Supervision Enhancement Program workshop facilitated by A/P Merilyn Childs, Convenor Supervision Enhancement Program and A/P Bridget Mabbutt, MRes Director (FSE)

1. A/P Merilyn Childs, Convenor Supervision Enhancement Program
and A/P Bridget Mabbutt, MRes Director (FSE)
Supervising MRes in the
Faculty of Science and Engineering 19th Jan 2016

2. Workshop plan (1 hour)
https://www.flickr.com/photos/glaciernps/
1. Introduction – Bridget
2. MRes structure in FSE –
Bridget
3. Exploring the differences
between supervising Honours,
MRes and the PhD – Merilyn
4. MRes student resource needs
– Bridget

3. 3
Introduction: our level for delivering MRes
Federal requirement: AQF Level 9
“Graduates at this level will have expert, specialised cognitive and
technical skills in a body of knowledge or practice to
independently:
• analyse and synthesise complex information;
• apply established theories
• communicate knowledge to different audiences.”
MQ MRes thesis examination criteria
(a) delineated the relevant topic by critically reflecting on current
research in the field;
(b) produces empirical outcomes or analytical evaluations that
respond to the literature;
(c) satisfactory literary presentation.

4. Fivesimultaneous
TrainingActivities

5. MRes
structure in
FSE
?
?
?
?

6. MRes
structure in
FSE

7. 7
TIME IS TIGHT and
STRUCTURED :
KEEP TRACK
& assist candidate with
time management

8. 8
Exploring the differences
between supervising Honours, MRes & the PhD
http://www.hdr.mq.edu.au/information_about/research_training_degrees/additional_info/mres_pathways
The generic MQ pathways model (introduced 2014)

9. 9
Exploring the differences
between supervising Honours, MRes & the PhD

10. Exploring the differences
10OFFICE I FACULTY I DEPARTMENT
Group activity.
See Handout.
between supervising Honours, MRes & the PhD

11. 11
Implications for MRes student resource needs
Desk space: available in the library HDR rooms. Student must apply for key access
Research Funds: available through Faculty HDR budget. Budget submissions are
required in some Departments. A student should not be asked to personally pay
for their research needs.
Conversation starter to identify specific needs:
• What do you need to upskill? i.e. identify student’s training needs
immediately.
• Are you going to share or outsource any aspects of the work: what funds
and organisation is required for this?
• Does candidate need to travel to get the best data?
• Will special equipment be needed, and does access need to be arranged?
• Will there be seasonal data collection? How can this be managed in the
timeline constraints?
• Are there any ethical or safety issues? Are permits in place?

12. Working off campus

13. what might go wrong?
• identify project risks
• think of contingency
plans or ways to
minimise them
• Find out rules and
consequences of
leave of absence

14. Make sure you attend the following session later this year:
Submitting an MRes thesis in 2016 (FSE)*
Bridget Mabbutt (MRes Director)  Jane Yang (HDR Manager)

15. Thank you
A one hour workshop can never be more than a “taster”. We encourage you to
talk to experienced MRes supervisors in your department, request further
workshops, and consider setting up regular meetings with other supervisors.
Also see the following slides:
MQ Research Training Pathway Program
Bachelor Philosophy/Master of Research (BPhil/MRes)