A Comparison of Best Practices for Doctoral Training in the European and Nort...ORPHEUS
This document compares best practices for doctoral training between European and North American institutions. It finds some similarities, such as all programs requiring a scientific project under supervision and a concluding thesis. However, it also identifies main differences, such as in the structure of PhD programs, the use of thesis committees, and approaches to thesis assessment. The document concludes by discussing ORPHEUS, an organization that supports regular review of PhD programs through a process of self-evaluation, evaluation certification, and potential labelling based on site visits to promote continued improvement.
The document discusses Reinhard Würzner's experiences running PhD programs in Innsbruck, Austria, and proposes standards for monitoring and assessing PhD training. It compares actions taken for standard university programs, national excellence programs, and international excellence programs. Key actions discussed include selecting supervisors, topics, students, dissertation committees, reviewers, and examiners. The document advocates adopting high standards, including international reviewers and examiners, annual progress reports, and assessments of students, supervisors, and entire programs. However, it notes some proposed actions have not yet been universally adopted for all standard programs in Innsbruck.
Teaching research ethics to PhD students is important to address recent high-profile cases of research misconduct and promote research integrity. The document proposes including ethics training as part of PhD programs through small group discussions, journal clubs, and interactive tutorials to provide practical tools for students. It recommends online resources and textbooks on research ethics to support teaching PhD students about responsible conduct of research.
The document outlines different types of PhD programs (Standard, National Excellence, EU Excellence) and compares their selection processes, monitoring, and assessment practices. It notes that:
- Selection processes include supervisors, topics, students, dissertation committees, reviewers, and examiners.
- Monitoring during the program involves coursework assessment, research progress reviews, and supervision assessments.
- Assessment also occurs before, during, and after the program through examination committees, annual reports, and student/supervisor evaluations.
- Requirements vary between standard programs and excellence programs, with excellence programs requiring more international oversight and annual reporting.
- Some areas for improvement are increasing international inclusion and requiring student assessments of lectures, programs,
Digital Higher Degree Research (HDR) Scholarly Support and Community BuildingJennifer Rowland
My slides from paper/talk #88 at the 2018 Quality in Postgraduate Research Conference, Adelaide, Australia. All about supporting our research students in the Faculty of Medicine and Health Sciences at Macquarie University.
Scaling the Academic Everest: A Comparative Study of Candidate and Doctoral P...Kalachova
Scaling the Academic Everest: A Comparative Study of Candidate and Doctoral Programs in the Ukraine and in the United States
Dr. John Johnson
18 March 2013
Kyiv, Ukraine
Bachelor of science Enrolment Round Twomonashscience
This document provides information to help students choose units and plan their course for a Bachelor of Science or double degree at Monash University. It defines key terminology like units, majors, and minors. It outlines the typical structure of Bachelor of Science degrees over three years and examples of first year unit choices. The document also provides resources for students to use in planning their course maps and lists science majors and minors that can be chosen. Contact information is provided for science student services and orientation activities are outlined.
phd admission. phd in computer science phd thesisresearch paper formatresearch paper how to writepaper publicationpaper publication journalpaper publication journal paper publication journal paper publication in journalsresearch topics research paper topics research questions thesis topics interesting research topicsd research topics research paper topics add research questions add thesis topics add interesting research topicswriting help dissertation helpdissertation topics phd admission journals science journala research paper topicslphd admissionresearch proposal topicsresearch topics research paper topics research questions thesis topics interesting research topicsdata analytics add statistical analysis
A Comparison of Best Practices for Doctoral Training in the European and Nort...ORPHEUS
This document compares best practices for doctoral training between European and North American institutions. It finds some similarities, such as all programs requiring a scientific project under supervision and a concluding thesis. However, it also identifies main differences, such as in the structure of PhD programs, the use of thesis committees, and approaches to thesis assessment. The document concludes by discussing ORPHEUS, an organization that supports regular review of PhD programs through a process of self-evaluation, evaluation certification, and potential labelling based on site visits to promote continued improvement.
The document discusses Reinhard Würzner's experiences running PhD programs in Innsbruck, Austria, and proposes standards for monitoring and assessing PhD training. It compares actions taken for standard university programs, national excellence programs, and international excellence programs. Key actions discussed include selecting supervisors, topics, students, dissertation committees, reviewers, and examiners. The document advocates adopting high standards, including international reviewers and examiners, annual progress reports, and assessments of students, supervisors, and entire programs. However, it notes some proposed actions have not yet been universally adopted for all standard programs in Innsbruck.
Teaching research ethics to PhD students is important to address recent high-profile cases of research misconduct and promote research integrity. The document proposes including ethics training as part of PhD programs through small group discussions, journal clubs, and interactive tutorials to provide practical tools for students. It recommends online resources and textbooks on research ethics to support teaching PhD students about responsible conduct of research.
The document outlines different types of PhD programs (Standard, National Excellence, EU Excellence) and compares their selection processes, monitoring, and assessment practices. It notes that:
- Selection processes include supervisors, topics, students, dissertation committees, reviewers, and examiners.
- Monitoring during the program involves coursework assessment, research progress reviews, and supervision assessments.
- Assessment also occurs before, during, and after the program through examination committees, annual reports, and student/supervisor evaluations.
- Requirements vary between standard programs and excellence programs, with excellence programs requiring more international oversight and annual reporting.
- Some areas for improvement are increasing international inclusion and requiring student assessments of lectures, programs,
Digital Higher Degree Research (HDR) Scholarly Support and Community BuildingJennifer Rowland
My slides from paper/talk #88 at the 2018 Quality in Postgraduate Research Conference, Adelaide, Australia. All about supporting our research students in the Faculty of Medicine and Health Sciences at Macquarie University.
Scaling the Academic Everest: A Comparative Study of Candidate and Doctoral P...Kalachova
Scaling the Academic Everest: A Comparative Study of Candidate and Doctoral Programs in the Ukraine and in the United States
Dr. John Johnson
18 March 2013
Kyiv, Ukraine
Bachelor of science Enrolment Round Twomonashscience
This document provides information to help students choose units and plan their course for a Bachelor of Science or double degree at Monash University. It defines key terminology like units, majors, and minors. It outlines the typical structure of Bachelor of Science degrees over three years and examples of first year unit choices. The document also provides resources for students to use in planning their course maps and lists science majors and minors that can be chosen. Contact information is provided for science student services and orientation activities are outlined.
phd admission. phd in computer science phd thesisresearch paper formatresearch paper how to writepaper publicationpaper publication journalpaper publication journal paper publication journal paper publication in journalsresearch topics research paper topics research questions thesis topics interesting research topicsd research topics research paper topics add research questions add thesis topics add interesting research topicswriting help dissertation helpdissertation topics phd admission journals science journala research paper topicslphd admissionresearch proposal topicsresearch topics research paper topics research questions thesis topics interesting research topicsdata analytics add statistical analysis
Thmep fac ed ppt #13 research in the scholarship of teachingTucsonMedicalCenter
This document provides information on engaging in the scholarship of teaching and learning (SoTL). It defines SoTL and distinguishes it from scholarly teaching. Glassick's six elements of scholarship are described for evaluating SoTL projects. Examples of SoTL projects and resources for conducting this type of educational research are provided. Faculty are encouraged to develop research questions about their teaching and students' learning, collect relevant data, and disseminate their findings to contribute to the scholarship of teaching in their discipline.
The document provides guidance on writing an MRes thesis, including:
- The typical structure which includes sections like introduction, literature review, methods, results, discussion and conclusions.
- General requirements for things like length, style, formatting, preliminary pages and obtaining necessary approvals.
- A breakdown of each section providing details on what should be included like stating the aims of the study, outlining the methodology, presenting results and discussing the relevance of the findings.
- Notes that requirements may vary between faculties and recommendations are provided to follow departmental guidelines.
These slides are from a talk given at the University of Leicester, UK as part of their 2010 season of "Careers After Biological Science" seminars. The speaker, Dr Jannine Clapp was an undergraduate at Leicester then completed a PhD and a first postdoc at the University of Nottingham before returning to Leicester to work in the group of Dr Flav Giorgini. www.biosciencecareers.wordpress.com
This document provides information about thesis writing and publication for PhD candidates at Macquarie University. It discusses the candidature management plan that PhD candidates must complete in consultation with their supervisor. This plan outlines milestones, publishing plans, timelines and deliverables over the 3 year candidature.
It also provides details about writing a thesis by publication, including that it can include published, accepted or submitted papers that were undertaken during candidature and form a coherent body of work on the research project. Most theses by publication contain 2-8 papers. The document outlines the required sections and formating of a thesis by publication.
The document provides tips for writing an outstanding literature review for a master's thesis. It discusses structuring the literature review, avoiding plagiarism through proper citation of sources, and techniques for paraphrasing, summarizing, and quoting material from sources. It also covers best practices for writing clearly and concisely such as using active voice and precise verbs. The overall message is that a literature review requires carefully reviewing previous work in the field, incorporating relevant information and ideas from sources, and accurately attributing those sources.
The document summarizes the results of a 2016/17 survey on open access policies and practices among 338 universities from 39 countries. Key findings include:
- Over 80% of responding universities have an open access policy or are in the process of developing one.
- Common policy elements include encouraging open access publishing and repository deposit, as well as awareness raising. Fewer universities mandate open access.
- Support for open access includes funding, training, and repository services. Barriers include lack of expertise, awareness, and coordination across institutions.
This document summarizes a study on attaining a PhD while maintaining an active life. The study examined the forces that facilitate and constrain the doctoral journey through an online questionnaire of recent PhD graduates and current doctoral students. Key findings include that most participants were over 40, it took on average 4.4 years to complete a PhD, and the biggest challenges were misalignment between school, family, career responsibilities and a lack of understanding of the PhD process. The document recommends developing time management skills, aligning responsibilities, understanding one's motivation for pursuing a PhD, seeking support, and focusing on research skills and progressing through the degree in a scholarly manner.
This presentation looks at some of the issues of supervising research students at a distance and the tools that can be used to support students' research and writing process.
- Data collection and analysis for Chapter 2
- Proofreading of thesis
- Formatting of references
- Administrative support
- Provided feedback on drafts
- Assisted with figures
Sinead Blaber
- Conceived and designed the research
- Performed the experiments
- Analyzed the data
- Wrote the thesis
- Responsible for overall research
- Responsible for manuscript preparation
- Responsible for responding to examiners' reports
- Presented research findings at conferences
- Secured funding and ethics approvals
- Led the research
- Corresponding author on publications
- Responsible for
Dylan Teague has worked as a research assistant at Vanderbilt University since 2016, assisting with particle physics research and maintaining code for the Beyond Standard Model 3rd Generation Group. He has also conducted his own research into channels and methods. Teague has experience in particle physics, condensed matter physics, and astronomy research as well as tutoring and teaching physics. He received his PhD in Physics and Math from Vanderbilt University in 2017 with a GPA of 3.677 in physics and 3.981 overall.
Dr Jen Rowland facilitated a "Supervising a thesis by publication" workshop for the Faculty of Law at Macquarie University on 10 August 2016 jen.rowland@mq.edu.au
This document provides information on engaging in the scholarship of teaching and learning (SoTL). It defines SoTL and distinguishes it from scholarly teaching. The document outlines steps for SoTL projects, including developing a research question, conducting a literature review, collecting and analyzing data, and reporting results. Resources for SoTL are provided, like the Society of Teachers of Family Medicine library and suggested timelines. Glassick's six criteria for scholarship are described. Examples of SoTL projects in medical education are given to illustrate the approach.
This document outlines the syllabus for a research methods course in medical informatics. It provides details about the instructor, course resources including the class website, course description and learning objectives. The syllabus lists the topics to be covered each week such as research paradigms, research designs, data collection and analysis methods, writing papers and presenting findings. Students will be expected to read extensively, write an academic paper, take a midterm exam and final exam.
This document provides background and objectives for creating a LibGuide to support qualitative researchers in the health sciences. It notes an increasing interest in and use of qualitative research methods but challenges in finding relevant materials due to poor indexing, unfamiliar terminology, and lack of knowledge about social science resources. The guide aims to provide information on publishing qualitative research, finding articles, resources for training and support, and integrating qualitative research into systematic reviews, for both UNC and non-UNC users. It describes the methods used to collect resources, including scanning websites, searching guides and databases, and consulting with experts. The document outlines next steps such as soliciting feedback and considering additional topics.
Bachelor of Science Double Degree Enrolment Informationmonashscience
This document provides information for students enrolling in a Bachelor of Science degree at Monash University. It outlines the various science majors and double degrees available. It provides details on unit selection, course structures, and administrative contacts for different degrees. It encourages students to meet with academics and visit student services for assistance in planning their first year units and degrees.
This thesis examines the guidelines for including publications in a thesis. It discusses including 2-8 papers as sole or joint authorship, with each paper forming a chapter. The papers do not need to be presented chronologically as long as the overall research is presented coherently. The thesis must be under 100,000 words and follow authorship protocols. Papers can include book chapters, conference proceedings, journal articles, and prepared manuscripts. The thesis should include sections like the introduction, conclusions, bibliography/references, and appendices. It must also include declarations, lists of original publications and contributors, and acknowledgements. The format should follow guidelines for margins, spacing, and presentation quality.
Intro: How to chose a grad program, Fact versus Fictiongradschoolprepclub
The document summarizes key information for undergraduate students considering graduate school in chemistry. It discusses myths about graduate school, factors to consider in choosing a graduate program and research group, and provides a timeline of tasks for students in their senior year to prepare and apply for admission. The Graduate School Prep Club hosted by Spelman Chemistry Club and Emory University aims to help students learn about the graduate school application process and develop skills for a STEM career.
The document summarizes key aspects of applying to universities in the UK through UCAS, including:
- The application process is more streamlined than in the US or Canada, with one online application sent to up to 5 courses.
- Students typically study one course for 3 years, so they must be clear on their choice.
- Offers are made based on predicted IB scores, and students can hold offers from two universities as "firm" and "insurance" choices.
UKCGE Annual Conference 2023 | UKCGE Research Supervisor Associate and Full: sharing good practice between two
UK Graduate Schools | Dr Clive Palmer and Dr Chris Hughes
JT_May 2015 (pdf6 - 05.06.2015 Final low res)Anthea Van Zyl
The Assupol TuksCricket team from the University of Pretoria won two world cricket tournaments in 2014. Players Aiden Markram and Corbin Bosch were part of the South African under-19 team that won the ICC under-19 World Cup in Dubai and the Red Bull Campus Cricket World Finals in London. Aiden was the top run scorer and player of the tournament in the ICC under-19 World Cup, while Corbin took 12 wickets in the tournament. The Assupol TuksCricket team then defeated teams from several other countries to become the best university cricket team in the world at the Red Bull Campus Cricket World Finals. Both players credit the training and preparation provided by their coaches at the
Thmep fac ed ppt #13 research in the scholarship of teachingTucsonMedicalCenter
This document provides information on engaging in the scholarship of teaching and learning (SoTL). It defines SoTL and distinguishes it from scholarly teaching. Glassick's six elements of scholarship are described for evaluating SoTL projects. Examples of SoTL projects and resources for conducting this type of educational research are provided. Faculty are encouraged to develop research questions about their teaching and students' learning, collect relevant data, and disseminate their findings to contribute to the scholarship of teaching in their discipline.
The document provides guidance on writing an MRes thesis, including:
- The typical structure which includes sections like introduction, literature review, methods, results, discussion and conclusions.
- General requirements for things like length, style, formatting, preliminary pages and obtaining necessary approvals.
- A breakdown of each section providing details on what should be included like stating the aims of the study, outlining the methodology, presenting results and discussing the relevance of the findings.
- Notes that requirements may vary between faculties and recommendations are provided to follow departmental guidelines.
These slides are from a talk given at the University of Leicester, UK as part of their 2010 season of "Careers After Biological Science" seminars. The speaker, Dr Jannine Clapp was an undergraduate at Leicester then completed a PhD and a first postdoc at the University of Nottingham before returning to Leicester to work in the group of Dr Flav Giorgini. www.biosciencecareers.wordpress.com
This document provides information about thesis writing and publication for PhD candidates at Macquarie University. It discusses the candidature management plan that PhD candidates must complete in consultation with their supervisor. This plan outlines milestones, publishing plans, timelines and deliverables over the 3 year candidature.
It also provides details about writing a thesis by publication, including that it can include published, accepted or submitted papers that were undertaken during candidature and form a coherent body of work on the research project. Most theses by publication contain 2-8 papers. The document outlines the required sections and formating of a thesis by publication.
The document provides tips for writing an outstanding literature review for a master's thesis. It discusses structuring the literature review, avoiding plagiarism through proper citation of sources, and techniques for paraphrasing, summarizing, and quoting material from sources. It also covers best practices for writing clearly and concisely such as using active voice and precise verbs. The overall message is that a literature review requires carefully reviewing previous work in the field, incorporating relevant information and ideas from sources, and accurately attributing those sources.
The document summarizes the results of a 2016/17 survey on open access policies and practices among 338 universities from 39 countries. Key findings include:
- Over 80% of responding universities have an open access policy or are in the process of developing one.
- Common policy elements include encouraging open access publishing and repository deposit, as well as awareness raising. Fewer universities mandate open access.
- Support for open access includes funding, training, and repository services. Barriers include lack of expertise, awareness, and coordination across institutions.
This document summarizes a study on attaining a PhD while maintaining an active life. The study examined the forces that facilitate and constrain the doctoral journey through an online questionnaire of recent PhD graduates and current doctoral students. Key findings include that most participants were over 40, it took on average 4.4 years to complete a PhD, and the biggest challenges were misalignment between school, family, career responsibilities and a lack of understanding of the PhD process. The document recommends developing time management skills, aligning responsibilities, understanding one's motivation for pursuing a PhD, seeking support, and focusing on research skills and progressing through the degree in a scholarly manner.
This presentation looks at some of the issues of supervising research students at a distance and the tools that can be used to support students' research and writing process.
- Data collection and analysis for Chapter 2
- Proofreading of thesis
- Formatting of references
- Administrative support
- Provided feedback on drafts
- Assisted with figures
Sinead Blaber
- Conceived and designed the research
- Performed the experiments
- Analyzed the data
- Wrote the thesis
- Responsible for overall research
- Responsible for manuscript preparation
- Responsible for responding to examiners' reports
- Presented research findings at conferences
- Secured funding and ethics approvals
- Led the research
- Corresponding author on publications
- Responsible for
Dylan Teague has worked as a research assistant at Vanderbilt University since 2016, assisting with particle physics research and maintaining code for the Beyond Standard Model 3rd Generation Group. He has also conducted his own research into channels and methods. Teague has experience in particle physics, condensed matter physics, and astronomy research as well as tutoring and teaching physics. He received his PhD in Physics and Math from Vanderbilt University in 2017 with a GPA of 3.677 in physics and 3.981 overall.
Dr Jen Rowland facilitated a "Supervising a thesis by publication" workshop for the Faculty of Law at Macquarie University on 10 August 2016 jen.rowland@mq.edu.au
This document provides information on engaging in the scholarship of teaching and learning (SoTL). It defines SoTL and distinguishes it from scholarly teaching. The document outlines steps for SoTL projects, including developing a research question, conducting a literature review, collecting and analyzing data, and reporting results. Resources for SoTL are provided, like the Society of Teachers of Family Medicine library and suggested timelines. Glassick's six criteria for scholarship are described. Examples of SoTL projects in medical education are given to illustrate the approach.
This document outlines the syllabus for a research methods course in medical informatics. It provides details about the instructor, course resources including the class website, course description and learning objectives. The syllabus lists the topics to be covered each week such as research paradigms, research designs, data collection and analysis methods, writing papers and presenting findings. Students will be expected to read extensively, write an academic paper, take a midterm exam and final exam.
This document provides background and objectives for creating a LibGuide to support qualitative researchers in the health sciences. It notes an increasing interest in and use of qualitative research methods but challenges in finding relevant materials due to poor indexing, unfamiliar terminology, and lack of knowledge about social science resources. The guide aims to provide information on publishing qualitative research, finding articles, resources for training and support, and integrating qualitative research into systematic reviews, for both UNC and non-UNC users. It describes the methods used to collect resources, including scanning websites, searching guides and databases, and consulting with experts. The document outlines next steps such as soliciting feedback and considering additional topics.
Bachelor of Science Double Degree Enrolment Informationmonashscience
This document provides information for students enrolling in a Bachelor of Science degree at Monash University. It outlines the various science majors and double degrees available. It provides details on unit selection, course structures, and administrative contacts for different degrees. It encourages students to meet with academics and visit student services for assistance in planning their first year units and degrees.
This thesis examines the guidelines for including publications in a thesis. It discusses including 2-8 papers as sole or joint authorship, with each paper forming a chapter. The papers do not need to be presented chronologically as long as the overall research is presented coherently. The thesis must be under 100,000 words and follow authorship protocols. Papers can include book chapters, conference proceedings, journal articles, and prepared manuscripts. The thesis should include sections like the introduction, conclusions, bibliography/references, and appendices. It must also include declarations, lists of original publications and contributors, and acknowledgements. The format should follow guidelines for margins, spacing, and presentation quality.
Intro: How to chose a grad program, Fact versus Fictiongradschoolprepclub
The document summarizes key information for undergraduate students considering graduate school in chemistry. It discusses myths about graduate school, factors to consider in choosing a graduate program and research group, and provides a timeline of tasks for students in their senior year to prepare and apply for admission. The Graduate School Prep Club hosted by Spelman Chemistry Club and Emory University aims to help students learn about the graduate school application process and develop skills for a STEM career.
The document summarizes key aspects of applying to universities in the UK through UCAS, including:
- The application process is more streamlined than in the US or Canada, with one online application sent to up to 5 courses.
- Students typically study one course for 3 years, so they must be clear on their choice.
- Offers are made based on predicted IB scores, and students can hold offers from two universities as "firm" and "insurance" choices.
UKCGE Annual Conference 2023 | UKCGE Research Supervisor Associate and Full: sharing good practice between two
UK Graduate Schools | Dr Clive Palmer and Dr Chris Hughes
JT_May 2015 (pdf6 - 05.06.2015 Final low res)Anthea Van Zyl
The Assupol TuksCricket team from the University of Pretoria won two world cricket tournaments in 2014. Players Aiden Markram and Corbin Bosch were part of the South African under-19 team that won the ICC under-19 World Cup in Dubai and the Red Bull Campus Cricket World Finals in London. Aiden was the top run scorer and player of the tournament in the ICC under-19 World Cup, while Corbin took 12 wickets in the tournament. The Assupol TuksCricket team then defeated teams from several other countries to become the best university cricket team in the world at the Red Bull Campus Cricket World Finals. Both players credit the training and preparation provided by their coaches at the
Thinking about applying for a K award? Wondering how to put together the most competitive application?
NIH Research Career Development Awards (K awards) promote career development and provide support for senior postdoctoral fellows or faculty-level candidates. In this presentation, Dr. Sheila Lukehart leverages her many years of chairing K-award review committees at the NIH to provide practical tips and advice.
2015 BRET Career Development Annual ReportAshley Brady
- Oversees the BEST Consortium efforts as part of Vanderbilt's NIH BEST award
- Manages the BEST Consortium website and communications
- Organizes the annual BEST Consortium meeting
- Represents Vanderbilt at BEST Consortium leadership meetings
- Provides guidance and oversight for the evaluation component of Vanderbilt's BEST program
Abby Brown, PhD abby.brown@vanderbilt.edu
Evaluation Specialist
National Conference on Undergraduate Research (NCUR) NSF GRFP TalkMichael Thompson
The National Science Foundation Graduate Research Fellowship program (GRFP) is the nation's oldest and most established fellowship program that directly supports students in various Science, Technology, Engineering, and Mathematics (STEM) fields. Since 1952, NSF has provided funding for over 50,000 Graduate Research Fellowships. To date, forty-two Fellows have gone on to become Nobel laureates and more than 450 have become members of the National Academy of Sciences (NAS). Undergraduates are highly-encouraged to apply. If awarded this fellowship provides $34,000 dollars per-year for three years and a cost-of-education allowance of $12,000 dollars to the graduate degree granting institution. In this session you will be provided with an overview on what it takes for an undergraduate to apply and be awarded a GRFP.
Mobile learning at the University of Leeds School of Medicine provides medical students with iPhones loaded with medical apps and assessment tools to support their clinical placements. Over 10,000 pieces of formative feedback were recorded by students from clinicians in one academic year. Students complete workplace-based assessments using the mobile apps. The mobile learning program enhances learning and assessment, helps students become better doctors, and supports life-long learning through the use of an e-portfolio. Both students and clinicians see benefits from the mobile learning, including improved engagement and opportunities for learning.
This presentation was given during the Nobiles Career Fair in Utrecht,NL 6 and 7 october 2011.
Linda Klumpers (PNN) and Alex den Haan (AcademicTransfer) talked about what exactly a PhD is, and what value it can bring in a future career.
This document summarizes a seminar on motivation and career development presented by Rafiquel Islam.
Part 1 discusses motivation, the requirements for success, and the differences between character and reputation. It emphasizes that knowledge with good manners can benefit people.
Part 2 focuses on career development and higher education opportunities. It outlines various scholarship opportunities in home countries and abroad, and why going abroad for further study is important for academic and personal growth.
The presentation provides guidance on finding professors, writing to them, and applying for scholarships and academic positions in their research labs. It stresses having the necessary documents and covering all aspects like research interests and references in the application.
This document summarizes the work of the Postgraduate Student Experience Working Group. The group is divided into 3 sub-groups focused on 1) PDP and career planning, 2) PGT identity and expectations, and 3) the end of the PGR lifecycle. Each sub-group has projects exploring topics like PDP tools used by universities, transitions into and out of PGT programs, and support during vital stages like the thesis submission and viva process. Surveys have been conducted and initial findings are being analyzed to better understand these areas and make recommendations to improve the postgraduate student experience.
1) Dr. Ebba Ossiannilsson is an expert in e-learning, open educational resources (OER), MOOCs, and online education quality with a focus on benchmarking and quality enhancement.
2) She has a PhD from Oulu University in Finland and works as a consultant and board member for several international associations and projects related to strategic issues in online education.
3) Ossiannilsson presented at the 6th Annual MoodleMoot Virtual Conference on innovation for quality leadership in online education.
The document discusses the qualities and administration of successful Intensive English Programs (IEPs). It notes that IEP administrators must understand key concepts like faculty, students, accreditation, curriculum, mission statements, stakeholders, strategic plans, regulations, budgets, enrollment, facilities, crises, assessment, visas, marketing, personnel, agents, housing, recruiting, and professional development. Administrators are advised to conduct a SWOT analysis and develop a mission statement and strategic plan that involves understanding stakeholders. The document also stresses the importance of planning for and managing potential crises within an IEP.
This document provides information about a webinar on writing winning grant proposals hosted by Research4Life. The webinar will cover the grant writing process from identifying funding sources to receiving funds. It will include topics such as selecting a call, choosing a research topic and team, and components of a full proposal such as the research background and objectives, budget, timeline, and management plan. The webinar aims to provide eligible participants from Research4Life countries with strategies for successfully obtaining research funding. A pre-webinar poll asks participants about their grant writing experience and current work on proposals.
This document provides an overview of the February 2016 issue of Advances in Nursing Doctoral Education & Research journal. It includes the table of contents, journal purpose and author guidelines. It introduces the editors and board members. It also provides greetings from the INDEN president discussing applying for research funding and the perils, pitfalls and pearls of grant writing. Finally, it includes a letter from the editors highlighting articles in this issue on grant writing tips and abstracts from the 2015 INDEN conference.
The document provides an overview and guide for students in the BA International Studies program at Leiden University, outlining the curriculum, opportunities for study abroad, internships, and minors; it also provides information on support services, university policies and procedures, life in The Hague, and practical matters including insurance, healthcare, and transportation.
As you begin your research 10 June 2010Jennifer Lim
The document provides guidance on how to successfully conduct research. It emphasizes the importance of starting well by choosing an interesting topic, developing a research proposal and bibliography, and securing a committed supervisor. It also stresses the need to plan the research, get the necessary resources, maintain professional relationships, evaluate progress, and know what examiners will look for in the completed research. The overall message is to start research as soon as possible and keep moving forward according to a set plan.
How to land your dream International Summer Internship!Sohini Bagchi
1. The document provides tips for landing an international summer internship, including starting the application process in the second semester of the second year of college, having an updated resume and statement of purpose, applying to multiple opportunities, and keeping track of deadlines and requirements in a spreadsheet.
2. Key recommendations include thoroughly researching the organization and incorporating that knowledge into the statement of purpose, asking for letters of recommendation from professors known for over two years, and applying as early as possible to internship postings.
3. Following these tips can help students gain an international experience through competitive summer internship programs and have the experience of a lifetime abroad.
How to land your dream International Summer Internship!Sohini Bagchi
1. The document provides tips for landing an international summer internship, including starting the application process early in one's academic career, having a well-crafted resume and statement of purpose, applying to multiple opportunities, and keeping detailed records of application requirements and deadlines in a spreadsheet.
2. Key recommendations are to thoroughly research potential organizations and incorporate that knowledge into applications, ask professors who know you well for letters of recommendation well in advance, and apply as early as possible to internship postings.
3. Following these tips can help one achieve the experience of a lifetime by securing a funded international summer internship.
Fostering Translational Doctoral Programmes in health SciencesORPHEUS
This document discusses fostering translational doctoral programmes in health sciences at Nova Medical School in Lisbon. It notes the challenges of moving basic science discoveries to applications that improve human health. The school aims to train PhD students through a structured curriculum with core courses, research projects, and electives spanning basic, translational and clinical research. Students can specialize in areas like aging/chronic diseases, bioengineering or regenerative medicine. The document advocates strategies like improving communication across research areas, nurturing collaborations, developing infrastructure and "research navigators" to help bridge the gap between discovery and real-world impact. The goal is training a new generation of scientists skilled in moving research from discovery to delivery of benefits to patients and
Workshop "Supervision and Management of PhD training"ORPHEUS
The document appears to contain results from several polls related to PhD supervision and training. Some key results include: 87% of respondents enjoy teaching/supervising PhD researchers, 48% cited disputes over publication/authorship as a reason for leaving a PhD, and 64% support required repeated training (e.g. yearly) for supervisors to maintain their "license to supervise".
Impact of Orpheus on PhD Training : Experience of a Turkish Medical SchoolORPHEUS
This document summarizes the experience of Dokuz Eylul University's Graduate School of Health Sciences in reforming its PhD training program with the help of ORPHEUS. It describes a 3 phase change process: 1) an internal reform phase from 2005-2010 to improve areas like course structure and supervision, 2) an internationalization phase from 2010-2016 involving ORPHEUS membership and hosting conferences, and 3) ongoing efforts to safeguard quality such as supervisor training. Key reforms included reducing coursework, requiring research publications, and ensuring independence in thesis assessment. The labeling process proved extremely beneficial and had short term impacts like activating stakeholders and long term potential impacts on Turkish PhD training standards nationally.
ORPHEUS has developed the ORPHEUS Evaluation Certificate (OEC) and ORPHEUS Label to recognize quality PhD programs. Both are based on ORPHEUS' publication on best practices for PhD training. Institutions can apply by completing a self-evaluation questionnaire available on the ORPHEUS website. Experienced facilitators will then assess the responses and may conduct site visits to provide more detailed feedback. Institutions that meet the basic recommendations will be awarded an ORPHEUS Label. The facilitators' services are free but institutions must cover travel costs for site visits.
Institutional Procedures as a Tool to Promote Responsible Research Environment ORPHEUS
This document summarizes an institutional procedures presentation on promoting responsible research. It discusses how the rate of scientific paper retractions is increasing faster than total publications due to irresponsible conduct. Institutions face a dilemma of maintaining integrity as research systems expand rapidly. The presentation focuses on the role of institutions in ensuring research integrity through education, policies, oversight of misconduct, and discouraging questionable practices. A survey of institutions found most provide ethics training but could improve on topics like data management. Mentor-mentee relationships are often unstructured. While training focuses on research skills, developing generic skills for candidates was also recommended to foster a quality research culture.
ORPHEUS tools for assisting Institutions in implementing best practices for r...ORPHEUS
ORPHEUS provides tools to help institutions implement best practices for responsible research training, including ensuring research integrity and good careers for PhD graduates. The main tools are a Best Practices document outlining recommendations, a self-evaluation questionnaire, and a certification and labeling process. The labeling process involves an institution conducting a self-evaluation, review by an ORPHEUS board, and potentially receiving an ORPHEUS Evaluation Certificate or Label indicating alignment with responsible research training best practices.
This document summarizes the outcomes of the recent ORPHEUS conference in Cologne and updates members on organizational changes. There was a change in the executive committee with several members concluding their terms. A revised version of the ORPHEUS statutes and Best Practices for PhD Training were approved. The website is being updated with new features like a document library and information on the self-evaluation process for institutions seeking the ORPHEUS label. Plans are discussed for future activities and conferences to facilitate sharing of best practices among members.
national Institutes of Health-sponsored initiatives in PhD - traning in the USORPHEUS
This document summarizes initiatives at Vanderbilt University to enhance PhD training and career outcomes through the NIH Broadening Experiences in Scientific Training (BEST) program. It discusses how the Vanderbilt BEST (ASPIRE) program provides trainees with career development skills, professional development experiences, and exposure to diverse career paths through workshops, externships, alumni interviews, and short courses. It also notes efforts to increase rigor and reproducibility in research through experimental design courses, biostatistics support, and data management tools. The goal is to better prepare trainees for a variety of careers and promote best practices in research.
This document proposes standards for PhD programs in biomedicine and health sciences in Europe. It was developed jointly by ORPHEUS, AMSE, and WFME to define what is meant by a PhD degree and provide a framework to help institutions strengthen their PhD programs.
The document outlines 8 standards for PhD programs and degrees. The first standard states that PhD programs must be performed in a strong research environment with adequate facilities. It also notes research must follow ethical standards. Subsequent standards address admission criteria, required training programs, supervision, thesis requirements, assessment, and administrative structures. The document aims to enhance quality, internationalization, and career opportunities for PhD graduates.
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Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
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Implementing an IDP at KU Leuven
1. 6/05/2017
1
Implementing an IDP at KU Leuven;
Raising awareness amongst
PhD researchers AND supervisors
John Creemers
Director Doctoral School Biomedical Sciences
KU Leuven
Belgium
5 May 2017
2
2. 6/05/2017
2
Why do we need an
Individual Development Plan?
How does our Individual
Development Plan work?
3
An IDP helps PhD researchers to map their
academic and professional development
IDP Skills,
Training,
Teaching
Research
Career
planning
…together with your supervisor
3. 6/05/2017
3
IDPs are commonly used in the USA
5
http://dx.doi.org/10.1016/j.molcel.2015.04.025
The majority of PhDs leave academia
6
Source: VRWB
Public sector
Industry
Academic
professorship
9%
of PhD
graduates
91%
of PhD
graduates
NGO
Teaching
Post-
doc
Academic
career
PhD
100%
Non-academic
career
Permanent staff
34%
66%
18%
82%
Academic
Non-
Academic
4. 6/05/2017
4
The majority of PhDs leave academia
7
Source: VRWB
Public sector
Industry
Academic
professorship
9%
of PhD
graduates
91%
of PhD
graduates
NGO
Teaching
Post-
doc
Academic
career
PhD
100%
Non-academic
career
Permanent staff
34%
66%
18%
82%
Academic
Non-
Academic
Which skills are missing after PhD training?
8NEEDED SKILLS current job
ACQUIRED SKILLS
during PhD Industry
Services
Public
sector
Private
non-profit
Higher
education
University
+
Research skills
Personal effectiveness
Communication skills
Team skills
Management skills
ECOOM: CDH (2010) Belgium
N=4190
5. 6/05/2017
5
9
ECOOM-CDH (2010) – Data for Flanders & Prof. Luc Sels - Economics & Business (2013)
A PhD will (also) get you a (better paid) job
outside academia
Unemployed PhDs in Biomed. Sci. 0.6% (4/618)
Increase in salary (PhD vs MSc) 9%
The more doctoral candidates anticipate the
preparation for their career, the greater will be their
job satisfaction and the easier their job search…
10
Survey: Pierre & Marie Curie University (2014)
6. 6/05/2017
6
An IDP facilitates constructive discussions
between PhD researchers and supervisors
The value of an IDP is acknowledged by alumni
7. 6/05/2017
7
Why do we need an IDP?
How does our IDP work?
13
Acknowledgements for IDP@KUL-BMS
14
Joey Barnett
Vice-dean, Vanderbilt
University, USA
Christophe Vandenbriele
Postdoc Representative
KU Leuven
Bart Nuttin
Research Coordinator
KU Leuven
Brenda Aerts
Doctoral School
KU Leuven
8. 6/05/2017
8
Our IDP starts with long-term objectives
15
o Academic vs non-academic?
o What have you done to prepare yourself?
o What competences do you want/need to develop?
o What resources do you need & can your PI help?
.…before planning for the upcoming year
16
o What are your main research goals?
o Which actions will you take for your career?
o What is the time line for these actions?
o How can your supervisor help?
o How can you improve? (Q for supervisor)
9. 6/05/2017
9
The online tool (Toledo) requires input
from both you and your supervisor
17
o PhD researcher fills out his/her part (info via web links)
o Sends it to supervisor (‘ask for feedback’)
o Have a face-to-face meeting with the supervisor
o After discussing the IDP, it is finalized (e-signed)
o Upload PDF as milestone
The IDP has to be completed twice during your PhD
Year 1 Year 2 Year 3 Year 4
Charter o/t
PhD res. &
promotor
Provisional
doctoral plan
1st year valuation
Research
seminar
Final doctoral
plan
IDP
E-portfolio
Thesis
manuscript
(turnitin
lirias)
IDP
defence
Scientific Integrity I
Scientific
Integrity II
10. 6/05/2017
10
Conclusions
19
o The IDP aims to stimulate career planning
of PhD researchers
o Makes supervisors aware of their responsibility
in career development of their PhD researchers
Your PhD
your future