Personal, Professional
& Career Development
Planner
For part-time research students
Graduate College
Dr Susan Brooks
Research Training Co-ordinator
Any queries related to this planner should be
emailed to the Research Degrees Team:
[email protected]
What is the purpose of the Planner?
A research degree in the UK is accepted to be a training programme and that training, as well
as being focussed on your specific research, should include training in generic and
transferable skills for your personal and professional development. This should equip you
better for your research and enhance your employment and career prospects after leaving
Brookes whether you choose an academic / research or other type of career. This Planner is
provided as a tool to help you and your supervisors plan and record a programme of activities
so that you can develop that portfolio of personal and professional skills. It will encourage you
to identify your strengths and prioritise your professional development. It allows you to
consider the skills and experiences that will enhance your career prospects and articulate
your knowledge, behaviours and attributes to potential employers.
What do I need to do?
You should complete the Planner with the help of your supervisor(s). To do this, at the
beginning of your research degree programme, your supervisor(s) should help you undertake
a Training Needs Analysis (see page 7) where you assess what skills and competencies
you already feel confident that you can demonstrate and which you need to work on and
develop over the course of your degree. The Researcher Development Framework (see
page 3) is a useful tool to support this analysis. There will be some activities – such as
University and Faculty induction events – which are mandatory. Some activities – such as
attendance at seminars or group meetings within your Department - may also be expected of
you. Other, project-specific or wider skills and training you may want, or need, to work on.
You don’t need to do everything in your first year! Think about what you should focus on at
different points in your programme as your skills and interests develop. Every research
student is different and the Planner is designed to accommodate the design of a training
programme that is unique and tailored to you alone.
You should repeat the training needs analysis at the beginning of every year and, with the
help of your supervisor(s) approximately 70 hours of activities every year. Your proposed
programme should be approved by your Director of Studies and Postgraduate Research
Tutor at the beginning of each academic year. As you undertake your development and
training activities, you should record and sign them off in your planner. At the end of every
year, that year’s training and your plans for the coming year will be reviewed as part of annual
progress monitoring. At the end of your research degree, you retain the Planner as a record
of your training.
What sort of things can I, and should I, include?
Each Faculty organises its own researcher training and you should receive details of this.
The Graduate College training programme can be found at
http://www.brookes.ac.uk/students/research-degrees-team/current-students/researchstudents/graduate-college-training-events/
Events organised by the University Careers Service can be found at
http://www.brookes.ac.uk/students/careers/researchers/
Preparation for teaching – compulsory if you intend to undertake any teaching whilst at
Brookes. Each Faculty runs discipline-specific preparation for teaching sessions and in
addition Oxford Centre for Staff Learning and Development (OCSLD) run a ‘first steps in
teaching’ course for research students
http://www.brookes.ac.uk/services/ocsld/staffcourses/newlecturers/first-steps.html
Oxford Centre for Staff Learning and Development (OCSLD) run a wide range of personal
and professional development courses http://www.brookes.ac.uk/services/ocsld/index.html
2
OBIS (Oxford Brookes Information Solutions) provide training in use of computer software
http://www2.brookes.ac.uk/services/obis/training/
The University Library provides training for researchers
http://www.brookes.ac.uk/library/training.html
Training in statistics is provided by Statslink & Mathslink
http://mems.brookes.ac.uk/research/smsi/statslink.html
Attendance at lab meetings, journal clubs, research group meetings, reading groups etc can
be included
Attendance at seminars and conferences can be included.
Self-directed or web-based learning can be included, as can training undertaken outside
Brookes.
If you have any questions or suggestions regarding research student training, they should
be addressed to Dr Susan Brooks, Research Training Co-ordinator Email: [email protected], tel 01865 48 3285.
3
The Researcher Development Framework (RDF)
The RDF represents a Framework of the knowledge, behaviour and attributes of successful
researchers – at all levels from undergraduate to senior research professor. It is a useful tool
to enable self-assessment of strengths and competencies and identifying areas for further
development and can be used to guide you and your supervisor in planning your training.
For more information about the RDF and other career development tools and support see the
Vitae website https://www.vitae.ac.uk/
4
Induction
Both your Faculty and the Graduate College run induction events for all new research
students and you are expected to attend these events. In addition, your supervisor(s) should
ensure that you receive appropriate induction into your working environment and that you
receive appropriate support and facilities as indicated in the Research Student Entitlement
document (see page 13).
A checklist is provided below to support this process.
You should complete it and get it signed off by your supervisor within two weeks of your
enrolment
Facilities
aware of location / access
(tick to confirm)
Desk space or equivalent
Keys to office
Shelf / cupboard space
Lab or workshop space (if appropriate)
Computer
Project-specific software (if appropriate)
Printing
Photocopying
Stationery and supplies
Post pigeonhole
Access key card
Conference funding
Other (specify)
Key staff
introduced to
Director of studies
Second supervisor(s)
Postgraduate research tutor(s)
Postgraduate administrator(s)
Head of Department
General: introduced to…
completed
Career development planner, RDF & training opportunities
5
Appropriate research seminar series
Appropriate lab / group meetings or reading groups or equivalent
Research Degrees Team homepage and resources
Code of practice for academic integrity
Library and information resources
Computer services and support
General University facilities eg sports centre, JHBB etc
Discussed and agreed frequency of supervisory meetings
Supervisor signature ………………………………………………………………………………
Print name ………………………………………………………………………………………….
Date …………………………………..
Student signature ………………………………………………………………………………….
Print name …………………………………………………………………………………………
Date …………………………………..
6
Year 1 training needs analysis & training proposal
Student name…………………………….
Use this form in conjunction with the researcher development framework on page 3
Skills domain & subdomains
(skills to be developed)
Outline appropriate action or training.
Include specific reference to Faculty,
Graduate College, University or other
training, including self directed learning
Approx no.
hrs
(the total
for the
year
should be
70 hrs)
Which RDF
‘descriptors’ (listed in
the outer circle of the
RDF diagram) will
the action or training
specifically address?
A Knowledge &
intellectual abilities
A1 knowledge base
A2 cognitive abilities
A3 creativity
B Personal
effectiveness
B1 personal qualities
B2 self management
B3 professional & career
development
C research governance
& organisation
C1 professional conduct
C2 research management
C3 finance funding &
resources
D engagement,
influence & impact
D1 working with others
D2 communication &
dissemination
D3 engagement & impact
Agreed by supervisor
date
Agreed by postgraduate tutor
date
7
Record of Year 1 training completed (a copy should be submitted with your first year
report)
Student name…………………………….
Use this form in conjunction with the researcher development framework on page 3
Skills domain & subdomains
Training undertaken / date
(skills to be developed)
Hours
(the total
for the
year
should be
70 hrs)
Student signature
A Knowledge &
intellectual abilities
A1 knowledge base
A2 cognitive abilities
A3 creativity
B Personal
effectiveness
B1 personal qualities
B2 self management
B3 professional & career
development
C research governance
& organisation
C1 professional conduct
C2 research management
C3 finance funding &
resources
D engagement,
influence & impact
D1 working with others
D2 communication &
dissemination
D3 engagement & impact
Approved by supervisor
date
Approved by postgraduate tutor
date
8
Year 2 training needs analysis & training proposal
Student name…………………………….
Use this form in conjunction with the researcher development framework on page 3
Skills domain & subdomains
(skills to be developed)
Outline appropriate action or training.
Include specific reference to Faculty,
Graduate College, University or other
training, including self directed learning
Approx no.
hrs
(the total
for the
year
should be
70 hrs)
Which RDF
‘descriptors’ (listed in
the outer circle of the
RDF diagram) will
the action or training
specifically address?
A Knowledge &
intellectual abilities
A1 knowledge base
A2 cognitive abilities
A3 creativity
B Personal
effectiveness
B1 personal qualities
B2 self management
B3 professional & career
development
C research governance
& organisation
C1 professional conduct
C2 research management
C3 finance funding &
resources
D engagement,
influence & impact
D1 working with others
D2 communication &
dissemination
D3 engagement & impact
Agreed by supervisor
date
Agreed by postgraduate tutor
date
9
Record of Year 2 training completed (a copy should be submitted with your second year
report)
Student name…………………………….
Use this form in conjunction with the researcher development framework on page 3
Skills domain & subdomains
Training undertaken / date
(skills to be developed)
Hours
(the total
for the
year
should be
70 hrs)
Student signature
A Knowledge &
intellectual abilities
A1 knowledge base
A2 cognitive abilities
A3 creativity
B Personal
effectiveness
B1 personal qualities
B2 self management
B3 professional & career
development
C research governance
& organisation
C1 professional conduct
C2 research management
C3 finance funding &
resources
D engagement,
influence & impact
D1 working with others
D2 communication &
dissemination
D3 engagement & impact
Approved by supervisor
date
Approved by postgraduate tutor
date
10
Year 3 training needs analysis & training proposal
Student name…………………………….
Use this form in conjunction with the researcher development framework on page 3
Skills domain & subdomains
(skills to be developed)
Outline appropriate action or training.
Include specific reference to Faculty,
Graduate College, University or other
training, including self directed learning
Approx no.
hrs
(the total
for the
year
should be
70 hrs)
Which RDF
‘descriptors’ (listed in
the outer circle of the
RDF diagram) will
the action or training
specifically address?
A Knowledge &
intellectual abilities
A1 knowledge base
A2 cognitive abilities
A3 creativity
B Personal
effectiveness
B1 personal qualities
B2 self management
B3 professional & career
development
C research governance
& organisation
C1 professional conduct
C2 research management
C3 finance funding &
resources
D engagement,
influence & impact
D1 working with others
D2 communication &
dissemination
D3 engagement & impact
Agreed by supervisor
date
Agreed by postgraduate tutor
date
11
Record of Year 3 training completed (a copy should be submitted with your third year
report)
Student name…………………………….
Use this form in conjunction with the researcher development framework on page 3
Skills domain & subdomains
Training undertaken / date
(skills to be developed)
Hours
(the total
for the
year
should be
70 hrs)
Student signature
A Knowledge &
intellectual abilities
A1 knowledge base
A2 cognitive abilities
A3 creativity
B Personal
effectiveness
B1 personal qualities
B2 self management
B3 professional & career
development
C research governance
& organisation
C1 professional conduct
C2 research management
C3 finance funding &
resources
D engagement,
influence & impact
D1 working with others
D2 communication &
dissemination
D3 engagement & impact
Approved by supervisor
date
Approved by postgraduate tutor
date
12
Year 4 training needs analysis & training proposal
Student name…………………………….
Use this form in conjunction with the researcher development framework on page 3
Skills domain & subdomains
(skills to be developed)
Outline appropriate action or training.
Include specific reference to Faculty,
Graduate College, University or other
training, including self directed learning
Approx no.
hrs
(the total
for the
year
should be
70 hrs)
Which RDF
‘descriptors’ (listed in
the outer circle of the
RDF diagram) will
the action or training
specifically address?
A Knowledge &
intellectual abilities
A1 knowledge base
A2 cognitive abilities
A3 creativity
B Personal
effectiveness
B1 personal qualities
B2 self management
B3 professional & career
development
C research governance
& organisation
C1 professional conduct
C2 research management
C3 finance funding &
resources
D engagement,
influence & impact
D1 working with others
D2 communication &
dissemination
D3 engagement & impact
Agreed by supervisor
date
Agreed by postgraduate tutor
date
13
Record of Year 4 training completed (a copy should be submitted with your fourth year
report)
Student name…………………………….
Use this form in conjunction with the researcher development framework on page 3
Skills domain & subdomains
Training undertaken / date
(skills to be developed)
Hours
(the total
for the
year
should be
70 hrs)
Student signature
A Knowledge &
intellectual abilities
A1 knowledge base
A2 cognitive abilities
A3 creativity
B Personal
effectiveness
B1 personal qualities
B2 self management
B3 professional & career
development
C research governance
& organisation
C1 professional conduct
C2 research management
C3 finance funding &
resources
D engagement,
influence & impact
D1 working with others
D2 communication &
dissemination
D3 engagement & impact
Approved by supervisor
date
Approved by postgraduate tutor
date
14
Year 5 training needs analysis & training proposal
Student name…………………………….
Use this form in conjunction with the researcher development framework on page 3
Skills domain & subdomains
(skills to be developed)
Outline appropriate action or training.
Include specific reference to Faculty,
Graduate College, University or other
training, including self directed learning
Approx no.
hrs
(the total
for the
year
should be
70 hrs)
Which RDF
‘descriptors’ (listed in
the outer circle of the
RDF diagram) will
the action or training
specifically address?
A Knowledge &
intellectual abilities
A1 knowledge base
A2 cognitive abilities
A3 creativity
B Personal
effectiveness
B1 personal qualities
B2 self management
B3 professional & career
development
C research governance
& organisation
C1 professional conduct
C2 research management
C3 finance funding &
resources
D engagement,
influence & impact
D1 working with others
D2 communication &
dissemination
D3 engagement & impact
Agreed by supervisor
date
Agreed by postgraduate tutor
date
15
Record of Year 5 training completed (a copy should be submitted with your fifth year
report)
Student name…………………………….
Use this form in conjunction with the researcher development framework on page 3
Skills domain & subdomains
Training undertaken / date
(skills to be developed)
Hours
(the total
for the
year
should be
70 hrs)
Student signature
A Knowledge &
intellectual abilities
A1 knowledge base
A2 cognitive abilities
A3 creativity
B Personal
effectiveness
B1 personal qualities
B2 self management
B3 professional & career
development
C research governance
& organisation
C1 professional conduct
C2 research management
C3 finance funding &
resources
D engagement,
influence & impact
D1 working with others
D2 communication &
dissemination
D3 engagement & impact
Approved by supervisor
date
Approved by postgraduate tutor
date
16
Year 6 training needs analysis & training proposal
Student name…………………………….
Use this form in conjunction with the researcher development framework on page 3
Skills domain & subdomains
(skills to be developed)
Outline appropriate action or training.
Include specific reference to Faculty,
Graduate College, University or other
training, including self directed learning
Approx no.
hrs
(the total
for the
year
should be
70 hrs)
Which RDF
‘descriptors’ (listed in
the outer circle of the
RDF diagram) will
the action or training
specifically address?
A Knowledge &
intellectual abilities
A1 knowledge base
A2 cognitive abilities
A3 creativity
B Personal
effectiveness
B1 personal qualities
B2 self management
B3 professional & career
development
C research governance
& organisation
C1 professional conduct
C2 research management
C3 finance funding &
resources
D engagement,
influence & impact
D1 working with others
D2 communication &
dissemination
D3 engagement & impact
Agreed by supervisor
date
Agreed by postgraduate tutor
date
17
Record of Year 6 training completed (a copy should be submitted with your sixth year
report)
Student name…………………………….
Use this form in conjunction with the researcher development framework on page 3
Skills domain & subdomains
Training undertaken / date
(skills to be developed)
Hours
(the total
for the
year
should be
70 hrs)
Student signature
A Knowledge &
intellectual abilities
A1 knowledge base
A2 cognitive abilities
A3 creativity
B Personal
effectiveness
B1 personal qualities
B2 self management
B3 professional & career
development
C research governance
& organisation
C1 professional conduct
C2 research management
C3 finance funding &
resources
D engagement,
influence & impact
D1 working with others
D2 communication &
dissemination
D3 engagement & impact
Approved by supervisor
date
Approved by postgraduate tutor
date
18
Graduate College – Research Student Entitlements
The Graduate College Research Student Entitlement clearly sets out the University’s
minimum standard of basic entitlement for all areas of provision that are not already covered
by the University’s Research Degree Regulations, Codes of Practice for Postgraduate
Research and Training, Faculty and Central Handbooks and the Personal Development
Planner and Diary for Postgraduate Generic Skills Training. At enrolment, all new students
are issued with hard copies of all the above mentioned documents and these can also be
found at the following web sites:
http://www.brookes.ac.uk/uniregulations/current/specific
http://www.brookes.ac.uk/students/research-degrees-team/current-students/researchstudents/
http://www.brookes.ac.uk/students/research-degrees-team/current-students/researchstudents/graduate-college-training-events/
It should be noted that while this document sets out the minimum entitlement each student
may expect, it does not set an upper limit. Variations will exist across the University where,
due to the nature of the discipline or requirements of a student’s project, some departments or
Faculties may set higher limits for particular categories of entitlements. However, the following
entitlements must be applied for all students across all Faculties as a minimum allocation.
It should be noted that the Research Degrees Team will monitor all student entitlements
annually via the RDSC Annual Progress Report. Postgraduate Research Tutors will also be
expected to ensure that each student receives the basic entitlement and report any omission
to the Research Degrees Sub-Committee.
Entitlements for Part-time Research Students
Office Space
Part-time students will have access to a desk on a hot-desking basis or other reasonable and
appropriate provision for students to work when required. They must also have shelf space
and a secure lockable two draw cupboard or furniture, with space to keep papers or other
materials as appropriate for their discipline.
Laboratory facilities
Part-time students should have access to all necessary laboratory, studio, workshop facilities
or equivalent, as appropriate for their discipline and project.
Computer
Part-time students must have access to dedicated laptops or desktop computers on the hot
desks and these must be fully networked. Students should also have access to appropriate
software and where required a computer capable of running specific software which is integral
to their research.
Printing
Part-time students must be able to access free network printers in their Faculty at no
additional cost. Limits to this must be agreed locally and confirmation of the minimum
allowance would be confirmed when the new managed Print Services was fully operational.
Photocopying
Part-time students must have access to unlimited free photocopying in their Faculty for work
purposes. For use of the Library photocopier, part-time students should be given a minimum
£15 photocopying card where appropriate to the discipline (students to be treated the same
way as lecturing staff working in their Faculty in .
Pigeonhole
Every part-time student should have a shared pigeonhole for post.
19
Access Key Card
Every part-time student should have an access key card.
Conference fund and attendance
Having made the required progress on their programme, part-time students assessed as
being at the level required to present or attend conferences, should have a minimum
allocation of £500 towards costs associated with this activity. With the agreement of the
Supervisory Team, this allocation could be drawn down during years two-four of part-time
study.
Fieldwork Fund
Fieldwork, experimental costs or appropriate equivalents as required by the discipline or
project, must be considered as part of the application process. Where these costs are not
provided for within a grant or other funding associated with a studentship, an appropriate
bench fee should be charged to cover all non-standard costs that were identified. Full details
of the way in which fieldwork costs would be met, including any bench fees, should be stated
in the candidates formal offer letter.
Business Card
There is no obligation to provide students with Business cards.
Parking Permits
The University’s student car parking policy can be found at:
http://www.brookes.ac.uk/about-brookes/sustainability/travel/university-car-parking/studentcar-parking/
20
Enrolment confirmation
Enrolment by a member of the Research Degrees Team and confirmation that the Enrolment
Pack has been issued
Signature of staff member ……………………………………………………………………………..
Print name ……………………………………………………………………………………………..
Position ………………………………………………………………………………………………….
Date ……………………………….
Confirmation by the student that the Enrolment Pack has been received
(Enrolment Pack also contains induction material - contents listed below).
Signature of student ………………………………………………………………………………….
Print name ……………………………………………………………………………………………..
Date ………………………………
Enrolment pack – contents:
Research Degree Regulations
Masters by Research Regulations (if applicable)
Regulations for PhD by Published Work (if applicable)
Code of Practice for Postgraduate Research
Code of Practice for Research Student Training
Code of Practice for Ethical Standards for Research involving Human Participants
Oxford Brookes University Student Directory and Charter
Graduate College Research Student Entitlement document
Welcome letter from Chair of Research Degrees Committee
Introduction letter from Head of the Research Degrees Team
List of Postgraduate Research Tutors
List of Research Degrees Sub-Committee and Sub-Committee meeting dates
List of University-wide research student training events
Information on University IT training
Information on Associate Teachers’ Course
Research Students’ Guide to Learning Resources
Notice about email
List of useful Brookes webpages
Information on contents of the Research Degrees Team webpages
Copy of Research Forum (when available)
21