These workshops are designed to help you develop relevant career orientated skills and help you with every aspect of your career management.
Facilitator: Joanna Young B3 – C3
If you are aiming for a career in academic research, it is crucial to publish regularly, be independent, and attract your own funding. But how do you go about the process of applying for your own postdoctoral research fellowship? There is more to it than filling in an application form: you will have to propose and design an innovative project, identify a senior researcher to advise you and approach them about being involved in your project, convince the application reviewers that you are the right person, name referees and more. To be successful requires planning and preparation and you will need to use your network and be proactive. In this workshop, you will find out what steps you should take, time frames, what a fellowship involves, international options, how to apply, the different types of fellowships available and how to use your connections to your advantage.
Facilitator: Simon Watts, UEA B2 – B3 – C3
This session will consider the writing of effective research proposals and the best ways to create a compelling ‘case for support’. Coverage will include the generation of a clear rationale, the statement of a defined and delimited set of research aims and questions, the proposal of a study (or series of studies) – as well as appropriate methods and analyses – that will clearly deliver on the stated research aims. Emphasis will be placed throughout on the overriding importance of articulating a relevant and impactful list of outcomes and contributions for the proposed research. The relationship of the basic research proposal or case for support with other sections/elements of a grant application of the type usually demanded by major funders, will also be considered.
Facilitator: Simon Watts, UEA A2 – B3 – D2
In a highly competitive world, securing any academic post is difficult. Excellent subject knowledge, research and teaching skills are a good place to start, but a lack of know-how and experience in the application process often leads to ‘all being lost’ in the paperwork. Followed carefully, the advice given in this session will stop that happening. Delivered by an academic of 20 years standing – eight of which were spent advising PGRs relative to academic job applications – the session will focus on a number of relevant issues, including the need to establish an academic identity, how to recognise an obtainable post, and particularly the generation of effective and job-tailored application paperwork (including CV’s, personal statements, and covering letters). The structure and nature of academic interviews will also be discussed.
Facilitator: Simon Watts, UEA B3 – C1 – D2 – D3
Seminars are often the first thing a PGR student is asked to teach, yet they are not the ‘easy teaching’ that many in higher education seem to want them to be. This session will respond by providing coverage relative to both the preparation and delivery of excellent seminars. This will include the importance of being better prepared and more knowledgeable than the students (whatever the topic), laying out the ground rules for interaction, stressing the importance of engagement and discussion, appreciating the intellectual, social, and affective needs of the students, rendering the discussion concrete, and strategies for integrating student responses. Some generic example exercises/activities for use in seminars will also be provided and discussed. Teaching seminars is difficult and this session is designed to help!
Facilitator: Simon Watts, UEA B3 – C1 – D2 – D3
It has become commonplace for the lecture to be derided as an outmoded and inefficient vehicle for teaching and delivering information. More often than not, however, it is the lecturer, rather than the lecture, that is the cause of the problem. Lectures require careful preparation and a premium is placed on effective and dynamic delivery. This session will consider the main functions of a lecture and what makes a lecture excellent, before providing a step-by-step guide to preparation and delivery, including slide preparation and style, the commentary style and its relationship to the slides, and preparing the lecture theatre to maximise your impact.
Facilitator: Simon Watts, UEA B3 – C1 – D2 – D3
Typically, when a PGR student takes on the role of ‘teacher’, they are also asked to assess, mark, and provide feedback to students, often with comparatively little guidance or preparation. This session is designed to provide that guidance. It will first consider the act of marking and the written delivery of feedback, along with consideration of how best to discuss and justify comments made and marks awarded. It will then move on to the more advanced issue of setting assessments – the different types and what each can/might achieve – before concluding with a discussion of the basics of module design, how to go about it, and what is generally required to design a strong module that is both interesting and intellectually challenging for the students.
Facilitator: Doctoral School B3 – C1 – D2 – D3
The aim of the Graduate Teacher Education Programme is to provide postgraduates who teach with the knowledge and skills needed to perform effectively in their roles. A two-day workshop including sessions from internal staff and external facilitators to get you up to speed and provide training on your teaching responsibilities as a postgraduate research student who teaches. Plan effectively for active learning in large and small group teaching, and confidently deal with challenging situations in the classroom. The session will consider assessment of students and help with providing constructive feedback. It will also allow you to make appropriate use of inclusive learning resources and virtual learning environments. Finally you will also learn the requirements for making an application for Associate Fellowship of the HEA.
Facilitator: Julie Bayley B3 – C1 – C2
With REF and the competitive funding environment, impact forms an important part of the research landscape. However it can be a challenge to work out how to connect your research to changes, benefits and influence in the ‘real world’. This session is designed to help you understand what impact is, who may benefit from your research, how you can generate and capture impact and how you can meaningfully connect impact with own your research.
Facilitator: Prospect IP C1 – C2
What is the role of intellectual property (IP) rights? What IP rights are required to disseminate, protect and exploit university research? This session will take an interactive and engaging look at the role of IP and its importance in the area of university research. It will introduce PGRs to the five main types of IP and explain their uses and benefits. The IP rights covered will include copyrights, confidentiality, patents, trademarks and designs. It will provide practical hands-on advice, relevant examples and useful case studies to enable attendees to put IP in the context of the outcomes of their research activities.
Facilitator: Sam Lewis C1 – C2
This session is compulsory for all enrolled PGR students.
This session will introduce research ethics, integrity and misconduct – along with the associated university policies – to PGRs at a level appropriate to their research. This will include an insight into the ethics application and approval process at the University of Lincoln.
Facilitator: Eleanor Glanville Centre C1 – D1
This session is compulsory for all enrolled PGR students. Aimed at those starting postgraduate study, this workshop will introduce key concepts around equality, diversity and inclusion, and the importance of fully inclusive research environments both to society and to the future of the UK economy. The workshop will specifically raise awareness of gender (and other)-related issues and provide the training to mitigate the issues widely held responsible for imbalances in career pipelines, and will develop a keen understanding of how a gender dimension can enhance excellence and impact in research. It is recognised that gender (and other) issues may influence the forms of networks and collaborations that grow throughout the students’ studies. The workshop will raise awareness of these biases and mitigation strategies will be explored. The workshop is fully interactive, and will provide ample opportunity for open discussion
Facilitator: Anne Jolly B3 – C1 – C2
There are many considerations when planning a research project. What do you have to do before you start collecting personal data? What information do you have to provide to the participants? What responsibilities do you have using personal data? Can you reuse the data or do you have to destroy it? This workshop will reference key data protection concepts to help you address these considerations. This will include investigation of the GDPR data processing principles, Data Protection by Design and Default, data protection impact assessments, privacy notices. the legal basis and record for processing. Additionally, activity information sharing records, plus management and retention of data will be explored, including an understanding of ethics in relation to qualitative & focus group research.
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Life Beyond your Research:
If you leave career decision-making to the end of your research, jumping blindly into the job search stage can be expected. This career-focused event invites research students to attend a half day event and explore the career options open to you after completing your degree. Each Life Beyond your Research event is tailored to each college, so express your interest in attending your college event today:
Achieving HEA Recognition During Your Studies
If you are engaging in teaching and/or supporting learning during your studies, why not consider applying for Associate Fellowship of the HEA?
Many UK universities now request that teaching staff hold HEA recognition, so this is a very useful addition to your CV. There is no set amount of experience required to apply for AFHEA, however, you will need to have enough examples of practice within Higher Education to reflect on and explain within a 1,400 word reflective piece. You do not have to formally deliver this teaching as an Associate Lecturer, but you do need to be enrolled or employed at the University for the entirety of the application process. For more information about this opportunity, or for support with developing your teaching practice:
Careers & Employability:
The Careers & Employability team offer comprehensive support to help all students with their career prospects post-study. This includes a complete events programme, annual Careers Fair, group advice sessions, drop-in careers clinics and more.
They have a specialist team based within the Careers & Employability Centre on the ground floor of the University Library, open 9am – 4.30pm Monday to Friday for any careers queries you may have.