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COMMUNICATING WITH
RESEARCH STUDENTS
Introduction
• Why we began the project:
– Requested training had poor uptake
– Wanted to know reasons for this
– Could it be format?
– Could it be timing?
– Could it be something else entirely?
Method
• Literature review
• Action research project
• Focus groups:
– ‘The first time I heard about the library’
– Timeline & discussion
– Card sorting exercise
• Supplemental questionnaire
• Phenomenological approach to analysis
Results
• Timeline and timeliness
• Postgraduate researcher needs
• Areas for improvement in LLS
Timeline and Timeliness
“Information is only useful at
exactly the time we need it.”
(Pettersson, 2002)
Crisis Point 1: ‘Finding your feet’
Finding your feet
• “My first day, the supervisor said, ‘make the library
your second home if you want to make progress.”
• “The library is a bit confusing.”
• “You need reminding [about the library].”
Crisis Point 2: ‘You’re on your own.’
You’re on your own
• “After registration if one is not careful you can
become disappointed … no one is there to show you
what to do next.”
• “Immediately after registration, your work becomes
more individual [you’re] involved in group activities up
to this point.”
Crisis Point 3: ‘The great unknown’
The great unknown
• “Here be the dragons stage … long arrows
and areas marked ‘WRITING UP’.”
Postgraduate researcher needs:
researcher identity
• “Sometimes when you meet other researchers from
other universities you are envious; where they sit in
their office ... [they] feel part of the university
research culture.”
• “You are a researcher at this university representing
this university but you don’t get the means to do that,
you are treated as an undergraduate.”
Postgraduate researcher needs:
a sense of community
• The training “makes [students] feel part of the culture.”
• “[The] compulsory courses and the induction … was the first
time I felt there was other PhD students. Until this I found
university a little hostile towards me, in a sense.”
• “[You] meet students from other faculties which is good but you
never see them again. Then the relationship you have built
cannot continue you still feel quite disconnected you don’t have
a place where you can bump into other PhD students.”
Areas for improvement in LLS:
perceived relevance
• “I came in and I was like... to be
honest... I’ve got to sit through this for
three hours? But it was useful”
• Expectations vs. actual experience
• Limited understanding about the value
of some services
Areas for improvement in LLS:
clarity & consistency
• Holistic impression across different
dimensions of the service including:
– Physical space
– Resources
– Subject Librarians
– Learning developers
– Etc.
Recommendations
• Acknowledge PGRs as researchers
• Find opportunities to increase the sense of
community
• Inform PGRs of the relevance of LLS (in
collaboration w. other communicators)
• Give a clear & consistent message
• Improve timeliness
Progress So Far
• Formation of Research Support Service
Improvement Group
• New enrollers email from Graduate
School with overview of LLS provision
• Improved awareness of terminology
• Changes to literature searching training
Activity
• Add your own provision to the timeline
• Points for reflection:
– Can you identify any other milestones?
– Are you familiar with…
• the crisis points we identified?
• any different crisis points?

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"Communication with research students" Katie Fraser & Nathan Rush, DARTS4

  • 2. Introduction • Why we began the project: – Requested training had poor uptake – Wanted to know reasons for this – Could it be format? – Could it be timing? – Could it be something else entirely?
  • 3. Method • Literature review • Action research project • Focus groups: – ‘The first time I heard about the library’ – Timeline & discussion – Card sorting exercise • Supplemental questionnaire • Phenomenological approach to analysis
  • 4. Results • Timeline and timeliness • Postgraduate researcher needs • Areas for improvement in LLS
  • 5. Timeline and Timeliness “Information is only useful at exactly the time we need it.” (Pettersson, 2002)
  • 6. Crisis Point 1: ‘Finding your feet’
  • 7. Finding your feet • “My first day, the supervisor said, ‘make the library your second home if you want to make progress.” • “The library is a bit confusing.” • “You need reminding [about the library].”
  • 8. Crisis Point 2: ‘You’re on your own.’
  • 9. You’re on your own • “After registration if one is not careful you can become disappointed … no one is there to show you what to do next.” • “Immediately after registration, your work becomes more individual [you’re] involved in group activities up to this point.”
  • 10. Crisis Point 3: ‘The great unknown’
  • 11. The great unknown • “Here be the dragons stage … long arrows and areas marked ‘WRITING UP’.”
  • 12. Postgraduate researcher needs: researcher identity • “Sometimes when you meet other researchers from other universities you are envious; where they sit in their office ... [they] feel part of the university research culture.” • “You are a researcher at this university representing this university but you don’t get the means to do that, you are treated as an undergraduate.”
  • 13. Postgraduate researcher needs: a sense of community • The training “makes [students] feel part of the culture.” • “[The] compulsory courses and the induction … was the first time I felt there was other PhD students. Until this I found university a little hostile towards me, in a sense.” • “[You] meet students from other faculties which is good but you never see them again. Then the relationship you have built cannot continue you still feel quite disconnected you don’t have a place where you can bump into other PhD students.”
  • 14. Areas for improvement in LLS: perceived relevance • “I came in and I was like... to be honest... I’ve got to sit through this for three hours? But it was useful” • Expectations vs. actual experience • Limited understanding about the value of some services
  • 15. Areas for improvement in LLS: clarity & consistency • Holistic impression across different dimensions of the service including: – Physical space – Resources – Subject Librarians – Learning developers – Etc.
  • 16. Recommendations • Acknowledge PGRs as researchers • Find opportunities to increase the sense of community • Inform PGRs of the relevance of LLS (in collaboration w. other communicators) • Give a clear & consistent message • Improve timeliness
  • 17. Progress So Far • Formation of Research Support Service Improvement Group • New enrollers email from Graduate School with overview of LLS provision • Improved awareness of terminology • Changes to literature searching training
  • 18. Activity • Add your own provision to the timeline • Points for reflection: – Can you identify any other milestones? – Are you familiar with… • the crisis points we identified? • any different crisis points?