Briefing

DR BEN RUSSELL (GRADUATE OFFICER AND PHD PROGRAMME

DIRECTOR IN CLASSICS)
DR ROBERT LEIGHTON (GRADUATE OFFICER AND PHD PROGRAMME
DIRECTOR IN ARCHAEOLOGY)
DR EMMA HUNTER (HISTORY – STANDING IN FOR PROF. DIANA PATON,
GRADUATE OFFICER AND PHD PROGRAMME DIRECTOR IN HISTORY)
Key documents

 PhD student handbook – given out in hard copy today and available on
the Current Students webpages

 Current Students webpages: http://www.ed.ac.uk/history-classics-

archaeology/current-postgraduates
The PhD Programme

 39. The student must have demonstrated by the presentation of a

thesis and/or portfolio, which presents a coherent body of work, and by
performance at an oral examination that the student is capable of
pursuing original research making a significant contribution to
knowledge or understanding in the field of study, relating particular
research projects to the general body of knowledge in the field, and
presenting the results of the research in a critical and scholarly way
Doctoral Student Portfolio

 At the heart of the PhD programme is a ‘supervised research project’

whereby ‘all doctoral candidates are required to make an original
contribution to knowledge by conducting an independent research project’
(QAA guidelines 2015). But at the same time, over the past decade there has
been a growing emphasis on personal and professional development. This
has led to increasingly structured programmes that include both research
and transferable skills training, assessed through annual progress reviews.
 To this end, the doctoral programme also offers training in a range of skills.
Some skills relate to specific types of academic research, other skills
contribute to enabling doctoral candidates to perform well in academic
posts, or are transferable skills with applicability beyond academic
employment.
Doctoral Student Portfolio

 Monitoring training needs:

 Doctoral students should review their training needs in consultation
with their supervisors at the beginning of their programme and at each
annual review. It is good practice for doctoral students to keep a
‘training log’ in which training activities are recorded.
 Training and Transferable Skills:
 HCA offers a range of in-house training for postgraduate research
students, and students also have access to training opportunities in the
wider University and beyond.
Discipline-specific training

 This varies from subject area to subject area – talk to your

supervisor/PhD programme director
The School hosts a series of doctoral training seminars.

 This is a series of informal lunchtime workshops (1-2pm) which provide a space

for you to reflect on your practice as a researcher in the humanities and to hone
the transferable skills that will enable you to develop your career during and
beyond the PhD, in both academic and other professional contexts. 
 Workshop 1: Managing your supervisor. Wednesday 20 September, 1-2pm 
 Workshop 2: Writing for academic audiences (1): “writing up” the PhD.
Wednesday 11 October, 1-2pm 
 Workshop 3: Writing for academic audiences (2): articles. Wednesday 1
November, 1-2pm 
  Workshop 4: Organizing conferences. Wednesday 15 November, 1-2pm 
  Workshop 5: Preparing for the viva. Wednesday 29 November, 1-2pm
Milestones

 It is vital for you and your supervisors to have a clear sense of where
you should be at different stages of the PhD and how to get there.
When you are planning you need to think about financial support, major
life events, and your post-PhD plans.
Milestones

 By the end of the first year, students are expected to have refined their initial proposal,
have a fully developed literature review and have conducted initial research and written
this up for the annual review exercise. Where appropriate, they may also have
completed relevant skills courses or other research training.
 By the end of the second year, students are normally expected to have substantially
completed their research and commenced analysis.
 By the end of the third year, students are expected to have finalised their analysis and
produced a final draft of their thesis, which should be ready to be submitted for
examination.
 Students should aim to submit their thesis within three years. The maximum period is 4
years but the final year should normally only be used for revision and final tweaking.
 For part-time students, the stages are the same, but over six years.
Annual Review Process

 The progress of postgraduate research students must be reviewed each

year of their programme. This applies equally to part time students.  
 This monitoring process allows students to reflect on their progress so
far and plan for the following year. The process also allows students
and supervisors the opportunity to raise and address any concerns that
may arise so that the students receive the support they need in order
to succeed on the programme.
Supervisors and supervision styles

 Individual supervisors differ in their styles of supervision. Some prefer

very frequent meetings and more structured tasks; others prefer more
informal ways of working. Some are more directive, while others see
their role more as encouraging and enabling. Second supervisors may
assume very different roles. They may have a specific area of expertise
relevant to the research or a more general commenting and supporting
role.
 Relationship with supervisors is an evolving relationship – changes over
the course of the PhD
Supervision styles

 Whatever your working relationship you should always:

 Keep and circulate minutes of meeting with your supervisors;

 Keep a record of work you have completed throughout the year;
 Produce written work on a regular basis for your supervisors to comment on;
 Produce an agreed timetable for your degree and notify your supervisors of
any change from it;
 Know when your supervisors are available at all times – and make sure they
know the same about you.
Research ethics and integrity

  The School's policy and procedures have been developed by the School
Research Ethics Committee to ensure that all research carried out in the
name of the University of Edinburgh and the School is conducted in
keeping with the highest ethical standards. All research carried out by
members of the School, including postgraduate research students, is
subject to these procedures. The ethical review process is designed
to support researchers in managing risks associated with their research,
and to ensure the highest professional standards in designing,
conducting and disseminating research.
Pastoral Support

 Students are encouraged to inform their supervisors immediately of any problems which
are interfering with their studies.
 If they are unable, or wish not to discuss issues with their supervisor, students can
contact the Graduate Officer in their subject area (Ben Russell, Robert Leighton or Diana
Paton). If they can’t help, or if it is a School-wide issue, contact the Graduate School
Deputy Directors, who have specific responsibility for research students, or the Graduate
School Director, Emma Hunter, who is responsible for all postgraduate students.
 The Student Support Officers in Graduate School Office can answer any questions of a
practical / administrative nature.
http://www.ed.ac.uk/history-classics-archaeology/graduate-school/contacts.
 School staff may direct their students to appropriate resources within the University, e.g.
the University Health Service, the Student Disability Service, the Student Counselling
Service, the Advice Place, Careers Services, the Chaplaincy and the International Office.
Equality and Diversity

 The School of History, Classics & Archaeology is strongly committed to promoting

and maintaining equality and diversity among staff and students.  We were
recently awarded the Athena SWAN Bronze award, which recognises academic
institutions and their commitment to gender equality.

 The Equality & Diversity Committee, chaired by the School Equality & Diversity
Officer oversees and advises on equality and diversity issues within the school, and
is charged with meeting our Athena SWAN objectives.  The committee also includes
a Deputy Equality & Diversity Officer, Dr Stephen McDowall, who has
particular responsibility for equality and diversity issues as they affect our student
population, and a postgraduate representative (to be appointed).  For more
information, see the school's dedicated Equality & Diversity webpages here: 
http://www.ed.ac.uk/history-classics-archaeology/about-us/equality .     
Harassment

 Guidance on how to deal with harassment is contained in the University

Dignity and Respect Policy, available at www.ed.ac.uk/schools-
departments/equality-diversity/legislation-policies/policies. A network of
Contact Officers, Advisers and Conciliators is available, and reports to
the University’s Equity Committee. 
 The Directors of the Graduate School can also be consulted. Full
information is available at http://www.ed.ac.uk/equality-diversity
Research seminars, research groups, research centres…

 There’s lots going on – get involved! Details are here: http://

www.ed.ac.uk/history-classics-archaeology/news-events/events/research-semin
ars

 You may want to organise your own workshop, seminar series or event. If so,
you could apply to our Student-led Initiative Fund: http://www.ed.ac.uk/history-
classics-archaeology/graduate-school-intranet/phd-students/get-help/prizes/slif
 There are also university funds which you may be eligible to apply to, details
here: http://
www.ed.ac.uk/history-classics-archaeology/graduate-school-intranet/phd-studen
ts/get-help/prizes
 You can tell us about your news and events on our graduate school blog:
http://gradschool.shca.ed.ac.uk
Teaching

 You may be interested in applying for tutoring and demonstrating

opportunities during your PhD.
 Information is available on the School Teaching Support webpages:
http://
www.ed.ac.uk/history-classics-archaeology/about-us/working-with-us/te
aching-support
 There are also a number of professional development opportunities to
help you develop your teaching skills, regardless of whether or not you
are employed as a tutor or demonstrator in the School. For more details
get in touch with Dr Mark Newman.
PhD student profiles

 http://
www.ed.ac.uk/history-classics-archaeology/graduate-school/about/stude
nt-experience
 Details of how to set up a profile are in the PhD student handbook
Scottish Graduate School Arts and
Humanities

 If you are an Arts and Humanities researcher, remember that you are
automatically a member of the Scottish Graduate School for Arts and
Humanities. Have a look at the slides which set out what they do. More
information is on their website: www.sgsah.ac.uk
 They will be holding a welcome event at the National Museum on 10
November which is a great opportunity to meet other doctoral
researchers.
Any questions?

 Get in touch!