Handbook For Student Faculty of Engineering

Graduate Resource Book Faculty of Engineering and Physical Sciences
A Guide to Personal and Professional Development for Research Students

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You must attend the Faculty Introductory workshop. If you have not already signed up for one of these workshops, please email eps-grads@manchester.ac.uk
September 2007 Edition Produced by the Graduate Development Scheme (GraDS) Faculty of Engineering and Physical Sciences (EPS) Graduate Education All enquiries: eps-grads@manchester.ac.uk Web: www.manchester.ac.uk/eps/grads University of Manchester
Faculty of Engineering and Physical Sciences Graduate Resource Book
Contents
Quick Start Guide..................................................................................................4 SECTION 1 - ABOUT THE GRADUATE RESOURCE BOOK 1.1 Message from the Associate Dean for Graduate Education ...........6 1.2 What is the Graduate Resource Book?...................................................7 1.3. Overview of the Graduate Development Scheme ..............................9 1.3.1 Stage One - Induction ....................................................................................9 1.3.2 Stage Two Initial Planning ...........................................................................9 1.3.3 Stage Three Continuing Review ..................................................................9 1.4 The Website ...................................................................................................10 1.5 Health and Safety Responsibilities ........................................................10 SECTION 2. DEVELOPMENT NEEDS ANALYSIS (DNA) 2.1 Introduction ...................................................................................................14 2.2 How Do I Prove My Competence? ..........................................................15 2.3 The Development Needs Analysis Form ..............................................17 SECTION 3. PERSONAL DEVELOPMENT PLAN (PDP) 3.1 Overview .........................................................................................................26 3.2 The Research Planning Meeting .............................................................26 3.3 Draft Initial Personal Development Plan ..............................................27 3.4 Initial Personal Development Plan .........................................................27 3.5 Continuing Review and Reection .........................................................28 3.5.1 Introduction ....................................................................................................28 3.5.2 Summary of Formal Requirements ...............................................................28 3.5.3 Reection ......................................................................................................28 3.6 Personal Development Records .............................................................35 RECORD 1: Skills Development Planning Record .................................................37 RECORD 2: Draft Initial Personal Development Plan ...........................................41 RECORD 3: Record of Attendance at GraDS Workshops and Events ..................43 RECORD 4: Record of Courses, Seminars, Symposiums etc. Attended. ..............45 RECORD 5: Record of Demonstrator/Teaching Duties ..........................................47 RECORD 6: Record of Review and Reection ......................................................49 SECTION 4: STEPS TO YOUR DEGREE 4.1 Research Training........................................................................................52 4.2 Reading and Communication Skills .......................................................52 4.3 Graduate Teaching Assistant Training .................................................52 4.4 Completing Your First Year.......................................................................51 4.4.1 MPhil or PhD? ...............................................................................................51 4.4.2 MPhil Thesis ..................................................................................................51 4.4.3 First Year Progression Report .......................................................................51 4.5 Completing Your Second Year .................................................................52 4.6 Peer Mentoring .............................................................................................52 4.7 Completing Your PhD ..................................................................................53 4.7.1 Completing And Submitting Your Thesis ......................................................52 4.7.2 Thesis Binding ..............................................................................................53 4.7.3 Checklist For Submission .............................................................................53 4.7.4 Examination..................................................................................................54 4.7.5 Graduation....................................................................................................54 4.7.6 The University Of Manchester Alumni Association .......................................54
September 2007 University of Manchester
Table of Contents
SECTION 5. DEVELOPMENT OPPORTUNITIES 5.1 Training Workshops .................................................................................... 58 5.1.1 EPS Graduate Development Scheme Workshop Details .............................. 58 5.1.2 Graduate School Workshop Schedule 2006/2007 ........................................ 70 5.2 Other Training Providers ........................................................................... 72 5.2.1 University Language Centre .......................................................................... 72 5.2.2 IT Services..................................................................................................... 73 5.2.3 Manchester Science and Enterprise Centre .................................................. 73 5.2.4 Careers Service for Postgraduates ............................................................... 74 5.2.5 Other Training Providers ............................................................................... 75 5.4 Professional Institutes and Other Bodies............................................ 76 5.5 Bibliography of Research Degree Literature ..................................... 79 SECTION 6. FORMS FOR OFFICIAL USE 6.1 Guide to the Ofcial Forms ...................................................................... 82 FORM 1: Research Planning Meeting Form for Research Students.........................85 FORM 2: Initial Personal Development Plan .............................................................87 FORM 3: Quarterly Research and Personal Development Meeting Form ....................89 FORM 4: First Year Research Progression Advice Form..........................................91 FORM 5: First Year PhD Progression Decision Form ...............................................93 FORM 6: Second Year PhD Progression Form.......................................................101 FORM 7: Condential Supervisor Feedback Form..................................................107 SECTION 7: UNIVERSITY DOCUMENTS 7.1 Supervision for Postgraduate Research Degrees ........................... 111 7.2 Ordinances and Regulations for the Degree of Doctor of Philosophy ............................................................................... 123 7.3 Ordinances and Regulations for the Degree of Master of Philosophy .............................................................................. 129 7.4 Policy on Leave of Absence, Interruptions, Extensions and Withdrawal or Termination ofn Registration for Postgraduate Research Degrees ..................................................................................... 135 7.5 Postgraduate Skills Training Strategy................................................ 145 7.6 Postgraduate Skills Training Policy..................................................... 151 7.7 Personal Development Plan Policy ...................................................... 155 7.8 Notice of Submission Form .................................................................... 159 7.9 Guidance for the Presentation of Theses.......................................... 165 7.10 Appeals Procedure for Research Degrees ...................................... 175 7.11 Guidance to Students on Plagiarism and Other Forms of Academic Malpractice ............................................................................. 179 7.12 Regulations on the Work and Attendance of Students .............. 183 7.13 Regulations on the Conduct and Discipline of Students ........... 185 7.14 Student Complaints Procedure........................................................... 197
Quick Start Guide

This Graduate Resource Book has been designed by the Graduate Development Scheme (GraDS) of the Faculty of Engineering and Physical Sceinces (EPS) as a tool for you to help consider and plan the optimal path to completing your research degree successfully, achieving your personal goals and improve your employability in your chosen career. You have chosen the challenging task of doing a research degree, which will represent the ultimate in your formal education. Your success in achieving this goal is not only in your own interest, but also in the interest of your supervisor, your school, your faculty, and the University as a whole. Much of the work you will do towards your research will be common to researchers in all disciplines and this Graduate Resource Book will focus on those generic skills. In order to make your research degree count towards your future you will also need to be aware of the transferrable nature of your skills: how you can transfer what you are best at to a future, potentially different, career. SECTION 1 will give you an overview of the entire Graduate Resource Book, introducing a new personal and professional development process that is being initiated this year, bringing together the latest ideas on self-achievement. There is also important information on health and safety. SECTION 2 will introduce you to the skills audit using the DEVELOPMENT NEEDS ANALYSIS (DNA) process. Rather than being required to attend a host of generic skills training for things you may already be quite good at, you have an opportunity to give an honest and self reective assessment of your current level of knowledge, skills and experience. This will identify your strengths and bring attention to areas which need further development. Of course, this requires understanding the full scope of things you will need to be very good at in order to complete your research project and graduate as an experienced researcher. You have other degrees, but there is nothing like the self-determination and focus needed to complete a doctorate, or an MPhil. In order to help give you an overview of the requirements and challenges of a research degree, and to understand the development process more fully, you are REQUIRED to attend the two day GraDS Introduction to Research workshop, ideally within the rst month after your registration, where these ideas will be explored in an innovative and interactive manner. SECTION 3 will give you a number of ideas for planning out the best means to develop the areas identied by the DNA. Many of these are offered as PERSONAL DEVELOPMENT RECORDS. These are solely for you to ll in (as opposed to the Ofcial Forms in Section 6 which are required to be lled in jointly with your supervisor and submitted to the Faculty Graduate Education). You will need to maintain a PERSONAL DEVELOPMENT PLAN (PDP) throughout your degree that plans out a path to developing skills needed at the appropriate times so that you can continue to build a strong base on which to continue further development and progress. SECTION 4 will identify the important landmarks you will encounter on the path to completing your degree, including the critical END OF YEAR REPORTS. SECTION 5 is a resource for the wide range of development opportunities available to you in the Faculty and across the University. The Graduate Development Scheme workshops are fully described here. You will also nd information on other training providers across the University. SECTION 6 is where you will nd the required FORMS which will be used by you and your supervisor and submit to the Faculty in order to formally monitor your progress. SECTION 7 is full of ofcial University-wide documents relating to postgraduate researchers. As a companion document to this Graduate Resource Book, please refer to the 2007 POSTGRADUATE CRUCIAL GUIDE for information on the wide array of support services available to you as a University of Manchester postgraduate. You should have received a copy of this guide already, but if not, you can download a copy at: http://www.campus.manchester.ac.uk/studentexperience/pdfs/2007CrucialPG.pdf The personal and professional development process described in this Graduate Resource Book will help lead you through the many options available to you across the University. But it is up to you to take full advantage of these opportunities. So, although this book is provided to you for use as a personal tool, your real source of success must ultimately come from your personal commitment to making the most out of your research degree to graduate and carry on in your future endeavours.
SECTION 1: About the Graduate Resource Book
SECTION 1
About The Graduate Resource Book

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1.1 Message from the Associate Dean for Graduate Education

The vision is of an academic powerhouse in Manchester whose international recognition and academic performance places it unambiguously among the worlds greatest and most inuential universities. Professor Alan Gilbert, President, The University of Manchester, speaking to UniLife Volume 1 Issue 1, 23rd February 2004 Welcome to the University of Manchester. Two signicant contributors to the achievement of the vision for the University of Manchester are the research output of the University and the quality of graduates. It is, therefore, a priority of the University, Faculties and Schools to provide the environment and support that allows exceptionally high quality research to ourish and maximises the employability of graduates. A key factor in this is the support given to research degree students. It is you and your success that makes a signicant contribution to the research effort and reputation of the University of Manchester. The University and the Faculty of Engineering and Physical Sciences are therefore, committed to providing supporting personal and professional development training opportunities for research degree students (MPhil and PhD). Please read this folder carefully. It contains a large amount of information, particularly regarding advice and help. While no one is going to need all of this, in practice, all of you will require some of the information. It will make your life easier if you know your way around the folder before you have to turn to it. Pay particular attention to the forms in the book and the accompanying documentation. It is very important that you maintain an up-to-date record of achievements e.g. courses, and conferences, and that you record Progress Review Meetings with your Supervisor and Adviser. Your examiners may ask to see records and your school should retain copies of them. They form part of your academic record. The Graduate Development Scheme has been designed with the aim that it: Supports the research base of the University; Best serves the needs of research students both during their research and in their development for future employment; Has the exibility to be appropriate for students starting research from a wide-range of backgrounds; Has the exibility to be appropriate for students carrying out research in different ways; Supports the work of the Supervisor; Continues to stay ahead of increasing UK government requirements; Ensures the University has a process that continues to be a leader in a fast developing eld. On behalf of the Graduate Dean and the Graduate Ofce in the Faculty of Engineering and Physical Sciences you are welcomed into the graduate community in the Faculty. We sincerely hope that you will enjoy your studies here and will derive maximum personal benet by taking an active part in your School and Faculty activities. Prof. Andrew Ball
1.2 What is the Graduate Resource Book?

This Graduate Resource Book is a tool to facilitate reective learning and the recording of personal and professional development throughout the research degree study period. It is designed to be used in parallel with the online Personal Development Plan, which also includes the Development Needs Analysis. These will support your development requirements to aid successful completion of your research degree and will also enhance your future employability. The Graduate Resource Book is for use by those studying full-time or part-time for the degrees of MSc by Research, MPhil or PhD, hereafter collectively referred to as research postgraduates. The Graduate Development Scheme (GraDS) of the Faculty of Engineering and Physical Sciences (EPS) Graduate School is responsible for providing this Graduate Resource Book and for overseeing the day to day running and short to long term planning of graduate development opportunities in the Faculty in line with University and Government requirements. Among other things, this will be done through providing a range of workshops at the Faculty-level and highlighting opportunities for training across the University as well as within Schools. All enquiries with respect to graduate resource and development in the Faculty can be directed by email to eps-grads@manchester.ac.uk and further information can be found at the following web address: www.manchester.ac.uk/eps/ grads. This Graduate Resource Book explains the Graduate Development Scheme for research postgraduates in the Faculty of Engineering and Physical Sciences. It contains an explanation of the two signicant aspects of the process; the Development Needs Analysis, or DNA (Section 2, yellow pages) and the Personal Development Plan, or PDP (Section 3, green pages). This book also contains hard copy versions of important records and forms for both DNA and PDP, but the ofcial DNA and PDP materials should be completed online at www.manchester.ac.uk/eps/grads. The Graduate Resource Book provides details of the development workshops available for you to attend (Section 5, blue pages). All faculty level training provision is organised through the GraDS which organises a group of workshops targeted for you to attend at appropriate times through the period of your research degree. Section 5 provides full details of these workshops. This Graduate Resource Book also contains relevant forms (Section 6, white pages) required for submission to the Faculty covering, for example, upgrade from MPhil to PhD, in order to monitor your progress as well as University documents (Section 7, grey pages). The Graduate Resource Book, therefore, should be used as both a source of information and a means of recording progress in personal and professional development during the research degree. Used correctly this Graduate Resource Book builds into a valuable tool to aid completion of your research degree and to provide essential information contributing to enhanced future employability such as an effective curriculum vitae and records for advancement in a professional institution.
Figure 1. The Graduate Development Scheme for EPS Research Postgraduates
1.3. Overview of the Graduate Development Scheme

The Graduate Development Scheme is a competency based system. The focus is on achieving the level of skill required (competence), in a range of areas, to support the successful completion of your research degree and to maximise your future employability. The two key elements of the process are the: Development Needs Analysis (DNA) - a self-assessment tool whic serves as a skills audit to recognise the strengths you bring from prior learning and experience to the start of your research degree and to help you identify priority areas for skills development specically tailored for you; Personal Development Plan (PDP) - takes the outcomes of the DNA to plan out your personal and professional development in a particular area which may, but not exclusively, include attendance at training workshops.
1.3.1 Stage One - Induction

During the registration period you need to sign up for the compulsory GraDS workshop Speed PhD Introduction to Research. This two day workshop introduces you to a reective learning philosophy and the various tools to help you plan your development. Its aim is to give you a better denition of What is a PhD? through an exploration of the full range of skills expected of PhDs by the University and the working world. You should also meet formally with your supervisor within the rst month and complete the RESEARCH PLANNING MEETING FORM (FORM 1: Section 6). You should use your experience over the rst three months of your research study to reect on your initial thoughts with respect to your competence level for the skills covered by the DNA and begin to plan your development For full details about the workshop and schedules see Section 5.1.
1.3.2 Stage Two Initial Planning

Three months into your research project you should organise a meeting with your supervisor to discuss your personal and professional development in relation to your research project and to your future plans. You will formally present the results of your DNA to your supervisor on the basis of your initial experience in your research project. You should also produce a DRAFT INITIAL PERSONAL DEVELOPMENT PLAN (RECORD 2: Section 3.6) to present for discussion with your supervisor. With your supervisors advice you should agree a set of priority development targets and then jointly revise your draft to complete the INITIAL PERSONAL DEVELOPMENT PLAN (FORM 2: Section 6.1).
1.3.3 Stage Three Continuing Review

The philosophy of Graduate Development in the University and the Faculty is one of continuing review. The DNA should not only be considered once at the start of the research project and then put to one side. There should be an ongoing process of review that periodically reconsiders the DNA and renews the Personal Development Plan as personal and professional development progresses throughout the research degree. For information on all the formal requirements of review see Sections 4 and 6.
1.4 The Website

Graduate Development information for the Faculty of Engineering and Physical Sciences can be found on our website: www.manchester.ac.uk/eps/grads/ The website contains the current version of this Graduate Resource Book - including any updates, and all the latest information including a full schedule of all workshops. The website is also the place to go to access the online DNA and PDP. You will learn how to do this at the Speed PhD Introduction to Research workshop.
1.5 Health and Safety Responsibilities

The University is required by law to maintain records of individuals who undertake certain activities. If you are going to use any of the following, you must register with the appropriate person in your School prior to commencing work. (Your Supervisor will know who the people are in your School) Intend to use:Biological substances/ Genetic Modication Lasers Radiation Carcinogens School Contact Person Biological Safety Ofcer (BSO) School Laser Safety Advisor (SLSA) Radiation Protection Supervisor (RPS) School Safety Advisor (SSA)
All experimental procedures must have undergone a Risk Assessment; prior to starting work ask your supervisor for the relevant information for your research project. You must also complete a Health Questionnaire, which you should have been handed at registration.Each school has a health and safety policy stating local health and safety responsibilities and arrangements for compliance with the University Health and Safety Policy and Codes of Practice. This information is to be followed at all times. Your attention is also drawn to the legal responsibility of all students of The University of Manchester. Under Section 8 of the Health and Safety at Work etc. Act 1974, you must not interfere with or misuse anything, any objects, structures or systems of work, provided by the University of Manchester in the interests of health and safety. In case of difculty locating or contacting any of the people in your school with specic health and safety responsibilities, your Faculty Safety Coordinator can assist.
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University Safety Coordinators Faculty of Engineering & Physical Sciences Catherine Davidge Tel 0161 275 7542 Email: catherine.davidge@manchester.ac.uk Andy Pollitt Tel 0161 306 4006 Email: a.pollit@manchester.ac.uk
University Biological Safety Ofcer Dr Patrick Seechurn Tel 0161 275 0972 e-mail: patrick.seechurn@manchester.ac.uk University Laser Safety Ofcer Dr Mark Dickinson Tel 0161 275 4215 e-mail: mark.dickinson@manchester.ac.uk University Radiological Protection Advisor (South Campus) Dr Steve Bidey Tel 0161 275 6983 e-mail: steve.bidey@manchester.ac.uk University Radiological Protection Advisor (North Campus) Dr Ewan Blanch Tel 0161 306 5819 e-mail: e.blanch@manchester.ac.uk
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SECTION 2: Development Needs Analysis
SECTION 2 Development Needs Analysis

September 2007 University of Manchester 13
2. Development Needs Analysis (DNA) 2.1 Introduction

Completing a DNA is about comparing your current level of competence with targets for the level of competence expected of an experienced research postgraduate. An experienced research postgraduate is one who understands all the elements of completing a successful degree, who has developed their personal potential and who is fully able to apply the skills gained in any future career. It is not about assessing weaknesses in new researchers: no new researcher should expect to fully match an experienced PhD level of competence when just starting out (unless of course this is your second PhD!). The DNA used by the Faculty of Engineering and Physical Sciences consists of an online self-assessment tool (www.manchester.ac.uk/eps/grads/) that sets out in some detail the skills generally held to be developed during the successful completion of a research degree. The main element of the DNA is the Joint Research Councils Skills Training Requirement for Research Students (listed in overview on Table 2 and in full detail on Tables 3a-e and at http://www.grad.ac.uk/cms/ShowPage/Home_page/Policy/National_policy/ Research_Councils_training_requirements/p!eaLXeFl). These skills address two key elements; both the skills to complete the research degree and the skills supportive of successful future employment. The purpose of the DNA is for you to self assess your development needs over the study period. It is better that you do as much as you can to discover a development need now rather than when it is too late. For each skill listed in the DNA a characteristic descriptor is given which indicates the level of skill, and possible evidence, expected of an experienced PhD student in that area. You can therefore assess yourself against this descriptor and gain an indication of how far you need to develop a specic skill or indeed nd out that you are already sufciently skilled in a particular area. The DNA is rst introduced and discussed at the Speed PhD Introduction to Research workshop. Before completing the DNA it is useful to review Section 2.2 which considers how you prove you are competent at a given task. You will also meet with your supervisor within your rst month and begin to plan what you need to get started on, for example, your literature review. You will also complete the RESEARCH PLANNING MEETING FORM FOR RESEARCH STUDENTS (FORM 1: Section 6). You should consider the DNA over the rst three months of the research programme, after you have attended the Speed PhD Introduction to Research workshop and any School induction, and gained some initial experience of your research project. You should also have had the opportunity to talk to your peers, researchers at more advanced stages in their research programme, your supervisor and other members of staff. With this collected knowledge and experience you should have developed a greater understanding of what lies ahead within the context of your specic research project, beginning with work identied in your initial Research Planning Meeting Form and be able to more realistically complete the DNA. After completion the DNA will identify your strengths and highlight areas for development on an individual basis. Development needs will vary on the
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basis of prior training and employment. For example, an experienced industrial researcher returning to study for a PhD may have more highly developed skills in general, than a recent graduate. The DNA, therefore, allows specic tailored development requirements to be identied. However, you must be prepared to provide evidence of your skill level in a particular area (see Section 2.2 below). The DNA also indicates training workshops that can be attended to support development of skills in a specic area. You will be asked to consider the workshops in producing your DRAFT INITIAL PERSONAL DEVELOPMENT PLAN (RECORD 2: Section 6). However, you should explore all means by which you can develop a particular skill. The most appropriate means should be used. By the three month stage you should have completed the DNA and have a draft Personal Development Plan (Section 3). You should arrange to meet with your supervisor to discuss your plans and agree your INITIAL PERSONAL DEVELOPMENT PLAN (FORM 2: Section 6.1).
2.2 How Do I Prove My Competence?

You will need to carefully consider how you prove competence in any given skill listed on the DNA. When you complete the DNA you must be able to provide supporting evidence on the request of your supervisor for the areas in which you believe you are particularly competent. Table 1 is designed to be used as a means of satisfying yourself that you can prove your competence. It is based upon three aspects of proving competence for a given skill: 1) how did you learn the skill? 2) how have you had your ability evaluated and 3) do you have any certication of your skill level? The approach is also one skeptical questioning where you are expected to defend your statements of competency. For each possibility that might contribute to proving competence there is a statement for or against whether the possibility will actually prove competence. For each possibility in the three categories you can tick a box to indicate if it is something you have done. The more boxes you can tick the more satised you can be that you will be able to prove your competence in a skill. The process presented in Table 1 of proving competence in your present skills can also be applied to identifying the best means of gaining new skills (e.g. teaching yourself, taking a workshop, etc.). The SKILLS DEVELOPMENT PLANNING FORM (RECORD 1: Section 3.6) is a tool for applying this process.
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Table 1 - How Do I Prove My Competence?

How to use the Tables: Choose one of your skills to assess e.g. your ability to present your research to a range of audiences. Each table contains a range of possibilities you could use to prove your competence in a skill. The more boxes you can tick the easier it will be to prove you are competent in the chosen skill. The For and Against columns suggest the arguments as to whether each possibility does indeed prove competence. You should also use the table when deciding how to learn new skills. This table is also available online at www.manchester.ac.uk/eps/grads/. How did you learn the skill? Possibilities
Self - taught (Read the Book! Surfed the web!)
For
Flexibility - can be done any time any place and at your own pace. Can provide a depth of learning You may make some quick short term achievements. You may quickly become procient in one aspect of the skill An experienced mentor can save you from the dead ends and can answer your questions Support from tutor and peers, opportunity to ask questions and gain overview of the topic
Against
Possibilities for misinterpretation, no opportunity to ask questions, information may be out of date, incorrect or incomplete. Should obtain a theoretical understanding but perhaps not a practical one
Tick if you have done this
From trial and error of personal experience
It may take you a long time to nd the right path. You may never discover the full picture.
From a mentor Training Course
May not tell you everything. Their view may not be objective. They may not be as expert as they think! Again, should obtain a theoretical understanding but perhaps not a practical one.
How have you evaluated your performance? Possibilities

Your Self
For
It is useful to be objectively self-aware of your ability Can understand what you are trying to achieve within a similar context of thinking Broad knowledge and experience in a particular area An excellent test for whether you are competent in something is to try and teach it
Against
It can be difcult to be objective about yourself! May be difcult to get a truly honest opinion from peers
Tick if you have done this
Your Peer
Your Tutor
May hold out-dated views
Your Student
Again, it can be difcult to get an honest opinion from a student because of a sense of respect from the student
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Table 1 continued
Do you have Certication of your Ability? Possibilities For Against

Only certies your competence at a particular moment in time. You need to demonstrate you have kept your competence up to date; i.e. Continuing Professional Development The reputation of the awarding body must be a good one or an award is not much use
Tick if you have this
Real Certicates
Formal Qualication
It is difcult to argue with a formal qualication from a reputable awarding body It is difcult to argue with an award presented to you from a reputable organisation such as a professional body. A good reference from someone skilled in the art or someone trained by you is valuable If you have been doing something for a number of years with some success you must be doing something right! An opportunity to develop your skills in a relaxed environment. Shows your interest in your Continuing Professional Development
Awards
Referee
Useful but not good enough on its own. Needs to be supported by other things such as formal qualications You can experience something without learning much about it! If you have not been trained you may not have a broad understanding of the requirements of the competence Certicate of attendance can be given, but workshops are not assessed. Therefore, you must demonstrate elsewhere that you have learnt from the experience
Virtual Certicates
Length of service
Training Workshop
2.3 The Development Needs Analysis Form

The Development Needs Analysis form is presented in Tables 3a-e and is the basis of conducting a skills audit. It is presented here for reference, but the actual completion of the form should be done online at: http://www.manchester.ac.uk/eps/grads/ Attendance at the compulsory Speed PhD Introduction to Research workshop will get you registered for access to the password-protected section of the web to complete this form. Email eps-grads@manchester. ac.uk if you have any problems with accessing this form.
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Table 2. The Joint Research Councils Skills List for Postgraduate Researchers
Notes: This shortened list of the 36 skills published by the UK Research Councils was adapted from: Bromley AP, Boran JR & Myddelton W. 2007. Investigating the baseline skills of research students using a competency-based self-assessment method. Active Learning in Higher Education 8(2): 117-137.
What Do PhDs Need To Do?

B. Research Environment
B1. Research Context B2. Research Ethics B3. Good Research Practice B4. Health & Safety B5. Research Funding B6. Research Justification B7. Research Commercialisation
A. Research Skills
A1. Problem Solving
C. Research Management
C1. Project Management C2. Information Management C3. Bibliography Skills C4. IT Skills
A2. Original Thinking
DisciplineSpecic Skills
A3. Discipline Knowledge
A4. Research Methods
A5. Critical Analysis
A6. Progress Summaries
Generic Skills
E. Communication Skills
E1. Academic Writing E2. Critical Arguments E3. Presentation Skills E4. Promote Public Understanding E5. Teaching Skills
D. Personal Effectiveness
D1. Willingness to Learn
F. Networking & Teamworking

F1. Networking F2. Teamworking F3. Feedback Skills
G. Career Management
G1. Professional Development G2. Career Management G3. Transferable Skills Awareness G4. Promoting Oneself
D2. Creative Approach
D3. Open-Mindedness
D4. Self-Assessment Skills
D5. Self-Discipline
D6. Awareness of Support
D7. Self-Reliance
Table 3a. Postgraduate Research Development Needs Analysis - Research Skills and Environment
EPS DNA Behavioural Indicator (Level 3) Competence Level Possible Evidence Possible Training
Skill Name
RCUK Skill - to demonstrate:
A. RESEARCH SKILLS AND TECHNIQUES

A valid research proposal. GraDS Intro to Research - Research Training section. GraDS Critical Thinking
A1 1 2 3 4
Problem Solving
the ability to recognise and validate problems
A2 1 2 3 4

Patent application. GraDS Intro to Research GraDS Critical Thinking
Original Thinking
original, independent and critical thinking, and the ability to develop theoretical concepts
A3 1 2 3 4
Discipline Knowledge
a knowledge of recent advances within ones field and in related areas
Supervisor feedback on progress report. Literature review. A research proposal.
GraDS Intro to Research GraDS Academic Writing Library training School equipment training
A4 1 2 3 4
Research Methods
Able to define research problems from a coherent analysis of gaps in existing knowledge base. Able to identify areas where investigation might produce new knowledge. Able to write a research proposal, describing research questions, context, sources and methodology to the level required of applications for postdoctoral work. Able to formulate hypotheses and/or research questions for the purposes of designing a personal research project. Able to provide new and innovative research ideas. Able to objectively and knowledgeably criticise published research. Can communicate knowledgeably about their research topic with supervisor and peers, debating concepts. Familiar with recent relevant literature. Can write a literature review of publication standard on the topic. Able to discuss and prioritise a range of methodologies to address a research question. Has in depth knowledge and understanding of appropriate techniques and their application.
Examples of data analysis.
A5
Critical Analysis
an understanding of relevant research methodologies and techniques and their appropriate application within ones research field the ability to critically analyse and evaluate ones findings and those of others Ability to objectively acknowledge weaknesses and assumptions in ones findings. Ability to apply the same objectivity to the work of others. Good understanding of appropriate methods for testing conjectures or tentative conclusions. Excellent IT ability in data collection analysis and presentation in an appropriate graphical form. 1 2 3 4
IT Services training GraDS Critical Thinking
A6
Progress Summaries
an ability to summarise, document, report and reflect on progress
Any written progress report.
GraDS Academic Writing Online Academic Writing
Able to verbally summarise a research problem succinctly to different audiences. Able to objectively criticise own research and define future work. Able to produce written summaries of a variety of lengths to suite the purpose. Able to write progress reports on research of an appropriate professional standard.
1 2 3 4
B. RESEARCH ENVIRONMENT
Grantsmanship training
B1
Research Context
show a broad understanding of the context, at the national and international level, in which research takes place
Fairly detailed understanding of how research in a particular field is organised nationally in terms of institutions and centres, congresses, societies, publications, and funding sources and some understanding of these internationally.
1 2 3 4
Progress meeting. Supervisor Observation.
Skill Level Ratings: 1 = Good rst degree graduate standard, 2 = A PhD student with some experience, 3 = an experienced PhD student, 4 = a particularly able PhD student
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Table 3b. Postgraduate Research Development Needs Analysis - Research Environment & Management Skills
20 Be aware of subject appropriate guidance e.g. Safeguarding good scientific practice Joint Statement of the Director General of the Research Councils and the Chief Executives of the UK Research Councils 1998. Be aware of university guidelines on copyright and ownership of research
Supervisor Observation. GraDS Intro to Research - Research Ethics section
Skill Name
B. RESEARCH ENVIRONMENT (continued)
B2
Research Ethics
1 2 3 4
B3 1 2 3 4
Good Research Practice
Supervisor Observation. Correctly completed documentation.
GraDS Intro to Research - Research Ethics section School training School training
B4 1 2 3 4
Health & Safety
demonstrate awareness of issues relating to the rights of other researchers, of research subjects, and of others who may be affected by the research, e.g. confidentiality, ethical issues, attribution, copyright, malpractice, ownership of data and the requirements of the Data Protection Act demonstrate appreciation of standards of good research practice in their institution and/or discipline understand relevant health and safety issues and demonstrate responsible working practices
B5 Have good knowledge of competing techniques and approaches in subject area and their relative strengths and weaknesses
Grantsmanship training
Research Funding
understand the processes for funding and evaluation of research
A good understanding of any relevant University guidelines on research practice (e.g. ethical practice) and any statutory regulatory requirements in your subject area Able to identify all hazards associated with both existing and new research activities, and to assess risks associated with those hazards. Able to describe and implement appropriate control measures needed to reduce the likelihood of harm from identified hazards and record the findings as required by all relevant health and safety legislation. Knowledge of how large and small research projects can be funded, including knowledge of application and evaluation procedures. 1 2 3 4 1 2 3 4
B6
Research Justification
Involvement in a research funding application. Choice of experimental techniques. Academic publications, commercial experience.
School research methodology training GraDS/MSEC Starting a Business
B7
Research Commercialisation
justify the principles and experimental techniques used in ones own research understand the process of academic or commercial exploitation of research results Understanding of both procedures for submission and evaluation of research by journals and publishers and be able to prepare research results for submission. Understanding of the major conferences in the research area. Awareness of university facilities and support for exploitation of research.
1 2 3 4
C. RESEARCH MANAGEMENT
C1
Project Management
apply effective project management through the setting of research goals, intermediate milestones and prioritisation of activities
1 2 3 4
A research proposal and plan. A record of successfully meeting deadlines.
GraDS Intro to Research - Project planning section. GraDS Planning the Final Year GraDS Develop the Postgrad Manager GRADschool Online Endnote training GraDS Intro to Research - online database search
C2
Information Management
design and execute systems for the acquisition and collation of information through the effective use of appropriate resources and equipment
Able to make plans and balance competing demands on time effectively. Able to plan, organise, execute and evaluate a research programme. Able to set and prioritise a number of intermediate goals within an individual research project and to develop an effective strategy and timetable for meeting them. Able to collect and record information in an organised and professional way. Competence in relevant software. Able to conduct searches using appropriate online and offline resources
1 2 3 4
Spreadsheets, databases, well organised laboratory note book.
Table 3c. Postgraduate Research Development Needs Analysis - Research Management & Personal Effectiveness
Skill Name
C. RESEARCH MANAGEMENT (continued)

Spreadsheets, databases, reports. GraDS online Endnote training IT Services Training School Training
C4 1 2 3 4
IT Skills
use information technology appropriately for database management, recording and presenting information
Able to establish a bibliography at the level expected for scholarly publication and keep it up to date through searches and electronic services. Able to use appropriate software to prepare papers with any relevant special features, such as use of master documents, or embedding of charts, figures and images.
D. PERSONAL EFFECTIVENESS Able to identify and exploit sources of information or instruction on a new area. Excellent attendance at seminars, meetings and conferences. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Ability to find solutions to difficult problems. Ability to develop new methodologies as required. Ability to generate new ideas and approaches. Able to analyse the strengths and weaknesses of ones own approach, and willing to complement it by an engagement with other approaches.
Attendance at seminars. Research paper, patent application. GraDS Develop the Postgrad Manager GRADschool
D1
Willingness to Learn
demonstrate a willingness and ability to learn and acquire knowledge

Supervisor Observation. Completed TNA and Personal Development Plan. GraDS Develop the Postgrad Manager GRADschool GraDS Intro to Research GraDS/MSEC Creating Ideas GraDS Develop the Postgrad Manager GRADschool GraDS Develop the Postgrad Manager GRADschool GraDS Develop the Postgrad Manager GRADschool GraDS Develop the Postgrad Manager GRADschool Research proposal.
D2
Creative Approach
be creative, innovative and original in ones approach to research
D3
OpenMindedness
demonstrate flexibility and openmindedness
D4
Self-Assessment Skills
demonstrate self-awareness and the ability to identify own training needs
D5
Self-Discipline
demonstrate self-discipline, motivation, and thoroughness
Able to evaluate a wide range of skills, evaluate training needs in the light of this and the requirements of the research project, develop a coherent plan for future training. Able to work to a professional level without supervision. Able to demonstrate high levels of accuracy, organisation and attention to detail.
D6
Awareness of Support
Progress reports, previous senior employment roles. Attendance at training courses.
D7
Self-Reliance
recognise boundaries and draw upon/use sources of support as appropriate show initiative, work independently and be self-reliant
Be able to objectively consider gaps in knowledge, understanding or ability and be aware of possible sources of support such as the skills of colleagues. Able to make and execute substantial research plans with guidance necessary only for specialist issues.
1 2 3 4
GraDS Intro to Research - Research Training Section GraDS Planning the Final Year
21
22 EPS DNA Behavioural Indicator (Level 3) Competence Level Possible Evidence Possible Training Able to produce a well-structured and well written report of substantial length. Able to write concise, academic prose and express ideas with suitable clarity. Full control over a variety of styles. 1 2 3 4
Any written reports and Thesis. GraDS Academic Writing GraDS Intro to Research Online Academic Writing GraDS Academic Writing Online Academic Writing GraDS Effective Presentations
Table 3d. Postgraduate Research Development Needs Analysis - Communication Skills
Skill Name
E. COMMUNICATION SKILLS
E1
Academic Writing
write clearly and in a style appropriate to purpose, e.g. progress reports, published documents, thesis
E2 1 2 3 4
Critical Arguments
construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally through a variety of techniques
Positive feedback from supervisor and peers with respect to presentations. Broad presenting experience. End of year report.
E3
Presentation Skills
1 2 3 4
Supervisor and peer assessment.
GraDS Planning the Final Year GraDS Effective Presentations School seminars Popular magazine article such as New Scientist. GraDS Effective Presentations School seminars
E4
Promote Public Understanding Demonstrate an ability to effectively impart information to others. Have an understanding of possibilities for supporting the learning of others.
Able to communicate own research orally and in written reports. Able to explain their research at a range of levels appropriate for e.g. international conference or non-specialist audiences. Able to produce well constructed clear presentations. Able to use slides, OHPs and Power Point confidently and easily in oral presentations. Able to provide feedback for their research subject of the kind expected in referees reports for journals and publishers and to respond to such feedback. Able to present academic work at seminars and conferences fluently and confidently, and able to respond clearly and persuasively to questions and comments at such occasions. Able to write and present research in an appropriate manner for specialist or lay audiences 1 2 3 4
E5
Teaching Skills
constructively defend research outcomes at seminars and viva examination contribute to promoting the public understanding of ones research field effectively support the learning of others when involved in teaching, mentoring or demonstrating activities
1 2 3 4
Effective demonstrating in classes for undergraduates.
GraDS Teaching in HE Graduate Teaching Assistant training GraDS Planning the Final Year - sections on discussion of research project.
Table 3e. Postgraduate Research Development Needs Analysis - Networking & Career Management Skills
Skill Name
EPS DNA Behavioural Indicator (Level 3)
Competence Level
Possible Evidencet.
Possible Training
F. NETWORKING AND TEAMWORKING Regular attendance at conferences and meetings, awareness of researchers in research field. 1 2 3 4
Record of attendance, conference programmes meeting agendas. Careers Service GraDS/MSEC Networking (All GraDS workshops allow networking with fellow postgrads) GraDS Develop the Postgrad Manager GRADschool
September 2007 University of Manchester Can work in teams (e.g. research groups) on complex projects and can both reflect on quality of teamwork and solve team working problems as they arise. 1 2 3 4 Aware of techniques of giving feedback. Aware of others in research group. 1 2 3 4
Record of successful work in a team situation for a significant project. Successful work in a team situation. GraDS Develop the Postgrad Manager GRADschool Effective Presentations - tutor and peer feedback
F1
Networking
develop and maintain co-operative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research community
F2
Team-working
F3
Feedback Skills
understand ones behaviours and impact on others when working in and contributing to the success of formal and informal teams listen, give and receive feedback and respond perceptively to others
G. CAREER MANAGEMENT Active member of professional institution. Attending meetings, organising events, local secretary. Attends seminars and conferences. Be aware of potential employers, general recruitment practices and effective job hunting techniques. 1 2 3 4
All GraDS
G1
Professional Development
1 2 3 4
Attendance record. Professional Institution Log Book. Current and previous employment status.
G2
Career Management
GraDS Career Management GraDS PhD Options Careers Service
G3
Transferable Skills Awareness
Be aware of potential career paths and the generic aspects of a PhD, including research techniques, project planning and communication skills 1 2 3 4
Current and previous employment status.
All GraDS
G4
Promoting Oneself
appreciate the need for and show commitment to continued professional development take ownership for and manage ones career progression, set realistic and achievable career goals, and identify and develop ways to improve employability demonstrate an insight into the transferable nature of research skills to other work environments and the range of career opportunities within and outside academia present ones skills, personal attributes and experiences through effective CVs, applications and interviews
A broad knowledge of types of CVs, interview techniques and standard questions and techniques such as psychometric testing.
1 2 3 4
Current and previous employment status.
GraDS Career Management Careers Service
23
SECTION 3: Personal Development Plan
SECTION 3 Personal Development Plan

3. Personal Development Plan (PDP) 3.1 Overview

Completion of the DNA will highlight areas of your strengths and areas where you will benet from the further development of your skills. The purpose of the PDP is to plan, record and review that development. There are a number of PDP Record forms given in the following sections to support the process of the planning and recording of development. The forms are provided in this Graduate Resource Book for reference only. They should be lled in online at www.manchester.ac.uk/eps/grads/. The online system allows you to use forms multiple times and provides records. Hardcopy of information on forms can also be produced and stored in this Graduate Resource Book. The PDP process is as follows. Within the rst month, you should meet with your supervisor and complete the RESEARCH PLANNING MEETING FORM (FORM 1: Section 6). Sometime after this you can begin to consider ways to develop any skills you are lacking. The SKILLS DEVELOPMENT PLANNING RECORD (RECORD 1: Section 3.6) will help examine the methods of gaining new skills which are most appropriate for you. This information will contribute to completing your DRAFT INITIAL PDP (RECORD 2: Section 3.6) to carefully consider what you feel will be the best plan for your development. Remember that the RECORDS and worksheets for you to develop your ideas, whereas the FORMS are the required elements which are lled in jointly with your supervisor and submitted to the Faculty Graduate Education ofce to formally monitor your project. At approximately three months into your research study period it is a requirement that you and your supervisor agree an INITIAL PERSONAL DEVELOPMENT PLAN (FORM 2: Section 6) at a progress meeting and return it to the EPS Graduate Education ofce. Discuss your PDP with your supervisor at this three-month meeting. After the Faculty requirement has been met, the PDP should be an active document subjected to a continuing process of review and reection throughout the research degree study period using the QUARTERLY RESEARCH AND PERSONAL DEVELOPMENT MEETING FORM (FORM 3: Section 6). The following sections describe each stage of the process.
3.2 The Research Planning Meeting

As you are just beginning your research project, you will probably be very dependent on guidance from your supervisor. Unless you have designed your own research project through submitting your own proposals before being accepted as a research student or as a continuation of your Masters research, your project may have been initially conceived by your supervisor. You will need to quickly gain a clear understanding of your research question and get started on familiarising yourself with the relevant literature. In order to clarify the objectives of the early meetings with your supervisor, the Faculty Graduate Education ofce has developed a RESEARCH PLANNING MEETING FORM (FORM 1: Section 6). You should ll this out with your supervisor and itemise your key research methods, key areas for literature review and an outline of work schedule for the next six months.
26
3.3 Draft Initial Personal Development Plan

The rst stage in producing the draft PDP is to look at the results of the DNA, assess your strengths and take decisions on your priority areas for development. Over the rst three months of carrying out your research project you should have been able to speak with your supervisor, colleagues in your research group and other members of staff. You will also have experienced the Speed PhD Introduction to Research workshop (see Section 5.1.1) which will give you a broad overview of the tasks required to complete a research degree. This should help you in gaining an understanding of your initial priority areas for development. You should always consider both the academic development needs for your research project and your personal and professional development needs for your future employability and aspirations. Once you have taken decisions on your priority development needs you should consider how you will approach your development in each of the highlighted areas. A useful tool to help in this process is the SKILLS DEVELOPMENT PLANNING RECORD (RECORD 1: Section 3.6, but also available online). This RECORD is structured similarly to Table 1 (How Do I Prove My Competence?: Section 2.2) which was used to evaluate the ways in which you most successfully developed your existing skills. This may reect your preferred learning style and help you plan the most suitable methods for developing new skills. One important option to support your development in a particular area is attendance at one of the Graduate Development Scheme workshops. Full details are given in Section 5.1.1 and all the latest information along with online booking is available at the Graduate Development Scheme website (www. manchester.ac.uk/eps/grads/). The workshops are designed to be attended in a specic sequence that reects the different needs of a research degree at any given time in the study period (see Table 4: Timetable of student progression through Graduate Development workshops: Section 5.1.1). You should now be able to complete the DRAFT INITIAL PDP (RECORD 2: Section 3.6). This asks you to list your strengths as highlighted by the DNA (you must be able to provide evidence to support your claims if asked by your supervisor), list the priority areas for development you have identied, with proposed development action and a target completion date. Finally you are asked to indicate the workshops you wish to attend.
3.4 Initial Personal Development Plan

At the three month progress meeting you have arranged, discuss the outcome of your DNA and your subsequent Draft Initial PDP with your supervisor. With your supervisor complete the INITIAL PERSONAL DEVELOPMENT PLAN (FORM 2: Section 6). This form is identical to the Draft PDP (RECORD 2). If you have done your self-assessment job well there may be little change! The Initial PDP form should be returned to the EPS Graduate Education ofce.
27
3.5 Continuing Review and Reection

3.5.1 Introduction
The previous chapters of this Graduate Resource Book have described the Graduate Development Scheme for the Faculty of Engineering and Physical Sciences from the point of registration through to the production of the Initial Personal Development Plan at approximately 3 months into the research degree study period. However, it is essential that the graduate development process is an active ongoing process continually subjected to review and reection throughout the research study period as suggested in Figure 1 (Section 1). The stages in this Continuing Review philosophy are presented in more detail in Figure 2. This Figure introduces the QUARTERLY RESEARCH AND PERSONAL DEVELOPMENT FORM (FORM 3: Section 6). This form is similar to the Initial PDP form (FORM 2), but has been designed to encourage you to formally meet with your supervisor and continue to report on your academic, personal and professional development priorities. This form must be submitted to the Faculty Graduate Education ofce on a quarterly basis. By following this process and using the online facilities it will support your successful progress through your degree and build an extremely useful record of your development throughout your research degree study period. You should record the outcomes of your development activities on the appropriate development record in Section 3.6: RECORD OF ATTENDANCE AT GRADUATE DEVELOPMENT SCHEME WORKSHOPS (RECORD 3), RECORD OF COURSES, SEMINARS, SYMPOSIUMS ETC. (RECORD 4), or RECORD OF DEMONSTRATOR/TEACHING DUTIES (RECORD 5).
3.5.2 Summary of Formal Requirements

The formal paperwork requirements for the continuing review of both personal development and progress in the research project are discussed further in Section 4: Steps To Your Degree and are summarised in Figure 3. Copies of each form can be found in Section 6. All forms are downloadable in word or pdf format from our website: www.manchester.ac.uk/eps/grads/
3.5.3 Reection
The nature of doing a postgraduate research degree is that every research project is different. This very fact can present difculties in gauging how well you are progressing both personally and in your research project as direct comparison with a colleague may not be appropriate or helpful. The checklists, provided after Figures 2 and 3, will help to give some means of comparison. The checklists can also be completed online (see web references to help locate these on the website). To aid reection on progress in personal and professional development consider the following questions and then consider the checklists on subsequent pages. You should return to these questions on a regular basis as part of your continuing review and reection. You can record this type of information on the record: REVIEW & REFLECTION (RECORD 6: Section 3.6). This is available to download from the online PDP and you can store multiple records as you progress through your degree.
28
Questions you could consider include: 1. Are you clear about the aims and objectives of your research? 2. If you have already had a review meeting, have your aims and objectives changed since you last met with your Supervisor or Adviser? Identify what you have achieved since your last formal meeting and comment on how these activities relate to the aims and objectives of your research project. Consider: taught courses you have attended; literature you have reviewed; research programmes undertaken; discoveries made; research methods; research written up, reports abstracts written etc.; presentations/seminars given and conferences attended.
Have you met the targets identied at your last formal review meeting? Consider: How do you manage your time? How well organised are you at keeping records of references, recording your data and visiting the library (physically or virtually!) regularly? Has your progress been impeded by factors outside your control? If so, what? Consider what actions might be taken by your Supervisor, the school or the University to reduce the impact of these factors. Do you have a good working relationship with your Supervisor? Are you satised with your own progress? Do you think your Supervisor is satised with your progress?
Consider what you hope to achieve in the next six months and at what stage you hope to be at in twelve months time. Consider: taught courses to attend; literature reviews to undertake; research programmes undertake; research methods; thesis chapters/reports/abstracts etc. to write; presentations to give; seminars/conferences to attend.
Consider what you would like to do once you have nished your research. Consider: What career plans do you have? What experience have you gained, by participating in the Graduate Development Scheme workshops, which will enhance your curriculum vitae? What steps have you taken to contact potential employers? Have you been in touch with the Careers Service? (see Section 5.2.4).
29
Figure 2. The continuing review and reection philosophy of Graduate Development (see also Figure 1)
30
FULL TIME ~months

1
EPS Student Progression System for Research Degrees
PART TIME ~months

1-2
FORM 1 - Research Planning Meeting Form
FORM 2 - Initial Personal Development Planning Meeting Form
3-6
FORM 3 - Quarterly Research and Personal Development Meeting
12
FORM 4 - First Year Research Progression Advice Meeting
18
10
Notice of Submission for MPhil
Write Report
20
12
Submit Thesis for FORM 5 - First Year PhD Progression MPhil Examination Decision Form
Viva voce
24
13-24
26-48
x3
24 FORM 6 - Second Year PhD Progression Decision Form 48
25-30
50-60
x3
35 Notice of Submission 70
36
Submit Thesis for PhD Examination
72
Figure 3: Pathway through the ofcial forms
31
Check List Project and Progress Self Assessment During Year 1

Project Aims Start of Year
(web ref: Checklist A)
After 9 Months
(web ref: Checklist B)
Do you understand: The aims of your research project The techniques required to under take the research How your project ts into a broader eld of research Departmental Issues Do you know about:Security and Access Health and Safety Emergency Procedures Are you aware of: Key Technical Staff Training for Specialist Equipment Do you understand: Supervision and Mentoring Procedures Requirements for written reports Attendance requirements for advanced courses. Do you know about: Photocopying facilities Departmental computer facilities and how to access Postal arrangements University Issues Library and Information Services Do you know about: Availability of library and information facilities Location and access arrangements Key library staff Library procedure loans, searches etc Relevant databases Web of Science, EEVL, etc Computing and IT Services Are you aware of: University public access computer facilities ISSS Support facilities EPS Graduate School Procedures Do you understand: Formal registration requirements Transfer from MPhil to PhD (if required) Intellectual property considerations Consultative and representation arrangements (e.g. Postgraduate/staff committee) Medical and healthcare provision
54321 54321 54321
54321 54321 54321
54321 54321 54321
54321 54321 54321
54321 54321 54321 54321 54321 54321 54321 54321
54321 54321 54321 54321 54321 54321 54321 54321
54321 54321 54321 54321 54321
54321 54321 54321 54321 54321
54321 54321
54321 54321
54321 54321 54321 54321 54321
54321 54321 54321 54321 54321
5 = Fully/Denitely; 4 = Fairly Well; 3 = Moderately; 2 = Not very well; 1 = Not at all or Not applicable
Form adapted from Dr. D. Cooper, Log book developer, Royal Society of Chemists.
32
Check List Progress and Self Assessment End of Year 1

(web ref: Checklist C)
I have considered my project in a clear concise and critical way and have assessed the merits of different approaches I have developed a clear understanding of the context of my project and of the strategy I will adopt to complete it. I have become familiar with literature search methods I have developed an understanding of the relevant literature, have reviewed it and reported on it
5432-1
5432-1 54321
54321
I have also set up a system to regularly review the literature and update my notes
54321
I am aware of the necessary skills and techniques required to complete my project
54321
I produce regular, precise and informative summaries of my research which could be submitted to my supervisor
54321
I keep precise and meaningful records of my work
54321
I keep a record of my personal and professional development (CPD) activities I have a good understanding of the support available to me for my research (e.g. School Staff, Library Services, IT Services etc.) I plan and control my time effectively My project is on schedule 5 = Fully/Denitely; 4 = Fairly Well; 3 = Moderately; 2 = Not very well; 1 = Not at all or Not applicable
54321
54321 54321 54321
- Form adapted from Dr. D. Cooper, Log book developer, Royal Society of Chemists.
33
Check List Project and Progress Self Assessment Year 2 and 3

Middle of Year 2
(web ref: Checklist D)
Middle of Year 3
(web ref: Checklist D)
I have played a major role in deciding the direction of my project and have discussed any changes with my supervisor
54321
54321
I engage in discussion on my colleagues projects and give constructive feedback
54321
54321
I have presented my work at departmental seminars
54321
54321
I have produced at least one research paper on my work
54321
54321
I plan to present/have presented my work at a conference.
54321
54321
I have identied further skills that I need to acquire (when appropriate)
54321
54321
I have established how much theoretical and how much practical work I need to do to support the main aims of my thesis
54321
54321
I have assisted new postgraduate students in my department
54321
54321
I have mapped out the structure of my thesis in discussion with my supervisor
54321
54321
I have drafted sections of my thesis
54321
54321
I have planned for my oral presentation
54321
54321
I have considered the next stage of my career
54321
54321
5 = Fully/Denitely; 4 = Fairly Well; 3 = Moderately; 2 = Not very well; 1 = Not at all or Not applicable
Form adapted from Dr. D. Cooper, Log book developer, Royal Society of Chemists.
34
3.6 Personal Development Records

The following record sheets should be used to record your Personal and Professional Development. They should all be completed online at: www.manchester.ac.uk/eps/grads/ (see web references on each form to help locate these on the website).
Guide to the Record Sheets:

RECORD 1: Skills Development Planning Record - This record is designed to aid in the identication of an appropriate route to developing a given skill. Use it whenever you have identied a development need and are considering your options. RECORD 2: Draft Initial Personal Development Plan - Having identied and prioritised your areas for development through the DNA, you should use this form to record your initial plans for your personal development. You should then pass the completed form to your supervisor along with a copy of your completed DNA for discussion at a three month progress meeting. You and your supervisor will then agree an Initial Personal Development Plan which is formally recorded on FORM 1 (Section 6). RECORD 3: Record of Attendance at Graduate Development Scheme Workshops and Events - Use this record to obtain signatures from workshop tutors as a record of your attendance at a workshop. The EPS Graduate School will also hold a database of your attendance. RECORD 4: Record of Courses, Seminars, Symposiums etc Attended at School Level or elsewhere - This form should be used to record attendance at any events not organised by the EPS Graduate Education ofce. You should try and obtain a signature from the course provider or for example your supervisor as a record of attendance. RECORD 5: Record of Demonstrator/Teaching Duties - Use this form to keep a record of any occasions when you teach or demonstrate to undergraduate students or any other groups. RECORD 6: Record of Review and Reection - Use this record to reect on your research progress and personal and professional development.
35
web reference: DR01
RECORD 1: Skills Development Planning Record

To plan how you can develop competence in a skill, reconsider the ideas of Section 2.2: How Do I Prove My Competence?, especially noting the ideas presented in Table 1.
How can you learn the skill?

Self-taught - What is the best written material in the subject area? What is in the library? What is online? Who in your School could tell you what to read? Trial and error - What opportunities are there in your School or elsewhere to get experience in practising the skill? Advisor - Is there somebody in your School or elsewhere who is good at the skill and is willing to help you? Training Workshop - Consider all the Training Workshops provided by the EPS Graduate School and other providers. Consider attendance at an MSc. lecture course.
How can you learn the skill? Possibilities Potential activity Your Action Plan Target End Date Actual End Date
Self - taught (Read the Book! Surf the web!)
From trial and error of personal experience
From a mentor
Training workshop
37
Record 1 continued
How will you evaluate your performance?
Your Self - Give yourself a target! What is it you would look to be able to do that would satisfy you that you have learnt the new skill to the level you want to achieve? Your Peer - Ask the people around you what they think! Look at the people around you . Do they seem to be better then you in the given skill? Your Tutor - Can you convince your supervisor or the person who taught you that you have now developed the required skill to the required level? Your Student - Can you now teach somebody else the skill?
How will you evaluate your performance? Possibilities Potential activity Your Action Plan Target End Date Actual End Date
Your Self
Your Peer
Your Tutor
Your Student
38
Record 1 continued
Certication
Will you need certication of your ability in the new skill? If so how are you going to get it?
If you need certication of your competence, how will you do it? Possibilities Potential activity Your Action Plan Target Completion Date Actual Completion Date
Real Certicates Virtual Certicates
Formal
Awards
Referee
Length of Service
Training workshop
39
web reference: DR02
RECORD 2: Draft Initial Personal Development Plan

NOTE: see the reverse of the similar FORM 1 (Section 6) for a completed example of this RECORD
Research Project Title: Student Name: Supervisor: Student Number: School:
1. Overview of Development Needs Analysis Student Strength Example Evidence (Should be available on request by supervisor)
2. Planning - Priority Areas for Development at Three Months (Both the requirements of the research programme and the future employability of the student must be considered. This sheet can be copied if additional space is required) Priority Area Identied for Development Academic Priorities Proposed Activity to Support Development (See table provided in section 3 of this form ) Target Completion Date
3. Graduate Development Scheme (GraDS) Workshops - Indicate which workshops you propose to attend Workshop Intro to Research Effective Presentations Academic Writing Developing the Postgraduate Manager Career Management Attend ( ) Compulsory Workshop Planning the Final Year Academic Paper Publication Teaching in HE Workshop Starting a Business Workshop Demononstrator Training Attend ( )
Personal and Professional
41
web reference: DR03
RECORD 3: Record of Attendance at Graduate Development Scheme Workshops and Events

Guide Timing During rst 5 weeks Workshop/Event* Introduction to Research in the University of Manchester, Faculty of Engineering and Physical Sciences Compulsory for All Students Academic Writing Effective Presentations Workshop Developing the Postgraduate Manager Planning the Final Year Academic Paper Publication Workshop Teaching in Higher Education Workshop Starting a Business Workshop PhD Options Career Management Skills for Research Students Graduate Teaching Assistant Training Critical Thinking Creating Ideas Networking GraDS Occasional Seminar Title: GraDS Occasional Seminar Title Date Attended Signed
6 Months 7 Months Year 2 End of Year 2 Middle year 2 Year 2 Year 2 or 3 Year 2 or 3 Year 3 Any Any Any Any Any Any
43
web reference: DR04
RECORD 4: Record of Courses, Seminars, Symposiums etc Attended at School Level or elsewhere.
The student has attended Duration the course as (Days) required Signed:
Title of Course
Date
School Induction Course
45
web reference: DR05
RECORD 5: Record of Demonstrator/Teaching Duties

Title of class Responsibilities
47
web reference: RR01
RECORD 6: Record of Review and Reection

This form should be used to allow you to reect on your research progress, future plans and your relationship with your supervisor. It is recommended that each time you ll out a Review & Reection form you start with a blank form as this will aid the reective process (although it may be helpful to have past reections to hand as a way to ascertain your progress since the last time!). This form is completely condential and will never be seen by anyone other than yourself. The ve categories below are not intended to be exhaustive there is a blank box at the end for you to reect on anything that falls outside of these ve areas. Also, you should not feel as if you have to include each area every time you reect, as different areas will preoccupy you at different times of your degree. However, sometimes just being reminded of all the areas is enough to start you thinking! Reection itself is an ongoing process that doesnt have to be accompanied by form-lling in some ways we are all reecting on many aspects of our lives every day. This exercise is primarily intended to keep you thinking about all areas of your research degree, making sure that you dont take your eye off any one aspect for too long. Many students nd this exercise particularly useful in the run-up to a review meeting with their supervisor (having a print-out of your aims and concerns can be invaluable in those meetings). Once you have nished completing this form you should upload it to your online Personal Development Plan at www.manchester.ac.uk/eps/grads/ for your own reference. Make sure that you do not overwrite the old copies as it will be very useful to you to have a set of Review & Reection forms going right back to the start of your degree. You may also want to print a copy to put in your Graduate Resource Book for reference. The nal note there is no guidance on how often you use this form or how much you write each time! Use whatever you feel happy with bullet points, sentences, paragraphs or even full-blown essays
a) Aims & Objectives

Are you clear about the aims and objectives of your research? Have your aims and objectives changed since you last met with your Supervisor or Adviser?
b) Achievements
Identify what you have achieved since your last formal meeting and comment on how these activities relate to the aims and objectives of your research project. Consider taught courses you have attended; literature that you have reviewed; research programmes undertaken; discoveries made; research methods; research written up, reports/abstracts written etc; presentations/seminars given; conferences attended
49
RECORD 6: Record of Review and Reection (cont.)

c) Meeting your Targets
Have you met the targets identied at your last formal review meeting? Consider your time management; your organisation (keeping records of references, recording your data and visiting the library etc); any factors outside your control which may have impeded your progress; any possible actions that might be taken by your supervisor, the School or the University to reduce the impact of these factors; your working relationship with your Supervisor; your satisfaction with your own progress; your Supervisors satisfaction with your progress.
d) Forward Planning
What do you hope to achieve in the next 6 months and at what stage you hope to be in 12 months time? Consider taught courses to attend; literature reviews to undertake; research programmes to undertake; research methods to learn; thesis chapters/reports/abstracts etc to write; presentations to give; seminars and conferences to attend.
e) Career Plans
What would you like to do once you have nished your research? Consider what your current career plans are; what experience you have gained by participating in the Graduate Development Scheme workshops (and how this will improve your CV!); what steps you have taken to contact potential employers; whether you have investigated the excellent Careers Service.
f) Additional Reections
Consider any thoughts, hopes or doubts relating to your research degree that have not been covered in the rst ve sections.
50
SECTION :
SECTION 4
Steps To Your Degree

51
SECTION 4: Steps to Your Degree 4.1 Research Training

Doing a research degree requires a special set of skills related to identifying a problem, investigating what is currently known about the problem and then looking for a unique and original solution to that problem. There are generic aspects to doing any research, regardless of what discipline you are studying. There are a number of references related to this topic listed in Section 5.5: Bibliography of Research Degree Literature. This is also the subject of the Faculty workshop: Speed PhD Introduction to Research at the Faculty of Engineering and Physical Sciences (see Section 5.1.1) which is compulsory for all new research students.
4.2 Reading and Communication Skills

Another aspect of the rst year of research will be an ever increasing need to develop clear communication skills. As you begin reading from the literature related to your research topic, you will need to develop an ability to interpret scientic papers, extracting the main topics and developing critical skills to judge published results in relation to your research hypothesis. One of the primary skills is that of paraphrasing, being able to relate the results of important literature in your own words. One of the critical aspects of being a good researcher is avoiding plagiarism, or direct copying of others ideas and claiming them as your own. The latest guidelines on plagiarism are presented in Section 8.4: ?Guidance to Students on Plagiarism and Other Forms of Academic Malpractice. This skill is directly related to your writing skills. You become an expert in relaying your ideas (and those of others) in clear language that follows the principles of Academic English. This is the subject of the optional GraDS workshop, Academic Writing, described in Section 5.1.1. One of the most important ideas is that you must always be thinking about writing your thesis: it is not something you can leave until your nal year. As you develop your own ideas about the literature you are reviewing or about your own research results, you will need to begin doing numerous spoken presentations. You will see that each presentation will be slightly different, depending on your audience. These topics are the subject of the optional GraDS workshop, Effective Presentations, described in Section 5.1.1.
4.3 Graduate Teaching Assistant Training

You may also have an opportunity to help demonstrate on undergraduate courses in your School. Students who undertake demonstrating duties are required to attend the one-day Graduate Teaching Assistant Training workshop run by the University Staff Training and Development Unit. To book on sessions running from September - November 2007 (see the Graduate Development website for a full listing), contact epsgrads@manchester.ac.uk or alternatively inform your School PGR Administrator. It will be important to record any demonstrating you do for future reference and the RECORD OF DEMONSTRATOR/TEACHING DUTIES (RECORD 5: Section 3.6) is provided for this purpose.
52
SECTION 4: Steps to Your Degree
4.4 Completing Your First Year

The previous sections have described the generic skills you will need to successfully complete your research degree along with the process of identifying your training needs and planning out your personal and professional development. This section describes some formal landmarks you will have to pass in your rst year to complete your degree successfully.
4.4.1 MPhil or PhD?

If you have started out your research degree by registering for an MPhil you will eventually have to declare your intention as to whether you will be submitting an MPhil thesis at the end of your 1st year or whether you will be transferring to a PhD (project and funding permitting) for your 2nd and subsequent years. In fact, even if you have registered directly onto a PhD programme, you will still need to show at the end of your rst year that you have the capability of achieving PhD level and that your research has the potential to produce original results of a PhD standard. There will be a number of aspects that your supervisor (and team) will want to address in making a decision on your progress. The FIRST YEAR RESEARCH PROGRESSION ADVICE FORM (FORM 4: Section 6) must be submitted to the Faculty Graduate School at around nine months into your rst year. At this point, you must declare whether you will be submitting an MPhil thesis or a First Year Report.
4.4.2 MPhil Thesis

An MPhil thesis is intended to reect that you have gained substantial training in the methods of research. Unlike a PhD thesis where the work is required to be entirely original, an MPhil thesis will probably contain work that contains some replication of others work. The guidance for submitting your MPhil thesis is similar to the process for submitting a PhD thesis, described in Section 4.5 and 4.6
4.4.3 First Year Progression Report

If you wish to be considered for to progression beyond your rst year into a PhD, you will need to submit a First Year Report. Your achievements in your rst year will have to be well documented because your progression into your second year will be determined by the quality of your research as recorded in your required End of Year Report. This report is assessed via the FIRST YEAR PhD PROGRESSION DECISION FORM (FORM 5: Section 6). The following questions are taken from this form and give an indication of how this report should document your work. These are only guidelines and you must discuss with your supervisor the exact expectations for your First Year Report. 1. Does the report show evidence of an ability to plan a project intended to lead to a PhD thesis (including resource allocation)? 2. Does the research show evidence of the specic research skills required in the area concerned and in research management and related skills? 3. Is the work clearly written and presented in a satisfactory manner. Does
53
4. 5. 6. 7. 8. 9.
it demonstrate adequate ability in report-writing and in the use of English, in an academic context? Does the report show an adequate ability to use the facilities required to progress in the research area? Does the report contain an adequate critical discussion of the relevant literature and evidence of ability in literature searching? Does the report adequately outline the students intentions for two further years of research work? Does the report give satisfactory evidence of methods of research such as can normally be gained by a student in one years work? Has the candidate carried out the work in a satisfactory manner? Is there a satisfactory discussion of the purpose of the investigation, its signicance, and of any relevant previous work?
4.5 Completing Your Second Year

As you progress through the 2nd and 3rd years of your PhD, you should be continuously updating your Development Needs Analysis and Personal Development Plans. New issues will arise along with the progress in your research. You will become clearer about what needs to be done to produce the nal product of your thesis. In fact, the more difcult process can often be clarifying your focus and knowing what to leave out! The process of preparing the nal version of your thesis and preparing it for submission will require a good knowledge of the thesis submission guidelines and regulations. Youll also want to begin thinking about career issues and what you will be doing after the PhD. The full list of training opportunities, including those offered by the Graduate Development Scheme is presented in Section 5.1.1. A full guide to current training opportunities is also available on our website: www.manchester.ac.uk/eps/grads/. There is a requirement that each research student should produce a Second Year Report and attend an oral examination. An example of the ofcial assessment form can be found in the SECOND YEAR PhD PROGRESSION FORM (FORM 6: Section 6), which also lists a number of questions examiners use to evaluate the report. These can be used as a guide to the content of this report.
4.6 Peer Mentoring

A peer mentoring scheme is established within many schools across EPS. Peer mentoring provides a support network for postgraduate students and in particular for research and overseas students. The scheme brings together upper year experienced students with new students in a friendly environment, to provide a mutually supportive network. It is anticipated that the presence of a mentoring scheme will have a positive impact on completion rates. In addition to the many benets to the mentees, such a scheme promotes the development of skills in mentors, such as communication, problem solving and reection - all viewed as valuable experience to include on a curriculum vitae. If you would like to nd out more about peer mentoring, please go to the Graduate Development website: www.manchester.ac.uk/eps/grads or contact your Postgraduate Tutor or Administrator who will be able to inform you if the scheme is running in your school.
54
SECTION 4: Steps to Your Degree
4.7 Completing Your PhD

4.7.1 Completing And Submitting Your Thesis
You will have had meetings with your Supervisor and Adviser to discuss the progress and contents of your thesis. Once thesis production is well underway you need to complete a Notice of Submission. This is available from the EPS Graduate Education ofce. You will also need to collect a set of Regulations for the Presentation of Theses and Dissertations from the Graduate Education ofce . You should give notice once you have progressed with the writing and are condent of being on-target for meeting the submission date. Giving notice triggers the appointment of the examiners, who are then expecting the thesis to arrive on time. You should submit your Thesis and your Notice of Submission to EPS Graduate Education ofce. If delay in thesis submission cannot be avoided, the regulations allow the submission of a thesis up to 12 months after completion of the prescribed period of the programme. Applications for extensions beyond this period will only be considered in exceptional circumstances . The supervisor must make a detailed case for extensions. If the circumstances of the extension are not deemed as sufciently exceptional by the Facultys Postgraduate Degrees Panel a late submission application can be made to the panel which carries a charge of 500 if the late submission request is accepted. You are encouraged to write papers, in conjunction with your Supervisor, for submission to appropriate journals. A copy of any published paper (not manuscripts) can be added to the back of the thesis.
4.6.2 Thesis Binding

MPhil and PhD Candidates have the option of submitting the thesis in soft or hard binding. If soft binding is chosen, however, once examined, the thesis must be hard-bound before the degree result can be published. Candidates submitting late should note that a delay in having the thesis hard-bound could mean missing the deadline for graduation. Full details on binding requirements are issued to candidates on completion of their Notice of Submission in the EPS Graduate Education ofce.
4.6.3 Checklist For Submission

If you follow these few simple guidelines you will avoid any undue delay in the examination of your thesis. You should aim to submit your thesis by the end of the registration period for your programme of study or as soon after as possible. You must give prior notice of your intention to submit by completing a Notice of Submission form (see Section 8.7) and handing it in to the EPS Graduate Education by the required deadline. This is essential as it triggers the process for appointing examiners for your thesis. You must follow closely the written regulations on how to present your thesis: these regulations will be given to you when you are issued with your Notice of Submission form. The number of words must not exceed 80,000 (PhD) or 60,000 (MPhil).
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4.6.4 Examination
When you give notice to the EPS Graduate Education ofce that you intend to submit your thesis, your supervisor is asked to nominate Examiners. Candidates for research degrees should disclose, in discussion with supervisors concerning potential examiners for the thesis, any information that could signicantly affect the suitability of the proposed examiner(s). Such information may concern a signicant input from the examiner(s) into the project or a signicant personal, nancial or professional relationship they may have had, or continue to have, with the student. An oral examination is not normally required for MPhil. The Examiners report on the thesis alone and submit their reports to the EPS Graduate School together with their recommendation for the award of the degree. The oral examination is mandatory for PhD, EngD and ClinPsyD. The doctoral degrees are therefore judged on the thesis and on the performance in the oral examination. Notices are posted giving the time and place of each oral examination which must take place in Manchester, in a University building and during normal working hours. Apart from yourself and the Examiners, others who may attend if they wish (but not take part) are your supervisor, other academic staff and other current PhD students. Often, the only audience is the supervisor. The Examiners will make one of the following recommendations for an MPhil: i ii iii iv Award the degree of MPhil with no corrections Award the degree of MPhil subject to minor corrections Invite to revise and resubmit (on only one occasion) for the degree of MPhil with possible further oral examination Reject, not permitting resubmission
The Examiners will make one of the following recommendations for a PhD: i ii iii iv v vi Award the degree of PhD with no corrections Award the degree of PhD subject to minor corrections Invite to revise and resubmit (on only one occasion) for the degree of PhD with possible further oral examination Award the degree of MPhil Award the degree of MPhil subject to minor corrections Invite to revise and resubmit (on only one occasion) with possible further oral examination for the degree of MPhil
vii Reject, not permitting resubmission
4.6.5 Graduation
Graduation ceremonies are held twice a year. Following submission of your thesis you should log on to your self-service student system account where you can receive information concerning the graduation ceremony and you should indicate at this stage whether you wish to attend the ceremony or graduate in absentia. Once you have received conrmation that you have been awarded the degree, this signals that you are eligible to attend the ceremony to receive your certicate.
4.6.6 The University Of Manchester Alumni Association

As a graduate of the University of Manchester, you are entitled to join its Alumni Association (see www.manchester.ac.uk/alumni).
56
SECTION 5: Development Opportunities
SECTION 5 Development Opportunities

5. Development Opportunities
5.1 Training Workshops
A range of training is provided across the Faculty and the University from a number of sources including the Faculty of Engineering and Physical Sciences (EPS) Graduate Education, the Graduate Development Scheme (GraDS), your school, Library Services, IT Services and The Careers Service. They can be booked by emailing: eps-grads@manchester.ac.uk.
5.1.1 EPS Graduate Development Scheme Workshop Details

As well as organising, developing and tutoring workshops, the Graduate Development Scheme (GraDS) has responsibility for overseeing the day to day running and short to long term organisation of Graduate Development in the Faculty in line with University and Government requirements. All enquiries with respect to Graduate Development in the Faculty can be directed by email to eps-grads@manchester.ac.uk and further information can be found at the following web address: www.manchester.ac.uk/eps/grads/. Full details of the scheme of workshops provided in 2007/2008 by GraDS are given in the following module forms. The EPS Graduate Development workshops are designed to be taken in a sequence that is most appropriate for the stage reached within the research project. Table 3 illustrates the suggested sequence, although workshops can be taken in any order. Those intending to complete an MSc by Research or MPhil can attend 2nd and 3rd year workshops at any time.
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Table 4. Suggested timetable of student progression through GraDS workshops. Items in bold italics are milestones of compulsory assessment.
YEAR 1 QTR 1 RESEARCH STUDENTS GraDS WORKSHOPS Introduction to Research in the Faculty of Engineering and Physical Sciences OTHER TRAINING COURSES POSSIBLE SCHOOL REQUIREMENTS Laboratory Safety & Risk Assessment Research Methodology Technical Courses MSc/MEng Modules
Academic Writing Online Academic Writing Online Endnote Training Effective Presentations MPhil & MSc Research: see Career options below MPhil Thesis or PhD Progression Report & Presentation Critical Thinking Creating Ideas
OTHER TRAINING PROVIDERS Language Centre Support IT Services Training Library Skills Training
Academic Paper Publication Networking
Developing The Postgraduate Manager PhD Options
Final Year Planning Workshop (2nd Yr Report & Presentation)
Careers for Researchers Teaching in Higher Education
10
Starting a Business
11 (Thesis Submission) 12
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Module Specication - Speed PhD Introduction to Research in the Faculty of Engineering and Physical Sciences
Title: Speed PhD Introduction to Research in theFaculty of Engineering and Physical Sciences Prerequisites: N/A Co-requisites: N/A Module Code: RSCH 60001 Core/Elective: Core
Semester: Attended Credits: N/A Within 12 weeks of registration Aims: The aim of the course is to provide an introduction to post-graduate research, to prepare participants for the start of their research degree, to make researchers aware of the Faculty training philosophy and of the training opportunities open to them. Coursework hours: Laboratory/Project Other [specify]: Workshop hours: N/A hours: N/A 12 Two one day sessions Tutorial hours: N/A Private study Exam preparation hours: N/A hours: N/A Intended Learning Outcomes: At the end of this module participants should: Have a greater understanding of what to expect in studying for a research degree; Have gained practical experience of a research project through a simulation exercise; Be able to begin to plan the rst stages of their research; Be aware of the aims and the range of training opportunities available; Be aware of the content of the Graduate Resource Book; Understand reective learning training philosophy; Be aware of the ethical requirements for research. Be aware of the range of IT and Library facilities available; Outline syllabus: Speed PhD Research degree simulation exercise; The stages of a research degree; Dening the Roles of the Student & Supervisor; An Overview of Thesis Writing: Common Structures, thesis style, content; Research Ethics: committees and procedures, intellectual property rights, case studies everyday issues in ethical research; Reective learning: Self-Assessment of Personal Skills, Continuing Professional Development, regulatory information e.g. code of practice; Project Planning a research degree; Time Management in a research degree; Overview of Library Services; Using the Electronic Databases; Overview of IT facilities; Communicating your research. Coursework: N/A Reading list/Directed reading: Safeguarding good scientic practice Joint Statement Director General of the Research Councils and the Chief Executives of the UK Research Councils 1998 Joint statement of the Research Councils/AHRBs skills training requirements for research students URL: http://www.bbsrc.ac.uk/funding/training/skill_train_req.pdf and GraDS Resource Book How to Get a PhD - A handbook for students and their supervisors E. M. Phillips and D. S. Pugh, 2nd edition, Open University Press. Research Methods for Postgraduates Tony Greeneld Ed, 2nd Edition, Arnold. Module leader: Dr. J. R. Boran Staff involved: , Other staff: Library and Computing representatives
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Date of last revision 13 August 2007
Module Specication - Academic Writing

Title: Academic Writing Prerequisites: N/A Co-requisites: N/A Module Code: RSCH 60013 Semester: Suggested attendance approximately 6 months after registration Weeks: Aims: The aim of this module is to provide participants with a critical understanding of writing for research. Workshop hours: 5 Tutorial hours: N/A Coursework hours: N/A Private study hours: N/A Laboratory/Project hours: N/A Exam preparation hours: N/A Other [specify]: Core/Elective: Elective Credits: N/A
Intended Learning Outcomes: At the end of this module participants should: Be able to recognise the elements of academic style in their own and other published writing; Better understand the writing process and the ways to make the task easier; Understand the importance of report structure to get ideas across to the reader; Appreciate general requirements for thesis writing; Be able to improve their writing effectiveness. Outline syllabus: The reasons for writing The stages in the writing process Getting started Organisation brainstorming Outline Organisation Classic thesis structures Revising and editing Self monitoring Feedback Data commentary Qualications and Strength of Claim Academic grammar and style The End of year report Establishing and Occupying a niche Analysing sample theses Coursework: N/A Reading list/Directed reading: See list appended Module leader: Dr. J. R. Boran Staff involved: J. Morley, H. Goodison & I. Pople (University Language Centre) Other staff: Date of last revision 6 September 2006
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Module Specication - Effective Presentations

Title: Effective Presentations Prerequisites: None Co-requisites: None Module Code: RSCH 60003 Semester: Attended approximately 7 months after registration. Core/Elective: Elective Credits: N/A
Aims: The aim of this module is to prepare participants for presenting their research to a range of audiences. Workshop hours: 5 Tutorial hours: N/A Coursework hours: 10 Private study hours: N/A Laboratory/Project hours: N/A Exam preparation hours: N/A Other [specify]: Delivery of presentation and feedback from supervisor
Intended Learning Outcomes: At the end of this module participants will: Be aware of the process of preparing a presentation that suits a specic audience; Have gained experience of giving an academic presentation on their research work; Be aware of the general academic style of presentation; Be aware of the value of creative graphics; Be aware of the capabilities and limitations of presentation software; Understand the effects of non-verbal communication in presentations; Be aware of learning preferences; Be more aware of their own abilities and their development needs in presenting. Outline syllabus: The purpose of presentation The planning process Presentation structure Visual aids - use of PowerPoint Knowing your audience Speaker aids Body Language Examples of best practice. Coursework: N/A Reading list/Directed reading: A Handbook of Public Speaking for Scientists and Engineers, Peter Kenny, Institute of Physics, October 1996. Speaking Technically: A Handbook for Scientists, Engineers and Physicians on How to Improve Technical Presentations, Sinclair Goodlad, World Scientic Publishing Company, Incorporated, August 2000. Online: UMIST information systems department - www.umist.ac.uk/isd/training Manchester Computing - http://www.mcc.ac.uk/ The Application of Presentation Technologies in UK Higher Education www.umist.ac.uk/apt/ ppclass/index.shtml Effective Presentations - University of Kansas USA - www.kumc.edu/SAH/OTEd/jradel/ effective.html Module leader: Dr. J. R. Boran Staff involved: Other staff: N/A Date of last revision 6 September 2006
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Module Specication - Developing the Postgraduate Manager

Title: Developing the Postgraduate Manager Prerequisites: None Co-requisites: None Module Code: RSCH 60012 Semester: Attended at the end of the second semester by 2nd year research students. Weeks: Core/Elective: Elective Credits: N/A
Aims: The aim of the course is to develop negotiating and team work skills and to increase individual self-condence. Workshop hours: Day One 8 Hours Day Two 8 Hours Day Three 6 Hours Tutorial hours: N/A Coursework hours: N/A Laboratory/Project hours: N/A Other [specify]:
Private study hours: N/A
Exam preparation hours: N/A
Intended Learning Outcomes: The course will assist students to: Understand the key features of a team, their roles in a variety of teams and the importance of team working in future employment; Provide evidence that they have worked effectively as a member of a team; Be more condent and practiced in their oral and written presentation skills; Demonstrate a willingness to learn and acquire skills in a range of areas; Apply decision making and problem solving skills in safe, practical environments; Analyse their own strengths and weaknesses in terms of the competencies required by and covered as part of the RCGSP, accepting and using positive feedback from others; Give appropriate, sensitive and constructive feedback to others (including listening skills). They will have gained experience of: Strategies to inuence decision making and team organization; Both leadership and support for others and direct experience of the complex nature of personal interactions within teams; Rapid assimilation, interpretation and prioritisation of information and subsequent decision making under pressure; Presenting complex, unfamiliar information in a clear and concise format; The transferable nature of their current skills, through exposure to a range of more experienced industrial, commercial and academic contacts; Setting achievable targets for themselves and their group. Outline syllabus: Belbin team roles; Decision making strategies; Inuencing decision making; Personal interactions within teams; Project Planning; Marketing; Effective presenting; Short lm production; Video editing; Time management. Coursework: N/A Reading list/Directed reading: Belbin, R. M., Management teams : why they succeed or fail London : Heinemann, 1981. Module leader: Dr. J. R. Boran Staff involved: Other staff: External tutors Date of last revision 6 September 2006
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Module Specication - Planning the Final Year

Title: Planning the Final Year Prerequisites: None Co-requisites: None Module Code: RSCH 60004 Semester: Attended at the end of the second year. Weeks: Core/Elective: Elective Credits: N/A
Aims: The aim of this module is to facilitate the self-assessment by participants of their readiness to complete the nal year of their PhD on time, and then to plan identied tasks. Workshop hours: 5 Tutorial hours: N/A Coursework hours: N/A Private study hours: N/A Laboratory/Project hours: N/A Exam preparation hours: N/A Other [specify]:
Intended Learning Outcomes: At the end of this module participants should: Be able to self assess the stage they have reached in their research; Be able to compare their position with a general view of what may be achieved within the timescales of a research degree; Be able to compare their position with other research students at a similar stage in their research degree; Be able to generally dene what tasks they have left to complete; Have begun to form a plan for the nal year; Have formed an initial idea of the structure and content of their thesis; Have a better understanding of the kind of general questions that commonly occur in the PhD viva; Outline syllabus: Overview of the nal year; Self audit - subjective and objective; Review of common thesis outlines; Identifying your thesis content; Building your thesis structure; Identifying your nal year tasks; Producing a nal year plan; Preparing for the oral examination; Typical general viva questions; Options available to examiners; Administrative details. Coursework: N/A Reading list/Directed reading: Code of Practice on Research Students Regulations for degree of Doctor of Philosophy Joint statement of the Research Councils/AHRBs skills training requirements for research students URL: http://www.bbsrc.ac.uk/funding/training/skill_train_req.pdf and GPDP Resource Book How to Get a PhD - A handbook for students and their supervisors E. M. Phillips and D. S. Pugh, 2nd edition, Open University Press. Module leader: Dr. J. R. Boran Staff involved: Other staff: Date of last revision 6 September 2006
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Module Specication - Teaching in Higher Eductation

Title: Teaching in Higher Education Pre-requisites: Introduction to Research Co-requisites: Module Code: RSCH 60010 Semester: any Weeks: Core/Elective: Elective Credits: N/A
Aims: The aim of this module is to provide research students with an overview of learning and teaching theory and practice in the modern Higher Education environment. It is particularly aimed at those considering an academic career. Workshop hours: 5 Tutorial hours: N/A Coursework hours: N/A Private study hours: N/A Laboratory/Project hours: N/A Exam preparation hours: N/A Other [specify]:
Intended Learning Outcomes: At the end of this module participants should: Have a greater understanding of learning and teaching in Higher Education; Be aware of the learning and teaching role of the modern academic; Be aware of the different learning styles and preferences of the individual; Be aware of the quality assurance requirements and systems in Higher Education; Be aware of how modular systems work in general and the pros and cons of such systems; Be aware of a variety of students assessment methods and their use; Be aware of how to produce module and programme specications. Outline syllabus: Learning and Teaching Theory - Learning Styles, Learning Preferences, Kolb Learning Cycle Learning and Teaching Method - Case Studies Quality Assurance Systems - National and Local, Institutional Audit, Code of Practice, HE Qualications Framework, Benchmarking. Modular Systems and Credit Rating Programme and Module Design Assessment Methods
Coursework: N/A Reading list/Directed reading: http://www.qaa.ac.uk/ http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/default.asp http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp Experiential learning : experience as the source of learning and development David Kolb Module leader: Dr J. R. Boran Staff involved: Other staff:
Date of last revision: 6 September 2006
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Module Specication - Academic Paper Publication

Title: Academic Paper Publication Pre-requisites: Academic Writing Co-requisites: Module Code: RSCH 60009 Semester: any Weeks: Core/Elective: Elective Credits: N/A
Aims: The aim of this module is to help research students consider the potential and understand the process of publishing academic papers Workshop hours: 5 Tutorial hours: N/A Coursework hours: N/A Private study hours: N/A Laboratory/Project hours: N/A Exam preparation hours: N/A Other [specify]:
Intended Learning Outcomes: At the end of this module participants should: Have a greater understanding of the process of publishing academic papers; Be aware of the importance of publications in the academic world; Be able to begin to identify appropriate material for their own publications; Be able to locate the best journals for their publications; Be able to nd impact factors to measure the quality of each journal; Be aware of how to nd the style format of different journals; Be aware of the electronic options for publishing papers Outline syllabus: The importance of publishing academic papers; The history of academic journals; The debate on the value of electronic journals; An overview of academic writing: common structures, style and content; What is the difference between thesis writing and writing an academic paper?; What is publishable from your research?; How to nd the best journals in your eld; Matching your writing to a journal style; Communicating your research. Coursework: N/A Reading list/Directed reading: Regulations for the Degree of Doctor of Philosophy Graduate Resource Book How to Get a PhD - A handbook for students and their supervisors E. M. Phillips and D. S. Pugh, 2nd edition, Open University Press. Research Methods for Postgraduates Tony Greeneld Ed, 2nd Edition, Arnold. Harnad, S. 2004. Comparing the Impact of Open Access (OA) vs. Non-OA Articles in the Same Journals. D-Lib Magazine, June 2004. http://www.dlib.org/dlib/ june04/harnad/ 06harnad.html Lawrence, S. 2001. Free online availability substantially increases a papers impact. Nature Debates. http://www.nature.com/nature/debates/e-access/Articles/lawrence.html The Wellcome Trust. 2004. Costs and Business Models in Scientic Research Publishing. http://www.wellcome.ac.uk/doc_WTD003185.html Module leader: Dr. J. R. Boran Staff involved: Other staff: Date of last revision: 6 September 2006
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Module Specication Starting a Business

Title: Starting a Business Unlocking the Value of New Technology Prerequisites: None Co-requisites: None Module Code: RSCH 60007 Semester: During the rst or second semester (recommended particularly for those in the second/third year of a PhD programme) Core/Elective: Elective Credits: N/A
Aims: The aim of this module is to introduce graduate scientists and engineers to the concept of the knowledge-driven economy and their role in terms of the commercial exploitation of ideas. Workshop hours: Half day (3 hours) Tutorial hours: N/A Coursework hours: N/A Private study hours: N/A Laboratory/Project hours: N/A Exam preparation hours: N/A Other[specify]: Informal followup sessions to create a forum for discussion (caf concept)
Intended Learning Outcomes: At the end of this module participants should: Understand their importance in the knowledge-driven economy; Be aware of the processes and mechanisms involved in taking a technology-based idea forward into the marketplace; Have an understanding of what it means to be a technological entrepreneur and how to operate across the science-enterprise divide; Be familiar with the types of business plans and presentations that are required for taking an idea to the market; Feel condent in being able to take an idea forward. Outline Syllabus: Participants will cover the following areas; Introduction to venture creation; Unlocking the value of your technological idea; Being a technological entrepreneur; Plan, presentations and issues such as IP ownership, equity and funding. Coursework: N/A Reading list/Directed reading: Tidd, J., J. Bessant and K. Pavitt (2001) Managing Innovation, Wiley, (chapter1 and 12) Drucker, P., Innovation and Entrepreneurship, 1994 Von Stamm, B., Managing Innovation, Design and Creativity, 2003, Wiley Sahlmann, W. A., H. Stevenson, M. J. Roberts, A. Bhide, The Entrepreneurial Venture, 1999, Harvard Business School Press Module leader: Lynn Sheppard Staff involved: Lynn Sheppard, Tim Jones Other Staff: Carol Birchmore Date of last revision: 6 September 2006
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Module Specication Creating Ideas

Title: Creating Ideas Prerequisites: None Co-requisites: None Module Code: To be assigned Semester: During the rst or second semester. Core/Elective: Elective Credits: N/A
Aims: The aim of this module is to introduce graduate scientists and engineers to the concept of ideas creation, evaluating choice and dealing with risk and change. Workshop hours: Half day (3 hours) Tutorial hours: N/A Coursework hours: N/A Private study hours: N/A Laboratory/Project hours: N/A Exam preparation hours: N/A Other[specify]: N/A
Intended Learning Outcomes: At the end of this module participants should: Understand the importance of ideas generation and innovation in the knowledgedriven economy; Have gained practical experience of ideas generation and the identication of commercial opportunities; Become a more enterprising scientist; Be more condent in the area of creative choice and risk assessment. Outline Syllabus: Participants will cover the following areas: Lessons from the past and envisioning the future how the economic environment has inuenced innovation to date and where we might go in the future; Creative thinking and challenging assumptions; Explore concepts and ideas how to build ideas; Introduction to some simple tools that help evaluate ideas. Coursework: N/A Reading list/Directed reading: Von Stamm, B., Managing Innovation, Design and Creativity, 2003, Wiley Peters, T., Re-imagine, 2003, Dorling Kindersley Majarro, S., The Creative Gap, 1988, Longman Kelley, T., The Art of Innovation, 2001, Harper Collins Webb Young, J., A Technique for Producing Ideas, 2003, McGraw-Hill Von Oech, R., A Whack on the Side of the Head, Harper Collins Module leader: Lynn Sheppard Staff involved: Lynn Sheppard, Tim Jones, Other Staff: Carol Birchmore Date of last revision: 6 September 2006
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Workshop Descriptions - Careers for PhD Researchers

1) Career Intensive Workshop for PhD Researchers in the Faculty of Engineering and Physical Sciences Did you know that on average, a PhD takes around 500 working days to complete ? But what about the rest of your life ? If you can spare just 0.2% of the time you spend on your PhD to prepare yourself for the next 30 years, this is the day to do it. This intensive workshop will include information sessions on how employers view PhDs how to market your qualication and experience effectively professionalism in the workplace making the transition from PhD researcher to high performing employee (inside or outside academia) There will be interactive sessions on putting together effective CVs, applications and covering letters interviews and other assessment tools We will include practical sessions on using the internet for looking for jobs using and developing contacts to nd the jobs which never get advertised This day will also include the opportunity to explore in more depth some of the issues which concern you personally, with a choice of themed group discussions with an experienced careers consultant. Places are limited and if you register for this workshop, you will be expected to make yourself available and attend for the whole day We look forward to seeing you there. Module leader: Elizabeth Wilkinson 2) The Essential Guide to Getting a Job for PhD Researchers how do employers view PhDs? where are the jobs where your PhD will give you the edge? how do you nd all those jobs which are never advertised? how do you use the internet effectively to look for jobs? could agencies help you? what support is available for PhD researchers? Find out how to start your job search and how the Careers Service can help you get the job you want in this 50 minute Masterclass for PhD researchers. 3) CVs and Applications For PhD Researchers Did you know that some employers spend no more than 90 seconds looking at a CV before deciding whether it goes into the Reject pile, or whether it gets read in more depth? What are employers looking for in an application form, CV or covering letter? Why cant you use an academic CV for jobs outside a university? How do you tackle those difcult application form questions? Get advice on how to complete those forms and create a CV and covering letter with the right impact by coming along to this CV and applications Masterclass for PhD researchers. 4) Interviews For PhD Researchers Do you dread the following questions : Why do you want this job? Why do you want to come and work for us? What are your strengths and your weaknesses? Find out how to approach these and other tricky questions, and why how you say it can be as important as what you say at this Interviews Masterclass for PhD researchers.
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Online Workshop Descriptions

There are currently two online workshops which are available for all EPS research postgraduates. These are both set up in WebCT, the same virtual learning environment used for the Development Needs Analysis and Personal Development Plan. When you register for the DNA / PDP, you will also get access to the following workshops. If you are having any problems accessing these training materials, please email epsgrads@manchester.ac.uk
Online Endnote Training

The bibliographic software EndNote is a highly useful tool for recording all of the literature you will be reviewing for your research project. It creates a Library le with pre-dened elds, from Author and Date to Abstract and URL, to record any given piece of reference literature. There are four main useful aspects of EndNote: 1) Endnote allows you to download reference information directly from online databases such as Web of Science. The function Export to Bibilographic Software allows you to record an entire marked list of references in one go. This saves the need to ever type out any of the material, which can reduce critical typographic errors. Some databases require Export Filters to make sure the elds match properly, but it still saves much work. 2) EndNote has a Microsoft Word plug-in which allows you to Cite While You Write, pasting a reference to literature in your Library. This can quickly link your ideas to the existing literature, with all of ther correct details. 3) EndNote has over 1000 templates of Journal bibliography formats which allows you to format your references (and your in-text citations) directly to the required specications. If you decide to change the format of your bibliography (e.g. when you submit a paper to a different journal), EndNote will re-format it quickly and correctly. The online workshop goes through all of these features of EndNote (and more) and includes multimedia presentation methods that you should nd easy to use.
Online Academic Writing

The Online Academic Writing training materials have a vast amount of information on the detailed requirements of writing that are expected for academic projects. The course is set up in a series of topic nodes with a common format of sections of descriptive text with interactive questions to get you think about what you are learing. At the end of each node there is an exam for you to test yourself. There are nine nodes: 1) Sentence Structure and puncuation 2) Word choice and grammar 3) Academic Style 1 4) Academic Style 2 5) Writing paragraphs 1 6) Writing paragraphs 2 7) Critical Reading 8) Summarising, paraphrasing and referencing 9) Rhetorical awareness This online course is independent of the face-to-face GraDS workshop, Academic Writing, and can be taken either before or after you attend the face-to-face session.
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5.1.2 Graduate Development Scheme Workshop Schedule 2007/2008

The Graduate Development Scheme is running a wide variety of workshops during Academic Year 2007/2008. The list below shows who the workshop is designed for, the duration, the daily running times and the months in which the various sessions will run. The exact schedule, with dates and locations is available on the Graduate Development website (www.manchester.ac.uk/eps/grads). All workshops provide tea and coffee 15 mins before the start. Only the Speed PhD and Developing the Postgraduate Manager provide free lunches, all other day-long workshops have a one hour break to get your own lunch. All workshops are optional, except for the required Speed PhD for all new postgraduate researchers. To book a place on any of these workshops, email eps-grads@manchester.ac.uk WORKSHOP SUMMARY 1) Speed PhD Introduction to Research (COMPULSORY) Who: all 1st year research postgrads (ideally within 1st six months of the start of the degree) How Long: 2 days When: 0930 - 1600 (both days) Months (no. of sessions): OCT (12-15) / JAN (2) / APR (2) / JUL (2) 2) Academic Writing (University Language Centre) Who: 1st year research postgraduates preparing to write their 1st year report How Long: 1 day When: 0930 - 1530 Months (no. of sessions): NOV (5) / FEB (5) / MAY (5) 3) Effective Presentations Who: Anyone preparing (& wanting to practice) for end-of-year orals or conference presentations How Long: 2 half days (2-4 days apart to allow time to prepare a presentation) When: 1000 - 1200 (day one: theory) / 1400-1600 (day two: practice) Months (no. of sessions): NOV (5) / FEB (5) / MAY (5) 4) Graduate Teaching Assistant training (Staff Teaching & Development Unit Who: for 2nd yr & 3rd yr postgraduates wanting to demonstrate for undergraduate courses How Long: 1 day When: To be conrmed Months (no. of sessions): SEP (1) / OCT (4) / NOV (5) 5) Developing the Postgraduate Manager (an accredited local UK GRAD School) Who: for 50% Research Council-funded / 50% other to explore teamworking & project planning skills How Long: 3 days When: 0900 - 1800 (days 1 & 2) / 0900 - 1630 (day 3) + optional evening activities (days 1 & 2) Months (no. of sessions): APR (1) / JUN (1) 6) Academic Paper Publication Who: for 2nd yr & 3rd yr postgraduates planning to publish a research article How Long: 1 day When: 1000 - 1600 Months (no. of sessions): NOV/DEC (2) / FEB (1) / MAY/JUN (2) 7) Creating Ideas (Manchester Science Enterprise Centre) Who: Anyone wanting to explore the creative process, especially in terms of business ideas How Long: day When: 0930 - 1600 OR 1330 - 1630 (MAY) Months (no. of sessions): DEC (1) / MAY (1) 8) Critical Thinking Who: Anyone wanting to explore analysing & evaluating information to reach well-justied conclusions How Long: day When: 1400 - 1600 Months (no. of sessions): MAY (1)
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5.1.2 EPS Graduate School Workshop Schedule 2006/2007 continued

9) Networking (Manchester Science Enterprise Centre) Who: Anyone wanting to explore networking techniques and to understand the value of social capital How Long: day When: 1000 - 1200 Months (no. of sessions): APR (1) 10) Planning the Final Year Who: End of 2nd yr / start of 3rd yr postgraduates to explore planning to nal submission How Long: 1 day When: 1000 - 1530 Months (no. of sessions): NOV (3) / FEB (3) / MAY (2) 11) Starting a Business (Manchester Science Enterprise Centre) Who: Anyone wanting to see how ideas can get turned into a business How Long: day When: 0930 - 1230 (FEB) OR 1330 - 1630 (MAY) Months (no. of sessions): FEB (1) / MAY (1) 12) Teaching in Higher Education Who: for 2nd yr & 3rd yr postgraduates wanting to explore the option of an academic teaching career How Long: day When: 0930 - 1300 Months (no. of sessions): NOV/DEC (2) / FEB (1) / MAY/JUN (2) 13) The Essential Guide to Getting a Job for PhD Researchers (Careers Service) Who: for 2nd yr & 3rd yr postgraduates planning their job hunting skills How Long: 1 hour When: 1000 - 1050 Months (no. of sessions): OCT/NOV (1) 14) CVs and Applications for PhD Researchers (Careers Service) Who: for 2nd yr & 3rd yr postgraduates needing to update their CV for applying for a job How Long: 1 hour When: 1000 - 1050 Months (no. of sessions): OCT/NOV (1) 15) Interviews for PhD Researchers (Careers Service) Who: for 2nd yr & 3rd yr postgraduates preparing for job interviews How Long: 1 hour When: 1000 - 1050 Months (no. of sessions): OCT/NOV (1) 16) Careers Intensive (Careers Service) Who: for 2nd yr & 3rd yr postgraduates wanting to update their career management skills How Long: 1 day When: 1000 - 1600 Months (no. of sessions): MAR (1) 17) PhD Options (University-wide event) Who: for 2nd yr & 3rd yr postgraduates wanting to talk to PhD professionals to nd job options How Long: 1 day When: 0930 - 1600 Months (no. of sessions): JUN (1)
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5.2 Other Training Providers

There are a range of other training providers across the University
5.2.1 University Language Centre

Overseas students are strongly encouraged to attend the University Language Centre for an assessment of their English when they rst arrive. If necessary, attendance at certain classes can then be recommended for the benet of the student in coping with their academic programme. Links to the Centre can be found on the GraDS website: www.manchester.ac.uk/ eps/grads/
5.2.2 IT Services
IT Services runs a range of workshops on operating software, including the full range of Microsoft Ofce programs to more technical packages such as SPSS. Information on IT Services training can be found at: programs such as Microsoft http://www.itservices.manchester.ac.uk/trainingcourses/
5.2.3 Manchester Science Enterprise Centre

Empowering people to exploit knowledge and ideas www.msec.ac.uk MSEC is a partnership between The University of Manchester and Manchester Metropolitan University, working in close co-operation with the University of Salford and the University of Liverpool. Since its establishment in 2000, MSEC has grown into the UKs leading Science Enterprise Centre delivering enterprise education and training onto both the academic curriculum and to the wider business community. The Centre offers programmes at undergraduate and postgraduate level, and has pioneered a unique Master of Enterprise (MEnt) degree which often results in the creation of a new business venture - in its rst three years of operation MSEC has helped to create more than 25 new businesses. The Centre also offers Graduate Development Workshops on Starting a Business, Creating Ideas and Networking, and Corporate Training Programmes including Core Innovation, Enterprise Insight and Project Development. The introduction of science-enterprise into the academic curriculum has produced a nationwide demand for teachers with both experience of technology transfer and an understanding of the academic world. MSEC has developed an Enterprise Teaching Fellowship Scheme, which helps meet this need by training suitable individuals. The scheme was launched in 2002 and its rst three participants are now employed by MSEC as Enterprise Academics. Four candidates were selected for the second intake in 2004, and each has been encouraged to remain involved with their own business and technology transfer projects to help inform their teaching in this area.
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This year will see the launch of a new campus-wide venture competition, which will provide a platform for all the Universitys entrepreneurs to shine. The basic role of MSEC will continue to be to inculcate a spirit of enterprise and entrepreneurship among the academic staff and students in the new university, predominantly but not exclusively in physical and life sciences, engineering and technology and management and businessIT Services runs a range of workshops on operating software, including the full range of Microsoft Ofce programs to more technical packages such as SPSS.
5.2.4 The Careers Service for Postgraduates

As a postgraduate the demands on your time can seem overwhelming. We can make your life easier by offering a range of services designed to help you make your next move. Advice & support for postgraduates we offer personal career consultations targeted to your needs drop in quick query advice service help with CVs and applications, practice interviews and psychometric tests careers workshops and masterclasses specically for postgraduates in EPS see www.eps.manchester.ac.uk/grads for details our website, www.manchester.ac.uk/careers for 24-hour access to up to date information, advice, vacancies and details of forthcoming events, including a section for specically for postgraduates. a range of postgraduate employability training opportunities Information on job opportunities and vacancies Career Options / Career Futures our fortnightly vacancy paper bulletins for students during semesters. Pick up copies at any of our ofces. On line - register with our websites to receive vacancy e-mails tailored to your requirements www.manchester.ac.uk/careers - for full-time and part-time jobs, inside and outside academia www.nwsago.co.uk vacancies and information about employment opportunities in industrial, commercial and public sectors in the North West www.manchester.ac.uk/careers/volunteering opportunities in voluntary and not-for-prot organisations in Greater Manchester www.blackandasiangrad.ac.uk ofcial national career development site for Black and Asian students Finding out about different careers Our Careers Resource Centres hold an extensive collection of reference and takeaway information to help you research and plan your career including: Daily newspapers and over 40 journals Information about employers and jobs; postgraduate study and funding; working and studying overseas; voluntary work; application and interview techniques; research careers We also run a range of talks, events and workshops including employer led sessions
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Mentoring programmes Our programmes involve about 15 hours commitment over an academic year and can link you to employers in the voluntary, private and public sectors see www.manchester.ac.uk/careers/mentoring for information on : Manchester Gold open to all University of Manchester undergraduates and postgraduates Interface and Interact - programmes for Black and Asian students and students with disabilities Opportunities to meet employers We run 8 specialist fairs, including our Science, Engineering and Technology recruitment fair, our Finance, Business and Management Consultancy Fair, and our Kaleidoscope fair offering information on voluntary and public sectors, with representation from a range of health related organisations. Full details are on our website. Our autumn employer presentation programme regularly includes attendance from the major science & engineering employers, plus big names in many other sectors. The Careers Service has three ofces on campus: Central a large centre offering a full range of services (opposite the Aquatics Centre) Metro conveniently located on campus north and offering full guidance facilities Express ideal for quick queries and help with applications You are welcome to use whichever ofce is convenient. Careers Service Central (open 9-5 Monday to Friday) Crawford House Booth Street East Manchester, M13 9QS Tel 0161 275 2829 Careers Service Metro (open 9-5 Monday to Friday) C Floor, Renold Building Sackville Street Manchester, M60 1QD Tel 0161 306 4330 Careers Service Express (open 9-5 Monday to Friday, staffed daily 12-2) Ground Floor, Students Union, Oxford Road
5.2.5 Other Training Providers

For full details of other training providers visit our website: www.manchester.ac.uk/eps/grads/ Attendance at any other training providers may be recorded on the RECORD OF COURSES, SEMINARS, SYMPOSIUMS ETC. ATTENDED (RECORD 4: Section 3.6)
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5.4 Professional Institutes and Other Bodies

This section provides a list of some of the main Professional Institutions in the Science, Engineering, Financial and Management elds which may be relevant to researchers at UMIST. Please contact the relevant Institution directly to nd out about training opportunities and classes of membership.
The Institute of Acoustics 77A St Peters Street St Albans Herts AL1 3BN Telephone: 01727-848195 Fax: 01727-850553 Email: Acoustics@clus1.ulcc.ac.uk Website: http://www.ioa.org.uk/ The Royal Aeronautical Society 4 Hamilton Place London W1V 0BQ Telephone: 0171-499 3515 Fax: 0171-499 6230 Email: raes@raes.org.uk Website: http://www.raes.org.uk/ Chartered Institute of Bankers 90, Bishopsgate London EC2N 4DQ Telephone: 0171 444 7111 Fax: 0171 444 7115 Email: institute@cib.org.uk Website: http://www.cib.org.uk The Chartered Institution of Building Services Engineers 222 Balham High Road London SW12 9BS Telephone: 0181-675 5211 Fax: 0181-675 5449 Email: info@cibse.org Website: http://www.cibse.org/ The Institution of Chemical Engineers 165-189 Railway Terrace Rugby CV21 3HQ Telephone: 01788-578214 Fax: 01788-560833 Email: library@icheme.org.uk Website: http://www.icheme.org/ The Institute of Chartered Accountants in England and Wales Chartered Accountants Hall PO Box 433, Moorgate Place London EC2P 2BJ Telephone: 0171 920 8100 Fax : 0171 920 0547 Website: http://www.icaew.co.uk/ Royal Institute of British Architects 66 Portland Place LONDON W1N 4AD Telephone: 0171 307 3620 Fax: 0171 307 3734 Email: claire.mccoy@inst.riba.org Website: http://www.architecture.com/ Institute of Biology 20-22 Queensberry Place London SW7 2ZY Tel: 0207 - 581-8333 Fax: 0207 - 823-9409 Email: info@iob.org Website: http://www.iob.org/ The Royal Society of Chemistry Burlington House Piccadily London W1V 0BN Telephone: 0171 437 8656 Fax: 0171 437 8883 Website: http://www.rsc.org/
The British Computer Society 1 Sanford Street Swindon SN1 1HJ Telephone: 01793-417417 Fax: 01793-480270 Email: bcshq@bcs.org.uk Website: http://www.bcs.org.uk/
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5.4 (cont.) Professional Institutes and Other Bodies

The Institution of Civil Engineers 1 Great George Street London SW1P 3AA Telephone: 0171-222 7722 Fax: 0171-222 7500 Email: library@ice.org.uk Website: http://www.ice.org.uk/ The Institute of Energy 18 Devonshire Street London W1N 2AU Telephone: 0171-580 7124 Fax: 0171-580 4420 Email: eworld@ioe.org.uk Website: http://www.instenergy.org.uk/ The Institute of Healthcare Engineering & Estate Management 2 Abingdon House Cumberland Business Centre Northumberland Road Portsmouth PO5 1DS Telephone: 01705-823186 Fax: 01705 815927 Website: http://www.iheem.org.uk/ The Institute of Marine Engineers The Memorial Building 76 Mark Lane London EC3R 7JN Telephone: 0171-481 8493 Fax: 0171- 488 1854 Email: imare@imare.org.uk Website: http://www.imare.org.uk/ The Institute of Materials 1 Carlton House Terrace London SW1Y 5DB Telephone: 0171-451 7300 Fax: 0171-839 1702 Email: Admin@materials.org.uk Website: http://www.instmat.co.uk/ The Institution of Mechanical Engineers
1 Birdcage Walk London SW1H 9JJ Telephone: 0171-222 7899 Fax: 0171-222 4557 Email: enquiries@imeche.org.uk Website: http://www.imeche.org.uk/
The Institution of Electrical Engineers Savoy Place London WC2R 0BL Telephone: 0171-240 1871 Fax: 0171-240 7735 Email: postmaster@iee.org.uk Website: http://www.iee.org.uk/ The Institution of Engineering Designers Courtleigh, Westbury Leigh Westbury Wiltshire BA13 3TA Telephone: 01373-822801 Fax: 01373-858085 Email: ied@inst-engg-design.demon. co.uk Website: http://www.ied.org.uk/ The Law Society 113 Chancery Lane London WC2A 1PL Telephone: 0171 242 1222 Fax: 0171 831 0344 Website: http://www.lawsociety.org.uk/ The Chartered Institute of Marketing Moor Hall, Cookham, Maidenhead, Berkshire SL6 9QH, Telephone: 01628 427500 Fax: 01628 427499 Email marketing@cim.co.uk Website: http://www.cim.co.uk/ The Institute of Measurement & Control 87 Gower Street London WC1E 6AA Telephone: 0171-387 4949 Fax: 0171-388 8431 Email: instmc-sec@mailbox.ulcc.ac.uk Website: http://www.instmc.org.uk/ The Institution of Mining and Metallurgy Danum House, South Parade Doncaster DN1 2DY Telephone: 01302-320486 Fax: 01302-340554 Email:hq@imm.org.uk Website: http://www.imm.org.uk/
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5.4 (cont.) Professional Institutes and Other

The Royal Institution of Naval Architects 10 Upper Belgrave Street London SW1X 8BQ Telephone: 0171-235 4622 Fax: 0171-245 6959 Email: hq@rina.org.uk Website: http://www.rina.org.uk The Institution of Nuclear Engineers Allan House 1 Penerley Road London SE6 2LQ Telephone: 0181-698 1500 Fax: 0181-695 6409 Website: http://www.inuce.org.uk/ Institution of Plant Engineers 77 Great Peter Street London SW1P 2EZ Telephone: 0171-233 2855 Fax: 0171-233 2604 Email: mail@iplante.org.uk Website: http://www.iplante.org.uk/ The Institute of Road Transport Engineers 22 Greencoat Place London SW1P 1PR Telephone: 0171-630 1111 Fax: 0171-630 6677 Email: irte@dial.pipex.com Website: http://www.imt.org.uk/ The Chartered Institution of Water and Environmental Management 15 John Street London WC1N 2EB Telephone: 0171-831 3110 Fax: 0171-405 4967 Email: admin@ciwem.org.uk Website: http://www.ciwem.org.uk The British Institute of NonDestructive Testing 1 Spencer Parade Northampton NN1 5AA Telephone: 01604-30124 Fax: 01604-231489 Email: info@bindt.org Website: http://www.bindt.org/ The Institute of Physics 76-78 Portland Place London W1N 4AA Telephone: 0171-470 4800 Fax: 0171-470 4848 Email: physics@iop.org Website: http://www.iop.org The Institute of Quality Assurance 12 Grosvenor Crescent London SW1X 7EE Telephone: 0171-245 6722 Fax: 0171-245 6755 Email: reception@iqamail.demon.co.uk Website: http://www.euroqual.org/ The Institution of Structural Engineers 11 Upper Belgrave Street London SW1X 8BH Telephone: 0171-235 4535 Fax: 0171-235 4294 Email: mail@istructe.org.uk Website: http://www.istructe.org.uk The Welding Institute Granta Park Great Abington Cambridge CB1 6AL Telephone: 01223-891162 Fax: 01223-892588 Email: twi@twi.co.uk Website: http:// www.twi.co.uk
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5.5 Bibliography of Literature Relating to Research Degrees

BARBER, K., BORAN, J., BRUNN, P., AND LITTLEFIELD, T., 2002, Developments in Graduate Personal Skills Training at UMIST Proceedings of the IEE 2nd Annual Symposium on Engineering Education 3rd - 4th January. DEARING, R. 1997. National Committee of Enquiry in to Higher Education Report. Available from web: < URL:http://www.leeds.ac.uk/educol/ncihe/> ENGINEERING COUNCIL Chartered Engineer Competence and Commitment Statements. Available from web: <URL http://www.engineering-council.org.uk/accredsql/ public/Accreditdoc.html#Competence%20and%20Commitment%20Statements> ENGINEERING COUNCIL 1997. Standards and Routes TO Registration (SARTOR) 3rd edition., London: Engineering Council. Available from web: <URL: http://www.engc. org.uk/registration/assessing.asp> FENDER, B. 2000. The nature and purpose of HEFCE funding. London: HEFCE Review of Research Policy and Funding sub-group report. Available from web: <URL: http://www.hefce.ac.uk/Research/review/sub/npa.pdf> GOODISON, H., BRUNN, P., BARBER, K., AND BORAN, J., 2004, Enhancing the Quality of Doctoral Theses British Journal of Engineering Education Volume 4 Number 1 March HARRIS, M. 1996. Review of Postgraduate Education. London: HEFCE. Available from the web: <URL: http://www.hefce.ac.uk/Pubs/hefce/1996/m14_96.htm> HEFCE. 1999. Review of Research Policy and Funding - Overview. Available from web: <URL http://www.hefce.ac.uk/Research/review/> HEFCE. 2000. Review of research. London: HEFCE. Available from web: <URL: http:// www.hefce.ac.uk/Pubs/hefce/2000/00_37.htm> HEFCE 2001. Review of research report on consultation. Available from web: <URL http://www.hefce.ac.uk/Pubs/hefce/2001/01_17/01_17.pdf> HEFCE 2003 A Improving Standards In Postgraduate Research Degree Programmes: Informal Consultation. Available from web: <URL http://www.hefce.ac.uk/pubs/ hefce/2003/03_01.htm> HEFCE 2003 B Improving Standards In Postgraduate Research Degree Programmes: formal Consultation. Available from web: <URL http://www.hefce.ac.uk/Pubs/ hefce/2003/03_23.htm> HM TREASURY July 2002. Investing in Innovation: A Strategy for Science Engineering and Technology http://www.hm-treasury.gov.uk/spending_review/spend_sr02/spend_ sr02_science.cfm METCALFE, J., THOMPSON, Q., & GREEN, H. 2003. Improving standards in postgraduate research degree programmes. A report to the Higher Education Funding Councils of England, Scotland and Wales. Available from web: <URL: http://www.hefce. ac.uk/pubs/RDreports/Downloads/report13.htm>
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NEWBY, H. 2000., The relationship between teaching, research and the other outputs of HEIs. London: HEFCE Review of Research Policy and Funding sub-group report. Available from web: <URL: http://www.hefce. ac.uk/Research/review/sub/teach.pdf> PRIMROSE, P.L., LEONARD, R. AND SINGER, K. E., 1996, The Training of Postgraduates, Engineering Science and Education, December, pp245 - 248. QAA. 1999. Code of practice for the assurance of academic quality and standards in higher education Section 1: Postgraduate research programmes. Available from web: <URL: http://www.qaa.ac.uk/public/cop/ cop/COP_postgrad.pdf> ROBERTS, G. 2000. The role of quality assurance and evaluation. London: HEFCE Review of Research Policy and Funding sub-group report. Available from web: <URL: http://www.hefce.ac.uk/Research/review/sub/ qaa.pdf> ROBERTS, G. 2002. SET for success - The supply of people with science, technology, engineering and mathematics skills. London: HM Treasury. Available from web: <URL: http://www.hm-treasury.gov.uk/Documents/ Enterprise_and_Productivity/Research_and_Enterprise/ent_res_roberts. cfm> Quality Assurance Agency Draft revised Code of practice for the assurance of academic quality and standards in higher education, Section 1: Postgraduate research programmes QAA June 2004, http://www.qaa. ac.uk/public/COP/cop/draft/CircularCL0408.htm UK GOVERNMENT WHITE PAPER, Department for Education and Skills, January 2003. The Future of Higher Education Available from web: <URL: http://www.dfes.gov.uk/hegateway/uploads/White%20Pape.pdf> UK RESEARCH COUNCILS. 2001. Joint statement of the Research Councils/AHRBs skills training requirements for research students. Available from web: <URL: http://www.bbsrc.ac.uk/funding/training/skill_ train_req.pdf> UK RESEARCH COUNCILS. 2003 Implementation of the Roberts Report on the Supply of Scientists and Engineers in the UK Letter from Research Councils to UK Vice Chancellors, 10 July 2003 Available from web: <URL http://www.esrc.ac.uk/esrccontent/ DownloadDocs/roberts1.doc>
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SECTION 6: Forms For Ofcial Use
SECTION 6
Forms For Ofcial Use

6.1 Guides to the Ofcial Forms

This section contains the full set of ofcial forms used by the Faculty of Engineering and Physical Sciences Graduate School. All of them (except for Form 7) must be lled out jointly by you and your Supervisor and submitted at appropriate times. Figure 3 from Section 3.5.2 is reproduced for reference and illustrates the Pathway though the forms. All of these forms are available for download for the GraDS website: www.manchester. ac.uk/eps/grads. FORM 7: the Condential Supervisor Feedback Form is a form for use if you would like to discuss your supervision with the Faculty, whether problematic or complimentary.
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SECTION 6: Forms For Ofcial Use
FULL TIME ~months

1
Faculty of Engineering & Physical Sciences EPS Student Progression System for System of Progression for Research Degrees MPhil & PhD Research Degrees
FORM 1 - Research Planning Meeting Form
PART TIME ~months

1-2
FORM 2 - The Initial Personal Development Planning Meeting Form
3-6
12
FORM 4 - First Year Research Progression Advice Meeting
18
10
Notice of Submission for MPhil
Write Report
20
12
Submit Thesis for FORM 5 - First Year PhD Progression MPhil Examination Decision Form
Viva voce
24
13-24
26-48
x3
24 FORM 6 - PhD Progression End of Second YUear Report Form 48
25-30
50-60
x3
35 Notice of Submission 70
36
Submit Thesis for PhD Examination
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FORM 1: Research Planning Meeting Form

This form is to be discussed and agreed by the supervisor and student 1 month in to the research project. When complete the original form should be returned to the EPS Graduate School, Room C5, Sackville Street Building (The former Main Building of UMIST). A copy of the form should be retained by the student, the supervisor and the appropriate School administrator. The aim of this form is to help initiate the students research. Please use the space provided to record agreed action at this stage.
Research Project Title: Student Name: Supervisor:

KEY RESEARCH METHODS
Student Number: School:
K E Y A R E A S F O R L I T E R AT U R E R E V I E W
OUTLINE OF WORK SCHEDULE FOR NEXT SIX MONTHS
SIGNATURES STUDENT ADVISER SUPERVISOR

DATE
FORM 2: Initial Personal Development Plan

This form is to be discussed and agreed by the supervisor and student 3 months in to the research project. When complete the original form should be returned to the EPS Graduate School, Room C5, Sackville Street Building (The former Main Building of UMIST). A copy of the form should be retained by the student, the supervisor and the appropriate School administrator. The aim of this form is to record the students initial Personal Development targets highlighted through their completion of the online Development Needs Analysis
1. Overview of Development Needs Analysis Student Strength Example Evidence (Should be available on request by supervisor)
2. Planning - Priority Areas for Development at Three Months (Both the requirements of the research programme and the future employability of the student must be considered. This sheet can be copied if additional space is required) Priority Area Identied for Development
Academic Priorities
Proposed Activity to Support Development (See table provided in section 3 of this form )
Target Completion Date
3. EPS Graduate School Training Workshops - Indicate which Workshops you propose to attend Workshop Introduction to Research Effective Presentations Academic Writing Developing the Postgraduate Manager Career Management Attend ( ) Compulsory Workshop Planning the Final Year Academic Paper Publication Teaching in HE Workshop Starting a Business Workshop Attend ( )
Student:___________________________ Supervisor:___________________________ Date____________ This form is used for Research Degree students studying for PhD or MPhil
Personal and Professional Development Priorities
FORM 3: Quarterly Research and Personal Development Meeting Form

This form is to be discussed and agreed by the supervisor and student. The form should be used multiple times throughout the research degree, rstly at 6 months into the project and then every three months during the second and third years of the research degree. When complete the original form should be returned to the EPS Graduate School, Room C5, Sackville Street Building (The former Main Building of UMIST). A copy of the form should be retained by the student, the supervisor and the appropriate School administrator. The aim of this form is to record and review the students progression in Research and also Personal Development targets highlighted through their Development Needs Analysis.
1. Research Priorities for the next three months:
2. Priority Areas for Personal Development for the next Three Months (Both the requirements of the research programme and the future employability of the student must be considered. This sheet can be copied if additional space is required) Priority Area Identied for Development
Academic Priorities
Proposed Activity to Support Development (See table provided in section 3 of this form )
Target Completion Date
3. EPS Graduate School Training Workshops - Indicate which Workshops you propose to attend Workshop Intro to Research Effective Presentations Academic Writing Developing the Postgraduate Manager Career Management Attend ( ) Compulsory Workshop Planning the Final Year Academic Paper Publication Teaching in HE Workshop Starting a Business Workshop Attend ( )
Student:___________________________ Supervisor:___________________________ Date____________
Personal and Professional
This form is used for Research Degree students studying for PhD or MPhil
FORM 4: First Year Research Progression Advice Form

The aim of this form is to record the planned progression of the student after the rst year of research. This form is to be discussed and agreed by the supervisor and student 9 months in to the research project. When complete the original form should be returned to the EPS Graduate School, Room C5, Sackville Street Building (The former Main Building of UMIST). A copy of the form should be retained by the student, the supervisor and the appropriate School administrator.
TO MOVE INTO THE SECOND YEAR OF A PhD PROGRAMME A student is expected to: Present a report which details the research they have undertaken during their rst year and details how this work may be developed into a viable programme of study to meet the criteria required for PhD; Take and pass a viva voce that will include an oral presentation of their research.
TO GRADUATE WITH AN MPhil A student is expected to: Present a thesis in accordance with University regulations and to a standard that satises the examiners; Take and pass a viva voce.
Supervisors Recommendation for progression: Options The Student should prepare a report and presentation for assessment, with the aim of progression into the 2nd year of a PhD programme The student should prepare a thesis with the aim of graduation with the degree of MPhil The student is advised that they would not be able to progress to 2nd year PhD or submit a suitable MPhil thesis (Further explanation should be given and attached to this form). Tick as appropriate Target submission date for report or Thesis Target date for viva voce
N/A
N/A
Supervisor signature _______________________________________________ Date_________________ ----------------------------------------------------------------------------------------------------------------------------------------------I have discussed my possible options for progression with my supervisor and the format and content of any proposed reports: Student signature__________________________________________________ Date ________________
FORM 5: First Year PhD Progression Decision Form

The aim of this form is to record the progression path of the student after the rst year of research, as approved through a vice voca process that includes an oral presentation of their research by the candidate. The form is used for PhD continuation and/or MPhil to PhD transfer. When complete the original form should be returned to the EPS Graduate School, Room C5, Sackville Street Building (The former Main Building of UMIST). A copy of the form should be retained by the student, the supervisor and the appropriate School administrator.
The candidate should complete the rst page of this form and hand it to the appropriate School administrator with their rst year report. (The report submitted by the candidate should be retained in the School)
(to be completed by the student) First names: School: Advisor: Address for correspondence: Surname: Supervisor: Internal Assessor:
Postcode: Date of initial registration for current course: Approved title of research:
Date of submission of rst year report: Target date for vice voca* *Recorded on Form 4 previously completed by Supervisor/Student
For Ofce Use Only:
Submission date conrmed by administrator (sign)
Date report passed to supervisor
FORM 5 continued
Assessment of Report (to be completed by the examiners) *delete as appropriate 1 Does the report show evidence of an ability to plan a project intended to lead to a PhD thesis (including resource allocation)? YES/NO*
Supporting Evidence
Does the research show evidence of the specic research skills required in the area concerned and in research management and related skills? YES/NO*
Supporting Evidence
Is the work clearly written and presented in a satisfactory manner. Does it demonstrate adequate ability in report-writing and in the use of English, in an academic context? YES/NO*
Supporting Evidence
Does the report show an adequate ability to use the facilities required to progress in the research area? YES/NO*
Supporting Evidence
Does the report contain an adequate critical discussion of the relevant literature and evidence of ability in literature searching? YES/NO*
Supporting Evidence
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Does the report adequately outline the students intentions for two further years of research work? YES/NO*
Supporting Evidence
Does the report give satisfactory evidence of methods of research such as can normally be gained by a student in one years work? YES/NO*
Supporting Evidence
Has the candidate carried out the work in a satisfactory manner? YES/NO*
Supporting Evidence
Is there a satisfactory discussion of the purpose of the investigation, its signicance, and of any relevant previous work? YES/NO*
Supporting Evidence
Please give a short justication for the answers provided above and, in the case of any unsatisfactory aspects please give details of any remedial action planned.
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FORM 5 continued
Oral examination report
Date of oral ..............
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SECTION :
FORM 5 continued
In addition to the above comments on the candidates performance in the oral examination did the candidate generally provide an adequate oral presentation of their research? YES/NO*
Did the candidate display a satisfactory level of competence in English? YES/NO
If the answer to either above question is NO please indicate what remedial action is proposed.
___________________________________________________________________ Personal Development Has the candidate demonstrated satisfactory progress against the targets set in FORM 2 Initial Personal Development Plan? YES/NO* If NO what remedial action is to be taken?
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REmedial Action
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FORM 6: End of Second Year PhD Progression Form

The aim of this form is to record the progression path of the student after the second year of research, as approved through a vice voca process that includes an oral presentation of their research by the candidate. When complete the original form should be returned to the EPS Graduate School, Room C5, Sackville Street Building (the former Main Building of UMIST). A copy of the form should be retained by the student, the supervisor and the appropriate School administrator.
The candidate should complete the rst page of this form and hand it to the appropriate School administrator with their second year report. (The report submitted by the candidate should be retained in the School)
(to be completed by the student) First names: School: Advisor: Address for correspondence: Surname: Supervisor: Internal Assessor:
Postcode: Date of initial registration for current course: Approved title of research:
Date of submission of rst year report: Target date for vice voca* *Recorded on Form 4 previously completed by Supervisor/Student
For Ofce Use Only:
Submission date conrmed by administrator (sign)
Date report passed to supervisor
FORM 6 continued
Assessment of Report (to be completed by the examiners) *delete as appropriate 1 Has the student met the objectives of the past year? YES/NO* 2 Does the research continue to show evidence of the specic research skills required in the area concerned and in research management and related skills? YES/NO* 3 Has the candidate shown initiative and evidence of original thought in executing the research programme? YES/NO* In the view of the examiners is the project on schedule for completion within the designated timescale of the programme and are they condent that the thesis will be submitted within four years of rst registration for the research intended to lead to the degree of PhD? YES/NO* Does the report describe fully the progress achieved in the past year and is it presented in a form suitable for inclusion in a nal PhD thesis with only minor modication? YES/NO* Does the report adequately outline a detailed timetable for the research to be completed? YES/NO* 7 In the case of a student who will complete their PhD programme after a further one years work, has a timetable for writing up the thesis been agreed with the student? YES/NO* 8 Is the work already completed and proposed of sufcient novelty and relevance to lead potentially to at least one publication in a recognised journal? YES/NO*
Please give a short justication for the answers provided above and, in the case of any unsatisfactory aspects please give details of any remedial action planned.
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FORM 6 continued
Oral examination report
Date of oral ..............
In addition to the above comments on the candidates performance in the oral examination did the candidate generally provide an adequate oral presentation of their research? YES/NO*
If the answer to this question is NO please indicate what remedial action is proposed.
Examiners comments and recommendations:
FORM 6 continued
Signature of examiners: (1) .......................... (2) .......................... Date: ..................... Date: ..............
Future title of PhD research (if different from that given above): ............................................................... ............................................................... Signature of supervisor: ...................... Date: ..............
Signature of Head of School, or his/her nominee, conrming the deposition of the report in the School: ..................................... Date: .....................
When completed this form should be sent to the EPS Graduate School, Room C5, Sackville Street Building (The former Main Building of UMIST) The form should be received by the following dates without fail: 1 2 3 4 September registration January registration April registration July registration 30 September 31 January 30 April 31 July
Failure to submit on time will result in the registration for PhD for the session concerned being deferred until the following quarter
SECTION :
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Faculty of Engineering and Physical Sciences
FORM 7: CONFIDENTIAL SUPERVISOR FEEDBACK FORM

This form may be used to provide feedback on your graduate studies to the Graduate School. Your feedback may take the form of: Major concerns regarding failures in the Supervisor/Student interactions Information on the effectiveness of the Adviser system Suggestions/concerns regarding any aspects of your graduate course e.g. administration and information provision. You may send this form anonymously to the Faculty of Engineering and Physical Sciences Graduate School at the Sackville Street Building, Room C4 or provide your name and contact details in order for your concerns to be addressed. If you provide your name, your concerns will NOT be discussed with your Supervisor or Adviser or any individuals you name. The Faculty Dean of Graduate Education will be alerted to your concerns. The nature of your feedback may necessitate a meeting with you if you wish to see action taken in relation to your concerns. For further information about this form see 6.1
NAME C O N TA C T EMAIL
We welcome compliments as well as criticism and will endeavour to respond to your suggestions. EPS Graduate School, Room C4, Sackville Street Building.
SECTION 8: University Documents
SECTION 7
University Documents
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Note on University Documents

These documents are current as of the edition date of this Graduate Resource Book (see front cover for edition date). However, they may change in the future and this will be reected in future editions of this book. The Graduate Development Scheme website (www.manchester.ac.uk/ eps/grads) will always contain the latest edition of the Graduate Resource Book available for download. All current University documents can be found on the University web pages at : www.manchester.ac.uk/policies. Other documents relevant to researchers from the Faculty of Engineering and Physical Sciences can be found on the EPS Postgraduate intranet at: www.eps.manchester.ac.uk/servicesandresources/graduateschool/ studentintranet/. Be sure you are using the current version of any of the documents contained in this section.
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SECTION 7.1: Supervision for Postgraduate Research Degreess
7.1 Supervision for Postgraduate Research Degrees (July 2006 Edition)

1. INTRODUCTION
The nature of different disciplines means that supervisory practice will inevitably take a variety of forms in some of its details across the University. Supervision in laboratory based subjects, for example, requires different practices from supervision in other areas; and even in the same School the supervision of a doctorate in musical composition, for example, will operate differently from the supervision of a doctorate in medieval history. Nonetheless, there are essential responsibilities of doctoral supervision that must be adhered to across the University. These responsibilities, including those of the student, are spelt out in the sections that follow. This document relates to all research degrees across the University, not just doctoral programmes, and also includes collaborative research degrees.
2. SUPERVISORY TEAMS AND ADVISORS / TUTORS

The aim of the supervisory team is to achieve maximum clarity in the supervisory process to ensure that the students requirements and issues are addressed throughout their research programme. Wherever possible, this team consists of a main supervisor, who has responsibility for agreeing a suitable programme of research work with the student and overseeing its progress, and one or more academic colleagues who act as co-supervisor(s). All members of the supervisory team will be expected to keep up to date with the progress of the research and to advise the student on academic and other pastoral matters. In addition to the supervisory team, the student will have an advisor / tutor from among the academic staff who will be available to the student to provide general advice and support. Normally, a member of staff will rst engage in doctoral supervision as a member of a supervisory team. After an appropriate period of involvement as a member of a supervisory team (normally one), a member of staff will have gained experience of the supervisory process through being part of the team and will then be expected to take on a main supervisory role. Practice will vary across the University, dependent upon a disciplines capacity to attract research students, but a desirable PGR load for a staff member is to have one new student each year. Supervisors should meet as a Supervisory Team with the student at periods throughout the programme, including where appropriate and practicable with the external or industrial supervisors. The meetings should be held once or more per year in addition to the regular meetings between the student and the main supervisor.
2.1. Main Supervisor The main supervisor takes full responsibility for the overall management and direction of the students research programme in addition to administrative issues relating to the students registration and progress. Where two members of staff are both actively involved in supervising a research candidate this requirement still stands and whilst recognising the equal academic contributions of the staff concerned it is essential for one of the supervisors to be appointed main supervisor.
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7.1 continued
2.2. Co-Supervisor
The co-supervisor will normally be appointed to contribute their specic expertise in assisting the main supervisor throughout the development of the students research programme and may act as a supervisor of sections of work in progress in consultation with the main supervisor. The co-supervisor may be required to offer specialist advice or to provide continuity of supervision when the main supervisor is absent from the University in addition to providing the student with a second opinion on research matters. Essentially, the co-supervisor should be knowledgeable in the area of research study, but does not have to have the specic expertise of the main supervisor. The balance of responsibility for the students day-to-day supervision should be negotiated between supervisors, in consultation with the student, as the research progresses.
2.3. External / Collaborating Supervisor

Where a formal collaborative research programme arrangement has been approved between the University of Manchester and an external institution, supervisors are normally appointed at both institutions and an agreement should be made to determine which supervisor will take the main role in the supervisory process. The collaborating supervisor is expected to have comparable research experience and should fulll the same selection criteria that are applied to the appointment of supervisors at the University of Manchester (See section 2 below for appointment of supervisors and section 4 for supervision for collaborative research degrees). The collaborating supervisor should take responsibility for the day-to-day supervision of the research student and their research programme whilst they are in attendance at the external organisation. In the absence of any formal collaborative agreement or registration of the student at the University of Manchester, any request from an external organisation for University of Manchester staff involvement in a supervisory capacity may only be undertaken on a consultative basis. The academic member of staff at the University of Manchester should liaise with their Head of School to discuss the option of working on a consultative basis, and contact the Universitys contracts ofce for support in formulating a formal consultancy agreement.
2.4. Advisor / Tutor

The advisor / tutor should maintain a level of independence from the supervisory team and their main role is to provide pastoral support to the student and to monitor their progress, providing advice accordingly. If the student has any difculties that he/she would prefer to discuss with someone other than their supervisor, they can approach their advisor / tutor in the rst instance.
2.5. Industrial Supervisor

In certain areas of the University it may be necessary to appoint an industrial supervisor to cover industrial or clinical aspects of the research programme, or where students are pursuing research which involves collaboration with an external body. The duties of an industrial supervisor are complementary to those of the internal University of Manchester supervisor and should focus on providing critical commentary on planned research and the programme of work completed. The industrial supervisor may also enable access to equipment or data resources otherwise inaccessible to the student. The industrial supervisor should, however, only be appointed if the arrangement is covered by a formal agreement.
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SECTION 7.1: Supervision for Postgraduate Research Degrees
7.1 continued
3. APPOINTMENT OF SUPERVISORS 3.1. Criteria for the selection of supervisors
The University of Manchester considers the supervisory process to play a vital role in the quality of education for its research students. Consequently, the University places a high priority on ensuring that supervisors are able to carry out their role effectively and as such, all staff under consideration for appointment as supervisor must full the following criteria. a. Main supervisors must have gained a doctoral degree, or have equivalent experience of research, and be practicing researchers. b. Members of staff appointed as main supervisor should normally be full-time employees of the University. Members of staff appointed as co-supervisor should normally be full or part-time members of the Universitys staff (including those on their probationary period). Any member of staff who is still under probation or who is currently registered for a higher degree of any University will not be appointed as main supervisor but may be appointed a member of the supervisory team. c. A member of staff should normally have at least three years experience of university teaching or research to be appointed as a students main supervisor. d. Supervision should be provided by staff demonstrably active in research and with a research interest closely related to that of the students proposed research programme. e. A visiting professor, visiting fellow or retired member of University staff, may not be appointed as main supervisor but may be appointed as a member of the supervisory team. f. Any member of staff acting for the rst time as a supervisor will not normally be appointed as main supervisor but may be appointed as a member of the supervisory team. In such circumstances, the main supervisor should have appropriate supervisory experience up to and including a students submission and assessment of a thesis. g. Where a collaborative agreement is in place with an external organisation, the collaborating supervisor is expected to have comparable research experience as the University of Manchester supervisor and should fulll the same selection criteria that are applied to the appointment of supervisors at the University of Manchester.
3.2. Procedure for the appointment of supervisors

The Head of School is ultimately responsible for overseeing the appointment of supervisors for each research student registered on research degree programmes within that School, but may delegate the responsibility to the head of graduate activities within the School. The following information provides guidance procedures for appointment of members of the supervisory team. a. The student shall normally be given the opportunity of discussing the selection of supervisors after meeting the prospective supervisor(s) and seeing the facilities available. However, due to potential distances involved and funding issues, in some cases allocation of supervisor(s) may be agreed by correspondence. Schools cannot guarantee that students will be able to work with their rst choice member of staff.
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Supervisors of postgraduate research students are normally assigned to students b. by the appropriate School at the time an offer of admission is made/formally accepted. c. At the time of appointment all supervisors should be aware of the rules governing candidature and the standards acceptable for the research degree programme. The Head of School is responsible for ensuring that new supervisors are introduced to the content of the code of practice for research degrees either by attending a development course or by School-arranged procedures. d. Members of staff appointed as main supervisors should expect to be available for the anticipated duration of the research students degree programme. The University/School, however, cannot guarantee continuity with a particular supervisor throughout the full duration of any postgraduate degree. e. The Head of School is responsible for ensuring that no member of staff supervises more research students than his or her experience and commitments justify. Practice will vary across the University, dependent on a disciplines capacity to attract research students, but a desirable PGR load for a staff member is to have one new student each year. In cases where a supervisor has primary responsibility for a large number of research students, the Head of School must take care to ensure that such supervision does not have a detrimental effect on the progress of the research student or the overall workload of the supervisor. f. All newly-appointed members of staff with responsibility for supervision, and existing members of staff that take on their rst supervisory role, are required to attend the University and/or Faculty programme of development for new supervisors. Experienced supervisors are expected to undertake continuing professional development in relation to their supervisory role on a regular basis. g. If the initial allocation of supervisor is later identied as being inappropriate, a change of supervisor may be permitted. h. Appointment as main supervisor will cease if the appointee ceases to hold an appointment at the University. If the main supervisor retires or becomes an honorary member of staff during the period of a students PhD programme, they can, however, continue to undertake a supervisory role as co-supervisor within the supervisory team, but a new main supervisor should be appointed.
4. SUPERVISION RESPONSIBILITIES
The University Ordinances dene a doctoral degree in the following way: The Degree of Doctor of Philosophy (PhD) is awarded by the University in recognition of the successful completion of a programme of supervised research and training, the results of which show convincing evidence of the capacity of the candidate to pursue research and scholarship and make an original contribution and substantial addition to knowledge. The results of this research shall then be embodied in a thesis or other appropriate form and must contain material of a standard appropriate for peer-reviewed publication. The following supervision responsibilities apply to all research degrees at the University, not just the PhD. There are important reasons why all staff engaged in supervision and their students should know and adhere to their supervision responsibilities. The University has the ambition of being a leader in graduate education, with best practice in all aspects of postgraduate research. The responsibilities are borne out of extensive experience
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of good and bad supervision across the University, and are designed to offer a high quality experience to our students. Conversely, when a supervisor/student relationship breaks down, or when a student fails, the reasons can often be traced back to failure to perform the duties attached to these responsibilities properly by members of staff and/or students. The Universitys appeal procedure enables students to appeal on the grounds of inadequate supervision. In addition, the University is required to comply with the Quality Assurance Agency for Higher Educations Code of Practice for the assurance of academic quality in postgraduate research programmes, as a condition of receiving funding for postgraduate research. In meeting the responsibilities set out here we will meet and exceed QAA requirements. The QAA code can be found at: http:// www.qaa.ac.uk/public/COP/cop/contents.htm. All staff members involved in doctoral supervision, as a main supervisor, as a member of a supervisory team, or as a student advisor / tutor, should ensure that they are familiar with all of the sections that follow so that all staff involved with a research degree student clearly understand their responsibilities. All students should be made aware of them at the beginning of their programme and should be aware of their responsibilities which are listed below. Where supervisors are not clear about their roles and responsibilities, they should, in the rst place, consult the member of staff responsible for research and/or graduate education in their School. If this is not satisfactory, they may consult the Associate Dean for Graduate Education (or equivalent) in their Faculty or the Universitys Associate Vice-President for Graduate Education. These are: Engineering & Physical Sciences Professor Andrew Ball: andrew.ball@manchester.ac.uk Humanities Professor Nigel Vincent: nigel.vincent@manchester.ac.uk Life Sciences Dr Alan Dickson: alan.dickson@manchester.ac.uk Medical & Human Sciences Professor Anne White: awhite@manchester.ac.uk Associate Vice-President for Graduate Education Professor Gerald Hammond: gerald.hammond@manchester.ac.uk As part of the Universitys drive towards excellence in postgraduate research, all main supervisors are encouraged to produce a statement of expectations which can be provided to students. The purpose of the statement is to provide students with more detailed guidance about what they can expect as a PhD student, within the local context of the research group or discipline area where they will undertake their research. The aim of this practice is to improve students experience and achieve a year on year improvement in completion rates. Such a statement should not be construed as a contract between the supervisor and student. Its function is to set out in as helpful a way as possible the realistic commitments a supervisor can make on such matters as frequency of meetings and feedback on written material; and to clarify to the student his or her responsibilities. The statement should be made available to all members of the students supervisory team and to the students advisor / tutor.
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4.1. Responsibilities of the Head of School
a. To ensure the progress of students and the adequacy of supervisory arrangements, methodological induction, availability of resources and nomination of examiners. b. To provide information about the procedures by which a student may make representations to the advisor / tutor if the student feels that the work is not proceeding satisfactorily for reasons outside of his/her control. It is important to make clear that, if the student feels that an effective working relationship is not being established with the supervisor, or that it has broken down, these procedures provide a means whereby the possibility of changing the supervisor can be discussed. It is necessary that the procedures should operate expeditiously to avoid loss of time in regard to research or its funding. The student should be informed that they have a right to make representations to the Head of School and then to the Faculty Associate Dean for Graduate Education if the difculty is not adequately resolved by the advisor / tutor. c. To ensure provision of the continuation of supervision where supervisors have left the employment of the University, or are on formal leave of absence for a signicant period of time. d. To ensure that arrangements are made for students to have an opportunity to comment on any aspect of their research programme, in the absence of the supervisor, as part of the annual review process. e. To provide objective support for supervisors where serious concerns regarding a students ability or application to a research programme have been identied. f. To provide an alternative route for research students who require advice on difculties relating to the supervisory process. g. To consider proposals put forward by the supervisor for the appointment of internal and external examiners.
4.2. Responsibilities of the Main Supervisor

a. Provide guidance about the nature of the research and the standard expected, the planning of the research programme, literature and sources, attendance at taught courses, where appropriate and about requisite techniques (including arranging for instruction where necessary). b. Maintain contact with the student through regular meetings. The frequency of meetings will be determined by the nature of the research that is undertaken and the stage of development of the students research but a normal expectation would be for such meetings to take place every fortnight. In all cases the schedule of supervisory meetings will be agreed with the student in advance. Where students are studying on split-site research programmes, some contact and communication may take the format of email, phone and video conferencing. c. Be accessible to the student at other appropriate times for advice and respond to difculties raised by the student by whatever means is most suitable given the students location and mode of study. d. Provide detailed advice on the necessary completion dates of successive stages of the work so that it may be completed within the required time. e. Request written work or reports, as appropriate, and return it in reasonable
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time with constructive feedback. Students should give the supervisor due warning and adequate time for reading any drafts and the supervisor and student should agree during initial meetings a reasonable timeframe for provision of feedback. In relation to the nal thesis, the supervisors opinion is only advisory and the student has the right to decide when to submit and if to follow the advice of the supervisor. f. Encourage the student to present his or her work to staff and graduate members, partly as preparation for the oral examination of the student at the end of the programme, and partly to introduce the student to the culture of the dissemination of research. g. Ensure that the student is made aware when progress is not satisfactory and give advice and guidance on how to improve it. h. Ensure that the student is aware of the health and safety regulations and academic rules, regulations and codes of practice of the University, and of the need to exercise probity and conduct in his or her research according to ethical principles, and of the implications of research misconduct and plagiarism. i. Help the student identify his or her specic training needs, both in relation to research skills and to the development of other transferable skills; inform the student of the means to develop these skills; and monitor the students progress in these areas. j. Help the student interact with other researchers by making him or her aware of other research work in the School and University, and by encouraging attendance at conferences. Support the student in seeking funding. Where appropriate, supervisors should advise on the submission of conference papers and articles to refereed journals. Supervisors should obtain the agreement of the student for any publication of work contained in the thesis and the inclusion of the student as coauthor. k. Ensure that the student produces a research report normally every six months throughout their programme, to which the supervisor should add comments on progress. These comments should be signed by the student to conrm that they have been seen before the report is submitted by the main supervisor to the appropriate supervisory body, according to Faculty procedures. l. Keep other members of the supervisory team appraised of the students progress. m. Recommend examiners for the students thesis, after discussion with the student, to ensure that the proposed examiners have not had, or do not continue to have, a signicant input into the project, a signicant personal, nancial or professional relationship with the student, or that there is no other good reason to doubt the suitability of the recommendation. n. Ensure the student is aware of institutional-level sources of advice, including careers guidance, health and safety legislation, and equal opportunities policy. o. Provide effective pastoral support and refer students to other appropriate areas of support including student advisors / tutors and others within the students academic community. p. Help the student prepare for the oral examination of the thesis (or equivalent). Normally, this is done by the organisation of a mock viva in years two and three of the programme. Supervisors cannot, however, be involved in the examination of the nal thesis. q. Ensure, where required, that his/her duties are fullled with regard to any formal requirements from external bodies or agencies in relation to the submission of reports, training etc.
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r. Ensure that appropriate agreement has been obtained with all parties, including external sponsors, in relation to the communication of research outputs. s. Ensure they have formal arrangements in place to plan and initiate a programme of research and maintain contact with those research students working away from the University, such as part-time or distance learning students. t. All newly appointed members of staff with responsibilities for supervision are required to attend the Universitys programme of development for new supervisors. Existing members of staff with supervisory experience are required to attend professional development sessions as provided by the Faculty and/or School. u. Be aware of the Universitys Code of Practice for research degrees. v. Ensure that examiners are nominated in good time so that the examination can go ahead as soon as possible after submission of the thesis. In addition to these duties, there are three matters that require particular consideration by all members of a supervisory team and by the students advisor / tutor: 1. The University regards the satisfactory completion of a students PGR programme within the allotted time as a matter of extreme importance. There are four reasons for this: the need to preserve equity between students gaining similar awards; the harm that can be done to students career development by their having protracted research degree programmes; research council and funding body requirements for high institutional completion rates; the potential for the institution to lose postgraduate funding in the future. It is important, therefore, that the research programme is realistically dened from the beginning as one that will meet the requirements within the required time. Normally, for doctoral programmes these periods are three to four years for fulltime students and six to seven years for part-time students. Regulations for other research degrees include information on normal programme duration. 2. Supervisors should be aware that all PGR students have different needs and concerns from the undergraduate student body. In particular, they should be sensitive to the needs and requirements of overseas students. It is highly desirable that a signicant proportion of our PGR student population comes from overseas, in keeping with the Universitys aim to be known internationally as a leader in research across all of its disciplines. Such students may well have a range of needs that require careful support. Supervisors should endeavour to be responsive to overseas students needs and should regard an active awareness of the support that is available across the University, and the means of accessing this support, as an essential element in their supervision. 3. Supervisors need to ensure that they have the appropriate expertise for their role, and continue to have it, by engaging in continuing professional development either through staff training offered at this University (normally via the Faculty and/or School) or wider training provision external to the institution. Where a member of a supervisory team has little or no previous, supervisory experience, other members of the team should understand their role in the development of this members supervisory skills.
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4.3. Responsibilities of the Student
Students are required to take responsibility for their own personal and professional development throughout the programme. Their main supervisor is their primary point of contact for consultation on all matters, academic, professional and personal; but they should also be aware of the opportunity to consult other members of their supervisory team and their advisor / tutor, as indicated in the responsibilities listed above and below. In addition, research degree students will: a. Maintain regular contact with supervisors, according to the pattern of meetings agreed between the supervisor and the student. The frequency of meetings will be determined by the nature of the research that is undertaken and the stage of development of the students research, but a normal expectation would be for such meetings to take place every fortnight. b. Prepare adequately for meetings with supervisors. c. Keep to timetables and deadlines for the planning and submission of work, and generally maintain satisfactory progress with the programme of research. Develop, in consultation with the supervisor, an agreed schedule for progressing and submitting the thesis in a timely manner. d. Make supervisors aware of any specic needs and of any circumstances likely to affect their work, and take the initiative in raising issues or difculties as soon as they arise, particularly in relation to targets relating to progress and achievements. e. Attend and participate fully in any training and development opportunities, research-related and other, that have been identied when agreeing their development needs with their supervisors. f. Be familiar with relevant University regulations and policies. g. Ensure that any reports and the nal thesis presented to the supervisor is written in accordance with requirements relating to the correct use of English language and presentation of tables, references, gures etc. h. Decide when the nal thesis should be submitted, taking into account the opinion of the supervisor. A supervisors agreement to submission does not indicate that the examiners will nd the thesis acceptable for the award of the research degree. i. Accept ultimate responsibility for his/her own research activity. j. Prepare periodic progress reports on the research project as may be required by external agencies. k. Inform the supervisor of any communications from the sponsoring or other external body in relation to the research project. l. Maintain adequate records of the progress of the work and of the development of the project and their own skills. m. Gain approval, in advance, from their supervisor if they wish to issue questionnaires. If a student wishes to use the Universitys address for this purpose, the text of any communication must be approved by the supervisor before it is sent. n. Make every effort to provide feedback on the supervisory experience, through completion of the University of Manchester annual student satisfaction survey for postgraduate research students.
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o. Inform the supervisor of any paid or unpaid work they are carrying out or wish to carry out in addition to their full time study. p. Inform their supervisor of any intention to take holiday and discuss the timing of the intended holiday in relation to academic priorities. q. Meet with the supervisory team as a whole to discuss progress at least twice per year.
4.4. Responsibilities of the Supervisory Team

Members of a supervisory team are not expected to meet a student with the same frequency as the main supervisor, nor are they expected to read all of the students work, but the team should meet with the student a minimum of two times per year. They should be actively involved in the supervision by making themselves fully aware of the research programme that has been agreed between the student and the main supervisor and by reading some of the students work. Their role, then, is to be available to the student for consultation and advice on academic matters relating to the programme, and to offer support and guidance on non-academic matters. In circumstances where the main supervisor is not able to continue supervising a student, a member of the supervisory team will normally be expected to take over this role. In addition, postdoctoral researchers within the supervisory team, working closely with a doctoral student, can full a valuable day-to-day research guidance role. In some academic groups, the role of supervisory teams for each student may be organised through PhD committees, with regular periodic meetings to monitor and advise on the students development and progress. Although members of the supervisory team may provide support and advice in the preparation of the nal thesis, no members of the supervisory team can be appointed as internal examiner during the examination process.
4.5. Responsibilities of the Advisor / Tutor

The advisor / tutor is responsible for providing pastoral and academic support to the students and for monitoring their progress, providing advice accordingly. The advisor / tutor should also be a point of contact for the student if the supervisor/ student relationship breaks down.
5. SUPERVISION FOR COLLABORATIVE RESEARCH DEGREES

The University of Manchester has a policy for collaborative research degrees and specic reference should be made to this policy when dealing with any collaborative research programmes. Supervision arrangements will need to be agreed for each new link or student, on an individual basis, but certain types of collaboration will normally require particular supervision arrangements. Students registered on a split-site research degree must have a designated supervisor at both institutions and the main supervisor should be based at the University of Manchester. The institutional contractual agreement between the University and the partner organisation will include detailed information about the supervision arrangements, particularly in relation to managing the supervisory process when the student is away from the University. For validated research degree arrangements, the main supervisor will normally
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be based at the partner organisation. The co-supervisor may either be from the partner organisation or the University of Manchester, and this will be agreed on a case by case basis, depending upon the qualications and experience of the staff at the partner organisation. All supervisors for validated research degrees must be formally approved by the home Faculty or School postgraduate research degree committee, or equivalent, before they can become part of the supervisory team. Supervisory practice for collaborative research degrees must meet all the requirements set out in this document. This should include a commitment to high quality supervisory practice for all students, initial staff development for all new supervisors and continuing development opportunities for established supervisors. This may be provided by the University or the partner organisation, as appropriate, but must meet University requirements. The formal agreement between the institution and the partner organisation should include details of how initial and continuing supervisor staff development will be provided.
6. CHANGING SUPERVISORS
Schools cannot guarantee that students will be able to work with a particular supervisor or that they will have the same supervisor for the duration of their research programme, but will endeavour to ensure continuity wherever possible and make arrangements as necessary. If the initial allocation of supervisor is inappropriate, a change of supervisor may be requested by the student or supervisor through the Head of School or his/her nominee, although it should be borne in mind that there may be difculties in nding a replacement supervisor with experience of the thesis research area. Funding bodies should also be notied when the main supervisor is changed. If a supervisor is no longer in a position to continue with their supervision duties, (e.g. through moving to a new post at another institution) then the Head of School should discuss the options with the student and assess the most benecial outcome for the student. The Head of School may be able to identify and allocate a new permanent supervisor with the appropriate academic background and supervisory experience. Alternatively, the supervisor who has moved to another institution may be able to continue to supervise at a distance, with support from a co-supervisor at this University, or may suggest the student transfers to the supervisors new institution. Where the student / supervisor relationship breaks down, the advisor / tutor should be consulted initially and every attempt should be made to resolve the issues involved at School or Faculty level. The advisor / tutor should be able to advise the student and consult with the Head of School, and should be aware of the Universitys complaints and appeals policies should a solution not be found at School or Faculty level.
7. ABSENCE OF SUPERVISORS
A situation can arise in which a supervisor retires, transfers to another institution or is absent from the University for an extended period of time due to illness, research leave or other reasons. Where the period of absence is less than three months the co-supervisor should normally assume responsibility for the student until the main supervisor returns. Where the period of absence exceeds three months, it is essential in these circumstances that alternative arrangements are made in advance by the supervisory team, with the Head of School, to ensure continuity of supervision and that the students interests are protected. In all cases of research leave the Head of School should ensure that either the person on leave continues
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with their supervision duties or that appropriate arrangements are made for a replacement. If the main supervisor retires or becomes an honorary member of staff during the period of a students PhD programme, they can continue to undertake a supervisory role as co-supervisor within the supervisory team, but a new main supervisor must be appointed.
8. STAFF DEVELOPMENT FOR SUPERVISORS

The Staff Training and Development Unit at the University of Manchester is responsible for delivering the Supervisor Development programme for new staff and some staff development opportunities for staff that are experienced supervisors. Additional staff development opportunities for supervision may also be offered at Faculty and/or School level. All members of staff new to the supervisory process, who are involved in the supervisory team, are required to attend. The staff development for new staff aims to provide new supervisors with information in relation to what is expected from them by the University, postgraduate students, funding organisations and sponsors. It covers information on the code of practice for research degrees in relation to regulatory and policy matters, in addition to responsibilities that supervisors are expected to full. It also offers opportunities to reect and discuss the supervisory process and the challenges it presents, and how best to support students in taking advantage of development opportunities such as skills training and career opportunities. Further support can also be obtained through the supervisory team and the Faculty supervisors handbook. the student on academic and other pastoral matters. In addition to the supervisory team, the student will have an advisor from among the academic staff who will be available to the student to provide general advice and support. Normally, a member of staff will rst engage in doctoral supervision as a member of a supervisory team. After an appropriate period of involvement as a member of a supervisory team (normally one), a member of staff will have gained experience of the supervisory process through being part of the team and will then be expected to take on a main supervisory role. Practice will vary across the University, dependent upon a disciplines capacity to attract research students, but a desirable PGR load for a staff member is to have one new student each year. Supervisors should meet as a Supervisory Team with the student at periods throughout the programme, including where appropriate and practicable with the exte
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SECTION 7.2: Ordinances and Regulations for the PhD Degree
7.2 Ordinances and Regulations for the Degree of Doctor of Philosophy

ORDINANCES
1.
The Degree of Doctor of Philosophy (PhD) is awarded by the University in recognition of the successful completion of a programme of supervised research and training, the results of which show convincing evidence of the capacity of the candidate to pursue research and scholarship and make an original contribution and substantial addition to knowledge. The results of this research shall then be embodied in a thesis or other appropriate form and must contain material of a standard appropriate for peer-reviewed publication. The mode of admission to the programme and other conditions relating to the degree shall be prescribed in Regulations. Applicants for admission to the programme must hold a degree or some equivalent qualication prescribed by the Regulations and must satisfy the University that they are t by reason of their ability and training to undertake the programme. Except in so far as relaxation is granted in accordance with the Regulations: a) for full-time study the programme shall be a continuous one, extending over such period as may be prescribed by the Regulations; and students will be required to devote their whole time to the programme and to attend in the University at all appropriate times. for part-time study the programme shall be continuous and include study time equivalent to a full-time programme but should not exceed twice the full-time study. The students shall be required to attend the University at all appropriate times.
2.
3.
4.
b)
------------------------------------------------------------------------------------------------------REGULATIONS 1. Admission to the programme a) Applicants for admission will normally hold a Bachelors degree or equivalent qualication, a Masters Degree or equivalent qualication, or both. The level of attainment for the Bachelors degree will normally be equivalent to that of a First Class or Upper Second Class Honours UK Bachelors degree. Some areas of study may require a Masters level qualication in a relevant discipline for admission to a PhD. b) Professional qualications other than a Bachelors Degree and/or relevant and appropriate experience may be taken into account for entry to a PhD programme. c) Applicants for admission to PhD who do not meet the above criteria, but who hold a Bachelors degree with Lower Second Class Honours or equivalent qualication, may be admitted to the degree of MPhil in the rst instance. Following completion of one years registration and a satisfactory performance as demonstrated in a progress report and progress meeting (see 5), such candidates may transfer to year two of PhD registration. d) Applicants must demonstrate that they have reached the minimum acceptable level of prociency in use of the English language according to the published requirements of the programme.
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e) Applicants may also be admitted as a part-time student for the degree of PhD if: (i) (ii) f) the periods for which they will be free from employment or other commitments will be sufcient for the purposes of the programme; and the subject is suitable for part-time study.
A student may be admitted to a PhD programme only if an appropriate research environment is available for the duration of the programme. This should include the availability of appropriate academic staff to provide supervision and training, other research-support staff, research facilities and learning resources.
2. Duration of the programme a) Candidates for the degree of PhD shall normally be registered for a continuous programme of not less than 3 years and no more than 4 years full-time study. In exceptional circumstances, approval may also be given for the minimum duration of the PhD programme to be reduced by up to one year. b) The duration of a part-time PhD programme will be dependent upon the time to be committed by the candidate for study but shall normally be no more than 6 years. c) Candidates shall be expected to submit their thesis upon completion of the PhD programme unless they have received prior approval from the University for an extension to their thesis submission deadline (see section 3). d) Extensions to the duration of a PhD programme to permit further supervised research may be considered only in exceptional circumstances. 3. Extension of the thesis submission deadline a) Extensions of the thesis submission deadline may be granted at the discretion of the University to allow additional time for preparation of the thesis. b) Candidates shall normally be granted extension(s) of their thesis submission deadline up to one year beyond the completion date of their PhD programme. A fee will be payable for any such additional extension that is granted by the University. c) Further periods of extension of the thesis submission deadline may be sought only in exceptional circumstances. A fee will be payable for each period of extension that is granted by the University. 4. Skills development a) A programme of skills training and development is a mandatory component of the PhD degree. b) All candidates for the degree of PhD must undertake a skills audit at the
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beginning of their programme, and annually thereafter throughout their prescribed period of study to determine their research, transferable and generic skills requirements. The audit will provide the basis for a planned programme of skills training and development. The outcomes of the audit and programme of skills development must be agreed by the student and the supervisory team. The supervisory team will be responsible for ensuring that the student has access to the required skills training and development opportunities. 5. Progression a) Students admitted to a programme leading to the degree of PhD shall demonstrate satisfactory progress before the end of the rst year of their research programme by submission of a substantial progress report which will be discussed at a formal progress meeting with the supervisory team and an independent assessor. Satisfactory performance in the report and progress meeting by those registered for MPhil in the rst instance will normally result in transfer to registration for PhD. b) The progress report shall be of sufcient length to demonstrate the students understanding of the subject, and ability to pursue doctoral level research. c) Successful completion of the agreed programme of skills development and training will be a condition of progression between each year of the prescribed period of study. d) All candidates for the degree of PhD shall maintain a record of their progression and personal development throughout their degree programme. e) Students who are not able to demonstrate satisfactory progress before the end of their rst year of registration, will not be permitted to register for the second year of the programme. They may, at the discretion of the supervisory team and independent assessor, be offered the opportunity to submit a thesis for the degree of MPhil. f) At the end of the second year of research a student shall submit a short progress report which will be discussed at a formal progress meeting with the supervisory team and an independent assessor. Students who are not able to demonstrate satisfactory progress after two years of registration will not be permitted to register for the third year of the programme, but may be offered the opportunity to submit a thesis for the degree of MPhil.
g) Part-time students shall submit a progress report on an annual basis, with a major report occurring after the equivalent of one years full-time registration. 6. Study away from the University A student may be permitted to devote part of the PhD programme to study and research outside the University (in addition to eldwork or short laboratory visits) if: a) it is in the interests of the students research and training b) the institution or location of proposed study is suitable
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c) a suitable work-plan for the period of study outside the University is agreed with the supervisory team d) satisfactory supervision arrangements are in place 7. Change of institution during the PhD programme a) Students who start a programme leading to PhD at the University of Manchester may complete their programme at another academic institution, subject to agreement of the student, supervisory team and the two institutions involved. A University of Manchester qualication may only be awarded where at least 50% of the programme has been completed at the University of Manchester. b) Students who start a programme leading to PhD at another institution may complete their programme at the University of Manchester, subject to agreement of the student, supervisory team and between the two institutions. A University of Manchester qualication may only be awarded where at least 50% of the programme has been completed at the University of Manchester. c) In each of the above cases the nal decision for a transfer of registration lies with the Universities. 8. Interruption of a programme of study a) A student may be granted a temporary interruption of their PhD programme for approved reasons at the discretion of the University where the continuation of research or thesis preparation is not possible. An application should be made before the beginning of the proposed period of interruption with the support of the supervisory team. Retrospective applications will not normally be considered. b) Where appropriate, students and the supervisory team should seek the advice of relevant sponsors before applying for an interruption and should in all cases seek permission as soon as the requirement for the interruption becomes apparent. 9. Changes to the nature of the programme Permission for signicant changes to the nature of the research to be undertaken must be sought by the supervisory team with the agreement of the student. Where appropriate, students and supervisors should seek the advice of relevant sponsoring body before making such changes. 10. Thesis Submission a) Notice to submit a PhD thesis shall be made on the prescribed form not less than two months and not more than six months before submission. b) If a thesis is not submitted before the end of the programme or period of approved extension, the students candidacy automatically lapses and the student cannot subsequently submit, unless further approval is granted by the University
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c) If a student wishes to submit a thesis more than 3 months before the completion of their PhD programme (or 6 months if part-time) they will require the permission of the supervisory team and the University. 11. Registration and Fees A student shall register with the University for the degree of PhD at the beginning of their programme and shall re-register at the same time annually unless a change to this conventional pattern results from an approved period of interruption. Appropriate fees are payable annually during the prescribed duration of the programme and for each period of approved extension of the thesis submission deadline. 12. Content and Length of Thesis a) Candidates shall submit two copies of a thesis embodying the results of the research undertaken during the programme. The thesis may embody reprints of published material, must be free from restrictions on publication, and must be presented and bound in a satisfactory manner. The University shall have the right to retain both copies. b) Matter which has been included in a thesis or report submitted in support of a successful application for a degree or qualication of any university or professional or learned body must not be embodied in the thesis submitted for the degree, except that such matter: (i) If unpublished, may be reported in sufcient detail to enable the work done during and for the purpose of the programme to be fairly evaluated; or (ii) If published, may be mentioned for purposes of reference in the same way as publications by other workers. In either case the fact of the previous submission of such matter must be made clear at all relevant points in the thesis. c) Work to be embodied in the thesis should be reported concisely. The normal maximum length is 80,000 words of main text (including footnotes and endnotes). d) All theses must be written in English; quotations, however, may be given in the language in which they were written. In exceptional circumstances a candidate may be granted permission to submit a thesis written in a language other than English where the nature of the research makes this appropriate. e) All theses should be submitted in accordance with the information set out in the Universitys Regulations for the Presentation of Theses and Dissertations. 13) Examination a) The candidate shall be required to attend an oral examination on the subject of the thesis and matters relevant thereto. The candidate may also be required by the examiners to undergo a written or other examination. The oral examination shall be attended by the candidate and the examiners. The
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examiners may, at their discretion and subject to the agreement of the candidate, invite the candidates supervisors to attend an oral examination as silent observers and to answer questions put directly to them. If requested in writing by the candidate, an open invitation shall also be issued for the attendance of additional appropriate members of the University, for example, teaching staff and other postgraduate students. If such an invitation is issued, all attendees shall be required to give a prior undertaking in writing to maintain condentiality in respect of the subject matter of the thesis, and in relation to any matters relevant thereto which may arise during the course of the examination. b) Each candidate shall be examined by two or more examiners of whom at least one shall be an external examiner. The appointment of examiners shall proceed in accordance with the policy set out in the Universitys Notes for the Guidance of Examiners. c) After examining the thesis presented by a candidate and considering the results of any oral or written examination which they have conducted, the examiners, at their discretion, shall make one of the following recommendations: (i) That the candidate be awarded the degree of PhD with no corrections to the thesis being required. (ii) That the candidate be awarded the degree of PhD subject to minor corrections being made to the thesis. (iii) That the candidate be invited to revise and resubmit the thesis for the degree of PhD. A candidate will be permitted to resubmit on only one occasion. A fresh examination of the thesis, normally by the original examiners, is required and may include further oral examination. (iv) That the candidate be awarded the degree of MPhil. (v) That the candidate be awarded the degree of MPhil subject to minor corrections being made to the thesis. (vi) That the candidate be invited to revise and resubmit the thesis for the degree of MPhil. A candidate will be permitted to resubmit on only one occasion. A fresh examination of thesis, normally by the original examiners, is required and may include further oral examination. (vii) That no award be made to the candidate and no resubmission be permitted.
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SECTION 7.3: Ordinances and Regulations for the MPhil Degree
7.3 Ordinances and Regulations for the Degree of Master of Philosophy

ORDINANCES 1. The Degree of Master of Philosophy (MPhil) is awarded by the University in recognition of the successful completion of a programme of supervised research and training, the results of which show convincing evidence of the capacity of the candidate to pursue research and scholarship and represent original work that is appropriately located by the candidate within a wider eld of knowledge and investigation. The results of this research shall then be embodied in a thesis or other appropriate form. 2. The mode of admission to the programme and other conditions relating to the degree shall be prescribed in Regulations. 3. Applicants for admission to the programme must hold a degree or some equivalent qualication prescribed by the Regulations and must satisfy the University that they are t by reason of their ability and training to undertake the programme. 4. Except in so far as relaxation is granted in accordance with the Regulations: (a) for full-time study the programme shall be a continuous one, extending over such period as may be prescribed by the Regulations; and students will be required to devote their whole time to the programme and to attend in the University at all appropriate times. (b) for part-time study the programme shall be continuous and include study time equivalent to a full-time programme but should not exceed twice the full-time study. The students shall be required to attend the University at all appropriate times. ---------------------------------------------------------------------------------------------------REGULATIONS 1. Admission to the programme a) Applicants for admission will normally hold a Bachelors degree or equivalent qualication, a Masters Degree or equivalent qualication, or both. The level of attainment for the Bachelors degree will normally be equivalent to that of a First or Second Class Honours UK Bachelors degree. b) Professional qualications other than a Bachelors Degree and/or relevant and appropriate experience may be taken into account for entry to an MPhil programme. c) Applicants must demonstrate that they have reached the minimum acceptable level of prociency in use of the English language according to the published requirements of the programme.
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d) Applicants may also be admitted as a part-time student for the degree of MPhil if: (i) the periods for which they will be free from employment or other commitments will be sufcient for the purposes of the programme; and (ii) the subject is suitable for part-time study. e) A student may be admitted to an MPhil programme only if an appropriate research environment is available for the duration of the programme. This should include the availability of appropriate academic staff to provide supervision and training, other researchsupport staff, research facilities and learning resources. 2. Duration of the programme a) Candidates for the degree of MPhil shall normally be registered for a continuous programme of one year of full-time study. b) The duration of a part-time MPhil programme will be dependent upon the time to be committed by the candidate for study but shall be no more that 2 years. c) Candidates shall be expected to submit their thesis upon completion of the MPhil programme unless they have received prior approval from the University for an extension to their thesis submission deadline (see Section 3). d) Extensions to the duration of an MPhil programme to permit further supervised research may be considered only in exceptional circumstances. 3. Extension of the thesis submission deadline a) Extensions of the thesis submission deadline may be granted at the discretion of the University to allow additional time for preparation of the thesis. b) Candidates shall normally be granted extension(s) of their thesis submission deadline up to one year beyond the completion date of their MPhil programme. A fee will be payable for any such additional extension that is granted by the University. c) Further periods of extension of the thesis submission deadline may be sought only in exceptional circumstances. A fee will be payable for each period of extension that is granted by the University. 4. Skills development a) A programme of skills training and development is a mandatory component of the MPhil degree. b) All candidates for the degree of MPhil must undertake a skills audit at the beginning of their programme, and annually thereafter
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throughout their prescribed period of study to determine their research, transferable and generic skills requirements. The audit will provide the basis for a planned programme of skills training and development. The outcomes of the audit and programme of skills development must be agreed by the student and the supervisory team. The supervisory team will be responsible for ensuring that the student has access to the required skills training and development opportunities. 5. Study away from the University A student may be permitted to devote part of the MPhil programme to study and research outside the University (in addition to eldwork or short laboratory visits) if: a) it is in the interests of the students research and training b) the institution or location of proposed study is suitable c) a suitable work-plan for the period of study outside the University is agreed with the supervisory team d) satisfactory supervision arrangements are in place 6. Change of institution during the MPhil programme a) Students who start a programme leading to MPhil at the University of Manchester may complete their programme at another academic institution, subject to agreement of the student, supervisory team and the two institutions involved. A University of Manchester qualication may only be awarded where at least 50% of the programme has been completed at the University of Manchester. b) Students who start a programme leading to MPhil at another institution may complete their programme at the University of Manchester, subject to agreement of the student, supervisory team and between the two institutions. A University of Manchester qualication may only be awarded where at least 50% of the programme has been completed at the University of Manchester. c) In each of the above cases the nal decision for a transfer of registration lies with the Universities. 7. Interruption of a programme of study a) A student may be granted a temporary interruption of their MPhil programme for approved reasons at the discretion of the University where the continuation of research or thesis preparation is not possible. An application should be made before the beginning of the proposed period of interruption with the support of the supervisory team. Retrospective applications will not normally be considered. b) Where appropriate, students and the supervisory team should seek the advice of relevant sponsors before applying for an
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interruption and should in all cases seek permission as soon as the requirement for the interruption becomes apparent. 8. Changes to the nature of the programme Permission for signicant changes to the nature of the research to be undertaken must be sought by the supervisory team with the agreement of the student. Where appropriate, students and supervisors should seek the advice of relevant sponsoring body before making such changes. 9. Thesis Submission a) Notice to submit an MPhil thesis shall be made on the prescribed form not less than two months and not more than six months before submission. b) If a thesis is not submitted before the end of the programme or period of approved extension, the students candidacy automatically lapses and the student cannot subsequently submit, unless further approval is granted by the University c) If a student wishes to submit a thesis more than 3 months before the completion of their MPhil programme (or 6 months if part-time) they will require the permission of the supervisory team and the University. 10. Registration and Fees A student shall register with the University for the degree of MPhil at the beginning of their programme and, if part-time, shall re-register at the same time annually unless a change to this conventional pattern results from an approved period of interruption. Appropriate fees are payable annually during the prescribed duration of the programme and for each period of approved extension of the thesis submission deadline. 11. Content and Length of Thesis a) Candidates shall submit two copies of a thesis embodying the results of the research undertaken during the programme. The thesis may embody reprints of published material, must be free from restrictions on publication, and must be presented and bound in a satisfactory manner. The University shall have the right to retain both copies. b) Matter which has been included in a thesis or report submitted in support of a successful application for a degree or qualication of any university or professional or learned body must not be embodied in the thesis submitted for the degree, except that such matter: (i) If unpublished, may be reported in sufcient detail to enable the work done during and for the purpose of the programme to be fairly evaluated; or
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(ii) If published, may be mentioned for purposes of reference in the same way as publications by other workers. In either case the fact of the previous submission of such matter must be made clear at all relevant points in the thesis. c) Work to be embodied in the thesis should be reported concisely. The normal maximum length is 50,000 words of main text (including footnotes or endnotes). d) All theses must be written in English; quotations, however, may be given in the language in which they were written. In exceptional circumstances a candidate may be granted permission to submit a thesis written in a language other than English where the nature of the research makes this appropriate. e) All theses should be submitted in accordance with the information set out in the Universitys Regulations for the Presentation of Theses and Dissertations. 12. Examination a) The candidate shall be required to attend an oral examination on the subject of the thesis and matters relevant thereto unless both internal and external examiners agree to dispense with it. The candidate may also be required by the examiners to undergo a written or other examination. The oral examination shall be attended by the candidate and the examiners. The examiners may, at their discretion and subject to the agreement of the candidate, invite the candidates supervisors to attend an oral examination as silent observers and to answer questions put directly to them. If requested in writing by the candidate, an open invitation shall also be issued for the attendance of additional appropriate members of the University, for example, teaching staff and other postgraduate students. If such an invitation is issued, all attendees shall be required to give a prior undertaking in writing to maintain condentiality in respect of the subject matter of the thesis, and in relation to any matters relevant thereto which may arise during the course of the examination. b) Each candidate shall be examined by two or more examiners of whom at least one shall be an external examiner. The appointment of examiners shall proceed in accordance with the policy set out in the Universitys Notes for the Guidance of Examiners. c) After examining the thesis presented by a candidate and considering the results of any oral or written examination which they have conducted, the examiners, at their discretion, shall make one of the following recommendations: (i) That the candidate be awarded the degree of MPhil with no corrections to the thesis being required. (ii) That the candidate be awarded the degree of MPhil subject to minor corrections being made to the thesis.
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(iii) That the candidate be invited to revise and resubmit the thesis for the degree of MPhil. A candidate will be permitted to resubmit on only one occasion. A fresh examination of the thesis, normally by the original examiners, is required and may include further oral examination. (iv) That no award be made to the candidate and no resubmission be permitted.
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SECTION 7.4: Policy on Leave of Absence, Interruptions, Extensions, etc.
7.4 Policy on Leave of Absence, Interruptions, Extensions and Withdrawal or Termination of Registration for Postgraduate Research Degrees (April 2006)
1. INTRODUCTION
The following document contains information for postgraduate research students and academic and administrative staff in Schools and Faculties to inform on procedures and policy relating to interruptions and extensions of research degree programmes, and deals with issues regarding management of the timeframe of research degrees. In addition, the document contains procedure and policy information relating to the withdrawal of students and the termination of student registrations. The University is in the process of developing a code of practice for research degrees, of which this document will form one section. It is important that all staff involved in the management, supervision and administration of postgraduate research degrees are aware of the content of each section of the code of practice document, and adhere to it closely as a model of good practice. Students are responsible for reading the following and ensuring that they are aware of the procedures for requesting an interruption or extension to their research degree programme. It is essential that students consult their Supervisor, Advisor or appropriate Graduate Administrator as soon as the need for an interruption or extension becomes apparent. Any application for an interruption or extension of studies must be made before the beginning of the proposed period of interruption/ extension, or if this is not possible, immediately after a situation arises. Retrospective applications for interruptions will only be considered in the most exceptional circumstances.
2. DURATION OF STUDY
The University of Manchester ordinances and regulations for postgraduate research programmes detail the minimum and maximum periods of study for research degrees for part-time and full-time students, which vary in duration according to the type of research degree programme. The ordinances and regulations for all research programmes at the University of Manchester can be found at: http://www.manchester.ac.uk/policies 2.1 Prescribed Period of the Programme The prescribed period of the programme refers to the study period in which students must complete the research element of their programme. This is normally: a. one year full-time for MPhil; b. two years full-time for ChM; c. two years full-time for MD; d. three years full-time for most PhD and Professional Doctorates; e. four years full-time for EngD and some other specialist PhD programmes; f. or part-time equivalent where applicable, (see http://www.manchester.ac.uk/policies ). The prescribed period of the programme is the minimum period of study for a degree programme. This minimum period may be reduced by up to one year but only in
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exceptional cases and only where students have signicant previous relevant studies and/or experience. During the prescribed period of the programme, students pay full tuition fees and are fully registered as research students at the University of Manchester. Students are entitled to full use of University facilities to enable research, including regular supervision (see Supervision for Postgraduate Research Degrees for full details of supervision via: http://www.manchester.ac.uk/policies ). Students are expected to complete all doctoral work, including research and the writing up of the thesis, within the prescribed period of the programme. Where attendance beyond the prescribed period is necessary (maximum 12 months), it must only be for the purpose of completing the writing up of the thesis. If a student takes the full 12 months to write up their thesis in the Submission Pending period, they will have reached the maximum period allowable to complete their programme. At the end of the prescribed period of the programme, the Supervisor must conrm to the appropriate Graduate Ofce that the student has completed all primary research and laboratory work before the student may register for the period of Submission Pending. Four year research degree programmes do not normally allow a period of Submission Pending and the thesis must be submitted within the fourth year of the programme unless an extension has been approved. Candidates for these programmes should refer to their programme handbook and seek guidance from the appropriate Graduate Ofce. 2.2 The Submission Pending period (NB: the student records system and some University documents and web pages may use the term Attendance Beyond the Prescribed Period (ABPP)) when describing the Submission Pending period). Students are expected to write up their theses within the prescribed period of the programme. All students who have not already submitted their thesis within the prescribed period of the programme must register for the Submission Pending period and pay the appropriate fee. Details of Submission Pending fees are available at: http://www.campus.manchester.ac.uk/ssc/tuitionfees/ Students must request permission to register for the Submission Pending period and will be entitled to limited supervision and some use of University facilities including library and computer access. Students will not be entitled to facilities for primary research such as laboratory use. Supervision expectations in this period vary between disciplines and it is the responsibility of the student to come to an understanding with his or her Supervisor about the frequency and duration of supervision meetings in this period, bearing in mind the recommendation of the Faculty in this respect. Students may initially register for six months of the Submission Pending period. If more time is required after the rst six month period, students may be permitted to register for a further six months. The maximum registration period for Submission Pending is 12 months. Students may submit their thesis at any time during the Submission Pending period, providing they give the relevant period of notice. Full details of the period of notice required are available from the appropriate Graduate Ofce.
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3. LEAVE OF ABSENCE: INTERRUPTION TO A PROGRAMME OF STUDY
(NB: the Research Councils and other funding organisations may use the terms suspension or abeyance when referring to an interruption) The University of Manchester expects students to pursue their research on a continuous basis for the stipulated duration of the programme (see 2.1). However, students may encounter personal difculties or situations which seriously disrupt or delay their research studies. Any application for interruption of studies must be made before the beginning of the proposed period of interruption with the support of the supervisory team. Students and Supervisors should note that retrospective applications for interruptions will only be considered in the most exceptional circumstances (see Section 13). 3.1 Interruption of Studies Students may be granted a temporary interruption to their research programme at the discretion of the University where the continuation of research is not possible. Students should rst discuss their circumstances with their Supervisor who must then apply to the appropriate Graduate Ofce to request an interruption to the students programme. Full-time students should consider that in on-going but less critical circumstances, a change of mode of attendance to part-time status may be an appropriate alternative. International Students in the UK on a student visa are not permitted to study parttime and it is essential that they seek immigration advice from the International Advice Team in the Student Services Centre before considering this option. Students and staff should consult the International Advice Teams section of the Students Services website for further information at: http://www.campus.manchester.ac.uk/ssc/internationalteam/ Many organisations which sponsor students do not allow interruptions or extensions to the sponsored programme of study, and students should check with their sponsor before considering this option. The total period/s of interruption must not normally exceed 12 months during the full period of the programme, and any further interruptions beyond 12 months will only be permitted under the most exceptional circumstances (see Section 13). During the period of interruption, students registration status is interrupting and no tuition fees are payable. The research programme is suspended and both the minimum period of research and the thesis submission date are extended by a corresponding period. During the period of interruption, students will not be entitled to supervision or use of any University facilities including library and computer access. In exceptional circumstances, and following consultation between the student and the School, a recommendation may be made by the School for the student to interrupt their studies. Upon return from a period of interruption, students must inform their Supervisor and the appropriate Graduate Ofce so that they may re-register. 3.2 Requests to Interrupt During the Submission Pending period Only in the most exceptional circumstances (see Section 13) will permission be given to interrupt during the Submission Pending period.
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3.3 Interrupting Whilst Living in University of Manchester Accommodation Students living in University accommodation should note that short term absence will not normally affect their accommodation as long as they are still registered on a full or part-time research programme at the University. If students formally interrupt and their registration status becomes interrupting, they may apply to be released from their accommodation contract. The Accommodation Ofce will consider a students circumstances on an individual basis to determine whether or not they may be released from their contractual obligation, but in exceptional circumstances, and on provision of the relevant documentary evidence (see Sections 13 and 14), students will normally be released from their contract with 28 days notice. If students require accommodation upon recommencement of their studies, they must reapply in the usual way. International Students paying the overseas rate of tuition fees will still be guaranteed University accommodation. For further information about accommodation see the University of Manchester Accommodation Ofce website at: http://www.accommodation.manchester.ac.uk/ 3.4 The Application Process for Interruptions Detailed processes for approving interruptions vary according to the Faculty and applications will be considered by either a School or Faculty postgraduate committee. If students feel that they may need to interrupt their studies, they must rst seek advice from their Supervisor, Advisor or appropriate member of their supervisory team. Students should ask the appropriate Graduate Ofce about the application procedure in their School or Faculty as practice varies across the University. Normally, an application form, available from the appropriate Graduate Ofce, or a letter of application must be submitted. The application must give reasons for the interruption and the length of time required and be supported by relevant medical certicates or documentary evidence (see Section 14). The decision of a postgraduate research degree committee is nal. Applicants may reapply for an interruption after a refusal has been made only if they have new or additional information and/or evidence to add to their application which was not originally considered. If the request is refused again, the applicant will not normally be permitted to reapply.
4. UNAUTHORISED ABSENCE AND SHORT-TERM ABSENCE

Students are not permitted to be absent without prior consent. Students must always report any absence to their Supervisor, other member of their supervisory team or appropriate Graduate Ofce. Any period of unauthorised absence should be reported by the Supervisor or other member of the students supervisory team to the appropriate Graduate Ofce. If the student is sponsored, any absence will be reported to the relevant funding organisation. Students should note that if they wish to formally interrupt, they may only do so from the point which their formal request reaches the appropriate Graduate Ofce as retrospective requests will only be considered under the most exceptional circumstances (see Sections 3 and 13). If students are absent through illness for more than two weeks, the appropriate Graduate Ofce will inform the relevant Research Council or sponsoring body, if
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applicable, on the students behalf and arrange for medical certicates or doctors notes to be forwarded to the sponsor (see Section 14). Frequent short absences for medical or other reasons must be reported by the Supervisor or other member of the supervisory team to the appropriate Graduate Ofce where they are likely to affect a students studies or lead to a delay in the programme of research.
5. STUDY LEAVE
Students may be permitted to devote part of their research programme to study and research outside the University, in addition to eldwork or short laboratory work. If the study or research is not related to the research topic, students will be advised to apply for an interruption to their research programme. The relevant individual degree programme ordinances and regulations give circumstances in which study leave may be permitted (see: http://www.manchester.ac.uk/policies ).
6. HOLIDAY LEAVE ALLOWANCE

Students may, with the prior agreement of their Supervisor, take up to eight weeks holiday in each year (pro rata for parts of year), inclusive of public holidays. Leave should not normally be taken during the academic term. Students receiving sponsorship are expected to bear in mind their obligations to the sponsor and consult the policy of their sponsor when planning leave .
7. MATERNITY LEAVE
Students may interrupt their studies for the purpose of maternity leave at any time from 28 weeks of the pregnancy for a maximum period of 12 months during the prescribed period of the programme. The period of leave must be taken in one consecutive block. Where policies exist, sponsored students must follow the maternity leave policy of their sponsor. The Universitys Directorate of Human Resources policy on maternity leave should be followed by students who are employed by theUniversity.
8. PATERNITY LEAVE
A total of 10 days paternity leave may be taken at any time during a partners pregnancy or within three months following birth. Where policies exist, sponsored students must follow the paternity leave policy of their sponsor. The Universitys Directorate of Human Resources policy on paternity leave should be followed by students who are employed by the University.
9. ADOPTION LEAVE
Students who are adopting a child may interrupt their studies for a maximum 12 month period during the prescribed period of the programme. The period of leave must be taken in one consecutive block. Where policies exist, sponsored students must follow the adoption leave policy of their sponsor. The Universitys Directorate of Human Resources policy on adoption leave should be followed by students who are employed by the University.
10. EXTENSIONS TO A PROGRAMME OF STUDY

10.1 Extensions to the Prescribed Period of the Programme
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Students and Supervisors should note that retrospective applications for extensions will only be considered in the most exceptional circumstances. Any student experiencing exceptional circumstances (see Section 13) may be permitted to extend the prescribed period of the programme by prior approval of the relevant postgraduate research degree committee. The time permitted in order to write up the thesis in the Submission Pending period will subsequently be extended by a corresponding period. Full fees will be charged on a pro rata basis for extensions in the prescribed period of the programme. 10.2 Extensions to the Submission Pending period The maximum duration of the Submission Pending period is normally 12 months. Any student experiencing exceptional circumstances (see Section 13) may be permitted to extend this period by prior approval of the relevant postgraduate research degree committee. Any application for an extension must normally be submitted at least two months in advance of the nal deadline for submission. 10.3 Extensions to the Resubmission Period Students who have received a referral and have been asked to resubmit their thesis with major corrections after the rst examination have one year in which to resubmit a revised thesis. Only in exceptional circumstances (see Section 13) may students apply to extend the 12 month period permitted for corrections to their thesis. Any application for an extension must be submitted at least two months in advance of the nal deadline for submission. If a student does not submit their thesis within one year of the rst examination and has not formally arranged an extension with the University, they will fail their degree. If students are experiencing difculties correcting their thesis within the time permitted, it is essential that they contact the appropriate Graduate Ofce as soon as the problem becomes apparent. 10.4 Extending While Living in University of Manchester Accommodation Students living in University of Manchester accommodation should note that extensions to the programme of study do not automatically extend the accommodation contract. If students wish to extend their studies, they may have to re-apply for University accommodation for a further period or vacate their accommodation at the end of their accommodation contract and nd alternative accommodation. For further details see the University of Manchester Accommodation Ofce website at; http://www.accommodation.manchester.ac.uk/ 10.5 The Application Process for Extensions Detailed processes for approving extensions vary according to the Faculty and applications will be considered by either a School or Faculty postgraduate committee. To apply for an extension to the prescribed period of the programme, the Supervisor must give reasons for the extension, details of the length of time required and assurances that such an extension will be sufcient for the student to complete the programme. To apply for an extension to Submission Pending period, the Supervisor must provide detailed information about what stage the thesis has reached, the reason/s
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for the delay, an assessment of the time required for the thesis to be submitted for examination and an assurance that it will be submitted by the stipulated deadline. Students should ask the appropriate Graduate Ofce about the application procedure in their School or Faculty as practice varies across the University. Normally, an application form, available from the appropriate Graduate Ofce, or a letter of application must be submitted. Applications must include relevant medical certicates or documentary evidence. The decision of a postgraduate research degree committee is nal. Applicants may reapply for an extension after a refusal has been made only if they have new or additional information and/or evidence to add to their application which was not originally considered. If the request is refused again, the applicant will not normally be permitted to reapply.
11. INTERNATIONAL STUDENTS AND SUBMISSION PENDING PERIOD

International research students are initially normally registered full-time for a period of one year for MPhil; two years for MD; three years for PhD and Professional Doctorates; and four years for EngD, and normally obtain a student visa for this length of stay plus an extra four months. In order to extend their visa for a further period after four months registration of the Submission Pending period, students must obtain a letter to submit to the relevant visa authorities. This will normally be available from the International Advice Team in the Student Services Centre, although in some cases this may be provided by the appropriate Graduate Ofce. This letter will state when the student will be expected to complete their programme. International Students will then normally receive a visa extension for the period specied in the letter plus a further four months to allow attendance at a graduation ceremony. Visa extensions to cover a Submission Pending period of more than 12 months will only be granted in the most exceptional circumstances and must be supported by a letter of strong support from the Supervisor along with any relevant documentary evidence (see Sections 13 and 14). International Students should contact the International Advice Team in the Student Services Centre for further information. Contact details are available via: http://www.campus.manchester.ac.uk/ssc/internationalteam/
12. STUDENTS SPONSORED BY FUNDING ORGANISATIONS OR OVERSEAS SPONSORS

Students who are funded by a Research Council or other funding organisation or overseas sponsor should carefully consult the general regulations of their sponsor if they feel that an interruption or an extension to their studies may be necessary. Students are bound by the regulations of the sponsor and must therefore check that they are complying with both the regulations stipulated by the sponsor and the University of Manchester. If sponsored students feel that they may need to interrupt or extend their programme, they are advised to rst consult their Supervisor, Advisor or other member of their supervisory team. If a student makes the decision to interrupt, the appropriate Graduate Ofce will contact the students funding organisation/sponsor on the students behalf. An application to the University for an interruption or extension will not be considered without a supporting letter from the funding organisation/sponsor.
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13. EXCEPTIONAL CIRCUMSTANCES
Students may request any of the following only if their circumstances are considered exceptional by the appropriate postgraduate research degree committee: An interruption to the programme of study during the period of Submission Pending; Any extension to the prescribed period of the programme or the Submission Pending period; An extension to the one year period allowed for students to make major corrections to their thesis and resubmit after referral in the rst examination; Any retrospective request for an interruption or an extension. Each request will be considered on an individual, case by case basis and any decision made will be at the discretion of the University. Students should only report circumstances that they feel have had a serious adverse affect on their research and must consult their Supervisor, other appropriate member of their supervisory team or the appropriate Graduate Ofce as soon as the requirement for an interruption or extension becomes apparent. 13.1 Examples of Exceptional Circumstances The following circumstances are typical of what may be considered grounds for applying for any of the above requests in Section 13: a. Serious physical or mental illness of the student; b. Death/serious illness of a partner, close family member or close friend; c. Unforeseeable or unpreventable events such as distress or injury caused by a serious accident; the affects of being the victim of a criminal act or the distress or serious disruption caused by re, ood or other natural catastrophe; d. Extreme family or nancial circumstances leading to stress; e. Breakdown of essential equipment where a student is unable to continue research and the use of alternative equipment is not possible; f. Delays in obtaining ethical approval; g. Jury Service; h. Maternity or Adoption Leave The following circumstances will not be regarded as grounds for applying for any of the above requests in Section 13: a. The student or Supervisor was unaware of policy and application procedures for interruptions and/or extensions for research degrees. It is ultimately the students responsibility to ensure that they are aware of all policies and procedures relevant to their degree; b. Further primary research and/or laboratory work; c. Temporary lectureships; d. Exchange visits; e. Voluntary service overseas; f. Expeditions/sport; g. Long-term holidays/vacations; h. Inadequate planning and time management; i. Normal pregnancy (excluding standard maternity leave entitlement); j. Difculties with English language (including delays as a result of proofreading); k. Computer or other equipment failure where use of an alternative is possible or any loss of work was avoidable; l. Work commitments
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14. SUPPORTING EVIDENCE
14.1 Medical Evidence If students are absent through illness for a period of up to seven days, the University will require evidence in the form of self-certication. The form for self-certication, Certication of Student Ill Health, is usually available at General Practitioners surgeries. If illness results in an absence of more than seven days, students should consult their General Practitioner or the Universitys Student Occupational Health Service and obtain a note from their doctor or ask that their doctor complete section three of the Certication of Student Ill Health form. Medical evidence should be handed in to the appropriate Graduate Ofce. 14.2 Other Documentary Evidence Applications should normally be accompanied by an appropriate third party independent supporting or collaborative document. In the cases of illness of a close family member of the student, or injury or distress caused to the student by an accident or criminal act against the student, a doctors note or other document which details the circumstance of the incident (such as a police incident report) will usually be considered acceptable evidence. The Supervisor may provide a letter as evidence in situations where students have experienced delays in obtaining ethical approval or have had serious problems with equipment essential to their research. The University will consider what kind of evidence might be provided for other circumstances on an individual case by case basis. 15. WITHDRAWALS AND TERMINATIONS 15.1 Withdrawal from Study Students are permitted to withdraw from their programme of study at any time and for any reason, but are reminded that any tuition fees or outstanding charges must be paid. Students are advised to carefully consider any decision to withdraw and should rst discuss the matter with their Supervisor, Advisor or other appropriate member of their supervisory team. Students who decide to withdraw must inform the appropriate Graduate Ofce in writing and state their reasons for withdrawal and their last date of attendance. Either the Graduate Ofce or the Student Services Centre will then write to the student to conrm the date of withdrawal. Students may be able to obtain a written record of their studies and achievements and should consult the appropriate Graduate Ofce for further advice. Tuition fees are charged on a daily basis up to and including the last date of attendance on the programme. If a refund is required, it must be requested in writing to the Student Services Centre. Refunds will not be made unless the School/Faculty have issued an ofcial last date of attendance. Refer to the tuition fees section of the Student Services Centre website for further information at: http://www.campus.manchester.ac.uk/ssc/tuitionfees/ On withdrawing from the programme, registration is terminated and the student is no longer a student of the University. International Students on a student visa should note that they are in breach of student visa regulations if they stay in the UK and are
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not registered as a student. Students who are considering withdrawing from study due to difcult personal circumstances or academic reasons are advised to consider interrupting and should speak with their Supervisor, Advisor or other appropriate member of their supervisory team (see 3.1). 15.2 Termination of Registration On termination of registration, a student is no longer a student of the University. Students are reminded that any tuition fees or outstanding charges must be paid immediately after termination of registration. Students on a student visa should note that they are in breach of student visa regulations if they stay in the UK and are not registered as a student. Student registration may be terminated for the following reasons: a. Poor academic performance and/or failure to progress; b. Non payment of tuition fees; c. Failure to re-register, including after a period of interruption; d. Persistent or ongoing unauthorised absence where the student has not contacted their Supervisor, member of supervisory team or appropriate Graduate Ofce regarding their absence (see section 4); e. Failure to submit thesis by the end of the period of study allowed for the programme (any extension to the period of study must receive prior approval from the appropriate postgraduate research degree committee see Sections 10.1 and 10.2); f. where the student has broken University regulations, policy or procedure, including failure to comply with the Discipline and Conduct of Students Policy and the Guidance on Plagiarism and other Academic Malpractice (see http://www.manchester.ac.uk/policies/ ); g. Where the student has provided false information at the time of application or at any point thereafter. If students are unhappy with their Schools decision to terminate their registration, they are advised to discuss their concerns with their Supervisor, Advisor or appropriate member of their supervisory team. Students may appeal against a decision to terminate their registration under specic grounds which are detailed in the Universitys Academic Appeals Policy at: http:// www.manchester.ac.uk/policies/ If a student believes that they have grounds for appeal under the Academic Appeals Policy, they should discuss the matter with the appropriate Graduate Ofce. 15.3 Students Living in University of Manchester Accommodation The appropriate Graduate Ofce must immediately inform a students halls of residence or the University Accommodation Ofce if any student living in University accommodation has withdrawn from their programme or their registration has been terminated. Students will then be released from their accommodation contract with 28 days notice and will be liable to pay any outstanding accommodation fees. For further details see the Accommodation Ofce website at: http://www.accommodation.manchester.ac.uk/ 15.4 International Students: Withdrawals and Terminations International Students on a student visa should seek advice from the International Advice Team in the Student Services Centre if they are considering withdrawing or if their registration has been terminated.
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SECTION 7.5 Postgraduate Research Skills Training Strategy
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SECTION 7.6 Postgraduate Research Skills Training Policy
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SECTION 7.6 Postgraduate Research Skills Training Policy
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SECTION 7.7. Personal Development Planning Policy
7.7 Personal Development Planning Policy

1 Background
The implementation of Personal Development Planning (PDP) forms part of the Higher Education Progress File recommended by the Dearing Report, with implementation schedules and guidelines agreed by sector representatives. The Progress File will form a key part of the United Kingdoms commitment to the Bologna process, serving to make our qualications and educational experiences more portable within the European Community, allowing students across Europe to engage in a wider range of teaching, learning and research activities. The required implementation date for Progress Files and PDP, to be offered to all students registered for a Higher Education award on undergraduate, postgraduate taught and postgraduate research programmes, is September 2006. The implementation of, and engagement with PDP, will be monitored by the Quality Assurance Agency (QAA) through the review process of institutional audit and developmental engagement1.
Denition
Transcript - An institutional record of a students learning and achievement. Personal Development Planning (PDP) - A structured and supported process that is undertaken by an individual to reect upon their own learning, performance and achievement and to aid planning for their own educational, academic and career development.
Personal Development Record An individuals personal records of goals, learning and achievements, progress reviews, reections and plans that can be used as a resource from which material can be selected to provide concise personal statements required by employers and admission tutors.
The Progress File consists of three main elements:
PDP Rationale
Personal Development Planning addresses and develops the core educational purpose of quality enhancement, namely the improvement of student learning. Enhancing the student teaching, learning and research experience is a core aim of the Manchester 2015 Agenda and engages the key values of the institution. PDP is centred on student learning and development, supporting students in strengthening, integrating and reecting on knowledge, and understanding their intellectual, personal and social development in addition to their discipline-specic needs. PDP forms a framework to support the development of students in a structured manner, assessing progression through their programme and onwards into their careers. The core elements of planning, reviewing and recording their development acts to motivate students, giving them goals to work towards and a strategy to achieve those goals.
PDP Aims
The primary objective for PDP is to improve the capacity of individuals to understand what and how they are learning and to review, plan and take responsibility for their own learning, helping students to:
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Become more effective, independent and condent self-directed learners Understand how they are learning and relate their learning to a wider context Improve their general skills for study and career management Articulate their personal goals and evaluate progress towards their achievement Encourage a positive attitude to learning through life PDP results in two intended outcomes for the student: Enhanced self-awareness of strengths and weaknesses and directions for change. The process is designed to help the student understand the value added through learning that is above and beyond attainments in the subjects they have studied A record of learning experiences and achievement, personal reections and plans for self-improvement, that provide a unique resource to each individual. The information in such a record is owned by the learner and maintenance, authenticity and use is the responsibility of the individual student. NOTE: Sections 5: Undergraduate PDP Requirements and Section 6: Postgraduate Taught PDP Requirements have been removed for this Resource Book. See www. manchester.ac.uk/policies for the full document.
Postgraduate Research PDP Requirements
The following information forms the basis of the Institutional minimum requirements in relation to PDP implementation for postgraduate research degree programmes. The new QAA Code of Practice for research degree programmes which formally embeds the recommendations made in the UK Funding Councils Improving Standards in Research Degree Programmes report includes a precept relating to PDP. It states that institutions will provide opportunities for research students to maintain a record of personal progress, which may include reference to the development of research and other skills. Specic reference is made to PDP in the explanation that research students may nd it useful to use the PDP tools provided by their institutions to record their personal progress and development, including reference to research and other skills. Further PDP guidance for postgraduate research programmes should be directed to the Graduate Education team in the Research Ofce.
7.1
Process
Ensure students use the outputs from the Training Needs Analysis in considering their strengths and areas for further development. In discussion with their supervisor, students should agree and prioritise development goals for the year using the PDP. PDP should facilitate the student in planning to meet the development needs which may be achieved through skills training provision. PDP will provide the facility for recording the development process and evidence of development, and facilitate the cycle of reection on progress and re-planning. Students should aim to revisit goals at least every six months.
7.2
PDP Structure
Skills Development Planning Record aids the identication of an appropriate route to developing a given skill. Initial Personal Development Plan, including the following; - An overview of Training Needs Analysis - Priority Areas for Development
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Faculty Training Workshops students wish to attend Suggested Course / Workshop which the students would like to be provided. Attendance at Faculty Training Workshops and Events Courses, seminars, symposiums etc, attended Demonstrators / Teaching Duties -
7.3
Faculty Responsibilities
All postgraduate research applicants to the University should be informed of the Institutions PDP policy for postgraduate research programmes All postgraduate research students should be introduced to the opportunities for PDP within their faculty/school induction programme and should be provided with the opportunity to undertake PDP and be able to plan, record and reect upon their development PDP should be embedded at appropriate stages throughout research programmes in order that students have the opportunity to undertake and be supported in the process in a meaningful way which clearly relates to the research objectives Written guidelines for research students should be provided for all research programmes in relation to the purpose and content of PDP and the opportunity to undertake it through the course of their study. Adequate information about PDP should be provided within research handbooks with clear indication of how a student can expect to encounter PDP All research programmes should provide students with a record by which to plan, record and reect upon their academic, career and personal development Research supervisors should provide advise and guidance to students engaged in the PDP process Support and guidance opportunities should be provided for supervisors in order that they may participate in the PDP process in informed and effective ways The operation of PDP should be monitored and evaluated offering opportunities to supervisors and students to reect upon the process and its contribution to the learning experience PDP should adopt a holistic approach encompassing academic, career and personal reection and planning and should enable students to draw on all areas of their life including academic, work and extra curricular activities Customised PDP processes should be developed at Faculty, School or Programme level to reect the particular needs of their research students and they will be embedded within the distinctive learning experiences offered by individual research programmes
7.4
Student Responsibilities
Research students should meet with their supervisor on a regular basis (at least once every six months) to discuss their PDP Research students should obtain the signature of their supervisor at these meetings to demonstrate that particular PDP section has been completed and discussed Research students should submit the signed documentation to the relevant Faculty/ School ofce Research students have the primary responsibility for driving the PDP process, ensuring the plan is developed, updated and maintained, with supervisor guidance to support progression Research students should ensure they know how to effectively access their PDP
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7.5 Benets for Students
On completion of their research programme students that have undertaken PDP will have: Recognised, valued and evidenced individual learning in academic and non-academic environments Demonstrated that they can access and use the aids and tools provided by the University to assist them in reecting upon their own learning and research achievements and to plan for their own personal, educational and career development Prioritised development goals throughout the course of their own research programme and identied opportunities in which perceived weaknesses may be improved and strengths enhanced Produced a record of their skills, qualities and achievements which they are able to refer to when applying for future employment or research career Become more effective, independent and condent self-directed researchers and learners
11.6 Benets for Supervisors

Supervisors who have actively encouraged and participated in the PDP process will have: Added value to the research and learning experience Helped students to become more responsible for their own research and learning Provided an additional tool for monitoring student progress Provided more focussed and effective support and guidance to research students and demonstrated the quality of support given by supervisors Provided a mechanism for recording the support given to research students for enhancing employability skills and for writing employment and academic references Provided evidence that the intended level of learning and development is being reached by research students Improved the effectiveness of work-based learning
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SECTION 7.8 Notice of Submission Form
7.8 Notice of Submission Form
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SECTION 7.9 Guidance for the Presentations of Theses
7.9 GUIDANCE FOR THE PRESENTATION OF THESES

1. INTRODUCTION These Guidance Notes have been produced for The University of Manchester. Candidates are advised NOT to follow the format of any theses previously submitted to the founding institutions (UMIST or The Victoria University of Manchester), as these may have been produced under earlier rules for presentation which are no longer acceptable. If any part of what follows is not clear, or if anything in particular is not covered, please contact the appropriate Graduate Ofce* for advice before the thesis is bound. * Detailed arrangements vary across the University and this will be either a School or Faculty Ofce. Candidates are advised to check the administrative processes for their degree in their Student Handbook. Please note that this document can be provided in a range of alternative formats (e.g. large print) on request from the appropriate Graduate Ofce. FAILURE TO FOLLOW THE INSTRUCTIONS BELOW MAY RESULT IN THE THESIS BEING REJECTED BY THE EXAMINERS. Candidates are also advised that Examiners can and will reject a thesis if the quantity of typographical errors indicates careless proof-reading.
2. GENERAL INFORMATION 2.1 All theses must be written in English; quotations, however, may be given in the language in which they were written. In exceptional circumstances variation of this regulation may be approved by the University for candidates to submit a thesis predominantly in their language of research. 2.2 Two identical copies must be submitted in typewritten or printed form on paper of international standard size A4 (210 x 297mm). No other paper size is acceptable for the main text of a thesis. Paper of a larger size may be used for maps, plans, diagrams or other illustrations forming part of the thesis if the supervisor agrees that this is desirable. Where such large sheets are used or non-paper materials are submitted as part of a thesis they should be placed in a pocket inside the back cover of the thesis or, if substantial, in a separate volume or folder bound and lettered as described in section 4: supplementary items cannot be accepted in any other form. 2.3 Candidates in Music should contact their School for guidance on submission standards for manuscripts. 2.4 A thesis may embody reprints of material published by the candidate as sole or joint author. If such prints are to be bound into the thesis, they must be included in the thesis pagination, according to the regulations below; otherwise they should be placed in a pocket inside the back cover of the thesis. 2.5 Work to be embodied in a thesis should be reported concisely. In accordance with the Regulations, for PhD and EngD theses a maximum of 80,000 words of main text (including footnotes and endnotes) (approximately 250 pages) must not be exceeded. Similarly, for MPhil and professional doctorate theses, the Regulations state that a maximum of 50,000 words of main text (including footnotes and endnotes) must not be exceeded. Prior permission - sought no later than the end of the rst year of the programme - is required for submission of a thesis longer than prescribed. 2.6 For guidance on the presentation of a PhD by Published Work, candidates should consult the Notes of Guidance for Members of Staff intending to submit for the Degree of Doctor of Philosophy (Published Work) which is available from the Faculty Graduate Ofce.
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3. FORMATTING 3.1 Double or 1.5 spacing with a minimum font size of 12 must be used for the main text; single-spacing may be used for quotations, footnotes and references. Pages may be single or double-sided. 3.2 Bibliographic citations and references should be consistent throughout the thesis; general guidance can be obtained from the candidates Supervisor. 3.3 To allow for binding the margin at the binding edge of any page must be not less than 40mm; other margins must be not less than 15mm. Page numbers must fall within these limits. 3.4 Page numbering must consist of one single sequence of Arabic numerals (ie 1, 2, 3 ...) throughout the thesis. Page numbers must be displayed on all pages EXCEPT the title page. The pagination sequence will include not only the text of the thesis but also the preliminary pages, diagrams, tables, gures, illustrations, appendices, references etc, and will extend to cover all volumes in a multivolume thesis. Roman numerals must not be used for page numbering. 4. REQUIRED PAGES 4.1 The following items (a-f) must be included as preface pages of the thesis in the order given: a) TITLE PAGE A title page giving: the full title of the thesis; a statement as follows: A thesis submitted to the University of Manchester for the degree of xxx in the Faculty of ............ (please see Appendix 1 for a list of correct Faculty titles); the year of presentation (not including the month); the candidates name (the same as the name that s/he is currently registered with on the Universitys central records); and the name of the candidates School.
Please refer to Appendix 2 to see a sample title page. Where a thesis consists of more than one volume, each volume must contain a title page in the form set out above and also include the appropriate volume number, and the total number of volumes, eg Volume I of III. A thesis which is referred for re-examination must bear the year of resubmission on both the spine and the title-page and not the year of the original submission; a new Notice of Submission Form is always required (see Notice Form for dates and fees). b) LIST OF CONTENTS A list of contents, giving all relevant sub-divisions of the thesis and a page number for each item. In a multi-volume thesis the contents page in the rst volume must show the complete contents of the thesis, volume-by-volume, and each subsequent volume must have a contents page giving the contents of that volume. The nal word count, including footnotes and endnotes, must be inserted at the bottom of the contents page.
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c) OTHER LISTS Lists of tables, gures, diagrams, photographs, abbreviations etc. If a thesis contains tables it is recommended that a separate list of each item, as appropriate, is provided immediately after the contents page(s). Such lists must give the page number of each item on the list. d) ABSTRACT A short abstract of the contents of the thesis. The abstract must not be more than one side of A4. Candidates may either type the abstract on plain A4 paper headed Abstract, or insert a copy of the Thesis Abstract Form (see below) into their thesis. A loose copy of the abstract is also required. A copy of the Thesis Abstract Form may be used or candidates may complete their own loose copy which must include: The Candidates full name; Registration Number; Faculty; School; Research Degree Title (MPhil, PhD etc.); Thesis Title; AND Use a font size of not less than 12 point; Use single-spaced typing; The abstract must not be more than one side of A4. The loose copy of the abstract should be handed in with your thesis; e) DECLARATION A declaration stating: EITHER: that no portion of the work referred to in the thesis has been submitted in support of an application for another degree or qualication of this or any other university or other institute of learning; what portion of the work referred to in the thesis has been submitted in support of an application for another degree or qualication of this or any other university or other institute of learning.
OR:
f)
COPYRIGHT STATEMENT The following notes on copyright and the ownership of intellectual property rights (all three sections of this must be reproduced): (i) Copyright in text of this thesis rests with the Author. Copies (by any process) either in full, or of extracts, may be made only in accordance with instructions given by the Author and lodged in the John Rylands University Library of Manchester. Details may be obtained from the Librarian. This page must form part of any such copies made. Further copies (by any process) of copies made in accordance with such instructions may not be made without the permission (in writing) of the Author.
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(ii) The ownership of any intellectual property rights which may be described in this thesis is vested in The University of Manchester, subject to any prior agreement to the contrary, and may not be made available for use by third parties without the written permission of the University, which will prescribe the terms and conditions of any such agreement. (iii) Further information on the conditions under which disclosures and exploitation may take place is available from the Head of School.
4.2 OTHER PAGES (not compulsory) The preliminary pages may also include the following: a. Dedication, acknowledgement, list of keys and similar. These should normally appear after the compulsory pages listed in a) f) above. Short items may be combined on the same page. It is helpful, particularly to external examiners, if a brief statement is included giving the candidates degree(s) and research experience, even if the latter consists only of the work done for this thesis. This may be untitled or it may be headed Preface or The Author or similar.
b.
5. BINDING AND PRESENTATION 5.1 The University will accept for examination doctoral and MPhil theses submitted in temporary soft-binding. This is an additional option available to candidates alongside submission of the thesis in the normal way which is sewn and hard-bound. The two approved binding options are listed below. Theses in ring binding, spiral binding or any other non-approved bindings will NOT BE ACCEPTED. Standard hard-binding: sewn, with gold lettering on the spine Soft-binding: acetate or plain card front cover, soft plain card rear cover, glued spine, with gold lettering on the spine The spine must be inscribed in gold lettering with: the degree for which the thesis is submitted; the name of the candidate; the year of submission; and if the thesis is in two or more volumes, the volume number and the total number of volumes (please note that it is not recommended that any single volume of a thesis is thicker than approximately 6cm - if it is greater than this, it is recommended that the thesis is split into two or more volumes.) These should run from the top of the spine as follows. Please note that writing on the spine with a gold pen is NOT acceptable:
5.2 a. b. 5.3 a. b. c. d.
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Example of spine:
Front Cover
Ph.D. (OR: PhD Thesis) (at top) Gilbert K. Chesterton (centred) Vol I of II (as and if appropriate) 2006 (at bottom)
Back Cover
The forename(s) and surname/family name on the spine and title page must be the same as those in which the candidate is currently registered, or was last registered, at the University. Give rst forename in full, other forenames (if any) as initials, then surname. 5.4 All other instructions on the presentation of theses (information required on the title page, preface pages, separate abstract etc) contained in these Guidance Notes must be observed, and identical binding must be used for both copies of the thesis. 5.5 Once examination of the thesis has been completed candidates must submitcopies of their hard-bound thesis to the appropriate Graduate Ofce only if theexaminers have recommended box A(i). Candidates recommended box A(ii)must only submit their hard-bound copies after their corrections have been approved by the Internal Examiner. Candidates who have been recommended anything other than A(i) or A(ii) must not make any amendments to their thesis until they have been notied ofcially by the appropriate Graduate Ofce of the outcome of their examination and at this stage they will be informed of the next steps to be taken. Once the examiners recommendations have been approved by the appropriate Committee, candidates will be informed by the appropriate Graduate Ofce if there is an outstanding requirement to submit hard-bound copies of the thesis before the ofcial degree result can be published. 5.6 Submission of the nal hard-bound copies must be identical in content (apart from any corrections required by examiners) to the theses previously submitted for examination. 5.7 The year of submission printed on the spine of the approved hard-bound copies of the thesis must be the same as that on the successful temporary soft-bound copies. A thesis resubmitted for examination must always bear the year of resubmission and not the year of rst submission. 5.8 Candidates will only receive their ofcial degree result (and therefore be eligible to graduate and receive their degree certicate) once the sewn, hard-bound copies have been received in the appropriate Graduate Ofce. 5.9 The University cannot accept responsibility for any delay leading to the publication of an award as a result of the candidate having their thesis hard-bound where the thesis was originally submitted for examination in a temporary softbinding.
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6. LIBRARY ACCESS/RESTRICTION 6.1 Both copies of the successful thesis will be retained by the University for use in the University Library and in the School Library, or Faculty Graduate Ofce, as applicable. Access to theses in the University Library for reading, lending and photocopying purposes is subject to the user signing a copyright undertaking. Normally, therefore, the author of the thesis is not expected to place any restriction on access to his or her work, and in signing the Declaration on the Notice of Submission Form a candidate authorises access, as above, to the thesis. 6.2 If, however, it is considered that because of some exceptional circumstances access to the thesis should be restricted in some way, the candidate should: a. b. c. d. sign the Declaration and submit the Notice Form to enable arrangements for the examination to be made; ask for a Thesis Restriction Form from the appropriate Graduate Ofce; consult the Supervisor about the need for, and nature of, a restriction; complete the Thesis Restriction Form as appropriate, if a restriction is to be applied, and submit it with the thesis; this form will then supersede that part of the Declaration in which the candidate authorised unrestricted access to the thesis.
APPENDIX 1 LIST OF EPS FACULTY SCHOOL TITLES Faculty of Engineering and Physical Sciences School of Chemistry School of Computer Science School of Earth, Atmospheric and Environmental Sciences School of Electrical and Electronic Engineering School of Engineering and Analytical Science School of Materials School of Mathematics School of Mechanical, Aerospace and Civil Engineering School of Physics and Astronomy
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APPENDIX 2
SAMPLE TITLE PAGE
TITLE OF THESIS
A thesis submitted to The University of Manchester for the degree of xxxxxx in the Faculty of ............
YEAR OF SUBMISSION (OR YEAR OF RESUBMISSION)
CANDIDATES NAME
CANDIDATES SCHOOL (except Faculty of Life Sciences candidates)
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APPENDIX 3
SAMPLE ABSTRACT OF THESIS FORM
THESIS ABSTRACT FORM July 2006 Research Ofce Graduate Education Team
NOTES ON COMPLETION: i. ii. iii. iv. Use a font size of NOT LESS than 12 point; Use a single-spaced typing; Hand this loose abstract in with your thesis; The abstract must not be more than one side of A4.
CANDIDATE INFORMATION:
NAME OF CANDIDATE: (PLEASE PRINT) REGISTRATION NUMBER: FACULTY: SCHOOL: RESEARCH DEGREE TITLE:
THESIS TITLE:
MONTH AND YEAR OF SUBMISSION:

MM/YYYY Page 1 of 2
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Abstract of Thesis Form August 2006
THESIS ABSTRACT:
Page 2 of 2
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10. THESIS SUBMISSION CHECKLIST: PLEASE NOTE THE FOLLOWING: The staff in the Faculty Graduate Ofce will use the following checklist to ensure all instructions detailed in the Guidance Notes have been adhered to when accepting theses. If any section is missing, out of order or not correct the thesis will be rejected. It is the candidates responsibility to ensure s/he follows the regulations exactly. If a candidate is unsure about any aspect of binding or the preliminary pages he or she must contact the Faculty Graduate Ofce for advice.
please Correct Binding Two identical copies (including binding) to be submitted with correct gold lettering on the spine
Preliminary pages should be in the following order: Title Page see appendix 2 All of these should be included: Title of thesis Ofcial Wording see section 3 (a) Correct Faculty see appendix 1 Year of Submission Students Name School
Contents Page (including any list of tables/gures etc) Abstract Declaration Copyright (this may go on the same page as the Declaration) Pagination
Page numbers given for each listing
All pages must be numbered; page numbers must be displayed on all pages, except the title page One side of A4 ONLY
Loose Abstract Form
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SECTION 7.10 Appeals Procedure for Research Degrees
7.10 The University of Manchester Appeals Procedure for Research Degrees

Regulation XIX Academic Appeals [Notes: (i) The purpose of this Regulation is to safeguard the interests of all students. It may be used only when there are adequate grounds for doing so (as specied in paragraph 2 below) and may not be used simply because a student is dissatised with the outcome of his or her assessment or other decision concerning their academic position or progress. Any reference in these procedures to named ofcers should be read also as a reference in each case to a delegated nominee.]
(ii) Scope 1.
The Procedure set out herein may be used by students who wish to appeal against a decision of a board of examiners, or a progress committee, or a graduate committee or equivalent body which affects a students academic status or progress in the University, including (but not limited to) the following: (a) a recommendation to the Senate, pursuant to the provisions of Statute XXI.3, that the student be expelled from the University or be excluded from his or her programme, or element of programme, of study on grounds of unsatisfactory progress or failure to meet academic or professional requirements, or arising from unsatisfactory work and attendance; a requirement that the student interrupt his or her studies on grounds of unsatisfactory progress or failure to meet academic or professional requirements; a requirement that the student transfers to a programme offering a qualication of lower rank, for example: (i) (ii) (iii) (d) (e) Doctor to Masters degree; Masters degree to Diploma; Honours degree to Ordinary degree;
(b)
(c)
a decision not to allow the student to progress from Diploma to Masters degree or from a Masters to a Doctoral degree; a decision not to award a postgraduate qualication and, if appropriate, not to allow resubmission of a thesis or dissertation for a Doctor or Masters degree; the result of a formal assessment or the award of a particular degree classication.
(f)
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Grounds for Appeal 2. An appeal may be made only on grounds alleging: (a) that there exists or existed circumstances affecting the students performance of which, for good reason, the board of examiners or committee may not have been made aware when the decision was taken and which might have had a material effect on the decision [Note: if students wish to appeal on such grounds, they must give adequate reasons why this information was not made available prior to the decision being made.]; that there had been a material administrative error or procedural irregularity in the assessment process or in putting into effect the regulations for the programme of study of such a nature as to cause signicant doubt whether the decision might have been different if the error or irregularity had not occurred; that there is evidence of prejudice or bias or lack of proper assessment on the part of one or more of the examiners; that the supervision or training of the student in respect of research for a dissertation or thesis or equivalent work was unsatisfactory to the point that his or her performance was seriously affected.
(b)
(c) (d)
An appeal which questions the academic or professional judgement of those charged with the responsibility for assessing a students academic performance or professional competence shall not be permitted. Procedure 3. Before initiating an appeal, a student is strongly advised to discuss the matter with his or her personal tutor, supervisor, programme director or other appropriate person in the School. If the matter remains unresolved, the student may invoke the formal appeal procedure. The student may seek advice and guidance in preparing the appeal from the Students Union Advice Centre, or from his or her Faculty or School Ofce, or from the Ofce of Student Support and Services. A student may submit an appeal only on his or her own behalf; an appeal submitted by a third party shall not be accepted unless accompanied by written authorisation from the student. An appeal, in the form of a written statement which sets out the grounds of appeal, must be submitted to the appropriate Faculty Ofce within twenty working days of notication of the result or decision. The student should submit with the statement any documents relevant to the appeal. [Note: in respect of appeals against refusal to allow a student permission to take an examination or other form of assessment on grounds of unsatisfactory work and attendance, the appeal must be submitted within ten working days of notication of that decision in order to allow sufcient time for the appeal to be considered.] 6. On receipt of the appeal, a nominated member of staff in the Faculty Ofce shall initially consider whether it is made on one of the grounds specied in paragraph 2 above. If this test fails, the student shall be notied within ten working days of the appeal being received that the appeal has been rejected,
4.
5.
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SECTION 7.10 Appeals Procedure for Research Degrees
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with reasons given. There shall be no opportunity for the student to appeal against this decision within the University. 7. If the appeal is shown to have been made on one or more of the grounds set out in paragraph 2, then the Faculty Ofcer shall obtain comments on the appeal from the Head of School, Programme Director, Supervisor or other appropriate person. [Note: if, at any time during these initial enquiries, the School or other appropriate body decides, on the basis of the information contained in the appeal, to reconsider the matter about which the appeal has been made and to substitute an alternative outcome, the student shall be notied accordingly and the appeal procedure shall cease.] The student shall be sent a copy of the comments obtained by the Faculty Ofcer and invited to submit a response. The appeal shall then be considered by the Dean of the Faculty and a senior administrative ofcer in the Faculty who may determine: (a) that the appeal does not have substance within the accepted grounds as set out in paragraph 2, in which event the student shall be informed of this decision in writing, normally within twenty working days of the appeal having been received. The student shall be given reasons for the decision. The student has the right of appeal against that decision and may do so in writing to the Registrar and Secretary. The Registrar and Secretary shall review the documents relating to the case in order to determine whether the case has been handled properly and the decision is reasonable in the light of the available evidence. The decision of the Registrar and Secretary shall be nal; that the appeal has identied relevant matters that were not known to those making the original decision or that there had been procedural or administrative errors which might have affected that decision, in which event the case shall be referred back to the original board of examiners or committee for reconsideration taking into account any new information, or any guidance from the Faculty ofcers. The reconvened board of examiners or committee shall have the power to conrm or alter its original decision. Where the original decision is conrmed, the student shall be given reasons for that decision. There shall be no opportunity for the student to appeal against the decision of the reconvened board of examiners or committee; that the appeal has raised serious or complex matters which require further investigation and enquiry, in which event the case shall be referred to an Appeal Panel.
(b)
(c)
[Note: in situations where the Dean was party to the original decision against which the student is appealing, his or her role in considering the appeal shall be taken by another senior academic ofcer in the Faculty or, if necessary, from another Faculty.] Appeal Panel 3. The Appeal Panel shall have the following composition, the members being appointed by the Senate and being drawn from Faculties other than those in which the appellant is or has been registered: A Dean of a Faculty or an Associate Dean (in the Chair); A chair of a Graduate Committee, a Research Degrees Committee, or an Undergraduate Committee, or equivalent as appropriate; One other member of academic staff drawn from a panel of such staff appointed from time to time by the Senate.
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4. The student shall be given ten working days notice of the date and time of the Appeal Panel meeting and shall be invited to attend the meeting of the Appeal Panel to present his or her case. Where the student decides not to attend, the Panel may proceed in his or her absence. The student may be accompanied at the meeting by a fellow student, a member of staff or a Students Union Ofcer. The student shall be sent copies of all documents to be made available to the Appeal Panel. The Appeal Panel is empowered to call members of staff with knowledge of the case to attend the meeting to give evidence and to correspond with external examiners. The student and the accompanying person shall be permitted to speak and to question any persons giving oral evidence to the Panel. Having considered the evidence, the Appeal Panel may: (a) reject the appeal, in which case the student shall be given reasons for the decision. If the appeal is rejected, there is no further right of appeal within the University; or refer the matter back to the original board of examiners or committee for reconsideration taking into account the new information or any guidance from the Appeal Panel. The reconvened board of examiners or committee shall have the power to conrm or alter its original decision. Where the original decision is conrmed, the student shall be given reasons for that decision. There shall be no opportunity within the University for the student to appeal against the decision of the reconvened board of examiners or committee; or revoke the original decision of the board of examiners or committee and, as appropriate, require the appropriate School to allow the student a further opportunity to satisfy the requirements for continuation on the programme or element of the programme; or revoke the original decision not to award a postgraduate research degree or not allow resubmission for a Doctor or Masters degree and to direct that the examiners reconsider their decision for reasons stated; or direct that a fresh examination be held with new examiners to be appointed in accordance with new procedures; or direct that the student be given permission to resubmit the thesis for examination following revision.
5.
(b)
(c)
(d)
Conclusion of the Appeal Process 3. There are no other appeals procedures beyond those detailed above. Students who believe that their case has not been dealt with properly by the University or that the outcome is unreasonable, may petition the Visitor for a review. [Note: information about the procedure for submitting cases to the Visitor can be obtained from the Ofce of Student Support and Services.] Annual Report 12 Each year, the Registrar and Secretary shall prepare a report for the Senate on the number and nature of appeals, identifying any general issues that may have arisen.
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SECTION 7.11 Guidance on Plagiarism and Other Forms of Malpractice
7.11 Guidance to Students on Plagiarism and Other Forms of Academic Malpractice

Introduction 1. As a student, you are expected to cooperate in the learning process throughout your programme of study by completing assignments of various kinds that are the product of your own study or research. For most students this does not present a problem, but occasionally, whether unwittingly or otherwise, a student may commit what is known as plagiarism or some other form of academic malpractice when carrying out an assignment. This may come about because students have been used to different conventions in their prior educational experience or through general ignorance of what is expected of them. This guidance is designed to help you understand what we regard as academic malpractice and hence to help you to avoid committing it. You should read it carefully, because academic malpractice is regarded as a serious offence and students found to have committed it will be penalized. At the very least a mark of only 30% would be awarded for the piece of work in question, but it could be worse; you could be awarded zero (with or without loss of credits), fail the whole unit, be demoted to a lower class of degree, or be excluded from the programme. Academic malpractice includes plagiarism, collusion, fabrication or falsication of results and anything else intended by those committing it to achieve credit that they do not properly deserve. In addition to the advice that follows, your School will give you advice on how to avoid academic malpractice in the context of your discipline. It will also design assessments so as to help you avoid the temptation to commit academic malpractice. Finally, you should take note that work you submit may be screened electronically to check against other material on the web and in other submitted work.
2.
3.
Plagiarism 4. Plagiarism is presenting the ideas, work or words of other people without proper, clear and unambiguous acknowledgement. It also includes self-plagiarism (which occurs where, for example, you submit work that you have presented for assessment on a previous occasion), and the submission of material from essay banks (even if the authors of such material appear to be giving you permission to use it in this way). Obviously, the most blatant example of plagiarism would be to copy another students work. Hence it is essential to make clear in your assignments the distinction between: 5. the ideas and work of other people that you may have quite legitimately exploited and developed, and the ideas or material that you have personally contributed.
To assist you, here are a few important dos and donts: Do get lots of background information on subjects you are writing about to help you form your own view of the subject. The information could be from electronic journals, technical reports, unpublished dissertations, etc. Make a note of the source of every piece of information at the time you record it, even if it is just one sentence. Dont construct a piece of work by cutting and pasting or copying material written by other people, or by you for any other purpose, into something you are submitting as your own work. Sometimes you may need to quote
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someone elses exact form of words in order to analyse or criticize them, in which case the quotation must be enclosed in quotation marks to show that it is a direct quote, and it must have the source properly acknowledged at that point. Any omissions from a quotation must be indicated by an ellipsis () and any additions for clarity must be enclosed in square brackets, e.g. [These] results suggest that the hypothesis is correct. It may also be appropriate to reproduce a diagram from someone elses work, but again the source must be explicitly and fully acknowledged there. However, constructing large chunks of documents from a string of quotes, even if they are acknowledged, is another form of plagiarism. Do attribute all ideas to their original authors. Written ideas are the product that authors produce. You would not appreciate it if other people passed off your ideas as their own, and that is what plagiarism rules are intended to prevent. A good rule of thumb is that each idea or statement that you write should be attributed to a source unless it is your personal idea or it is common knowledge. (If you are unsure if something is common knowledge, ask other students: if they dont know what you are talking about, then it is not common knowledge!)
6.
As you can see, it is most important that you understand what is expected of you when you prepare and produce assignments and that you always observe proper academic conventions for referencing and acknowledgement, whether working by yourself or as part of a team. In practice, there are a number of acceptable styles of referencing depending, for example, on the particular discipline you are studying, so if you are not certain what is appropriate, ask your tutor or the course unit coordinator for advice! This should ensure that you do not lay yourself open to a charge of plagiarism inadvertently, or through ignorance of what is expected. It is also important to remember that you do not absolve yourself from a charge of plagiarism simply by including a reference to a source in a bibliography that you have included with your assignment; you should always be scrupulous about indicating precisely where and to what extent you have made use of such a source. So far, plagiarism has been described as using the words or work of someone else (without proper attribution), but it could also include a close paraphrase of their words, or a minimally adapted version of a computer program, a diagram, a graph, an illustration, etc taken from a variety of sources without proper acknowledgement. These could be lectures, printed material, the Internet or other electronic/AV sources. Remember: no matter what pressure you may be under to complete an assignment, you should never succumb to the temptation to take a short cut and use someone elses material inappropriately. No amount of mitigating circumstances will get you off the hook, and if you persuade other students to let you copy their work, they risk being disciplined as well (see below).
7.
8.
Collusion 9. Collusion is any agreement to hide someone elses individual input to collaborative work with the intention of securing a mark higher than either you or another student might deserve. Where proved, it will be subject to penalties similar to those for plagiarism. Similarly, it is also collusion to allow someone to copy your work when you know that they intend to submit it as though it were their own and that will lay both you and the other student open to a charge of academic malpractice.
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SECTION 7.11 Guidance on Plagiarism and Other Forms of Malpractices
7.11 continued
10. On the other hand, collaboration is a perfectly legitimate academic activity in which students are required to work in groups as part of their programme of research or in the preparation of projects and similar assignments. If you are asked to carry out such group work and to collaborate in specied activities, it will always be made clear how your individual input to the joint work is to be assessed and graded. Sometimes, for example, all members of a team may receive the same mark for a joint piece of work, whereas on other occasions team members will receive individual marks that reect their individual input. If it is not clear on what basis your work is to be assessed, to avoid any risk of unwitting collusion you should always ask for clarication before submitting any assignment.
Fabrication or falsication of results 11. For many students, a major part of their studies involves laboratory or other forms of practical work, and they often nd themselves undertaking such activity without close academic supervision. If you are in this situation, you are expected to behave in a responsible manner, as in other aspects of your academic life, and to show proper integrity in the reporting of results or other data. Hence you should ensure that you always document clearly and fully any research programme or survey that you undertake, whether working by yourself or as part of a group. Results or data that you or your group submit must be capable of verication, so that those assessing the work can follow the processes by which you obtained them. Under no circumstances should you seek to present results or data that were not properly obtained and documented as part of your practical learning experience. Otherwise, you lay yourself open to the charge of fabrication or falsication of results.
Finally 12. If you commit any form of academic malpractice, teaching staff will not be able to assess your individual abilities objectively or accurately. Any short-term gain you might have hoped to achieve will be cancelled out by the loss of proper feedback you might have received, and in the long run such behaviour is likely to damage your overall intellectual development, to say nothing of your self-esteem. You are the one who loses.
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SECTION 7.12 Regulations on the Work and Attendance of Students
7.12 The University of Manchester Regulations on the Work and Attendance of Students
Regulation XX [Note: the set of units, practical work and projects required for a degree or other award of the University is referred to as a programme of study (the Programme). Each such Programme is normally the responsibility of a School (which may also be acting on behalf of a group of Schools), which appoints a body to organise the syllabus, and the teaching and assessment of students. In this Regulation, this body is designated by the term Programme Committee, recognising that the exact form and title will vary across the University.] 1. The following scheme has been approved by the Senate to determine, subject to the provisions of Regulation XII.9, whether or not a student is working on and attending a Programme satisfactorily for the purposes of Statute XXI.4, and to set out the penalties for failure to work and attend satisfactorily. Individual Schools shall determine the requirements for the work and attendance of students on the Programme to be judged satisfactory. A clear statement of the specic and compulsory requirements for satisfactory work and attendance on the Programme must appear in the Programme Handbook for students, accompanied by a statement of the consequences of failing to meet such requirements. Requirements for work and attendance may include attending lectures, seminars, laboratory classes, eld trips, academic and personal tutorials, and other events or meetings concerned with the conduct of the course and progress of students, as well as meeting the specied due dates for the submission of work for comment or assessment, and attending examinations, tests, or other forms of assessment. Schools may rule that students who are late for lectures, seminars, tutorials, practical and other classes may be refused admission to those classes, and that persistent lateness may be deemed to be unsatisfactory attendance. Absence from compulsory classes must be authorised by the appropriate School authority and students are required to provide appropriate certication for absence caused by illness. The Programme Committee shall keep under continuous review throughout the academic year the work and attendance of students for whom it has responsibility under this Regulation. As part of this review, the Programme Committees shall: (a) obtain evidence on the progress of students by means of examinations, tests, coursework, reports or such other means of assessment as it considers appropriate; and
3.
4.
5.
6.
(b) 7.
monitor the attendance of the students by such means that it considers to be appropriate.
If at any time a Programme Committee has reason to believe that a students work and attendance does not at that stage meet the specied requirements, or that he or she may not meet them unless there is an improvement, it shall
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issue a formal written warning to the student stating the actions he or she is required to take in order to effect the necessary improvement. The warning shall state that unless the student complies with the actions specied, a decision may be taken by the Committee to refuse the student permission to take the examinations or other assessments for the element(s) of the Programme concerned, with the consequence that he or she may be excluded from the Programme. 8. A student who receives due warning in writing that his or her work and attendance is unsatisfactory shall be offered the opportunity to appear in person before the Programme Committee to explain the reasons for noncompliance. A written note of the meeting, stating any modications to the actions he or she is required to take, shall then be issued to the student. If the student fails to comply with such requirements, the Programme Committee may decide to refuse the student permission to take the relevant examinations or other assessments, with the consequence that he or she will be excluded from the Programme. The Programme Committee shall send notication of decision forthwith to the students registered home and study-time addresses. A copy of the notication shall also be sent to the Registrar and Secretary. [Note: In instances where the Programme Committee is satised that circumstances exist which show good cause for the students failure to comply with the work and attendance requirements, alternative action may be determined, such as interruption from the programme of study for a specied period of time.] 10. No student shall be refused permission to take an examination or other form of assessment on the grounds of unsatisfactory work and attendance unless the warning referred to in paragraph 7 above has been issued. A student who has been refused permission to take an examination or other form of assessment on the grounds of unsatisfactory work and attendance may submit an appeal against that decision within ten working days of the notication of the decision in accordance with the provisions of Regulation XIX [Academic Appeals]. In order to allow sufcient time for completion of the procedure described in paragraph 11 above, the latest date upon which notication of a refusal may be issued is the last teaching day of the second semester prior to the Easter vacation.
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SECTION 7.13 Regulation on the Conduct and Discipline of Students
7.13 University of Manchester Regulation on the Conduct and Discipline of Students

Regulation XVII [Notes: (i) (ii) any reference in this Regulation to named ofcers should be read also as a reference in each case to a delegated nominee; use of the term Board without further qualication means the Board of Governors.]
Scope and applicability 1. The essence of misconduct under this Regulation is the improper interference, in the broadest sense, with the proper functioning or activities of the University or of those who work or study in the University, or action which otherwise damages the University or its reputation. The provisions of this Regulation dene that behaviour which constitutes misconduct as it relates to students studying or registered at the University and the consequences of that misconduct. This Regulation does not apply to students registered at a Partner Organisation on programmes of study approved or accredited by the University. Such students are subject to the disciplinary procedures of the Partner Organisation. This Regulation does not cover action to be taken, pursuant to Statute XXI.4, against students following failure in examinations or lack of diligence in their studies or failure to meet other academic requirements.
2.
Denition of misconduct 3. Without prejudice to the generality of Statute XXI.1, a student may be liable to disciplinary action in respect of conduct which: (a) disrupts, or improperly interferes with, the academic, administrative, sporting, social or other activities of the University, whether on University premises or elsewhere; obstructs, or improperly interferes with, the legitimate functions, duties or activities of any student, member of staff or other employee of the University or any authorised visitor to the University; involves violent, indecent, disorderly, threatening or offensive behaviour or language (whether expressed orally or in writing, including electronically) whilst on University premises or engaged in any University activity; involves distributing or publishing a poster, notice, sign or any publication which is offensive, intimidating, threatening, indecent or illegal, including the broadcasting and electronic distribution of such material; involves fraud, deceit, deception or dishonesty in relation to the University or its staff or students or in connection with holding any ofce in the University, in a residents association or equivalent body, in the Students Union or the Athletic Union, or in relation to being a student of the University; involves action likely to cause injury or impair safety on University
(b)
(c)
(d)
(e)
(f)
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premises; (g) constitutes a breach of the University policy on harassment of any student, member of staff or other employee of the University or any authorised visitor to the University; breaches the provisions of the Universitys Code of Practice on Freedom of Speech or of any other Regulation or University rule which provides for breaches which would constitute misconduct under this Regulation, including the submission of a complaint found to be frivolous, vexatious or motivated by malice; involves the possession of unauthorised material or the use or attempted use of unauthorised or unfair means (including academic malpractice such as plagiarism or collusion with other students or fabrication or falsication of results) in connection with any examination or assessment; causes damage to or defaces University property or the property of other Members of the University caused intentionally or recklessly, and/or misappropriation of such property; constitutes the misuse or unauthorised use of University premises or items of property, including misuse of computers and the communications network or any other breach of the University policy on use of information systems; constitutes a criminal offence where that conduct or the offence: (i) (ii) (iii) (iv) (v) takes place on University premises; or affects or concerns other Members of the University; or damages the good name of the University; or itself constitutes misconduct within the provisions of this Regulation; or is an offence of dishonesty, where the student holds an ofce of responsibility in the University, a residents association, the Students Union or the Athletic Union; or is such as to render the student unt to practise any particular profession or calling to which that students programme of study leads directly;
(h)
(i)
(j)
(k)
(l)
(vi)
(m)
involves failure to disclose name(s) and other relevant information to an ofcer or employee of the University in circumstances when it is reasonable to require that such information be given; constitutes a failure to comply with a previously-imposed penalty or reasonable instruction under this Regulation or any other University Code, rule or regulation; renders a student who is enrolled on a programme of study leading directly to a professional qualication or to the right to practise a particular profession or calling not t to be admitted to and practise
(n)
(o)
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that profession or calling. This specically applies to students on the following programmes: BA in Community Justice BA in Social Work BDS BMidwif BNurs BSc in Nursing Practice BSc in Speech and Language Therapy ClinPsyD MBChB MOptom MPharm MSc in Audiology MSc in Educational Psychology MSc in Genetic Counselling PGCE Dip in Professional Studies in Midwifery Dip in Professional Studies in Nursing MA in Social Work Dip in Social Policy and Social Work Dip/MSc in Psychiatric Social Work and to such other programmes as the Senate shall from time to time determine. [Note: This relates to instances of general misconduct and not to matters of professional conduct or behaviour. Such professional matters will normally be dealt with by the appropriate authority through the Programme Regulations.] 4. The conduct covered by paragraph 3 shall constitute misconduct if it took place on University property or premises, or elsewhere if the student was involved in a University activity, was representing the University, was present at that place by virtue of his or her status as a student of the University or if the conduct raises questions about the tness of the student on a programme leading directly to a professional qualication or calling to be admitted to and practise that profession or calling. 5. The University shall take no account of misconduct prior to enrolling as a student, which has subsequently been revealed or is still in the process of being dealt with by other authorities, unless: (a) the conduct is of such a serious kind and character that it raises questions about the tness of the student to remain a member of the University, for example, with regard to the safety of other students; or the conduct raises questions about the tness of the student on a programme leading directly to a professional qualication or calling to be admitted to and practise that profession or calling.
(b)
Penalties 6. If the misconduct or breach of discipline is admitted by the student or is found to be proved, one or more of the following penalties may be imposed (except for misconduct in respect of examinations and assessments as covered in paragraph 3(i), for which the penalties are set out in paragraph 7):
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(a) a reprimand and warning about future behaviour;
(b) (c)
a requirement upon the student to give an undertaking as to his or her future good conduct within the University; a requirement upon the student to pay for any damage to property he or she may have caused or to recompense the University for any loss it may have suffered arising from the students misconduct; a requirement upon the student to pay compensation; a ne of not more than 500; a requirement upon the student to undertake specied tasks or services for the benet of the School or hall of residence or the University community up to a maximum of forty hours; restriction of access to the University or a specied part thereof for a xed period (exclusion). A student who receives such a penalty will have restricted rights to enter University premises and/or to participate in University activities or access to University services, the terms of the restriction being notied to the student. An order of restricted access may include a requirement that the student shall have no contact with a named person or persons; suspension from the University for a xed period. A student who is so suspended will be prohibited from entering University premises and from participating in University activities although the suspension may be subject to qualication, such as permission to take an examination. An order of suspension may include a requirement that the student shall have no contact with a named person or persons; expulsion from the University, which means that the student shall cease to be a Member of the University and will lose all rights and privileges of Membership.
(d) (e) (f)
(g)
(h)
(i)
7.
If a breach under paragraph 3(i) has been established, the penalties imposed may be one or more of the following. When determining the penalty to be imposed, account shall be taken of the consequences which the penalty will have for the academic progress of the student concerned: (a) (b) a reprimand and warning about future behaviour; the Board of Examiners to be informed that the piece of work be marked, if not already marked, and the mark awarded for the piece of work or for the course unit be reduced by a specied amount; cancellation (i.e. a recorded mark of zero), with or without loss of credit, of the examination paper or other assessed work in which unfair practice occurred, or of the course units(s) in which the unfair practice occurred;
(c)
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(d) cancellation (i.e. recorded marks of zero), with or without loss of credit, of all examination papers and other assessed work taken during the particular examination period (i.e. end of rst semester (January); end of second semester (May/June); resit (August/September)) in which unfair practice occurred or of all examination papers and other assessed work taken during the academic year; the Board of Examiners to be required to reduce the class of degree by one or more classes from that which would have been awarded on the basis of the students academic progress, or to award a lesser qualication; the student being not allowed a re-assessment; the student being not allowed a re-assessment and being not allowed to substitute any other course unit(s); suspension from the University for a xed period, up to a maximum of twelve months. A student who is so suspended will be prohibited from entering University premises and from participating in University activities although the suspension may be subject to qualication; expulsion from the University, which means that the student shall cease to be a Member of the University and will lose all rights and privileges of Membership.
(e)
(f) (g) (h)
(i)
8.
In imposing a penalty on a student pursuing one of the programmes listed in paragraph 3(p), an ofcer authorised under paragraph 12 to deal summarily with alleged offences, or the Student Discipline Committee shall, if appropriate, have regard to the relevance of the misconduct in relation to the students tness on graduation to be registered in the profession or calling to which the programme leads and shall in this connection seek the advice of the Dean of the appropriate Faculty or the Head of the appropriate School before deciding on the penalty to be imposed.
Disciplinary Procedures 9. Cases of alleged misconduct or breach of discipline may be dealt with either summarily as set out in paragraphs 12 to 15 below or by a Student Discipline Committee of the Senate established in accordance with paragraph 17 of this Regulation. Disciplinary procedures may be adjourned at any time if it is known or suspected that the student concerned is not t to participate in them. In such circumstances, the proceedings may be suspended or terminated subject to specied conditions. The procedures to be followed where the alleged misconduct would also constitute an offence under the criminal law if proved in a court of law and for arrangements to suspend or exclude a student pending a disciplinary hearing are set out in paragraphs 35-41.
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11.
Summary Procedures 12. Pursuant to Statute XXI.3, the following University ofcers (or their delegated nominees) are empowered to deal summarily with alleged offences as follows:
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(a) Heads of Schools or Deans of Faculties in respect of breaches of published School, Faculty or Programme Regulations, misconduct occurring within Schools or Faculties, or misconduct occurring while on external placement as part of a programme of study; (b) Wardens or Heads of Residence in respect of breaches of Student Residence Regulations or Conditions of Residence or Licence Agreement, or misconduct occurring within the Residence concerned as they apply to a student of that residence; (c) The Librarian in respect of breaches of Library Regulations or misconduct occurring on the Library premises; (d) The Director of Information Systems in respect of breaches of Regulations concerning the use of the Universitys information systems; (e) The Registrar and Secretary in respect of breaches of other published University rules and regulations and other misconduct described in paragraph 3 not covered by the above ofcers. The Registrar and Secretary may also act summarily in the absence of the appropriate ofcer in (a) to (d) above. Where an ofcer authorised under (a) to (d) above is of the view that an allegation of misconduct or breach of regulations made against a student is of such seriousness that the matter should be dealt with at a higher level (eg where it is considered that the alleged offence might warrant a greater penalty than can be imposed by the ofcer concerned), he or she shall refer the matter to the Registrar and Secretary and the student shall be notied accordingly. In such cases the Registrar and Secretary shall decide whether to deal with the matter summarily or to refer it to the Student Discipline Committee. 13. In all instances dealt with summarily, the student concerned shall be given the opportunity to state his or her case prior to any decision being made. The ofcer dealing with the matter shall consider written or oral evidence as he or she thinks t. The student shall be informed in writing within ve working days of the decision and of their right of appeal against such decision. In the case of disorderly or improper conduct in a room being used for academic purposes, any member of the academic staff may, if he or she deems it necessary, require any student to withdraw from the class and shall bring details of the offence, in writing, to the notice of the Head of School concerned. The ofcers listed in paragraph 12 are empowered to impose the penalties (a)(f) of paragraph 6, or in the case of academic malpractice the penalties (a)-(c) of paragraph 7, under these summary procedures, within the scope of their respective jurisdictions. The Warden or Head of a Student Residence is also empowered to impose a penalty under (g) of paragraph 6 where this refers
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to exclusion from a residence, or from use of the premises or facilities of the Residence, for serious breach of the regulation applicable, or of the conditions of residence or licence agreement, or where the presence of the student constitutes a source of danger or disruption to the residential community. Such exclusion shall remain in force pending an appeal (see paragraph 29), unless the Warden or Head of Residence determines otherwise. Student Discipline Committee of Senate 16. If the Registrar and Secretary considers it appropriate, he or she shall refer any instance of misconduct or breach of regulation to a Student Discipline Committee appointed by the Senate, pursuant to Statute XXI.2, for the purpose of investigating and hearing evidence relating to such instances. The Senate has delegated to that Committee its power to expel, suspend, exclude or impose other penalties under paragraphs 6 and 7 of this Regulation. If two or more students are involved in related misconduct or breaches of regulations, the Committee may at its discretion deal with their cases together. The Student Discipline Committee shall comprise the following, except that no person who is a party to or is a potential witness at a hearing before the Committee, or who is in the same School as the student concerned shall be a member of the Committee: A Professor (in the Chair) drawn from a panel appointed for the purpose by the Senate; A Head of School, or a Warden or Head of Residence; Two elected members of the Senate, drawn from a panel appointed for the purpose by the Senate; Two members of the academic staff, drawn from a panel appointed for the purpose by the Senate; A full-time student of the University nominated by the General Secretary of the Students Union. The Committee shall have a quorum of any ve members. 18. Any student who is the subject of disciplinary proceedings shall receive a fair hearing and shall have the opportunity to present his or her case at the hearing. The student may call witnesses and question witnesses upon whose evidence the case against him or her is based. The student may, and is encouraged to, be accompanied or represented at the hearing by a fellow student, a Students Union Ofcer or member of staff of the University of his or her own choice, who may speak on his or her behalf. However, in particularly serious or complex cases, the student may be given permission at the discretion of the Chair of the Discipline Committee to be accompanied or represented by a legal representative. A request to permit legal representation must be submitted to the Chair of the Committee not less than ve working days before the date of the hearing. Factors to be taken into account when considering such a request will include the seriousness of the alleged offence and potential penalty, capacity of the student to present his or her case, procedural complexity (eg in questioning witnesses), and the need for fairness between parties.
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20. The Committee is empowered to require the attendance before it of a student who is the subject of an allegation to be considered by the Committee. If the student, having been given the opportunity to attend the hearing or being required to do so, fails to attend without good cause shown, the hearing may be conducted in his or her absence. Failure to attend when required to do so without good cause itself shall constitute a disciplinary offence. The written notication to the student about the hearing shall include details of the allegations against him or her and the names of the members of the Committee, together with any documentary evidence to be made available to the Committee in advance of the hearing. Any objection to the membership of any person or persons listed shall be made in writing to the Registrar and Secretary with good cause shown not later than the fth working day before that on which the meeting of the Committee is to be held. The Registrar and Secretary shall have power to decide upon the validity of any such objection and may appoint an alternative member or members to the Committee. The Student Discipline Committee shall meet to hear the evidence without undue delay and the student concerned shall be given at least ten working days notice in writing to prepare for the hearing. If the student is able to show good cause, the Chair may delay the hearing for not more than ve working days beyond the day on which the meeting of the Committee was to have taken place. The student may submit a written statement about the allegation for circulation to the Committee; any such statement must be received by the Registrar and Secretary no later than three working days before the meeting. The Student Discipline Committee shall have power to require the attendance as a witness of any Member of the University who it has reason to believe is able to assist in its inquiry, and it shall be the duty of any such person to attend and give evidence accordingly. It may also request the attendance of any other person if such attendance is material to the case. The Committee may accept a witnesss written statement in evidence where the student agrees that the witness need not attend, or where it is impractical for the witness to attend, or where in the opinion of the Committee it is for some other reason in the interests of natural justice to do so. The Student Discipline Committee shall conduct its hearings in accordance with the rules of natural justice. Those deciding on the issues should be satised on the evidence before them; ndings shall normally be made on the balance of probabilities (the standard of proof beyond all reasonable doubt need not be observed). Decisions may be by a majority. The Chair may vote and shall have in addition a casting vote. The penalty or penalties imposed by the Student Discipline Committee may be any of those specied in paragraphs 6 and 7. The student shall have the opportunity prior to the penalty being decided to present evidence in mitigation. The decision of the Student Discipline Committee shall normally be announced to the student at the conclusion of the hearing. A written statement giving the ndings of fact, decisions, reasons for the decisions and any recommendations of the Committee shall be sent to the student against whom the allegations have been brought within ve working days of the Committee reaching its decision. Decisions of the Committee may be published although the identity of the student(s) involved shall normally be withheld.
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26.
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27. The Student Discipline Committee has the power to adjourn a hearing to another date, as it thinks t. Appeals 28. Following a nding of guilt, the student shall have the right of appeal against both the nding of guilt and any penalty imposed as a consequence on one or more of the following grounds: (a) (b) (c) 29. procedural irregularity; availability of new evidence which could not reasonably have been expected to be presented to the original hearing; the disproportionate nature of the penalty.
Appeals shall be submitted as follows: (a) when any penalty has been imposed summarily by an ofcer authorised under paragraph 12, the appeal shall be: (i) to the Registrar and Secretary if the penalty has been imposed by a Dean of a Faculty or the Head of a School, or the Librarian or the Director of Information Systems; to the Registrar and Secretary, who shall convene a panel of Chairs of Residence Committees to hear the appeal, if the penalty has been imposed by the Warden or a Head of a Residence. [Note: the panel shall not include as a member the Chair of the Committee for the Residence concerned.]; to the Chair of the Student Discipline Committee if the penalty has been imposed by the Registrar and Secretary;
(ii)
(iii) (b) 30.
appeals against decisions of the Student Discipline Committee of Senate shall be to an Appeal Board appointed by the Board.
An appeal, including a statement of the grounds on which the appeal is being made, shall be submitted by the student concerned in writing within fteen working days of the date on which written notication of the decision is sent to the student. A request for an appeal received after this time with good cause shown for its late submission shall only be granted at the discretion of the person(s) or Appeal Board designated to hear the appeal. Any student who has failed to participate in the Student Discipline Committee hearing when invited or required to do so shall be entitled to appeal only by special permission of the Appeal Board. The person(s) or Appeal Board hearing an appeal shall not re-hear the case afresh, but shall consider whether the initial hearing and outcome were fair by: (a) (b) reviewing the procedures followed; establishing whether the appellant has presented any new evidence that could not reasonably have been expected to be presented to the original hearing and that this evidence is material and substantial to the ndings; reviewing the penalty imposed.
31.
(c)
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The person(s) or the Appeal Board hearing an appeal shall seek to deal with the case on the basis of documentary evidence and may, at their discretion, call a meeting to which the appellant is invited to present his or her appeal in person. In such an event, the appellant may be accompanied by a fellow student, a Students Union ofcer or a member of staff of the University of his or her own choice, who may speak on his or her behalf. 32. The Appeal Board shall comprise: A Vice-President or a Dean of a Faculty (in the Chair) A Head of School One professorial member and one non-professorial member of the academic staff, drawn in each case from a panel appointed for the purpose by the Senate A full-time student of the University nominated by the General Secretary of the Students Union. Members of the Student Discipline Committee of Senate that has reported on the case, or any person who has in any other way been closely connected with the case, or any person who is in the same School as the student concerned, shall not be a member of the Appeal Board. 33. The Appeal Board shall conduct its business in accordance with the rules of natural justice. Findings shall normally be made on the balance of probabilities and decisions may be by a majority. The Chair may vote and shall have in addition a casting vote. The person(s) or Appeal Board considering an appeal shall have the authority to conrm, set aside, reduce or increase the penalty previously imposed or, if new evidence that is material and substantial has been established by an Appeal Board, to refer the case back for consideration by a newly constituted Student Discipline Committee. The decision of the person(s) or the Board hearing the appeal shall be nal and there shall be no further opportunity for appeal against that decision within the University.
34.
Misconduct that is also a Criminal Offence 35. The following procedures shall apply where the alleged misconduct would also constitute a criminal offence if proved in a court of law: (a) Where an offence is considered by the Registrar and Secretary to be serious, no internal disciplinary action other than suspension or exclusion from the University shall normally be taken under this Regulation unless the matter has been reported to the police and either a prosecution has been completed or a decision not to prosecute has been taken, at which time the Registrar and Secretary may decide whether disciplinary action under this Regulation shall be taken. [Note: a serious offence is one that is likely to attract an immediate custodial sentence if proved in a criminal court, or one that can be tried as a criminal offence only in the Crown Court.]; where such an offence is considered by the Registrar and Secretary to be not serious, action under this Regulation may be taken, but such action may subsequently be deferred pending any police investigation or prosecution;
(b)
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(c) the University reserves the right to report any criminal offence allegedly committed by a student to the police. However, if a person claiming to be the victim of a serious offence committed by a student does not wish the police to be involved, the Registrar and Secretary shall normally respect such wish; where a nding of misconduct is made and the student has also been sentenced by a criminal court in respect of the same circumstances, the courts penalty shall be taken into consideration in determining the penalty under this Regulation.
(d)
Suspension or exclusion pending a hearing 36. A student who is the subject of a complaint of misconduct, or against whom a criminal charge is pending, or who is the subject of police investigation may be suspended or excluded by the President and Vice-Chancellor pending the disciplinary hearing or the trial. The President and Vice-Chancellor may delegate his or her power under this paragraph, but a full report shall be made to him or her of any suspension or exclusion under this section made by delegated authority. (a) Suspension involves a total prohibition on attendance at or access to the University and on any participation in University activities; but it may be subject to qualication, such as permission to attend for the purpose of an examination. Exclusion involves either total or selective restriction on attendance at or access to the University or prohibition on exercising the functions or duties of any ofce or committee membership in the University or the Students Union, the exact details to be specied in writing by the President and Vice-Chancellor or delegated authority.
37.
(b)
38. 39.
An order of suspension or exclusion may include a requirement that the student should have no contact of any kind with a named person or persons. The powers of temporary suspension or exclusion granted to the President and Vice-Chancellor under paragraph 36 shall be exercised only where necessary to protect a member or members of the University community, or the property of the University or of a member or members of the University, or where the students continued presence might be a source of disruption to the University or any part thereof. Written reasons for the decision shall be recorded and made available to the student. Unless the matter is deemed to be urgent by the President and Vice-Chancellor, no student shall be suspended or excluded unless he or she has been given an opportunity to make representations to the President and Vice-Chancellor or his or her delegated nominee. The representations may be made in person or in writing, as the student chooses, and may be put forward by the student or through his or her adviser, or representative. In cases deemed by the President and Vice-Chancellor to be urgent, a student may be suspended or excluded with immediate effect. In such circumstances, an opportunity will be given to the student to make representations as soon as reasonably practicable. The President and Vice-Chancellor or other person who took the original decision shall review the suspension or exclusion every four weeks in the light
40.
41.
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of any developments and of any written representations made by the student either personally or through his or her representative. 42. A student may appeal to the Chair of the Board against an order of suspension or exclusion pending a hearing.
Annual Report 43.Each year, the Registrar and Secretary shall prepare a report for the Senate on the number and nature of cases referred to the Student Discipline Committee, identifying any general issues that may have arisen. [Note: students who believe that their case has not been dealt with properly by the University or that the outcome is unreasonable, may petition the Visitor for a review. Information about the procedure for submitting a case to the Visitor can be obtained from the Ofce of Student Support and Services.]
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SECTION 7.14 Student Complaints Procedure
7.14 The University of Manchester Student Complaints Procedure

Regulation XVIII Introduction and Principles 1. As part of its commitment to ensuring the standard and quality of its programmes of study, services, and facilities, the University has established this Procedure to deal with complaints from students. (For the purposes of this Procedure, the term student shall include also those who have recently been registered as a student at the University.) Complaints provide useful feedback information from students and, where appropriate, will be used to improve services and facilities. 2. The Procedure comprises a number of stages, both informal and formal. Students who have a complaint to make should raise it directly with the staff concerned at the earliest opportunity, as matters that are dealt with informally at an early stage have the best chance of being resolved effectively. Only where the informal procedures have been completed and the complainant remains dissatised should the formal stage be instituted. It is recognised however that there may be occasions where an informal approach is not appropriate and the student may wish to proceed directly to a later stage in the procedure, giving reasons for doing so. In such situations, the recipient of the complaint should decide at which stage in the procedure the complaint should most appropriately be considered, taking account of its particular nature and circumstances. In respect of particularly serious complaints, the student may write directly to the Registrar and Secretary without having followed the informal and formal stages of this procedure set out below. In such cases, the Registrar and Secretary shall decide whether to refer the complaint for consideration by a Complaints Panel or whether it should more appropriately be referred to an earlier stage in the procedure. 3. Complaints should be made as soon as possible, and in any case within eight weeks, of the events or actions (or lack of actions) which have prompted the complaint. The University will not normally consider complaints made after this period, unless there is good reason for the delay. 4. Every reasonable effort will be made to deal promptly and efciently with all complaints, to investigate them thoroughly and objectively and to seek to resolve them satisfactorily. Complaints will be dealt with positively and constructively. If a complaint is upheld, the University will seek to provide an appropriate response and will correct any mistakes or misunderstandings and will take any other action as appropriate. If a complaint is not upheld then reasons for that decision will be given. All complaints will be dealt with in condence with the proviso that enquiries will have to be made to investigate the matters that are the subject of the complaint. Also, an individual against whom a complaint is made has the right to be supplied with a copy of the complaint and to comment on it. If this presents a problem for a student who wishes their complaint to be given complete condentiality, he or she is advised to discuss how the complaint might be addressed with an appropriate ofcer in his or her Faculty (such as the Head of Faculty Administration or the Dean of the Faculty) or in the Ofce of Student Support and Services.
5.
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6. The University will treat all complaints seriously and will deal with them without recrimination. Where, however, a complaint is shown to be frivolous, vexatious or motivated by malice, disciplinary action may be taken against the complainant under the provisions of the Regulation on Conduct and Discipline of Students. The effectiveness of any complaints procedure depends on the University being able to collect appropriate information from the parties involved in order to investigate the matter properly. For this reason, anonymous complaints will not be dealt with under this Procedure. It is at the discretion of the member of staff receiving an anonymous complaint to determine how the matter is handled. The time limits set out in this Procedure will normally be followed. However, where, for good reason, this is not possible, the complainant will be kept informed of progress. Students seeking help in using this procedure, or if they are uncertain as to whom their complaint should be referred, should seek advice from any of the following: (a) the Student Handbook; (b) the Central Academic Advisory Service; (c) the appropriate Faculty Ofcer or School Secretary; (d) the Ofce of Student Support and Services; (e) the Students Union Advice Centre.
7.
8.
9.
Denition and Scope of the Procedure 10. The University denes a complaint as an expression of dissatisfaction which merits a response. 11. The Procedure is designed for complaints in respect of the students experience at the University related to: (a) (b) 12. the provision of programmes or parts of programmes of study, services or facilities by the University; the actions or lack of actions by the University or its staff.
The Complaints Procedure does not cover the following, for which separate procedures exist (as noted in parentheses): (a) appeals relating to examinations or assessments or to academic progress or against expulsion or exclusion on academic grounds (Academic Appeals Procedure); complaints involving an allegation of misconduct by a student (Conduct and Discipline of Students Procedure); complaints involving an allegation of harassment by a student or member of staff (Policy and Procedure on Harassment); complaints against the Students Union (Code of Practice on the Students Union).
(b) (c) (d)
Information about these separate procedures can be obtained from the Students Union Advice Centre or the Ofce of Student Support and Services.
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13.This Procedure is available for students registered for programmes of study of the University. It is not available for students registered in a partner organisation on recognised programmes of study, or on programmes of study approved or accredited for that purpose. These students should use the mechanisms and procedures for considering complaints which are in place within the partner organisation. 14.This Procedure can be used by students for both individual or collective complaints. It is expected that the student(s) concerned will pursue the complaint personally; complaints submitted by a third party will not be accepted unless accompanied by written authorisation from the student(s). Complaints by a group of students are often of a general nature where it is usually more appropriate for the students to raise the matter with a student representative on the relevant School or service committee in the rst instance. Complaints may then be made by the group of students if the relevant representation system has not achieved a satisfactory outcome, or if this is not thought to be an appropriate route. Informal Stage Local Resolution 15. Most complaints can be resolved informally and where practicable a complaint should be dealt with as close as possible to the point at which it arises. The complaint should therefore be made initially to the appropriate member of staff who seems best placed to deal with the matter (eg Personal Tutor, Programme Director, Head of School, Adviser or Tutor in the Hall of Residence, local service provider, or Head of the ofce concerned in the central administration). A student should normally expect to receive a written or verbal acknowledgement within ve working days and a full response within fteen working days of receipt of the complaint. Formal Procedure 16. If the student is not satised with the response at the informal stage, he or she may initiate a formal complaint by completing a Complaints Form and submitting it to the Faculty Ofce. Copies of the Complaints Form may be obtained from School or Faculty Ofces, the Students Union, the Ofce of Student Support and Services and from the student intranet on the University website. The information to be given on the Complaints Form is as follows: (a) (b) details of the complaint; a statement of the steps already taken to try to resolve the complaint informally and why the response has not been considered to be satisfactory; the form of resolution or redress sought.
(c)
The Faculty Ofce will acknowledge receipt of the Complaints Form within ve working days and will determine whether the complaint should be dealt with in the Faculty or whether the complaint should more appropriately be investigated by the head of a service provider (eg a Head of Residence, the Director of Information Systems, the Librarian or the Director of an administrative ofce). In the event that the complaint is referred to the head of a service provider, the student will be informed accordingly. 16. The person dealing with the formal complaint must be independent of the source of the complaint and will attempt resolution of the complaint by a means appropriate to its nature and circumstances. Such means may include:
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(a) (b) (c) (d) correspondence between the parties; negotiation with the student or with appropriate members of staff or with both; facilitation of a conciliation meeting between the student and the staff concerned; or, if both parties agree, referral for mediation.
If a meeting with the student takes place, the student may be accompanied by a fellow student, a Students Union ofcer or a member of staff. 17. It is expected that the formal procedure should normally be completed and a written response sent to the student within twenty working days of receipt of the completed Complaints Form. The possible outcomes at this stage include: (a) (b) (c) a resolution, reached in co-operation with the School or service provider, or following mediation if appropriate; provision to the student of information in explanation of the circumstances which led to the complaint; referral of the matter to the Complaints Panel if the complaint raises serious or complex matters which require further investigation and enquiry; dismissal of the complaint as being without foundation, with reasons given to the student in writing.
(d) 19.
If the student is not satised with the outcome of the formal complaint and believes that his or her complaint has not been handled properly or fairly according to these procedures, the student may request a Review (see paragraphs 26-27).
Complaints Panel 20. A complaint may be referred to the Complaints Panel by the person dealing with the formal complaint (as set out in paragraph 18), or by the Reviewer (as set out in paragraph 27) or by the Registrar and Secretary (as explained in paragraph 2). Where the matter is referred to a Complaints Panel, the Panel should convene to hear the complaint within twenty working days of the referral. All members chosen to serve on the Panel will be independent of the source of the complaint and the University staff and student will be from a School not related to the complaint. The Complaints Panel shall consist of: A Vice-President or former Vice-President (in the Chair); A Head of School; One member of academic staff, drawn from a panel appointed from time to time by the Senate; A representative of the Students Union.
21.
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22. The student will be entitled to attend the meeting and to be accompanied by a fellow student, a Students Union ofcer or a member of staff. The School or service department that is the subject of the complaint may be represented by up to two members of staff. If the complaint relates to the actions of an individual member of staff rather than a School or service department, that individual has the right to be informed of the substance of the complaint and to attend and be accompanied by a fellow member of staff or Trade Union representative. The Complaints Panel will consider both the substance of the complaint and also the way in which the complaint had been handled in the earlier stages of the procedure. The outcomes of the Complaints Panel may include: (a) if the complaint is upheld: (i) (ii) recommendations to the Dean of Faculty, Head of School or Head of Service Provider; recommendations to University or Faculty committees in respect of relevant quality assurance issues or other procedures or policies; appropriate redress to the student which may include payment of compensation and reasonable expenses;
23.
24.
(iii) (b) 25.
if the complaint is not upheld, the student will be informed in writing with reasons for its dismissal.
The conclusions and recommendations of the Complaints Panel should be notied in writing to the student and other involved parties within ve working days of the meeting. If there is a delay in reaching a conclusion because of, for example, the need for clarication of matters with either party or for further information, all parties will be kept informed of progress and explanations will be given.
Review 26. If, once a nal decision on the complaint has been given, the student believes that the complaint has not been handled fairly or properly in accordance with these procedures, the student may request a review by writing to the Registrar and Secretary within ten working days of receipt of the formal response. The request should include details of why the student remains dissatised and what resolution the student is seeking, and should include copies of correspondence exchanged during the preceding stages, and any other relevant papers. Receipt of the request for Review will be acknowledged in writing within ve working days. The Registrar and Secretary, or his or her delegated nominee, (hereafter called the Reviewer) will then review the case on the basis of the documentation provided by the student and that made available by the person or Panel who dealt with the formal complaint. The Reviewer may decide to seek further information from the student and/or from others concerned. Taking account of the substance of the complaint and the previous attempts at resolution, the Reviewer will then decide on an appropriate course of action, which may include:
27.
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(a) (b) (c) specic action to resolve the matter; referral to the Complaints Panel or to a new Complaints Panel; dismissal of the complaint as being without foundation, in which case reasons will be given to the student in writing.
The student should be notied of the Reviewers decision within twenty working days of receipt of the request for Review. 28. If the Reviewer dismisses the complaint as being without foundation, there shall be no further opportunity for the complaint to be pursued within the University (see the footnote to these procedures).
Annual Report 29.Each year, the Registrar and Secretary shall prepare a report for the Senate on the number and nature of complaints, identifying any general issues that may have arisen. [Note: students who believe that their case has not been dealt with properly by the University or that the outcome is unreasonable, may petition the Visitor for a review. Information about the procedure for submitting a case to the Visitor can be obtained from the Ofce of Student Support and Services.]
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Handbook For Student Faculty of Engineering

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Handbook For Student Faculty of Engineering

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Graduate Resource Book Faculty of Engineering and Physical Sciences

A Guide to Personal and Professional Development for Research Students

Faculty of Engineering and Physical Sciences Graduate Resource Book

September 2007 University of Manchester

September 2007 University of Manchester

Faculty of Engineering and Physical Sciences Graduate Resource Book

Quick Start Guide

September 2007 University of Manchester

SECTION 1: About the Graduate Resource Book

September 2007 University of Manchester

About The Graduate Resource Book

Faculty of Engineering and Physical Sciences Graduate Resource Book

1.1 Message from the Associate Dean for Graduate Education

September 2007 University of Manchester

SECTION 1: About the Graduate Resource Book

1.2 What is the Graduate Resource Book?

September 2007 University of Manchester

Faculty of Engineering and Physical Sciences Graduate Resource Book

Figure 1. The Graduate Development Scheme for EPS Research Postgraduates

September 2007 University of Manchester

SECTION 1: About the Graduate Resource Book

1.3. Overview of the Graduate Development Scheme

1.3.1 Stage One - Induction

1.3.2 Stage Two Initial Planning

1.3.3 Stage Three Continuing Review

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Faculty of Engineering and Physical Sciences Graduate Resource Book

1.4 The Website

1.5 Health and Safety Responsibilities

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SECTION 1: About the Graduate Resource Book

September 2007 University of Manchester

SECTION 2: Development Needs Analysis

SECTION 2 Development Needs Analysis

Faculty of Engineering and Physical Sciences Graduate Resource Book

2. Development Needs Analysis (DNA) 2.1 Introduction

September 2007 University of Manchester

SECTION 2: Development Needs Analysis

2.2 How Do I Prove My Competence?

September 2007 University of Manchester

Faculty of Engineering and Physical Sciences Graduate Resource Book

Table 1 - How Do I Prove My Competence?

Tick if you have done this

From trial and error of personal experience

From a mentor Training Course

How have you evaluated your performance? Possibilities

Tick if you have done this

May hold out-dated views

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SECTION 2: Development Needs Analysis

Do you have Certication of your Ability? Possibilities For Against

Tick if you have this

2.3 The Development Needs Analysis Form

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What Do PhDs Need To Do?

A1. Problem Solving

A2. Original Thinking

A3. Discipline Knowledge

A4. Research Methods

A5. Critical Analysis

A6. Progress Summaries

Faculty of Engineering and Physical Sciences Graduate Resource Book

D1. Willingness to Learn