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University of Aberdeen
School of Geosciences
Postgraduate Research Students
Procedural Guide and Handbook
Academic session 2012-2013
November2012
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University of Aberdeen
School of Geosciences
Introduction
Postgraduate research students are an important and highly valued element in the School of
Geosciences. They may be registered for Higher Degrees in the School‟s constituent
disciplines: Geography and Environment (including Marine and Coastal Resource
Management); Geology and Petroleum Geology; Spatial Planning and Rural Surveying; and
Archaeology. It may be difficult to appreciate this with a demanding supervisor and a
seemingly never ending body of literature to be read! Research can be a solitary, and
sometimes a lonely process, which is why support from the research community within the
School, both staff and students, contributes significantly to successful completion of a
research degree.
In terms if its relationship with postgraduates, the School‟s goals are:
to promote the expertise and professional development of every postgraduate research student
to encourage their full integration into the life of the School
Professional development is achieved primarily through the evolution of one‟s research.
Initially this development is likely to be focused around interaction with supervisors but as
your research develops further professional development will be gained through association
with more advanced researchers both within and outwith the School. Postgraduates are
encouraged to affiliate themselves with relevant professional and research organisations and
to participate in conferences and other research activities taking place outwith the University
of Aberdeen. Professional development is also fostered by completing a programme of
generic skills training. It is expected that research students undertake some (paid) part-time
teaching as demonstrators and tutors for undergraduate courses during the course of their
students. Formal training for these duties is provided by the University.
The integration of research students into the administrative structure of the School is achieved
via the School Postgraduate Committee, a forum whereby postgraduates may bring relevant
matters to the attention of relevant staff via the research student representative. In addition,
separate Student-Staff Liaison Committees are held for the research students in St Mary‟ and
Meston.
We hope that you feel at home and have a successful and enjoyable research career in the
School.
Prof Chris Soulsby
Head of Geosciences School
October 2012
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Contents
Page no.
1. Introduction to postgraduate study and the nature of PhD., M.Phil. and M.Sc.
by research theses.
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2. Research activity within the School
(2.1). Research in Geography and Environment
(2.2). Research in Geology
(2.3) Research in Archaeology
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3. Staff and their research interests
(3.1) Archaeology
(3.2) Geography and Environment
(3.3) Geology and Petroleum Geology
(3.4) Administrative and Technical Staff
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4. Current research students
(4.1) Research students in Archaeology
(4.2) Research students in Geography and Environment
(4.3) Research students in Geology and Petroleum Geology
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5. Overview of the management of postgraduate research
(5.1) University and College of Physical Sciences management of postgraduate
research (including changes to terms of study, attendance, illness, absence and
holidays) (5.1.1) College of Physical Sciences Postgraduate Research Student Progress monitoring
(5.2) School based management of postgraduate research (5.2.1) Student staff liaison committees and postgraduate research student representation on
School and College committees
(5.3) Discipline specific management of postgraduate research (5.3.1) Human Geography research students: transfer from MRes to MPhil or PhD
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6. School of Geosciences Postgraduate Research Students progression
arrangements
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7. Postgraduate Research Students, Research Training and Personal and
Professional Development (PDPs)
(7.1) The Researcher Development Framework
(7.2) Personal and Professional Development Courses offered by the Institution
(7.3)Postgraduate Research Training for Human Geographers
(7.4) Advanced Research Training (departmental seminars, presentations and
conferences, teaching experience and language skills)
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8. Part-time teaching opportunities 34
9. Facilities for postgraduate research students
(9.1) Facilities in St Mary‟s and the Meston building
(9.2) Central University Support services for postgraduate research students
(9.3) Facilities for students with a disability
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10. Postgraduate research students and the wider academic community 41
11. Safety in the field
(11.1) Health and Safety guidance
(11.2) Conducting research away from Aberdeen
(11.3) Overseas students returning home or leaving the UK to conduct fieldwork
(11.4) Tier 4
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12. Research Ethics 44
13. Expenses and benefits 47
Appendix I: Postgraduate Structured Management Framework 48
Appendix 2: University of Aberdeen Code of Practice: Postgraduate Research
Students
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Appendix 3: University Codes and Policies of relevance to Postgraduate Research
Students
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Appendix 4: University of Aberdeen Research Ethics Framework 51
Appendix 5: University of Aberdeen Guidelines on Good Research Practice and
Statement on the Handling of Allegations of Research Misconduct
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Appendix 6: University of Aberdeen Guidelines on keeping of research records 63
Appendix 7: The Social Research Association‟s Code of Practice for the Safety of
Social Researchers
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1. Introduction to postgraduate study and the nature of PhD., M.Phil. and M.Sc. by research theses.
The School of Geosciences, comprising the disciplines of Geography and Environment,
Geology and Petroleum Geology, Spatial Planning and Rural Surveying and Archaeology,
places great value on the contribution made to the School by our postgraduates both in
scientific and social matters.
Postgraduate research is very demanding of time and resources, both on the part of the
students and on the part of the School and its staff, so we want to maximise the benefits that
return on both sides. For students it is important that they receive commitment from the
School and high quality guidance in scientific and procedural matters, and that after their
studies are completed they leave Aberdeen having obtained both a valuable qualification and
skills training that will stand them in good stead for their future career. For the School and its
staff it is important that we have the commitment of our students and retain a reputation for
efficient output of top quality and motivated graduates, and that we continue to attract highly
capable applicants to our postgraduate school.
We place a high priority on ensuring that the research undertaken by research students meets
high academic standards and meets the requirements and expected standards of our clients,
sponsors and grant-awarding bodies. It is important that research work conducted in the
School is completed to a high standard and finished on time.
Research students in the School may undertake the following degrees: Master of Science by
research – MSc by research (12 months full-time/ 24 months part-time); Master of Philosophy
– MPhil (24 months full-time/ 48 months part-time) or Doctor of Philosophy – PhD (36
months full-time/ 60 months part-time. The requirements of those three different research
degrees are outlined below.
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What is a PhD Thesis?
The PhD thesis is the culmination of 36 months full-time (or 60 months part time) research..
The thesis has a form of presentation different from that of a published paper or review. The
author of a thesis is, among other things, proving that he or she can conduct research, is
capable of independent and critical thought, and can see the work in relation to the work of
others.
A candidate for the degree of PhD. should demonstrate an awareness and understanding of the
most current literature directly relevant to the topic as well as in related areas of significance.
S/he should demonstrate the capacity to make objective judgements and to show how her/his
work relates to the work of others in the same field. The reference list must be full, up-to-date
and accurate. Crucially the thesis should contain a "significant contribution to knowledge"
but there are no hard and fast criteria to assess this. A good way of gauging this is the extent
to which the thesis is publishable. Normally a satisfactory PhD thesis might be expected to
form the basis for one or more articles in recognised refereed research journals or perhaps a
monograph which might be produced by a specialist publisher. If the findings presented in
the thesis have been recently superceded in the literature, the candidate is expected to justify
their presentation. It is good practice to organise the presentation of data in the thesis with
publication in mind.
A thesis is always expected to display a satisfactory degree of originality. For example, a
candidate may have posed an important new problem or have addressed an existing problem
in a novel and useful way (e.g. using an innovative methodological approach). The research
for the thesis may have investigated previously-ignored material, or offered new significant
and insights about issues which have been examined by other researchers. A candidate may
have developed new techniques for investigating issues, or may have applied appropriate
techniques to a new set of problems. Replications of previous investigations would be
acceptable provided they incorporate important new elements in the design or execution of
the investigation.
At the same time it is recognised that completing a PhD study involves being trained to be a
researcher. The PhD thesis is not expected to result in a definitive monograph on the topic,
exhaustive both to the author and examiners.
What is an M.Sc.*/M.Phil. thesis?
The M.Sc. and M.Phil. degrees by research require shorter periods of study than a Ph.D. (12
months full-time / 24 months part time and 24 months full-time / 48 months part-time
respectively) and the submission of a shorter thesis. The actual standard of the work
presented in the thesis should, however, be comparable to Ph.D. Although the depth or
breadth of the coverage might be less than expected for a Ph.D., most of the qualitative
criteria for a Ph.D. apply to the M.Sc. and M. Phil. Originality and publishability are
important, and many M.Sc./M.Phil. theses have direct applicability since they are focused on
a narrowly defined topic. The essential requirements for these degrees are that they address
themselves in a disciplined manner to a specific topic, theme or phenomenon; they comprise a
thorough, well researched, mature and original treatment and represent between one and two
years postgraduate study.
*An M.Sc. degree can be based upon a prescribed course linked to an independent thesis, or
can be based upon a thesis alone, the latter being referred to as an MSc by research and for
which the comments above apply.
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Plagiarism:
Your attention is drawn to the University statement on plagiarism, which is defined in the
Academic Quality Handbook under Code of Practice on Student Discipline (2.1.1.h) as
follows:
(h) Plagiarism. Plagiarism is the use, without adequate acknowledgement, of the
intellectual work of another person in work submitted for assessment. A student cannot
be found to have committed plagiarism where it can be shown that the student has taken
all reasonable care to avoid representing the work of others as his or her own.
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2. The School of Geosciences and Research Activity
The School of Geosciences is part of the College of Physical Sciences and occupies most of
the St Mary‟s Building and part of the Meston Building. At present the School comprises
three disciplines: Geography and Environment, Geology and Petroleum Geology, and Rural
Surveying and Archaeology.
2.1 Research in Geography and Environment
Staff and students in Geography & Environment undertake research of international
relevance. Current research is being conducted across mainland Europe, in Greenland and in
Southern Africa. Our work also focuses on topics closer to home: among our greatest
research assets is the rich variety of our physical and social environment. The complex
evolution of Aberdeen's mountainous surroundings, the mobility issues generated by its large
rural hinterland, and the dynamism of Europe's self-proclaimed "Energy Capital" form an
inspiring backdrop for geographers.
Our research is broadly organized into two research themes.
Human Geography
The Human Geography Research Group at the University of Aberdeen comprises an active
group of doctoral, post-doctoral and established academic researchers. We have been very
successful in securing external grant income, producing high profile research outputs,
influencing public policy development and engaging with stakeholder groups. Ongoing and
recently completed research has been funded by Research Councils UK (ESRC, EPSRC, etc.),
Government Departments and various local authorities, and charitable organisations. Our
research is inherently interdisciplinary, which we regard as a strength of the Human
Geography Research Group, and coalesces around four cross-cutting themes: rural and urban
transformations; sustainabilities; local – global politics of scale, and governance. These
themes are explored within three broad areas of activity, namely nature, culture and
livelihoods; transport and mobilites; and development, politics and social justice.
Group members are integral to the success of high profile, interdisciplinary research
initiatives including:
The Rural Digital Economy Hub is one of three multi-million pound Research
Council-funded research nodes. It involves all the Human Geography academic staff
including the director (John Farrington) and other staff who variously supervise the
work of a number of research fellows and research students. The dot.rural Hub
brought some 60 new appointments to Aberdeen University and is designed to have a
transformative impact on the capacity of rural communities, business and agencies to
engage with and utilise existing and emerging digital technologies across four major
research themes: „Healthcare‟, „Accessibility and Mobilities‟, „Enterprise and
Culture‟ and „Natural Resource Conservation‟ with each theme based on exemplar
projects implemented UK wide.
Geography and Environment hosts the Centre for Transport Research (CTR) which is
supported by a major funding partnership with the world‟s largest transport provider,
FirstGroup. CTR‟s research focuses on three broad themes: Transport, Energy and
Environment, Transport and Society and Transport and the Digital Economy.
http://www.abdn.ac.uk/geography/research/dp/NCL.phphttp://www.abdn.ac.uk/geography/research/dp/NCL.phphttp://www.abdn.ac.uk/geography/research/dp/TM.phphttp://www.abdn.ac.uk/geography/research/dp/DPSJ.phphttp://www.dotrural.ac.uk/http://www.abdn.ac.uk/ctr/
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Environmental processes and change
This research cluster focuses upon a wide range of themes which are encompassed within its
two sub-groups of Environmental Processes and Environmental Change. Personnel in both
sub-groups are involved in a number of joint projects with other universities and research
institutions. Research is funded by a range of external sources, including NERC, and
members of the research cluster have successfully competed for well over £1 million in grants
and contracts since 1995. Research work has been widely disseminated in over 100 refereed
papers during the same time period. The research cluster comprises two themes:
Research within the Environmental Processes sub group has a particular commitment to field
and modelling studies in catchment hydrology and glaciology. In addition to research in
process hydrology, studies have focused on catchment hydrochemistry, groundwater-surface
water interactions and hydroecology. The group has a strong record in competing for major
grant funding (including NERC, Leverhulme Trust and Scottish Natural Heritage). There is
extensive collaboration with the Centre for Ecology and Hydrology (CEH), the Scottish
Universities Environmental Research Centre (SUERC) the Macaulay Land Use Research
Institute (MLURI), the Freshwater Laboratory (FL), as well as numerous universities in the
UK, North America and Europe.
Research within the Environmental Change sub group is concentrated on palaeoecology,
glacial geomorphology, environmental archaeology and luminescence dating. With a
particular focus on Scotland, the North Atlantic area and South America, the group has been
successful in attracting funds from bodies such as NERC, AHRB, the Royal Society, the
Leverhulme Trust, Historic Scotland and Shetland Amenity Trust. Methodological and
empirical investigations of pollen-based palaeoecology, especially involving long-term
human impacts upon the environment and climate change, have concentrated on sites in The
Inner and Outer Hebrides, Orkney and Shetland, eastern Scotland, the Faroe Islands and
Iceland. Much of this is collaborative interdisciplinary work involving tephrochronology,
palaeoentomology, sedimentology, radiocarbon-dating and isotope geochemistry. Ongoing
research is studying the links between glacier drainage systems, sediment transfer processes
and moraine formation has involved the application of conceptual models to field sites in
Iceland. Refinement of existing models of glaciated valley land-systems includes comparative
studies of glaciers in Iceland, the Arctic and the Alps. New research is testing alternative
hypotheses of basal ice formation linked to glacier hydrology. The Departmental
luminescence laboratory has been involved in the furtherance of Quaternary studies in the
Andes of Ecuador and the Chilean Lake District, as well as collaboration work on
investigations in the Middle East and Namibia
Postgraduate research students in Geography and Environment are encouraged to
affiliate themselves to a research theme, probably that of their lead supervisor.
Further details about the research clusters may be found at
http://www.abdn.ac.uk/geography/research/
2.2 Research in Geology and Petroleum Geology
The discipline of Geology and Petroleum Geology at Aberdeen University is committed to
being an international centre for Petroleum Geoscience research and training. More than 80%
of research funding is industry generated, and our BSc and MSc graduate employment record
is one of the best in the country.
http://www.abdn.ac.uk/geography/research/epc/index.php#Envprohttp://www.abdn.ac.uk/geography/research/epc/index.php#Envchahttp://www.mluri.sari.ac.uk/http://www.abdn.ac.uk/geography/research/
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The University of Aberdeen has a long and well-established reputation for Geology teaching
and research, offering a full range of undergraduate courses, coupled with postgraduate
training through taught courses and by research. We carry out research in a wide range of
geological fields; much of it applied to the petroleum industry, as befits a department located
in the "Oil Capital of Europe".
There are seven specific research themes:
Sediment Flux, Climate Change and Tectonics
Tectonics and Structural Geology
Mobile Substrates and Sedimentation
Terrestrial Ecosystems
Deep-water Frontiers
Geofluids and Porous Media
Meteorite Impacts and Astrobiology.
International Research and Training
Extending our horizons beyond the North Sea to worldwide petroleum basins has led to the
forging of links with numerous companies and institutions abroad. Initiatives involve
governmental, research and multinational commercial organisations in Nigeria, Australia,
Algeria, the Falkland Islands, the former Soviet Union, China and the Middle East, all
contributing a flow of postgraduate and postdoctoral posts.
Maintaining a Broad Research Base
Despite the petroleum focus, maintaining a broad research and training base continues as a
key objective. Metallogenesis and mineral exploration are important, and mineral
geochemistry provides a valuable interdisciplinary link into petroleum research. Igneous
petrogenesis, and geodynamics in relation to subduction and orogenesis, are growth areas.
Palaeoenvironmental and palaeontological studies remain an important research theme.
Geology and Petroleum Geology houses extensive collections of minerals (c. 10,000), rocks
(c. 9,000) and fossils (c. 12,000).
Our Geoscience research is inherently process-based, multi-disciplinary and international. We
support a vibrant and active postgraduate research programme at PhD level, and pride
ourselves on the quality of the research training. There are five specific research themes -
climate change, tectonics and sediment flux; terrestrial ecosystems; deep-water frontiers;
geofluids and porous media; and meteorite impacts and astrobiology. Within these themes,
there are several active research groups which provide a focus for research students, post-
doctoral researchers and funding opportunities.
2.3 Research in Archaeology
Founded in 2007, the discipline of Archaeology is the newest in the University. Currently
comprising five members of academic staff (with new appointments pending), the focus of
research activity is the “Archaeology of the North”. Archaeology at Aberdeen builds on the
existing strengths within the University in Geography and Anthropology in particular,
focusing on Archaeology within northern Scotland, northern Europe, the USA and Siberia.
This approach is unique within the United Kingdom - it draws on the diverse archaeological
resources within the region, and research activities ongoing within the University.
http://www.abdn.ac.uk/geology/research/r_themes/sgt.phphttp://www.abdn.ac.uk/geology/research/r_themes/mss.phphttp://www.abdn.ac.uk/geology/research/r_themes/gpm.php
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Popular perception holds that if the 'cradle of civilization' was nurtured in warm southern
climes, then the north was little more than a frozen wasteland. Such caricatures, of course, are
hard to support when we consider the almost infinite and varied evidence of the human
condition in the northern world. While often living in environments which could be less than
favourable and even hostile, northern peoples were anything but more primitive versions of
those farther south. Through complex histories of colonization, local innovation and cultural
contact, the northern world developed an astonishing range of prehistoric and historic social
and cultural forms; from ancient Siberian populations to the Picts of the Scottish highlands
and from the hunter-fisher-gatherers of the North Pacific to the Vikings of Scandinavia.
Within this broadly defined region, research in the department is organized along four
interlocking themes:
Human interactions with northern environments - how did individuals and communities adapt to, understand and transform the landscapes they moved and acted in?
Material culture, technology and vernacular architecture - how and why did new
kinds of objects, technologies and built structures emerge from, and spread into, the
societies of the northern world?
The northern mind - how do past and present societies in the north perceive and
understand the world, how do they define themselves in it, and how do they express their
beliefs and identities?
Interactions between northern populations - how far did diasporas, colonisations and
inter-community contacts define the long-term culture history of the northern world?
At a time when the contemporary world is beginning to cast its eyes northward in search of
ever diminishing natural resources, Aberdeen is at the forefront of pushing the boundaries of
our understanding of northern cultural diversity both in the past and present.
Aberdeen is at the heart of a region that is amongst the richest in the UK in terms of sites of
outstanding archaeological interest and it is in close proximity to the World Heritage Sites in
Orkney. The University's Marischal Museum has gained a prominent reputation in the
archaeological world, with its substantial archaeological collections, conservation laboratory,
exhibitions and lecture programme.
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3. Staff in the School of Geosciences
The School of Geosciences employs 70 members of staff: 40 academic staff; 11 research
staff; 8 administrative staff; and 12 technical staff. The School is divided into four units for
teaching purposes, namely, Geography and Environment (incorporating Marine and Coastal
Resource Management), Spatial Planning and Rural Surveying, Geology and Petroleum
Geology and the recently formed discipline of Archaeology
3.1 Staff in Archaeology
Current academic staff in Archaeology
Kate Britton Lecturer
The use of stable isotope analysis for the reconstruction of past diets, movements, and
environments. Relationship between life-time behaviours, diets and movements, and the
stable isotope chemistry of body tissues. Use of multi-isotope systems (δ13
C, δ15
N, δ18
O, δ34
S, 87
Sr/86
Sr) and the reconstruction of individual isotopic histories, focusing on the interaction
between humans and animals.
Thomas Cucchi Lecturer (part-time)
Biogeographic and evolutive process behind the origin and diffusion of commensals and
domestic species during the Holocene.
Keith Dobney Sixth Century Professor
Zooarchaeology. Bioarchaeological research in Britain, the Middle East, Central Asia and
Central America, and since 2000 international collaborative research in East Asia and
Oceania. The study of animal and human remains involving traditional and novel techniques
and approaches.
Sally Foster lecturer
Scottish prehistory; the Picts and their north European neighbours; new and creative ways of
telling stories from carved stone monuments, especially European early medieval sculpture;
biographical approaches to material culture; historiography of international approaches to the
understanding, protection, conservation, display and interpretation of carved stones in general
(notably prehistoric rock art, early medieval sculpture, graveyards and gravestones); heritage
management, particularly in relation to archaeological sites and landscapes; expressions of
regionality in the early medieval church in Scotland, its prehistoric foundations, the nature
and trajectory of external contacts and how these came together in local expressions of
Christian practice
Peter Jordan Reader and Head of Discipline
Archaeology and anthropology of circumpolar hunter gatherers; landscape archaeology;
material culture studies. Regions: Northern Eurasia (Fennoscandia, Siberia) and the North
Pacific Rim (Russia Far East; Northwest Coast). Specialist interest: sacred landscape
geography; northern hunter gatherer rock art; dispersal of innovation; technology studies;
cultural transmission.
Rick Knecht Senior Lecturer
Regional research interests: Aleutian Islands, Nunivak Island and Bering sea, Yukon-
Kuskokwim delta, Kodiak archipelago and Gulf of Alaska, Canadian Arctic, Greenland, Palau
and Micronesia. Research themes: indigneous approaches to archaeology, community-based
archaeological research and cultural preservation, prehistoric adaptations to climate change,
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inuit/eskimo origins and early prehistory, ethnohistory and historic contact, museum research
and public outreach.
Charlotta Hillerdal Lecturer
Periods and Regional Interests: Early Medieval Scandinavia and Baltic Sea region; Viking
Age Russia; Contact period Western Canada. Themes: Ethnicity and social identity;
Scandinavian Viking Age; Indigenous archaeology; Colonialism and post colonial
archaeology.
Kristin Ilves Lecturer
Maritime archaeology; Coastal and island archaeology; Archaeological method and theory;
Research design; Baltic Sea region
Karen Milek Lecturer
Viking Age archaeology of northern Eueope and the North Atlantic region. Geoarchaeology,
especially the analysis of archaeological soils and sediments in thin section
(micromorphoogy), applied to palaeolandscape reconstruction, human impacts on past
landscapes, and archaeological site formation processes. Social archaeology of hosues.
Ethnoarchaeological and ethnohistorical studies of 18th – early 20
th century houses in the
North Atlantic region. Main field projects are in Iceland, Scotland and Norway.
Gordon Noble Senior Lecturer (on research leave 2012-13)
Neolithic archaeology in North-West Europe. Timber and stone architecture. Perception of
the environment – wooded landscapes, meaning and significance of timber architecture.
Prehistory of Scotland (Mesolithic to Early Medieval periods). Archaeological theory;
Landscape archaeology – in particular island archaeology. Early Medieval archaeology in
Scotland and Sweden – symbol and picture stones.
Neil Price Professor (on research leave 2012-13)
Early medieval Scandanavia and the Viking world; pre-Christina religion and mentality;
archaeology of shamanism; Sami and indigenous circumpolar archaeology; identity and
power; ritual and symbolic landscapes; ancient sexuality; archaeological ethics; post-colonial
approaches to material culture studies; social archaeology of conflict; archaeology of the
Holocaust; cognitive archaeology; integration of material and textual sources.
Jeff Oliver Lecturer
Periods and Regional Interests: Northwest Coast of North America: prehistory, colonial
history; Western Canada, 18th century to present day; Britain, particularly later historic and
contemporary. Themes: Contact and colonial archaeology and history; Interdisciplinary
approaches to landscape; Material culture studies; archaeologies of 'natural' places; The
politics of heritage; Archaeological resource management.
Caroline Wickham-Jones Lecturer
Period Specialisms: The early post-glacial (Mesolithic) settlement of Scotland, Neolithic
Scotland. Themes: People and Environment - Submerged sites and landscapes, Landscapes
and people, Human response to climate change, slow - the loss of land due to rising sea-levels
that took place around Orkney 10,000-2000BC, catastrophic - the tsunami that struck
Scotland in 6500BC; Technology – Lithics, Resources; Management - Management of
archaeology below the sea, World Heritage Sites - interpretation and management;
Communication - Popular communication and understanding of archaeology, Use of the
internet to communicate archaeology.
Emeritus staff
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Professor T Douglas Price Emeritus Sixth Century Chair of Archaeological Science
Research Fellows and Research Assistants
Dr Augusta Edwald
Dr Allowen Evin
Dr Kevin Gibbs
Dr Joe Owen
3.2 Staff in Geography and Environment
Current academic staff in Geography and Environment
Jillian Anable Senior Lecturer
Transport, energy and climate change with a particular emphasis on travel behaviour change,
attitudes to travel and demand management. Transport interests also include air travel, leisure
travel and the interface between transport and land use planning.
Mark Beecroft Lecturer
Transport policy, Transport and society, Transport futurology, Intelligent transport systems,
History of transport, Transport education in schools, Transport security
Rob Bingham Lecturer
Glaciers / Ice Sheets and Climate Change. Polar Research; Antarctica and the High Arctic.
Ice radar and radio-echo sounding. Ice sheet / ocean interactions. Ice dynamics and
hydrology. Relating glaciology to geo(morph)ology.
John Carnie Teaching Fellow
Alastair Dawson Professor
Quaternary palaeoclimatology; Quaternary coastal change and sea level change; tsunami
geology, sedimentation processes, sediment and rock records, wave dynamics; Greenland ice
core chemistry and North Atlantic climate change history; Late quaternary of Scotland –
deglaciation and relative sea level history; cold climate shoreline erosion processes, strandflat
history; historical records of Scotland‟s weather and climate; quantification of coastal flood
risk.
Kevin J Edwards Professor
Palaeoecology and environmental archaeology with a particular emphasis on the
reconstruction of past environments. Landscape change in prehistoric and historical Scotland,
the Viking Age ecological impacts in the North Atlantic area (especially Greenland, Iceland
and the Faroe Islands).
Dr Aksel Ersoy Teaching Fellow
Economic Geography, Economic Development, Spatial Planning, GIS
John H Farrington Professor
Transport and environmental assessment; transport interests include planning and policy,
especially in rural areas; environmental interests include the assessment of transport impacts,
and sustainability issues.
file:///A:/kedwards.htifile:///A:/jfarrington.hti
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Christopher Gibbins Senior Lecturer
Eco-hydrology: influence of river flow regimes on invertebrates and fish, impact of flow
regulation on river ecosystems, and the interactions between river channel hydraulics,
sediments and invertebrates. Main field areas are Deeside and Tayside and Catalonia (Spain).
David R Green Senior Lecturer
Environmental applications of geospatial technologies: desktop, mobile and online
geographical information systems (GIS), GPS, remote sensing and digital image processing,
cartography, digital and Internet mapping, visualisation and virtual reality. Applications
include: coastal and marine resource management, ICZM, water carrying capacity, the
geography of vitaculture and vineyard management, landscape ecology, and vegetation
mapping. Additional interests include human-computer interface, map design, and
journalistic cartography.
Mike Kennedy Teaching Fellow
Jeffrey McDonnell Professor (part-time)
Streamflow generation processes, use of isotope tracers for determining water source, age and
flowpath, study of forest road and logging effects on stream hydrology and water quality
Douglas Mair Senior Lecturer and Head of Discipline
Glaciology with research interests covering: influence of hydrology on glacier dynamics,
controls on ice sheet mass balance and volume changes; validation of satellite measurements
of cryospheric change; and the response of glaciers and ice sheets to climate change.
Dmitri Mauquoy Senior Lecturer
Long-term climate and environmental change, palaeoecology, geochronologies.
Reconstruction of Holocene environmental change from peat bog records in the Northern and
Southern Hemispheres. Current work on peat sequences from Europe, Argentina (Tierra del
Fuego), the sub-Antartic (Marion Island) and China (Qinghai-Tibetan plateau). Techniques
used include fossil pollen and non-pollen microfossil analyses, plant macrofossil analysis, 14
C
AMS wiggle-match dating and testate amoebae analysis.
Dr Piotr Niewiadomski Teaching Fellow
Economic Geography, Regional Development, Globalisation
Tim Mighall Senior Lecturer
Palaeoecology; the use of microfossil analysis and peat geochemistry in reconstructing
Holocene environmental change (human impact and climate change) and palaeo-pollution.
Current work on peat sequences and lake sediments from NW Spain, Scotland and Wales.
Techniques include pollen analysis, non-pollen palynomorph, microscopic charcoal,
geochemistry and peat humification.
John Nelson Professor
Public transport systems: especially information technology applications for bus priority,
passenger information, flexible and demand responsive transport, ticketing. Regulatory
environments for transport service provision (particularly public transport). Transport, energy
and environment: how can we achieve a less unsustainable transport system?
Lorna Philip Senior Lecturer
Social exclusion in rural communities; growing old in rural areas; retirement transition
migration in rural communities planned villages in 18th and 19
th century Scotland; e-Social
Science and methodological developments.
file:///A:/cgibbins.htifile:///A:/dgreen.htifile:///A:/dmair.hti
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Brice Rea Senior Lecturer
Glaciology and glacial geomorphology. Thaw and slope instability . Methods for assessing
environmental and geotechnical hazards in mountain permafrost conditions. Ocean drilling.
Ed Schofield Lecturer
Palynology, Palaeoecology, Environmental archaeology, Plant successional pathways in
British wetlands, Impacts of Viking settlement on North Atlantic landscapes and Norse
Greenland
Christopher Soulsby Professor and Head of School of Geosciences
Hydrology, fluvial geomorphology and water resource management; in particular, the
hydrology and hydrochemistry of upland and forest environments; groundwater-surface water
interactions in rivers and wetlands; the management and restoration of rivers and wetlands;
hydrology of aquatic habitats.
Matteo Spagnolo Lecturer
Ice sheet/stream bedforms (esp. drumlins and MSGL): morphometry, spatial distribution,
formation and evolution. Pleistocene alpine glaciers: glacial landform mapping,
morphometry and distribution, glacier extent reconstruction and moraine dating via
cosmogenics. Morphotectonics: structural and tectonic control over the landscape as revealed
by rivers and catchment morphometry.
Nick Spedding Lecturer
Landscapes of Arctic and Alpine areas. Hydrology and geomorphology, especially ice and
meltwater processes associated with sediment transfer and landform/landscape development.
Theoretical and philosophical aspects of geography, with a particular interest in the different
concepts that earth scientists use to understand environmental change and landscape response.
History of academic geography, history, philosophy and sociology of science.
Doerthe Tetzlaff Professor
Catchment hydrology, hydro-ecology, landscape ecology and environmental modelling:
spatial and temporal variability of how catchments work hydrologically at different scales and
how this variability of hydrology influences the structure and function of aquatic ecosystems;
investigation of hydrological process linkages and the associated landscape controls and
impacts of anthropogenic activity.
David Watts Lecturer
Rural Geography: Food chains and networks; Local and regional foods; Agricultural policy
and restructuring, with particular reference to farm diversification and tenure. Historical
Geography: Railways, social shaping of; Place marketing
Emeritus Staff
Prof Keith Chapman Industrial location, energy resources and regional development. Current study on
restructuring of the European chemical industry related to the creation of the Single European
Market. Also research into aspects of higher education, including graduate standards.
Alastair M D Gemmell The Quaternary of Scotland, glacial geomorphology and luminescence dating, including the
use of luminescence techniques to explore sediment transport paths. Principal field areas for
research: Scotland and the Alps.
file:///A:/csoulsby.htifile:///A:/kchapman1.htifile:///A:/agemmell.hti
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John F Loder Historical geography, rural geography, tropical geography and geography of developing
countries. Current study areas, Spain and Portugal.
Prof Bill Neill
Urban Planning, Cultural Inclusion, Migration, Cultural Identity
Prof Ken Thompson Agricultural economics, rural development, economic transition.
Michael Wood Map design – a creative process providing effective products for explanatory visualisation and
communications; the nature and characteristics of expertise in professional map design; map
use and human visual information processing; terrain modelling for tourist use.
Postdoctoral Research Fellows and Research Assistants
Dr Christian Birkel
Dr Angela Marqui
Brian Masson
Dr Kate Pangbourne
Dr Liz Roberts
Dr Nagendra Velaga
Dr Steve Wright
3.3 Staff in Geology and Petroleum Geology
Current academic staff in Geology and Petroleum Geology
Ian Alsop Professor and Head of Discipline
Structural geology and tectonics; Field-based structural analysis; salt tectonics; fold and
fracture geometries; soft sediment tectonics.
Stuart Archer Director, exploHUB
Petroleum geology; Reservoir characterisation; Clastic sedimentology and stratigraphy;
Geomorphology
Claire Bond Lecturer
Structural geology, fractures, field-based geology; geological interpretation of geophysical
data sets and socio-psychological influences; interactions between deformation localisation
and reaction.
Stephen Bowden Lecturer
Astrobiology, Precambrian (molecular) biomarkers; Evolution of early life; Bound biomarker
analysis techniques (HyPy); Analysis methods for evaporate minerals; Technology transfer.
Rob Butler Professor
Tectonics; Deformation of continental lithosphere; field-based structural geology; geological
interpretation of geophysical data sets; interactions between deformation and depositional
processes on submarine slop
file:///A:/mwood.hti
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Adrian J Hartley Professor
Evolution of the Central Andes particularly Cenozoic sedimentology, tectonics and climate,
tectonic geomorphology and drainage development in compressional and extensional terranes,
dryland river systems in the modern and ancient, sedimentological characterisation and
correlation within hydrocarbon reservoirs and clastic sedimentology, processes and products
Dave Healy Senior Lecturer
Mechanics, thermodynamics and chemistry of rock deformation; patterns of fractures and
shear zones, brittle damage, all kinds of anisotropy and the links between deformation and
reaction.
Malcolm J Hole Senior Lecturer
Alkalic magmatism and mantle plumes. Triple junction interactions at convergent plate
margins. Mineral chemistry
Andrew Hurst Professor of Production Geoscience
Petroleum geoscience, clastic sedimentology, sand injection and fluidisation, non-destructive
analysis of porous media and computational methods in earth science.
David Iacopini lecturer
Interpretation of seismic datasets, seismic image processing, structural and
metamorphic geology; Seismic imaging of thrusts, faults, fractures and deformed
rocks; Seismic intepretation of deep water structures; Fabric and deformation analysis
of ductile shear zones and basement tectonic
Dave Jolley Professor
Paslynology; Ecology; Stratigraphy; Volcanism; Bolide impacts; Petroleum geollogy.
Ben C Kneller Professor
Deep water depositional environments and processes, including: stratigraphic architecture of
deepwater systems and turbidite hydrocarbon reservoirs in seismic and outcrop; experimental
and numerical modeling of physical processes in gravity currents; influence of climate on
turbidite systems.
David Macdonald Professor
Processes acting on sediment routing and how these influence the compostion of sand that
reaches marine basins. Supervising research students working on the longevity of river
systems and on processes controlling sand maturation in Angola, Nigeria and Sakhalin
(Russian Far East).
Joyce Neilson Teaching Fellow
Current research interests include late stage carbonate diagenesis in terms of mineral
cementation and dissolution and its effect on reservoir quality. General interests cover the
areas of carbonate sedimentology and reservoir architecture.
Colin North Senior Lecturer
Sedimentology and early diagenesis of continental arid-region environments. Dryland Rivers
Initiative (AUDRI). Subsurface hydrocarbon reservoir description and modelling. Use of
geostatistical techniques. Analogue outcrop studies.
John Parnell Professor
Origin, Migration and Evolution of Geological fluids; diagenesis in siliciclastic rocks;
astrobiology and planetary geoscience.
http://www.abdn.ac.uk/geology/staffpages/north/north.php#audri#audrihttp://www.abdn.ac.uk/geology/staffpages/north/north.php#audri#audri
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Ron Steel Professor
Clastic sedimentology; Basin analysis; Tectonics; Climate; Sea level change.
Randell Stephenson Reader
Geodynamics; Tectonics of Phanerozoic sedimentary basins in E & SE Europe; Arctic
tectonics; Tectonic basin modelling; seismic profiling and geological interpretation of
potential fields.
Emeritus Staff
Clive Rice
Formation of intrusive-related hydrothermal ore deposits. Supergene ores. End-Caledonian
hydrothermal activity in N.Britain.
Prof Nigel Trewin Palaeoenvironments in the Devonian Old Red Sandstone of Scotland. Trace fossils from
terrestrial and freshwater environments. Diagenesis of clastic reservoir sandstones.
Prof Gordon Walkden Characterisation and modelling of carbonate sedimentary and diagenetic environments
(mainly Devonian to Recent); sedimentary cyclicity and sea level change; asteroid/comet
impact deposits and global consequences of major impact events.
Postdoctoral Research Fellows and Assistants
Dr Rich Callow
Dr Robert Daly
Dr Jyldyz Tabyldy Kyzy
Dr Christian Vallejo
3.4 School administrative and technical staff
Administrative Staff
Tunde Gourlay Postgraduate secretary
Julie Main undergraduate secretary
Sheila McKay School Administrator
Gill Reid Undergraduate Secretary
Julie Timms School Finance Office
Julie Forbes Head of School‟s PA
Technical staff
Jackie Brown, technician
Judith Christie computing officer
Audrey Innes, laboratory technician
Jenny Johnston, cartography
Joanna Jones, Geoscience Applications
Support Specialist
Alison Sandison, cartography
Jim Marr, technical resources officer
Matthew Norrie, computing fficer
Walter Ritchie Photographer
John Still Microprobe and SEM
Colin Taylor Geochemistry Laboratory
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4. Current Research Students (as of October 2012)
The School has a large number of research students whose research interests cover a diverse
range of topics. Most full-time students are based in St Mary‟s or the Meston Building,
although some are based in partner institutions such as the Macaulay Institute. Although most
part-time students are not on campus, many spend blocks of time in their Discipline each
year.
4.1 Research Students Archaeology
New students in Archaeology starting in first half session of academic session 2012-13
Student Degree Supervisor(s)
Candice Hatherley PhD Archaeology Gordon Noble, Sally Foster and Karen Milek
Lukasz Mikolajczyk PhD Archaeology Karen Milek, Gordon Noble and Ed Schofield
Patrycja Kupiec PhD Archaeology Karen Milek and Gordon Noble
Gavin Lindsay PhD Archaeology Rick Knecht, Neil Price and Keith Dobney
Eduard Masson-
MacLean
PhD Archaeology Kate Britton and Rick Knecht
Barbora Wouters PhD Archaeology
(split degree with
Free University
of Brussels)
Karen Milek, Charolotta Hillerdell and Marc de
Bie (Free University of Brussels)
Alexandra Trinks PhD Archaeology
(split degree with
Univerisyt of
Durham)
Keith Dobney + Durham University
Returning students in Archaeology
Student Degree Supervisor(s)
Martina Bertini PhD Chemistry Eva Krupp, Douglas T Price
Thomas Birch PhD Archaeology Neil Price, Karen Milek
Michael Bumstead PhD Archaeology Jeff Oliver and Alison Brown (Anthropology)
Julie Daujat PhD Archaeology Keith Dobney and J.-D. Vigne (Muséum national
d‟Histoire naturelle, Paris).
Veronique Forbes PhD Archaeology Karen Milek and A Dugmore (Uni of Edinburgh)
Arden Hulme Beaman PhD Archaeology Keith Dobney and Thomas Cucchi
Triin Laidoner PhD Scand. Studs Neil Price, Stephan Brink (Scand Studs)
Linda McGuigan PhD Arch –Celtic Gordon Noble, Claire Downham (L‟pool)
Dawn Mooney PhD Archaeology Karen Milek and A Cameron (Forestry)
Alex Moorhouse PhD Medical
Sciences
Keith Dobney, Neil Gow (Medical Sciences)
Ben Raffield PhD Arch Neil Price
Naomi Woodward PhD Archaeology Caroline Wickham-Jones & Gordon Noble
Emma Philip PhD Archaeology
f-t
Gordon Noble
Chong Yu PhD Archaeology Keith Dobney
Under examinations
Naomi Woodward
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Recently completed PhD theses in Archaeology
Sean O‟Neil PhD 2012
Augusta Edward PhD 2012
Leszek Gardela PhD 2012
4.2 Research Students in Geography and Environment
New students in Geography starting in first half session of academic session 2012-13
Student Degree Supervisor(s)
Laura McHardie PhD Geography Tim Mighall, Ed Schofield, K Milek
(Archaeology) &G Noble (Archaeology)
Cecile Vuilleumier PhD Geography Doerthe Tetzlaff, G Nuetzmann (IGB Leibniz-
Institut Berlin) & Chris Soulsby
Returning students in Geography
David Ashmore PhD Geography f-t Rob Bingham and R Hindmarsh (British
Antarctic Survey)
Cristina Buendia
Fores
PhD Geography Chris Gibbins, R Batalla (Univ Lleida) & D
Vericat (Forest Tech Centre of Catalonia)
Rene Capell PhD Geography Doerthe Tetzlaff, Chris Soulsby & Adrian
Hartley
Robert Craig PhD Geography John Nelson, C Wallace (Sociology) & T
Norman (Computing Science)
Jonathan Dick PhD Geography Doerthe Tetzlaff and Chris Soulsby
Gillian Dowds PhD Geography Lorna Philip, Judith Masthoff (Computing
Science), Gaener Roger (UHI), John Farrington
John Goodlad PhD Geography p-t Lorna Philip & James Coull
Abdul Hoque PhD Geography Alastair Dawson and David Green
Ilse Karmaling PhD Geography Kevin Edwards, Ed Schoefield
Anke Küttner PhD Geography Dmitri Mauquoy, Tim Mighall, Eva Krupp
(Chemistry)
James Lea PhD Geography f-t Doug Mair, Brice Rea and Ed Schofield
Paul Ledger PhD Geography Kevin Edwards, Ed Schoefield
Scott McGrane PhD Geography Dorethe Tetzlaff, Chris Soulsby R Essery
(Edinburgh)
Diana MacNamara PhD Geography Jillian Anable and Lynden Miles (Psychology)
Christina McLemon PhD Physics M Thiel (Physics) & Doerthe Tetzlaff
Milan Markovic PhD Computing
Science
P Edwards (Computing Science), John Nelson
& J Pan (Computing Science)
Trevor Meadows PhD Geography John Farrington and John Nelson
Andrew Millington PhD Computing
Science
T Norman (Computing Science), John Nelson &
N Oren (Computing Science)
Richard Morris PhD Geography Doug Mair (and Pete Neinow, Edinburgh)
Craig Morton PhD Geography Jillian Anable and John Nelson
Christina Noble PhD Geography Lorna Philip, John Farrington and S Shubin
(Swansea)
Konstantinos
Papangelis
PhD Computing
Science
Y Sripada (Computing Science), John Nelson &
P Edwards (Computing Science)
Konrad Piegat PhD Geography Doerthe Tetlaff and Jeff McDonnell
Porntipa Pinthong PhD Geography David Green
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Alison Pridmore PhD Geography Jillian Anable and A Miola (European
Commission)
Emma Quinlan PhD Geography Chris Gibbins and Chris Soulsby
Dharmendra Singh PhD Geography David Green and Tim Mighall
Ramona Statache PhD Geography David Watts, E Compatangelo (Computing
Science) and Colin Hunter (St Andrews)
Alexander van der
Jagt
PhD Psychology David Pearson (Psychology), Jillian Anable and
Tony Craig (Macaulay)
Dereje Tadesse
Wakjira
PhD Forestry Lorna Philip, Michelle Pinard (Forestry),
Natasha Mauthner (Mgt Studs), Anke Fisher
(Macaulay)
Patricia Wiltshire PhD Geography Kevin Edwards
Under examination
Angela Curl PhD Geography John Nelson and Jillian Anable
Laura MacRitchie PhD Biology Norvill Strachan (Biology) & Colin Hunter
Recently completed research degrees in Geography
Emily Lambert PhD 2012
Caroline Clason, PhD 2012
Diana Feliciano PhD 2012
Mark Speed, PhD 2012
Sharon Flanigan PhD 2011
Christian Imholt PhD 2011
Tao-tao Deng PhD 2011
Heather Smith PhD 2011
Christian Birkel PhD 2011
Thanawat Phonphitakchai PhD 2010
Stephen Addy PhD 2010
Kate Pangbourne PhD 2010
Susan Heard MSc by research 2010
Louise Reid PhD 2010
Fiona William PhD 2010
Caro Anne Cooke MSc by research 2010
4.3 Research Students in Geology and Petroleum Geology
Students expected to start in the first half session of academic session 2012-13
Student Degree Supervisor(s)
Blessing Akamairo PhD Geology Stephen Bowden and David Iacopini
Aaron Barker PhD Geology Adrian Hartley, Malcolm Hole and Dave
Jolley
Guilherme Bozetti PhD Geology Ben Kneller and Ian Alsop
Thisiane Dos Santos PhD Geology Andrew Hurst
Ayad Faqi PhD Geology Stephen Bowden
Pan Li PhD Geology Ben Kneller and Stuart Archer
Mercy Musa PhD Geology Andrew Hurst and John Parnell
Patricia Romagna Pinter PhD Geology Adrian Hartley, Rob Butler and R
Maniscalco (Uni of Catania)
Ross Taylor PhD Geology Adrian Hartley, Malcolm Hole and Dave
Jolley
Wanethan Thayalan PhD Geology John Parnell and Malcolm Hole
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Matheus Sobiesiak PhD Geology Ben Kneller and Ian Alsop
Continuing students
Student Degree Supervisor(s)
Emmanuel Adewole PhD Geology Dave Healy and David Macdonald
Olamide Afolabi PhD Geology Adrian Hartley and Matteo Spagnolo
Oluwarotimi Alabi PhD Geology Stephen Bowden and John Parnell
Mubarak Al-Hajeri PhD Geology Andrew Hurst and Stephen Bowden
Goodluck Anudu PhD Geology Randell Stephenson and David Macdonald
Abdullah Awdal PhD Geology Dave Healy and Ian Alsop
Abdullah Bahroz PhD Geology Dave Healy and Ian Alsop
Timothy Bata PhD Geology John Parnell and Dave Healy
Linh Do Thi Thiy PhD Geology Adrian Hartley and Matteo Spagnolo
Alena Ebinghaus PhD Geology Dave Jolley & Adrian Hartley
Luke Fairweather PhD Geology Ben Kneller
Natalie Farrell PhD Geology David Healy, Ian Alsop, Clare Bond
Chintou George PhD Geology David Macdonald and Matteo Spagnolo
Hozefa Godhrawala PhD Geology Dave Healy & Ian Alsop
Tom Haines PhD Geology Dave Healy & Joyce Neilson
Larissa Hansen PhD Geology Ben Kneller, Richard Callow and I Kane
(statoil)
Barbara Holzweber PhD Geology Adrian Hartley
Dengke Hu PhD Geology Peter Clift and David Macdonald
Matt Hutchison PhD Geology Stuart Archer & Adrian Hartley
Luis Huerta-Paez PhD Geology Ian Alsop
Li Lu PhD Geology Randell Stephenson and Peter Clift
Huw Llewellyn PhD Geology Dave Jolley
Ramon Lopez Jimenez PhD Geology Ben Kneller, Andrew Hurst and Bryan
Cronin (private consultant)
Adam McArthur PhD Geology Adrian Hartley & Dave Jolley
Eoin McGregor PhD Geology Randell Stephenson and Ben Kneller
Mark McKinnon PhD Geology Adrian Hartley and Ben Kneller
Sean McMahon PhD Geology John Parnell and Ferguson
Emma Michie PhD Geology Dave Healy & Ian Alsop
John Millett PhD Geology Dave Jolley & Malcolm Hole
Kingsley Nwazor PhD Geology Prof Yardley, Andrew Hurts, Stephen
Bowden
Leonard Onuba PhD Geology Randell Stephenson
Zonia Palacios PhD Geology Ben Kneller
Paula Robinson PhD Geology Ben Keneller and Ron Steel
Luis Salomon Mora PhD Geology Ian Alsop
Natalie Salter PhD Geology Adrian Hartley, Dave Jolley and Stephanie
Davidson
Hilarion Sanchez Fernandez PhD Geology Ben Kneller
Samuel Spinks PhD Geology Stephen Bowden and John Parnell
Natasha Tuitt PhD Geology Ben Kneller
Liliana Vargas-Meleza PhD Geology Dave Healy, Randell Stephenson
Kieran Wall PhD Geology Dave Jolley & Adrian Hartley
Hannah Watkins PhD Geology Rob Butler, Dave Healy and Clare Bond
Anne Wilkins PhD Geology Stuart Archer and Andrew Hurst
Nathan Young PhD Geology Stuart Archer & David Macdonald
Hongjie Zhang PhD Geology Ben Kneller
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Recently completed theses in Geology
Ben Kilhams PhD 2012
Abby Othman Wilson PhD 2012
Omar Lamorde, PhD 2012
David Limmer, PhD 2012
David Muirhead, PhD 2011
Anwar Alizia, PhD 2011
Steve Stukins, PhD 2011
Salmeen Almarjibi, PhD 2011
Ian Brightmore, PhD 2011
Long Van Hoang, PhD 2010
Rob Daly, PhD 2010
Alison Wright, PhD 2010
.
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5. Overview of the management of postgraduate research
The management of postgraduate research is considered at three levels: the University/
College of Physical Sciences; the School; and the home discipline of the students. Broadly
speaking, the management of postgraduate research in the School of Geosciences is
standardised, particularly in terms of progression requirements – see section 5.2. There are,
however, some discipline-specific requirements of research students, the most important of
which are outlined in 5.3 below.
5.1 University and College management of postgraduate research
Formal registration, payment of fees and registration with the Directorate of information
Technology and the Library
New students joining instructions sent by the Student Recruitment and Admissions Service
which contain information about electronic registration, how to collect your student ID card
and the procedures for becoming a registered user of the University‟s electronic resources and
the library.
Induction
The College of Physical Science runs an induction programme for all new research students in
October (for students who start their degree in September/ October) and in February/ March
(for students who start their degree after November). All new postgraduate research students,
full and part-time are expected to attend induction if at all possible. An induction session in
each discipline is held as part of the College induction programme.
Changes to terms of study
Any requests for a change in the terms of your study, for example, a request to suspend
studies, to extend the period of supervised study or to study off-campus, must be approved
centrally by the University. The forms required to make changes to the terms of study request
are available under the heading Postgraduate Forms at
http://www.abdn.ac.uk/registry/download.shtml.
Attendance, illness, absence and holidays
There are no set hours of work and holidays. Considerable flexibility and dedication are
required for successful research and you should be prepared to long hours – including
working evenings and weekends – at some points of your research degree. You should keep
your supervisor informed of your movements, for example, inform them of any periods of
fieldwork away from Aberdeen and let them know when you intend to be on holiday. If you
are unwell you should phone the office and inform them that you will not be in the
department. If you are off work for more than seven working days you should submit a
medical certificate to the Departmental Office.
It is important that the University is aware of any problems which might impede progress. It
is the student’s responsibility to ensure that both the supervisor and the University
Secretariat (via the Postgraduate Office) are aware of any illness or other difficulty that
has affected their ability to study and that appropriate documentation (for example,
medical certificate is made available.
http://www.abdn.ac.uk/registry/download.shtml
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5.1 College of Physical Sciences Monitoring progress
The College of Physical Sciences, on behalf of the University, requires postgraduate research
students and their supervisors to complete regular progress review paperwork.
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5.2. School based management of postgraduate research
The day-to-day management of postgraduate research is the responsibility of supervisors.
The supervisor(s) appointed to each research students are responsible for regularly advising
and guiding the student in the selection of research training, the formulation and execution of
the research proposal and, ultimately, the submission of the thesis. The frequency of
supervision meetings is flexible, varying with the stage of the research. Generally, meetings
are held every two weeks in the first and last year of study and every three or four weeks in
the second year.
Supervisors (normally two) will be allocated at the beginning of the study and will normally
continue to advise throughout the duration of the project. However, supervisory requirements
may change as a student‟s research interests evolve. In these circumstances requests will be
considered for a change of supervisor or allocation of an additional supervisor. Where there
is more than one supervisor, supervision will normally be carried on a joint basis to ensure an
agreed programme of study and to avoid the risks of ambiguous or conflicting advice. Joint
supervision also ensures that if one supervisor is away from Aberdeen (for example,
conducing research) the student should continue to have access to an on-campus supervisor.
If the student only has one supervisor and that individual is away from Aberdeen for more
than 3 months a „stand-in‟ supervisor will be appointed to ensure that the student has access
to support and advice during the absence of their supervisor. The relationship between study
and supervisor is viewed as a key ingredient to the successful completion of a research thesis
and it is essential that all parties put effort into the relationship and clarify expectations.
An advisory/ progress review committee is appointed for each research student, comprising
one member of the supervisory team, a member of academic staff from the student‟s
discipline and a member of staff from another discipline in the School. The role of this
committee is outlined in Section 6, School of Geosciences Postgraduate Research Students
Progression Arrangements below.
Each discipline has a research student coordinator. They oversee research student
admissions and keep a watching brief on the overall progress and welfare of research
students. Individual students are able to discuss any general problems relating to the
programme or any specific problems experience which cannot be dealt with through the
normal supervisory system. At a formal level, the research student coordinators can meet
with research students to discuss their programme and other issues that may arise. The
research student coordinators are Dr Randell Stephenson (Geography and Petroleum
Geology), Dr Peter Jordan (Archaeology) and Drs Lorna Philip and Dmitri Mauquoy
(Geography and Environment).
The supervisory system as outline above is designed to support the research effort and act as a
vehicle for problem resolution. In the unlikely event of issues arising which, for whatever
reason, cannot be resolved through discussion with the supervisor(s), advisory/ progress
review committee or research student coordinators, students are free to raise them with
another member of academic staff, the Chair of the School of Geosciences Postgraduate
Committee, their Head of Discipline, the Head of School, the College of Physical Sciences
Graduate School Director or a College Postgraduate Officer or with external support services
such as the University Counselling Service.
Note to students
Copies of all completed forms / progress documentation should be retained by the student and
supervisor(s) and a copy will be held in the students‟ School file.
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Completion of the Thesis
All students should aim to complete and submit their thesis within their period of supervised
study, normally three years (full-time) and five years (part-time). Note that the case of some
Research Council funded students this period is three and a half or four years. The University
allows, on application, a further 12 months extension period (this replaces the „writing up
period‟ as of August 2010)) and permission to submit after the extension period has ended can
only be requested under exceptional circumstances: the University‟s expectation is that all
PhD theses be submitted no more than 48 months after the date of first registration.
Extension period students are required to pay a registration fee to retain access to University
facilities such as the library and e-resources.
Supervised study, extension period and access to laboratory and office facilities
Normally, the acquisition of new data via School laboratory facilities will not be allowed after
a student has completed 2½ years of full time supervised study (pro rata part-time). Provision
of other facilities (work space in the School, computer etc.) will normally terminate at the end
of the period of supervised study. Any need for extra time to complete writing-up should be
identified by the student (in consultation with the project supervisor) at the 2½ year mark and
a detailed request submitted in writing to the Advisory Panel not later than 3 months before
termination of the 3 year study period in order that a formal application for an extension
period can be made. The School is under no obligation to provide office space, a computer
and access to other School facilities if a student has entered the extension period.
On completion of their studies students are expected to clear their office and laboratory space
timeously. Any items left in PGR offices and laboratories once a student has left will be
disposed of.
Similar arrangements are in place for students completing MSc by research and MPhil by
research degrees, on a pro-rata basis that reflects the length of their period of supervised
study.
5.2.1 Student staff liaison committees and postgraduate research student representation on
School and College Committees
The School has two research student-staff liaison committees, one for St Mary‟s and one for
Meston. These committees meet twice a year and provide an opportunity for research
students to raise any issues of concern with staff who have responsibility of research students
in the School.
There is a postgraduate student representative for each discipline in the School. These
representatives sit on their respective Discipline Boards and attend the School Postgraduate
Committee. One of the representatives is nominated as the PGR representative to site on the
College Postgraduate Committee.
5.3 Discipline specific management of postgraduate research
In addition to University level monitoring, the School also requires evidence of satisfactory
progress in discipline-specific aspects of the student‟s own research programme. Physical
Geography students are normally required to complete a Generic Skills training course and to
attend other generic and transferable skills training courses required by the College of
Physical Sciences and the University. The progress review process for Human Geography
students also incorporates performance in the taught elements of research training. Human
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Geography students who have no formal research training experience on commencing their
research degree will be expected to follow and successfully complete some or all modules of
the Master of Research in Human Geography degree programme as determined by their
supervisor(s) and the director of the doctoral programme (note that all MRes courses are
examined by continual assessment). Human Geography students who have already completed
some formal research training may also be required to complete parts of the MRes programme
if deemed necessary by their supervisor and the director of the Doctoral Programme. Full
details of the MRes programme are provided in a separate handbook.
5.3.1 Human Geography research students: transfer from MRes to MPhil or PhD
Research students commencing a PhD in Human Geography are required to complete a
formal programme of research training in Year 1. Some students are admitted for the degree
of MRes in the first instance. Those intending to continue to a higher research degree transfer
at the end of the first year. Students who have already received appropriate research training
at a postgraduate level, or who are exempted from the MRes due to workplace research
experience, may be registered at the outset for an MSc by research with a view to transfer to
PhD, an MPhil or a PhD.
Final decisions regarding upgrading to MPhil or PhD are taken once all marks for the MRes
or components thereof are known OR when the supervisory team has been satisfied that the
student is working a doctoral level (normally about 9 months after commencing their sties for
a full-time student). If an earlier assessment of progress is required, for example, to secure
continuing funding, a provisional judgement will be made by the supervisor(s) and advisory/
progress committee.
There are 3 options available to students who have successfully completed all elements of the
MRes:
1. Complete the MRes, be awarded the degree and leave the University of Aberdeen.
2. Complete the MRes, be awarded the degree and apply to resume studies as a research
student on a 24 month (f-t) / 48 month (p-t) MPhil or 36 month (f-t) or 60 month (p-t) PhD
programme (note that earlier submission is possible).
3. At the end of the MRes year, transfer to year 2 of the MPhil or PhD programme. In this
case students are not formally awarded the degree of Master of Research in Human
Geography, but an academic transcript will list the courses taken and grades achieved.
Note: students who successfully complete the three discipline specific elements of the MRes
may be awarded a Postgraduate Certificate in Research Methods in Human Geography.
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6. School of Geosciences Postgraduate Research Students Progression
Arrangements 20012-13
Assessment for a research degree ultimately depends on an examination of the thesis and its
defence in the presence of a panel of examiners appointed by the University. However,
progress will be monitored, at College and School level, and where progress is
unsatisfactory the University has the right to terminate a student’s candidature for a
research degree.
The College of Physical Sciences introduced a framework for monitoring the progress of all
postgraduate research students with effect from October 2008. The College monitoring
framework includes provisions for the formal assessment of progress at two stages, the
transitions between year 1 and 2 and year 2 and 3 (pro-rata for part-time students). To these
provisions the School of Geosciences has added procedures for monitoring progress in the 3rd
year (pro-rata for part-time students) and during the writing up period.
The progression arrangements for the School of Geosciences outlined below apply to all
students registered for a research degree in the School but will not replace the University
requirement that six-monthly Research Student Assessment Forms are completed. Students
who are co-supervised at the James Hutton Institute (formerly the Macaulay Institute) may
elect to follow either the School of Geosciences or the James Hutton Institute progress review
requirements, but if the latter is chosen they are still required to give a formal research
presentation to the School in as part of the transition between year 1 and 2 and between year 2
and 3 and complete the College of Physical Sciences progression paperwork at the end of
years 1 and 2.
Initial progress
At the end of the 3rd
month of full-time registration (pro-rata part-time) supervisors will
formally notify the Chair of the School Postgraduate Committee whether or not they are
content with the progress the student is making. If any concerns are raised a meeting of the
progress review interview panel (see below) will be convened as quickly as possible.
Progression from Year 1 to Year 2
By the end of the 8th month of full-time registration (pro-rata part-time) every research student
in the School of Geosciences will have or be about to:
given a formal research presentation to the School1;
submitted a progress report (c10 pages/ 3,500 words) that will include a summary of their research activities since commencing their degree, an outline of developments in the scope of
their study and an account of the development of their methodology. A work plan for the
next 12 months and an account of their engagement with research training activities (generic,
discipline specific and specialist) should be appended to the progress report. Students may
append other written work, such as a draft literature review, to their progress report.
By the end of the 9th month of full-time registration (pro-rata part-time) students will have
attended a progress review interview. The interview panel will comprise a member of their
1 The presentation will be given as part of a School/ Discipline research student presentations event.
Individual arrangements will be made for off-campus students and any on-campus student who is
unable to present in the School/ Discipline research student presentations event.
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supervisory team and their advisory panel2 members. A minute taker will be available if
requested. One of the advisory panel members will chair the meeting and will be responsible
for preparing a note of the meeting. With reference to the progress report prepared by the
student the panel will seek to confirm that the student has:
developed an understanding of their research problem and/or has achieved sufficient background knowledge to proceed with their research;
is familiar with, and understands, literature relevant to their research topic and wider research area and can identify work of significance to their research;
demonstrated a capacity to conduct their research project;
developed an ability to appraise research problems critically;
successfully completed research training as agreed with the supervisory team.
A formal note of the meeting will be prepared and be made available to the student,
supervisor(s) and advisory panel members. If the supervisor(s) and advisory panel are content
with the student‟s progress the student will be confirmed as on track for a PhD. If any
concerns about the student‟s progress are identified the student may be required to attend
specific training courses or submit additional written evidence of their work. If the student‟s
progress is deemed to be unsatisfactory the interview panel will meet with the Head of School
and/ or Chair of the School of Geosciences Postgraduate Committee and/ or PGR coordinator
for the student‟s discipline to discuss options which will be communicated to the student in
writing3. In the event that the student is deemed to have the potential to submit for the degree
of MSc by research they may continue their registration to complete that degree.
Alternatively, if progress is deemed unacceptable the student will be advised to withdraw
from study.
Following the progress review meeting the advisory panel will complete the College of
Physical Sciences Graduate School Year 1 progress review form (available at
http://www.abdn.ac.uk/cops/graduate/assessment-process-255.php). One copy of this form
should be lodged in the student‟s School file and another copy should be sent to the Graduate
School. Please note that in cases where students have elected to go through the progress
monitoring of institutions such as the James Hutton Institute this form must also be
completed.
Progression from Year 2 to Year 3
By the end of the 20th month of registration (pro-rata part-time) students will have:
Given a second formal research presentation to the School
Submitted a 4 page / c1,500 word progress report in which the research activities undertaken over the previous 12 months are outlined. A work plan for the next 12 months
and an account of their engagement with research training activities - generic, discipline
specific and specialist (as specified in the Joint Research Councils Skills Training
Requirements), and conference and seminar attendance etc. over the previous 12 months
should be appended to the report. Copies of draft chapters, conference papers/ posters,
2 All research students will be assigned an advisory panel when they commence their studies. The
panel will comprise two members of academic staff, one from the students‟ discipline and one from
another discipline within the School. A member of the supervisory team will also sit on the panel.
Non-supervisory members of the advisory panel will be available to meet students to discuss any
matter relating to their research.
3 Item 6.5 Guidelines to be followed when dealing with PGRs making unsatisfactory progress in the
University‟s Code of practice for Research Students, Supervisors, Heads of School, Heads of Graduate
School and College Postgraduate Officers will be referred to.
http://www.abdn.ac.uk/cops/graduate/assessment-process-255.php
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working papers etc., documents which illustrate the progress that has been made during Year
2, should be submitted if requested by the progress review panel.
By the end of the 21st month of registration (pro-rata part-time) students will have attended a
second progress review interview (ideally involving the same interview panel as for the 9th
month review). The panel may request copies of additional written material if required. The
research presentation and progress report will form the basis of the discussion between the
student and interview panel. If progress is deemed to be unsatisfactory a meeting will be held
between the interview panel and the Head of School to discuss options. In the event that the
student is deemed to have the potential to submit a thesis to be examined for the degree of
MPhil or MSc by research they will be allowed to continue their registration with the
intention of submitting an MPhil or MSc by research thesis. Alternatively, if progress is
deemed to be unacceptable, the student will be advised to withdraw from study.
Following the progress review meeting the advisory panel will complete the College of
Physical Sciences Graduate School Year 2 progress review form (available at
http://www.abdn.ac.uk/cops/graduate/assessment-process-255.php ). One copy of this form
should be lodged in the student‟s School file and another copy should be sent to the Graduate
School. Please note that students who have elected to go through the progress monitoring of
institutions such as the James Hutton Institute must also complete this form.
Monitoring progress during year 3 / writing up
By the end of the 33rd
month of full-time registration (pro-rata for part-time students) students
will submit to their progress review panel a short (2 page) progress report and a detailed
timetable for the completion of their thesis.
If the panel considers that the student is on track to submit within the period of supervised or
study or within the first few months of the writing up period no further action will be taken.
If there are any concerns about the student‟s ability to complete within the period of
supervised study or within the first few months of the writing up period, a meeting will be
held at which progress will be discussed and a realistic, detailed timetable for completion
within the 12 month writing up period will be agreed. A formal note of this meeting will be
made.
If the thesis has not been submitted by the end of the 9th month of the writing up period a
further progress review will be instigated, following the same procedure as for the 33rd
month
review above.
http://www.abdn.ac.uk/cops/graduate/assessment-process-255.php
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7. Postgraduate Research Students, Research Training and Personal and Professional
Development (Personal Development Plans)
Being a research student is not simply about collecting and processing data and producing a thesis.
Doing a research degree requires the development of many skills, including personal, career and
professional development skills as well as skills directly related to the topic you are studying, namely
developing your knowledge about and ability to use a range of research methods and analytical
techniques. Professional development also encompasses participation in the intellectual and
professional life of your discipline, the University and the wider academic community.
While some skills can be learnt and honed through personal experience, others are learnt in a more
structured manner. To ensure that these skills are developed, formal research, personal and
professional development training is now considered to be essential for ALL postgraduate research
students and post-doctoral researchers. Training courses may be taken at all stages of the PhD. Some
training is specifically designed for new PGRs and some is most suitable for students in the middle of
their research degree or in their final year. Research students in Human Geography follow training
guidelines set out by the Economic and Social Research Council: these requirements apply to ALL
research students in Human Geography, broadly defined, regardless of their source of funding or
specific research topic.
Training in generic and transferable skills is provided by the College of Physical Sciences and by
central University units, including the Directorate of Information Technology and the Staff
Development Unit. Attendance at these and other relevant training and skills development courses
comprise part of each research student‟s Personal Development Plan. Further, specialist skills
training may take place outwith the University.
7.1. The Researcher Development Framework
The Researcher Development Framework (RDF) is a major, new, UK wide approach to researcher
development, which aims to enhance our capacity to build the UK workforce, develop world-class
r