Introductory description

This module is one of six that together constitute the Postgraduate Certificate in Transferable Skills in Science. It is intended (but not required) that students taking the Certificate should complete these modules at the rate of two each year. The teaching of transferable skills is implicit in the structure and funding of the training provided by the Doctoral Training Centres. It is part of the fundamental philosophy of these Centres that, as far as possible, skills training is provided in the context of the research being carried out by the PhD student and of its wider potential application. Consequently it is intended that the learning objectives of three of the six modules will be achieved largely through participation in the regular programme of activities of the student’s DTC or Department and so have no separate programme of work specifically for that module. The other three each contain a stand-alone activity specifically for that module supplemented by prescribed follow-up activities and augmented by additional training embedded in the day-to-day activities of the DTC. Because the acquisition of these skills develops over time and with practice in their application, many of the learning outcomes are common to several or all of the modules. This module is one of the three embedded in the day-to-day activities of the student. Because of the nature of the learning process, there is no set time-scale during which the material has to be covered, but it is hoped that a student taking the full Certificate will complete this module within one academic year. Students from outside the DTCs who are taking less than the full programme of six modules may more reasonably extend the period over which they achieve the module learning objectives. All students are required to complete this module within the period during which they are registered as or part-time students for the PhD, unless WISC approves a different progression rate.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The syllabus below indicates competence required. Evidence to be collected for each item must be agreed with Course Director or their representative at the time of registration. The CATS weighting of the activities below indicate the effort expected to be spent. A copy of the students’ training record and the associated portfolio of evidence must be kept up to date in the location specified by the Course Director. The syllabus may be varied with the agreement of WISC.

1. Written communication (e.g. a report which is assessed for non-technical aspects) (1 CATS)
2. Verbal communication (e.g. a group seminar)
   Analysis and understanding of technical material (e.g. discussion with academic who is not their supervisor about their work)
   Formulation of cogent arguments (e.g. discussion with fellow students in the presence of an academic member of staff) (2 CATS)
3. Planning and management (e.g. 3 month project plan and review of it during and after including equipment purchase, etc.) (1.5 CATS)
4. Budgeting (e.g. set up a budget for a year of their project, indicating expected expenditure on routine and unusual items; review of budget at regular intervals) (1 CATS)
5. Ability to understand and summarise the essential features of the work of others (e.g. by chairing group meetings or project planning meetings, providing feedback to project students or colleagues)
   Attend at least one seminar series, keep a record of subject matter and be able to discuss selected seminars in detail (3 CATS)
6. Play a role in planning and executing an academic-related project (e.g. DTC annual conference) (1 CATS)
7. Personal and research record-keeping including establishing the training record for transferable skills (0.5 CATS)

Learning outcomes

By the end of the module, students should be able to:

• Evaluate the work of others (A5,E5).
• Understand and summarise the essential features of the work of others. (A3,5;D1); to write clearly at a technical level (E1).
• Present the essential features of the research-level work of others at a level appropriate for a non-specialist. (A3,5;D1;E1)
• Demonstrate an ability to present technical material. (E1,2;D7)
• Present technical material verbally (E1,2,3;F1)
• Plan one’s research at a basic level and report on it (A6;C1;D7;G2); to write clearly at a technical level (E1).
• Assist with the running of a scientific meeting. (F2;A1;C1;D3;E2)

Subject specific skills

N/A

Transferable skills

N/A