ther

s by

lect

urin

g sm

all g

roup

te

achi

ng, d

emon

stra

ting

Netw

orki

ng in

my

inst

itutio

n

Netw

orki

ng o

utsid

e m

y in

stitu

tion

Supervisor and Student DateTo be completed during the initial meeting

Agreed research milestones and other activities Time frame

Skills training workshops Dates


Confirmation (sign below) Date

Supervisor: Student:

(Second Supervisor):

Supervisory Session (Student) ~2 months

To be completed before the supervisory session.

Summary of progress achieved in the last 2 months mapped against milestones and time frame agreed at initial meeting


Section B2

Did you encounter any difficulties? Yes No If yes, explain briefly what the difficulty was, if you were able to overcome it and, if so, how.


Supervisor and Student checklist Date

Have you read the College’s Guidelines for Good Practice in Research and returned the signed form to the Graduate School?

Yes Date No

Have you read the College Health and Safety document and returned the signed form to the Safety Officer?

Yes Date No

Have you completed a GMO form? Yes No N/A

Have you completed COSSH forms for your procedures? Yes Date

N/A No

Have you attended the appropriate training courses (e.g. animal handling, radioisotopes?)

Give details of each course attended and date

Yes No N/A

Revised research milestones and other activities Time frame

Confirmation (sign below)Date:

Supervisor: Student:




Supervisory Session (Student) ~5 months

To be completed before the supervisory session

Skills developed, workshops/courses attended, presentations given

Summary of progress achieved since the 2 month meeting mapped against agreed milestones and time frame



Section B3

Supervisor and Student Date

Are there other skills you want to develop? Yes No N/A

Any agreed changes to direction of research Yes No N/A (if yes give details)

Agreed research plan and activities (Refer to 2 month meeting if no changes) Time frame

Confirmation (sign below) Date:Supervisor:

Student:



Supervisory Session (Student) ~ 8 months

To be completed before the supervisory session.

Skills developed, workshops/courses attended, presentations given

Summary of progress achieved since the 5 month meeting mapped against agreed milestones and time frame



Section B3

Supervisor and Student Date

Are there other skills you want to develop? Yes No N/A

Agreed research plan and activities (Refer to 3 or 5 month meeting if no changes) Time frame .

.

.

.

.

.

.

.

Confirmation (sign below) Date:Supervisor:

Student:



Supervisory Session prior to oral exam (Student) ~ 11 months

Have you achieved what you set out to do in your research project? Yes No (If no give details)

Have you completed all the required elements of the MRes course and filled out the summary

record in section A?

Have you repeated the LNA? Yes No Date

Have you submitted your research report to the Graduate School? Yes No Date

If no, insert date of submission of your report

Has all the necessary paperwork been sent/taken to the Graduate School office?Yes Date:

Have your examiners been *nominated/approved?Name (internal) Institution

Name (external) Institution

*Research Degrees Committee (RDC) meets 4 times per year (in October, January, April and July). Examiner nominations should normally be sent for consideration at the April RDC meeting

Date of your oral examination?

Time and location (room/building/campus) of your oral examination?

Mock oral Yes No Date

Is an end of Year Report to a Funding Body required Yes No Date

Confirmation (sign below) DateSupervisor:

Student:




Learning Needs Analysis End of the MRes

Dom

ain

A: K

now

ledg

e an

d in

telle

ctua

l abi

litie

sH

ow t

o im

prov

e m

y sk

ill in

thi

s ar

eaEx

ampl

es a

s ev

iden

ce o

f my

I am

fully

fam

iliar w

ith

the

softw

are

pack

ages

th

at I

need

for m

y di

sser

tatio

n (e

.g.

Win

dows

, Wor

d, E

xcel

, Po

werP

oint

, End

Note

et

c.)

I am

fam

iliar w

ith th

e da

taba

ses I

nee

d in

my

rese

arch

and

can

use

th

em to

ext

ract

and

ex

port

info

rmat

ion

I und

erst

and

what

bi

oinf

orm

atics

invo

lves

, wh

ich d

atab

ases

are

av

aila

ble

and

I hav

e ex

perie

nce

in u

sing

them

effe

ctiv

ely

and

confi

dent

ly

I am

fully

fam

iliar w

ith

and

can

use

effec

tivel

y th

e st

atist

ical m

etho

ds

and

pack

ages

(e.g

. SP

SS) t

hat I

will

need

to

com

plet

e m

y di

sser

tatio

n)

I kee

p up

to d

ate

reco

rds o

f all

I do

in a

lo

gica

l man

ner t

hat i

s ea

sily

unde

rsto

od b

y an

yone

who

read

s the

m

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

Des

crip

tors

I hav

e lit

tle o

r no

expe

rienc

e in

usin

g so

ftwar

e fo

r wor

d pr

oces

sing,

pre

parin

g sp

read

shee

ts a

nd

illust

ratio

ns o

r han

dlin

g re

fere

nces

I hav

e lit

tle o

r no

expe

rienc

e of

usin

g lit

erat

ure

data

base

s

I kno

w th

at d

atab

ases

exi

st

but h

ave

no k

nowl

edge

or

unde

rsta

ndin

g of

usin

g th

em

I hav

e a

basic

kno

wled

ge o

f st

atist

ics b

ut fi

nd it

har

d to

kn

ow o

r dec

ide

which

test

s to

use

or h

ow k

nowl

edge

of

stat

istics

can

info

rm m

y de

sign

of e

xper

imen

ts

I do

not h

ave

a co

nsist

ent

stra

tegy

that

allo

ws m

e to

re

cord

info

rmat

ion

or th

at

enab

les o

ther

s to

unde

rsta

nd w

hat I

hav

e do

ne

Skill

Softw

are

prog

ram

mes

(e.g

. W

indo

ws, W

ord,

Exc

el,

Powe

rPoi

nt, E

ndNo

te)

Liter

atur

e ba

ses (

such

as

Med

line)

that

I ne

ed fo

r my

diss

erta

tion

and

publ

icatio

ns

Bioi

nfor

mat

ics a

nd re

late

d da

taba

ses f

or g

ene

and

prot

ein

anal

ysis

Stat

istica

l met

hods

and

pa

ckag

es

Reco

rdin

g ex

perim

ents

and

ke

epin

g re

cord

s




Dom

ain

A: K

now

ledg

e an

d In

telle

ctua

l abi

litie

sH

ow t

o im

prov

e m

y sk

ill in

thi

s ar

eaEx

ampl

es a

s ev

iden

ce o

f my

I hav

e wr

itten

and

pu

blish

ed a

bstra

cts

I can

writ

e in

form

ativ

e an

d pe

rtine

nt re

ports

ab

out m

y re

sear

ch

Docu

men

ts I

have

wr

itten

hav

e be

en

subm

itted

succ

essf

ully

fo

r pub

licat

ion

I hav

e wr

itten

and

co

mpl

eted

my

diss

erta

tion

to th

e sa

tisfa

ctio

n of

my

supe

rviso

r and

mys

elf

I am

abl

e to

pro

duce

a

high

qua

lity

post

er

desc

ribin

g m

y wo

rk a

nd

to d

iscus

s it

effec

tivel

y wi

th v

iewe

rs

I am

con

fiden

t tha

t I c

an

prep

are

and

a de

liver

a

good

pre

sent

atio

n wi

th

high

ly re

leva

nt c

onte

nt

and

good

visu

al a

ids

(usin

g e.

g. P

ower

Poin

t)

I am

hig

hly

crea

tive

in

my

appr

oach

to

rese

arch

, I u

se

inno

vativ

e st

rate

gies

an

d th

e be

st te

chno

logy

av

aila

ble

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

Des

crip

tors

I find

it h

ard

to w

rite

a co

ncise

and

effe

ctiv

e ab

stra

ct

I am

unc

lear

how

to re

port

on re

sear

ch p

rogr

ess a

nd

how

to s

elec

t the

ap

prop

riate

info

rmat

ion

I do

not h

ave

the

skill

or

confi

denc

e to

dra

ft a

pape

r fo

r pub

licat

ion

I am

uns

ure

what

is

invo

lved

in p

repa

ring

my

diss

erta

tion

I hav

e no

, or o

nly

little

, ex

perie

nce

of p

repa

ring

a po

ster

and

am

unf

amilia

r wi

th th

e so

ftwar

e to

use

My

skills

are

ver

y lim

ited

and

I hav

e tro

uble

dec

idin

g wh

at to

say,

how

to k

eep

to

time

and

how

to a

nswe

r qu

estio

ns

My

appr

oach

to re

sear

ch is

de

void

of o

rigin

ality

, or I

am

no

t inn

ovat

ive

in m

y ap

proa

ch

Skill

Writ

ing

skills

in d

iffer

ent

area

s (i

) res

earc

h ab

stra

ct

(ii) p

rogr

ess r

epor

ts

(iii)

a wr

itten

pub

licat

ion

(iv) a

diss

erta

tion

Pres

enta

tion

skills

(i) a

pos

ter

(ii) o

ral p

rese

ntat

ion

in a

se

min

ar o

r at a

con

fere

nce

Orig

inal

ity a

nd in

nova

tion

in

appr

oach

es to

rese

arch


How

to

impr

ove

my

skill

in t

his

area

Exam

ples

as

evid

ence

of m

y sk

ill

I hav

e re

ad a

larg

e nu

mbe

r of p

aper

s and

do

not h

ave

signi

fican

t pr

oble

m in

eva

luat

ing

met

hods

Gene

rally

, I u

nder

stan

d th

e au

thor

s’ ar

gum

ents

an

d co

nclu

sions

and

can

cr

iticis

e th

em

I am

con

fiden

t and

relis

h th

e ar

gum

ent i

nvol

ved

Gene

rally

, I c

an d

o th

is an

d un

ders

tand

why

the

data

con

flict

or a

ppea

r to

confl

ict

I hav

e do

ne th

is an

d m

y su

perv

isor h

as a

gree

d it’

s of a

pub

lisha

ble

stan

dard

I can

do

this

and

othe

rs

agre

e wi

th m

e or

un

ders

tand

my

eval

uatio

n wh

en I

expl

ain

it I und

erst

and

and

know

th

e ex

tent

of t

he

liter

atur

e an

d ca

n re

late

m

y fin

ding

s to

it

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

Des

crip

tors

I find

it v

ery

diffi

cult

to

eval

uate

met

hods

, so

I do

n’t r

ead

them

or I

ask

so

meo

ne e

lse to

inte

rpre

t th

emI c

an ra

rely

eva

luat

e th

e co

nclu

sions

crit

ically

an

d/or

ofte

n do

not

un

ders

tand

the

conc

lusio

ns

I can

not d

o th

is

I can

not d

o th

is wi

th a

ny

confi

denc

e

I hav

e no

t don

e th

is, n

or

do I

know

how

to g

o ab

out

it I find

this

very

har

d to

do

I can

not d

o th

is eff

ectiv

ely

beca

use

I do

not f

ully

un

ders

tand

my

findi

ngs o

r do

not

kno

w th

e lit

erat

ure

well

enou

gh


Dom

ain

A:

Know

ledg

e an

d Sk

ill

Criti

cal e

valu

atio

n of

m

etho

ds u

sed

in a

sc

ient

ific

pape

r or r

epor

t

Criti

cal e

valu

atio

n of

co

nclu

sions

dra

wn fr

om a

pu

blish

ed st

udy

Abilit

y to

def

end

my

eval

uatio

n of

a re

sear

ch

proj

ect i

n a

sem

inar

or

jour

nal c

lub

pres

enta

tion

Abilit

y to

dra

w co

nclu

sions

fro

m c

onfli

ctin

g se

ts o

f da

ta

Writ

ing

a cr

itica

l rev

iew

(or

chap

ter t

o th

e in

trodu

ctio

n to

the

diss

erta

tion)

that

is

at a

pub

lisha

ble

stan

dard

Abilit

y to

crit

ically

eva

luat

e th

e co

nclu

sions

that

I ha

ve

draw

n fro

m m

y ow

n re

sear

ch

Desc

ribin

g ho

w m

y fin

ding

s rel

ate

to th

e pu

blish

ed li

tera

ture

and

ho

w m

y fin

ding

s mak

e an

or

igin

al c

ontri

butio

n to

that

su

bjec

t


How

to

impr

ove

my

skill

in t

his

Exam

ples

as

evid

ence

of m

y

I am

hig

hly

com

pete

nt

at a

cqui

ring

new

know

ledg

e

I am

abl

e to

wor

k in

depe

nden

tly o

f de

taile

d gu

idan

ce a

nd

to m

ake

info

rmed

de

cisio

ns a

bout

the

dire

ctio

n an

d na

ture

of

my

rese

arch

I reg

ular

ly a

sses

s my

own

com

pete

nce

in

man

y sk

ills a

reas

and

su

cces

sful

ly im

prov

e de

ficie

ncie

s thr

ough

co

urse

s, ex

perie

nce

etc

I can

wor

k effi

cient

ly

and

am st

rong

ly se

lf-m

otiv

ated

I kno

w th

e lim

its o

f my

abilit

ies a

nd c

an a

sk

for h

elp

and

use

it su

cces

sful

ly

I willi

ngly

and

eff

ectiv

ely

take

co

nstru

ctiv

e cr

iticis

m

from

col

leag

ues

to

inco

rpor

ate

it in

pl

anni

ng m

y re

sear

ch

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

Des

crip

tors

My

abilit

y to

gai

n kn

owle

dge

is we

ak

I lac

k co

nfide

nce

to st

udy

and

rese

arch

in

depe

nden

tly, t

o m

ake

decis

ions

with

out h

elp

or

am u

nsur

e wh

at d

ecisi

ons

I nee

d to

take

I am

ver

y un

sure

of m

y sk

ills a

nd c

ompe

tenc

ies

and

do n

ot k

now

how

to

impr

ove

them

I fee

l ina

dequ

ate

in

resp

ect o

f som

e or

all

of

thes

e qu

aliti

es

I ofte

n do

not

reco

gnise

m

y de

ficie

ncie

s or d

o no

t eff

ectiv

ely

obta

in h

elp

or

use

it

I find

it h

ard

to a

ccep

t cr

iticis

m, I

feel

def

ensiv

e ab

out m

y w

ork

and

idea

s an

d of

ten

do n

ot u

se

advi

ce/c

ritici

sm e

ffect

ivel

y


Dom

ain

B:

Pers

onal

Sk

ill

Acqu

isitio

n of

kno

wled

ge

Inde

pend

ent w

orki

ng

Self

awar

enes

s and

the

abilit

y to

iden

tify

weak

sp

ots

and

impr

ove

know

ledg

e an

d pe

rform

ance

acc

ordi

ngly

Self

disc

iplin

e, m

otiv

atio

n an

d th

orou

ghne

ss

I can

reco

gnise

lim

itatio

ns

and

can

draw

on

othe

r so

urce

s of s

uppo

rt an

d as

sista

nce

as a

ppro

pria

te

Rece

ivin

g c

onst

ruct

ive

criti

cism


How

to

impr

ove

my

skill

in t

his

area

Exam

ples

as

evid

ence

of m

y

I can

set

rese

arch

goa

ls fo

r th

e ne

xt si

x m

onth

pe

riod.

I ca

n or

gani

se

inte

rmed

iate

mile

ston

es

and

I can

prio

ritise

my

day-

to-d

ay a

ctiv

ities

so

that

I m

eet

thes

e

I kno

w fro

m

inde

pend

ent f

eedb

ack

that

I ca

n pr

esen

t my

skills

to o

ther

s opt

imal

ly

thro

ugh

CVs,

appl

icatio

ns a

nd in

in

terv

iews

I hav

e a

com

preh

ensiv

e un

ders

tand

ing

of

acad

emic

and

non-

acad

emic

care

er o

ptio

ns

that

are

ope

n to

me

I can

set

real

istic

goal

s an

d id

entif

y ac

tion

that

I ca

n ta

ke to

impr

ove

my

empl

oyab

ility

and

com

petit

iven

ess

I und

erst

and

how

thes

e sk

ills c

an h

elp

my

rese

arch

now

and

futu

re

care

er

I und

erst

and

the

need

to

take

per

sona

l re

spon

sibilit

y fo

r de

velo

ping

my

skills

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8


Dom

ain

B: P

erso

nal e

ffec

tive

ness

Des

crip

tors

I find

it h

ard

to p

lan

and/

or

to se

t prio

ritie

s

I do

not k

now

how

I can

pr

esen

t my

own

skills

to

othe

rs o

r how

effe

ctiv

e I a

m

I do

not k

now

exac

tly w

hat I

wa

nt to

do

when

I gr

adua

te

and/

or I

do n

ot k

now

what

op

tions

will

be o

pen

to m

e

I do

not h

ave

any

care

er

goal

s or I

am

not

con

fiden

t th

at th

e go

als I

hav

e ar

e re

alist

ic

I can

not s

ee th

e po

int o

f de

velo

ping

such

skills

at

this

stag

e be

caus

e m

y fo

cus i

s on

a sp

ecifi

c re

sear

ch p

roje

ctI f

eel I

am

bei

ng p

ushe

d in

to tr

aini

ng c

ours

es

agai

nst m

y pe

rson

al w

ishes

Skill

Rese

arch

pla

nnin

g an

d ac

hiev

ing

goal

s

Pres

entin

g m

y pe

rson

al

skills

to o

ther

s

Unde

rsta

ndin

g ca

reer

op

tions

Setti

ng c

aree

r goa

ls

Deve

lopm

ent o

f per

sona

l an

d ca

reer

skills

thro

ugh

train

ing

Taki

ng re

spon

sibilit

y fo

r m

ysel

f


How

to

impr

ove

my

skill

in t

his

Exam

ples

as

evid

ence

of m

y

I und

erst

and

the

IPR

prin

ciple

s and

hav

e a

work

ing

know

ledg

e or

fir

st h

and

expe

rienc

e of

th

emI a

m fa

milia

r with

all

aspe

cts o

f thi

s and

ha

ve p

ract

ical

expe

rienc

e of

au

thor

ship

, cop

yrig

ht

and

the

DPA

I und

erst

and

the

prin

ciple

s and

hav

e ex

perie

nce

of c

linica

l ex

perim

enta

tion

invo

lvin

g co

nsen

t.I u

nder

stan

d th

e wo

rkin

gs o

f my

loca

l et

hica

l com

mitt

ee a

nd

have

mad

e a

succ

essf

ul a

pplic

atio

nI c

an u

nder

stan

d an

d fo

llow

heal

th a

nd

safe

ty p

roce

dure

, in

cludi

ng th

e pr

oces

ses

of fo

rmal

risk

as

sess

men

t and

I ca

n de

mon

stra

te sa

fe

work

ing

prac

tices

I und

erst

and

how

gran

t ap

plica

tions

are

as

sess

ed a

nd I

have

co

ntrib

ute

to th

e dr

aftin

g or

ass

essm

ent

of g

rant

app

licat

ions

I hav

e wr

itten

, or

cont

ribut

ed

signi

fican

tly to

writ

ing

a pu

blish

ed sc

ient

ific

artic

leI u

nder

stan

d ho

w ar

ticle

s are

ass

esse

d fo

r pub

licat

ion

and

I ha

ve so

me

expe

rienc

e of

con

tribu

ting

to th

e as

sess

men

t of

man

uscr

ipts

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8


Dom

ain

C: R

esea

rch

Gov

erna

nce

and

Org

anis

atio

n D

escr

ipto

rs

I do

not u

nder

stan

d th

e pr

incip

les b

ehin

d th

e ac

quisi

tion

and

prot

ectio

n of

IPR

I do

not k

now

how

auth

orsh

ip is

attr

ibut

ed,

what

cop

yrig

ht is

or h

ow

the

DPA

work

s

I am

unc

lear

wha

t in

form

ed c

onse

nt is

and

do

not k

now

how

the

prin

ciple

s are

app

lied

I do

not k

now

what

eth

ical

appr

oval

is, n

or d

o I k

now

abou

t my

loca

l eth

ical

revi

ew c

omm

ittee

I do

not k

now

the

scop

e of

th

e la

w, n

or w

hat i

s re

quire

d to

dem

onst

rate

re

spon

sible

wor

king

pr

actic

e

I hav

e no

kno

wled

ge o

r ex

perie

nce

of th

e pr

oces

ses o

f pre

parin

g an

d su

bmitt

ing

a gr

ant

appl

icatio

n to

supp

ort

rese

arch

I hav

e no

dire

ct e

xper

ienc

e of

this

and/

or v

ery

little

un

ders

tand

ing

of th

e wr

iting

or p

ublis

hing

pr

oces

ses

I do

not k

now

how

jour

nal

edito

rs se

lect

arti

cles

for

publ

icatio

n an

d ha

ve n

o ex

perie

nce

of a

sses

sing

man

uscr

ipts

Skill

Unde

rsta

ndin

g an

d ap

plyi

ng

Inte

llect

ual P

rope

rty R

ight

s (IP

R)

Unde

rsta

ndin

g th

e pr

incip

les

of a

ttrib

utio

n of

aut

hors

hip,

co

pyrig

ht a

nd th

e re

quire

men

ts o

f the

Dat

a Pr

otec

tion

Act (

DPA)

The

prin

ciple

s of i

nfor

med

co

nsen

t in

clini

cal r

esea

rch

Ethi

cal C

omm

ittee

s and

et

hica

l app

rova

l

The

law

on h

ealth

and

safe

ty

issue

s and

an

abilit

y to

de

mon

stra

te re

spon

sible

wo

rkin

g pr

actic

es

Writ

ing

and

subm

ittin

g an

ap

plica

tion

for a

gra

nt to

su

ppor

t res

earc

h

Writ

ing

a sc

ient

ific

artic

le fo

r pu

blica

tion

The

proc

esse

s con

trollin

g pu

blica

tion

of sc

ient

ific

artic

les a

nd o

ther

writ

ing


How

to

impr

ove

my

skill

in t

his

area

Exam

ples

as

evid

ence

of m

y sk

illI c

an w

ork

co-

oper

ativ

ely

with

thos

e wi

th w

hom

I sh

are

offi

ce o

r lab

orat

ory

spac

e

I und

erst

and

the

role

s of

each

mem

ber o

f the

te

am a

nd c

an a

ccep

t th

ey h

ave

dive

rse

aspi

ratio

ns a

nd n

eeds

I int

erac

t effe

ctiv

ely

in

grou

p di

scus

sion,

I ca

n pu

t my

poin

t acr

oss

and

cont

ribut

e pr

oduc

tivel

y

I can

con

tribu

te to

se

min

ar d

iscus

sions

with

co

nstru

ctiv

e cr

iticis

m

and

enjo

y th

e pr

oces

s

I can

pla

n an

d de

liver

a

lect

ure,

sem

inar

, de

mon

stra

tion

or

tuto

rial,

setti

ng le

arni

ng

obje

ctiv

es a

nd I

am a

ble

to a

sses

my

own

perfo

rman

ceI c

an n

etwo

rk w

ith

colle

ague

s in

my

inst

itutio

n

I can

bui

ld e

ffect

ive

links

wi

th c

olle

ague

s in

othe

r un

iver

sitie

s, or

gani

satio

ns a

nd

com

pani

es


Dom

ain

D: E

ngag

emen

t, in

fluen

ce a

nd im

pact

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

1 2

3 4

5 6

7

8

Des

crip

tors

I find

it d

ifficu

lt to

wor

k co

-op

erat

ivel

y wi

th o

ther

s in

my

work

plac

e

I fre

quen

tly d

o no

t un

ders

tand

oth

er p

eopl

es’

beha

vior

or fi

nd it

har

d to

ac

cept

thei

r app

aren

t nee

ds

or w

ants

I find

it d

ifficu

lt to

co

ntrib

ute,

to b

e he

ard

or to

ge

t my

poin

t acr

oss

I am

relu

ctan

t to

give

any

fo

rm o

f crit

icism

, eve

n wh

en

I und

erst

and

the

subj

ect,

or

I nev

er k

now

what

to s

ay

I hav

e no

exp

erie

nce

and/

or

little

abi

lity

to te

ach

othe

rs

in a

ny fo

rum

I hav

e no

exp

erie

nce

of, o

r ha

ve h

ad n

o su

cces

s at,

this

I hav

e no

exp

erie

nce

of, o

r no

succ

ess a

t, th

is

Skill

Co-o

pera

tive

work

ing

Unde

rsta

ndin

g be

havi

or in

gr

oups

Disc

ussio

ns in

gro

ups

Givi

ng c

onst

ruct

ive

criti

cism

Supp

ort l

earn

ing

in o

ther

s by

lect

urin

g sm

all g

roup

te

achi

ng, d

emon

stra

ting

Netw

orki

ng in

my

inst

itutio

n

Netw

orki

ng o

utsid

e m

y in

stitu

tion

Learning Needs Analysis End of MRes

Reflect on any changes since you carried out the LNA at the start of your MRes:What have I accomplished?

Is there anything that I set out to achieve which I have not accomplished?

What new skills have I acquired?

Am I writing differently and if so what is/are the difference(s)?


Am I thinking differently, and if so what is the difference?

Am I evaluating things differently, and if so what is/are the difference(s)?

What things am I aware of now that I didn’t pay attention to previously?


SECTION

Section C Record of your Skills Developm

ent Plans


College and Postgraduate Seminars attendedAdd additional pages when necessary

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Seminars attendedTitle

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Training Workshops/other Courses attended

Title DateInternal (RVC) Other Skill(s) developed








Presentations givenPresentation at RVC Postgraduate Student Seminar series Title

Date

Second oral research presentationTitle

Date Other oral {research} presentations or poster presentations at conferencesTitle

DateResearch group/Conference/Other (delete as appropriate and give further details)

Title


Title



Publications Indicate type of publication (e.g. peer-reviewed research paper, abstract or conference proceedings) and whether the publication is in preparation, submitted, accepted for publication or published

Title

Authors

Journal/conference and date

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Author


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Authors


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Authors



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