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 syllabus may be varied with the agreement of WISC.
The CATS weighting of the activities below indicate the effort expected to be spent. A student will be expected to present a portfolio of work showing that 10 CATS of material covering the range of topics have been successfully completed.
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.

1. Initiating research: writing research proposals;
   Maintaining links with other research workers;
   Planning and reviewing one’s own research and research budget;
   Time management.
   2.5 CATS

2. Organisation, preparation, presentation and defence of research results in posters, talks, discussion, papers and a sample thesis chapter;
   1.5 CATS

3. Critical appraisal of the research of others; review of research seminars; refereeing papers and research proposals; Supervision of others’ research; contribution to students’ learning; assessment of student work.
   3 CATS

4. Planning and running a scientific meeting or equivalent activity;
   1 CATS

5. Analysis of career options; appreciation of the relevance of student’s training to academic, industrial and clinical practice; the ethical principles underlying the undertaking of research and its application and publication; the importance of IP rights and their protection; applying for a job.
   3 CATS

Learning outcomes

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

• Demonstrate an ability to understand, review critically and summarise the essential features of the work of others; referee material intended for publication. (A3-5;D1, D3; E1,2)
• Demonstrate an ability to write clearly and concisely at a technical level. (B5,6;C1,3,4; E1,2;D7)
• Demonstrate an ability to present technical material verbally, including under questioning (E1,2,3;F1)
• Establish fruitful relationships with a variety of other research workers and administrators. (F1,2)
• Demonstrate an ability to plan and manage one’s research (A6;C1;D7;G2)
• Manage a research budget (C1,4;B5)
• Undertake limited supervision of those junior to the student (A4; B3,4; D3;E2,5;F3)
• Undertake appropriate undergraduate teaching and assessment (D3; E2,5;F3)
• Understand how to manage his or her time efficiently (D5,7;G2)
• Explain how their training will find application in academic, industrial and clinical settings. (B1;G3)
• Discuss the ethical principles relating to the undertaking of research and publication of the results (A4;B2)
• Describe the mechanisms (patents, copyright etc) for protecting IP rights. (B1,2,5,7)
• Plan and run a scientific meeting. (F2;A1;C1;D3;E2)
• Make informed career choices; describe alternative routes to employment (C1-4)

Subject specific skills

N/A

Transferable skills

N/A