Developing your academic career plans as well as information on online resources to support you.
(c) Copyright rests with authors. Please use and cite appropriately.
"Well, Of Course Students Will Love Them!" An Ethnographic Study of Undergra...The CTW Library Consortium
This study examined undergraduate students' use and perceptions of eBooks. Interviews revealed that while students could define eBooks, they had difficulties finding, accessing, and using them effectively. Platforms were not intuitive and students preferred print for long-form reading. They enjoyed searching within books but found other features confusing. Students hoped eBooks would become more tactile, collaborative, and have intuitive interfaces and offline access in the future. The study provided insights into how student and librarian perspectives on eBooks can differ.
This document discusses longitudinal studies and case studies as research methods. Longitudinal studies involve observing a sample group over an extended period, such as years, to see how individuals and societies change over time. Case studies provide an in-depth examination of a single individual or small group to uncover details about them. Both methods can be useful for researching education, as longitudinal studies allow observing student development and case studies provide deep insights into specific learning experiences.
This document is a guide to networking for academics produced by REDS (Researcher Enterprise Development Salford). It discusses the importance of networking for opportunities and collaborations. The guide provides advice on in-person and online networking, including using social media platforms like Twitter, LinkedIn, and blogs. It also summarizes various networking theories and stresses the importance of reciprocity in professional relationships.
1. The document outlines the progression points process for PhD students at Salford University, which aims to evaluate student progress, provide structure and support, and ensure quality.
2. Key progression points include a learning agreement, annual reports, an interim assessment at 12-15 months, and an internal evaluation at 12 months after the interim assessment. Evaluations assess students' research skills, knowledge, project design/management, and originality.
3. The timeline lays out the progression points for both full-time and part-time PhD students. Forms, guidelines, and tips are provided to help students successfully complete each assessment.
Developing your academic career plans as well as information on online resources to support you.
(c) Copyright rests with authors. Please use and cite appropriately.
"Well, Of Course Students Will Love Them!" An Ethnographic Study of Undergra...The CTW Library Consortium
This study examined undergraduate students' use and perceptions of eBooks. Interviews revealed that while students could define eBooks, they had difficulties finding, accessing, and using them effectively. Platforms were not intuitive and students preferred print for long-form reading. They enjoyed searching within books but found other features confusing. Students hoped eBooks would become more tactile, collaborative, and have intuitive interfaces and offline access in the future. The study provided insights into how student and librarian perspectives on eBooks can differ.
This document discusses longitudinal studies and case studies as research methods. Longitudinal studies involve observing a sample group over an extended period, such as years, to see how individuals and societies change over time. Case studies provide an in-depth examination of a single individual or small group to uncover details about them. Both methods can be useful for researching education, as longitudinal studies allow observing student development and case studies provide deep insights into specific learning experiences.
This document is a guide to networking for academics produced by REDS (Researcher Enterprise Development Salford). It discusses the importance of networking for opportunities and collaborations. The guide provides advice on in-person and online networking, including using social media platforms like Twitter, LinkedIn, and blogs. It also summarizes various networking theories and stresses the importance of reciprocity in professional relationships.
1. The document outlines the progression points process for PhD students at Salford University, which aims to evaluate student progress, provide structure and support, and ensure quality.
2. Key progression points include a learning agreement, annual reports, an interim assessment at 12-15 months, and an internal evaluation at 12 months after the interim assessment. Evaluations assess students' research skills, knowledge, project design/management, and originality.
3. The timeline lays out the progression points for both full-time and part-time PhD students. Forms, guidelines, and tips are provided to help students successfully complete each assessment.
This document provides an outline for an academic CV lecture. It discusses the differences between a CV and resume and the key headings and structures for an effective academic CV. These include sections for publications, research experience, teaching experience, skills, and references. The document provides examples of targeted, persuasive CVs and emphasizes tailoring the CV to specific employers by researching the company and job requirements. Students are encouraged to use action words and relate skills to the job in their work experience section.
This document discusses the differences between resumes and CVs. Resumes are used for industry job searches and summarize work experience and skills. CVs are used for academic/research positions and provide a comprehensive history of credentials and accomplishments. The document outlines the purpose, format, content and appropriate use of resumes versus CVs to highlight qualifications for different career paths. It also provides tips on developing strong resumes/CVs, cover letters, and research statements.
This document provides an overview of resumes and CVs for graduate students in education. It discusses the key differences between resumes, which are brief advertisements of qualifications used in industry, and CVs, which are more comprehensive summaries of qualifications used in academic settings. The document outlines the basic categories and sections that should be included in a CV, such as contact information, education, experience, and references. It provides guidance on how to describe experiences, skills, and other sections for both CVs and resumes.
This document provides information on resumes and CVs, including their purpose, format, content, differences, and dos and don'ts. Resumes are used for industry job searches and highlight work experience, skills, and education. CVs are used for academic/research positions and provide a comprehensive history of one's credentials and qualifications. While resumes can vary in format and length, CVs follow a specific structure and contain details like publications and references. Cover letters and research statements also accompany CVs to support applications for scientific and medical jobs.
This document provides guidance on creating effective CVs and cover letters. It discusses the purpose of different types of CVs and tailoring them based on work experience. Recruiters typically spend 6 seconds scanning each CV, focusing on names, titles, and keywords. The document recommends including an objective statement, relevant experience, key skills, and interests tailored to the specific role. Cover letters should introduce the applicant, demonstrate why they are suited for the role and interested in the employer.
Capella Career Center Last updated 62216 1 COMPE.docxhacksoni
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus.
Capella Career Center Last updated 62216 1 COMPE.docxjasoninnes20
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus ...
Planning an Academic Career (15.2.2012)Tracy Bussoli
The document provides advice for PhD students considering an academic career. It outlines the typical roles and progression in an academic career ladder from PhD student to professor. It emphasizes gaining research, teaching, and networking experience. It notes the requirements for publications, teaching qualifications, and experience presenting research. It also highlights potential drawbacks like short-term contracts and intense competition for funding. The document advises students to explore career options and develop transferable skills in case an academic path is not possible.
The document provides information and advice for PhD students and researchers regarding career planning and options. It discusses the current academic job market, the importance of self-awareness and researching alternative careers. It provides tips for pursuing an academic career, such as publishing and gaining teaching experience. It also gives examples of transferable skills from a PhD and suggests activities for exploring non-academic careers in sectors like the third sector, think tanks, and private industry. Support services for career planning and applications are also mentioned.
This document advertises a Senior Career Conference to be held on September 12, 2014 at Georgetown University. The conference will provide graduating seniors with resources and information to help plan their careers after college. It will include sessions on resume writing, interviewing skills, industry insights, graduate school planning, and international opportunities. Seniors can register on the Hoya Career Connection website and lunch will be provided.
CV advice for postgraduates and postdoctoral researchersSarah Blackford
This document provides guidance on recognizing skills and writing an effective CV. It discusses what employers want, including both specific research knowledge and skills as well as non-academic skills like communication, analytical skills, and problem solving. It advises the reader to consider what they have to offer employers based on their research experience. Effective CVs are targeted, address the employer's needs, provide evidence of relevant skills, and convey enthusiasm. Cover letters should highlight key points and matching skills to the job description.
This document provides information about the Master of Business Administration (MBA) Project module at Sunderland Business School. It includes details about the module leader and teaching staff, learning outcomes, content, teaching methods, and assessment.
The key points are:
- The module acts as a capstone project for the MBA program, allowing students to complete independent research on an organization or industry of their choice.
- Students will complete workshops on research methods and personal competencies to prepare them for their projects.
- The project will involve a literature review, methodology, data analysis, and recommendations and will be approximately 12,000 words.
- Students will also submit a 2,000 word self-reflection on
The document provides information about the Professional Skills Career Launch course, including:
- An overview of the course content and modules focused on developing job search, career readiness, and professional skills.
- Details on accessing course materials through an online Blackboard site for two courses - one for all majors and one for engineering students.
- Instructions for students to purchase required textbooks or access them for free through provided links.
- A guide for navigating through the online course modules and materials on the left sidebar of the Blackboard site.
This document provides biographical information about Dr. Kathryn Green, including her educational background, career experience, areas of expertise, and workshop topics. Dr. Green has a Master's in Career Counseling, a Doctorate in Education, and is a certified resume writer. She has worked as a career counselor, instructor, and recruiter. Her workshop will cover resume writing tips and the resume writing process, including career assessment, identifying relevant job descriptions, and developing competencies to include on a resume.
This document provides guidance on writing a good postgraduate research proposal. It discusses including an abstract, introduction, background literature review, hypotheses, objectives, methodology, plans for communicating results, supervisory details, ethics considerations, and following formatting guidelines. The introduction should hook the reader and justify why the research is novel and important. The literature review helps set the context for the research questions. Key is focusing the proposal on sound hypotheses and reasoning, and showing an understanding of existing theories and methods in the field.
This document provides guidance on writing a good postgraduate research proposal. It discusses including an abstract, introduction, background literature review, hypotheses, objectives, methodology, plans for communicating results, supervisory details, ethics considerations, and following formatting guidelines. The introduction should hook the reader and justify why the research is novel and important. The literature review helps set the context for the research questions. Key is focusing the proposal on sound hypotheses and reasoning, and showing an understanding of existing theories and methods in the field.
How To Build a Great Student LinkedIn ProfilePerry Monaco
The document provides tips for building an effective student profile on LinkedIn, including crafting a headline that conveys their professional identity and goals, using a professional headshot photo, highlighting their education with details of their university, major, activities and honors, writing a concise professional summary, including relevant keywords, regularly updating their status, joining professional groups, collecting recommendations from various sources, customizing their public URL, and sharing examples of their work.
A 30-minute sprint presentation on how to write a CV and covering letter for different types of jobs, with a focus on PhD students and researchers. Presented at the Naturejobs Careers Expo, 4th Oct 2018.
The document discusses the differences between resumes and CVs. It notes that resumes are typically one to two pages and focus on relevant work history and skills for the specific position being applied for. CVs can be longer, up to 10 pages, and focus more on academic accomplishments and background. Resumes are generally used for business positions while CVs are more common for academic roles. The document also provides examples of different resume formats and sections that should be included in a strong resume, such as contact information, work experience, education, and skills.
Basic Tips and Fundamentals for the "Academic CV" Writing clearly explainedDrBarada Mohanty
The document provides guidance on writing an academic CV. It defines what an academic CV is and explains that it details one's educational background, professional appointments, research, teaching experience, publications, grants, awards, and other achievements. It then outlines the typical sections of an academic CV and what to include in each section, such as education, professional experience, teaching experience, research experience, publications, awards, grants, conferences, languages and skills, and references.
This document discusses using social media for business and focusing on human connections. It emphasizes starting conversations rather than just broadcasting information. Companies are encouraged to showcase their unique value, share their passion, and connect with customers on a personal level through responsive engagement and sharing while maintaining a professional presence. The goal is to build credibility, influence, and a positive reputation through networked conversation.
This document provides guidance on writing abstracts for academic conferences. It discusses why researchers submit abstracts, such as testing ideas, getting feedback, and networking. It explains that abstracts should introduce and summarize the research in 3 steps - establishing a territory in the field, establishing a niche, and occupying the niche. The document provides examples of language and structures to use in each step, such as claiming centrality, making topic generalizations, or announcing findings. Reviewers evaluate abstracts based on how well the abstract introduces important and interesting research that contributes to the field.
This document provides an outline for an academic CV lecture. It discusses the differences between a CV and resume and the key headings and structures for an effective academic CV. These include sections for publications, research experience, teaching experience, skills, and references. The document provides examples of targeted, persuasive CVs and emphasizes tailoring the CV to specific employers by researching the company and job requirements. Students are encouraged to use action words and relate skills to the job in their work experience section.
This document discusses the differences between resumes and CVs. Resumes are used for industry job searches and summarize work experience and skills. CVs are used for academic/research positions and provide a comprehensive history of credentials and accomplishments. The document outlines the purpose, format, content and appropriate use of resumes versus CVs to highlight qualifications for different career paths. It also provides tips on developing strong resumes/CVs, cover letters, and research statements.
This document provides an overview of resumes and CVs for graduate students in education. It discusses the key differences between resumes, which are brief advertisements of qualifications used in industry, and CVs, which are more comprehensive summaries of qualifications used in academic settings. The document outlines the basic categories and sections that should be included in a CV, such as contact information, education, experience, and references. It provides guidance on how to describe experiences, skills, and other sections for both CVs and resumes.
This document provides information on resumes and CVs, including their purpose, format, content, differences, and dos and don'ts. Resumes are used for industry job searches and highlight work experience, skills, and education. CVs are used for academic/research positions and provide a comprehensive history of one's credentials and qualifications. While resumes can vary in format and length, CVs follow a specific structure and contain details like publications and references. Cover letters and research statements also accompany CVs to support applications for scientific and medical jobs.
This document provides guidance on creating effective CVs and cover letters. It discusses the purpose of different types of CVs and tailoring them based on work experience. Recruiters typically spend 6 seconds scanning each CV, focusing on names, titles, and keywords. The document recommends including an objective statement, relevant experience, key skills, and interests tailored to the specific role. Cover letters should introduce the applicant, demonstrate why they are suited for the role and interested in the employer.
Capella Career Center Last updated 62216 1 COMPE.docxhacksoni
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus.
Capella Career Center Last updated 62216 1 COMPE.docxjasoninnes20
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus ...
Planning an Academic Career (15.2.2012)Tracy Bussoli
The document provides advice for PhD students considering an academic career. It outlines the typical roles and progression in an academic career ladder from PhD student to professor. It emphasizes gaining research, teaching, and networking experience. It notes the requirements for publications, teaching qualifications, and experience presenting research. It also highlights potential drawbacks like short-term contracts and intense competition for funding. The document advises students to explore career options and develop transferable skills in case an academic path is not possible.
The document provides information and advice for PhD students and researchers regarding career planning and options. It discusses the current academic job market, the importance of self-awareness and researching alternative careers. It provides tips for pursuing an academic career, such as publishing and gaining teaching experience. It also gives examples of transferable skills from a PhD and suggests activities for exploring non-academic careers in sectors like the third sector, think tanks, and private industry. Support services for career planning and applications are also mentioned.
This document advertises a Senior Career Conference to be held on September 12, 2014 at Georgetown University. The conference will provide graduating seniors with resources and information to help plan their careers after college. It will include sessions on resume writing, interviewing skills, industry insights, graduate school planning, and international opportunities. Seniors can register on the Hoya Career Connection website and lunch will be provided.
CV advice for postgraduates and postdoctoral researchersSarah Blackford
This document provides guidance on recognizing skills and writing an effective CV. It discusses what employers want, including both specific research knowledge and skills as well as non-academic skills like communication, analytical skills, and problem solving. It advises the reader to consider what they have to offer employers based on their research experience. Effective CVs are targeted, address the employer's needs, provide evidence of relevant skills, and convey enthusiasm. Cover letters should highlight key points and matching skills to the job description.
This document provides information about the Master of Business Administration (MBA) Project module at Sunderland Business School. It includes details about the module leader and teaching staff, learning outcomes, content, teaching methods, and assessment.
The key points are:
- The module acts as a capstone project for the MBA program, allowing students to complete independent research on an organization or industry of their choice.
- Students will complete workshops on research methods and personal competencies to prepare them for their projects.
- The project will involve a literature review, methodology, data analysis, and recommendations and will be approximately 12,000 words.
- Students will also submit a 2,000 word self-reflection on
The document provides information about the Professional Skills Career Launch course, including:
- An overview of the course content and modules focused on developing job search, career readiness, and professional skills.
- Details on accessing course materials through an online Blackboard site for two courses - one for all majors and one for engineering students.
- Instructions for students to purchase required textbooks or access them for free through provided links.
- A guide for navigating through the online course modules and materials on the left sidebar of the Blackboard site.
This document provides biographical information about Dr. Kathryn Green, including her educational background, career experience, areas of expertise, and workshop topics. Dr. Green has a Master's in Career Counseling, a Doctorate in Education, and is a certified resume writer. She has worked as a career counselor, instructor, and recruiter. Her workshop will cover resume writing tips and the resume writing process, including career assessment, identifying relevant job descriptions, and developing competencies to include on a resume.
This document provides guidance on writing a good postgraduate research proposal. It discusses including an abstract, introduction, background literature review, hypotheses, objectives, methodology, plans for communicating results, supervisory details, ethics considerations, and following formatting guidelines. The introduction should hook the reader and justify why the research is novel and important. The literature review helps set the context for the research questions. Key is focusing the proposal on sound hypotheses and reasoning, and showing an understanding of existing theories and methods in the field.
This document provides guidance on writing a good postgraduate research proposal. It discusses including an abstract, introduction, background literature review, hypotheses, objectives, methodology, plans for communicating results, supervisory details, ethics considerations, and following formatting guidelines. The introduction should hook the reader and justify why the research is novel and important. The literature review helps set the context for the research questions. Key is focusing the proposal on sound hypotheses and reasoning, and showing an understanding of existing theories and methods in the field.
How To Build a Great Student LinkedIn ProfilePerry Monaco
The document provides tips for building an effective student profile on LinkedIn, including crafting a headline that conveys their professional identity and goals, using a professional headshot photo, highlighting their education with details of their university, major, activities and honors, writing a concise professional summary, including relevant keywords, regularly updating their status, joining professional groups, collecting recommendations from various sources, customizing their public URL, and sharing examples of their work.
A 30-minute sprint presentation on how to write a CV and covering letter for different types of jobs, with a focus on PhD students and researchers. Presented at the Naturejobs Careers Expo, 4th Oct 2018.
The document discusses the differences between resumes and CVs. It notes that resumes are typically one to two pages and focus on relevant work history and skills for the specific position being applied for. CVs can be longer, up to 10 pages, and focus more on academic accomplishments and background. Resumes are generally used for business positions while CVs are more common for academic roles. The document also provides examples of different resume formats and sections that should be included in a strong resume, such as contact information, work experience, education, and skills.
Basic Tips and Fundamentals for the "Academic CV" Writing clearly explainedDrBarada Mohanty
The document provides guidance on writing an academic CV. It defines what an academic CV is and explains that it details one's educational background, professional appointments, research, teaching experience, publications, grants, awards, and other achievements. It then outlines the typical sections of an academic CV and what to include in each section, such as education, professional experience, teaching experience, research experience, publications, awards, grants, conferences, languages and skills, and references.
This document discusses using social media for business and focusing on human connections. It emphasizes starting conversations rather than just broadcasting information. Companies are encouraged to showcase their unique value, share their passion, and connect with customers on a personal level through responsive engagement and sharing while maintaining a professional presence. The goal is to build credibility, influence, and a positive reputation through networked conversation.
This document provides guidance on writing abstracts for academic conferences. It discusses why researchers submit abstracts, such as testing ideas, getting feedback, and networking. It explains that abstracts should introduce and summarize the research in 3 steps - establishing a territory in the field, establishing a niche, and occupying the niche. The document provides examples of language and structures to use in each step, such as claiming centrality, making topic generalizations, or announcing findings. Reviewers evaluate abstracts based on how well the abstract introduces important and interesting research that contributes to the field.
This document outlines the progression points for PhD students at the University of Salford. It discusses the purpose of progression points, which are milestones to ensure structure and monitor progress. Key progression points include an initial learning agreement, annual reports, an interim assessment after 9-12 months, and an internal evaluation 12 months after the interim assessment. These assessments evaluate students' research skills, knowledge, and original contributions, and can result in continuation in the PhD program or transfer to an MPhil program. The document provides timelines and criteria for each progression point to help students successfully complete their PhD.
This is a guide for students, graduates and postgraduates. Focusing on research around employability skills and also how we can help you to develop key skills.
The document discusses using microblogging such as blogs and Twitter to develop a professional online identity and profile. It addresses choosing blog templates and content, using tags and categories, following others, commenting, and cultivating networks to engage in conversations and share expertise in order to raise one's professional profile. Quality, voice and passion are emphasized over just quantity.
This document summarizes a professional doctorate program. It consists of 5 years split into 2 phases:
1) Years 1-2 involve taught courses in research methods, critical leadership, and professions and practice, totaling 120 credits.
2) Years 3-5 focus on the practitioner research element, with key milestones including an interim assessment at the end of year 3, an internal evaluation at the end of year 4, and submission of a 60,000 word thesis and viva voce exam at the end of year 5.
The program aims to develop students as practitioner researchers through a combination of taught courses and an applied research project situated within their professional practice.
Short introduction to key concepts around Broadening Horizons outlining concepts around self-reflection, creativity and job awareness activities. Aimed to test interest in running a bespoke full 1 day or 2 day programme at Salford.
This document provides an overview and agenda for the Postgraduate Futures 2011 event. The aims of the event are to equip participants with an understanding of how digital technologies are transforming careers and work practices, provide inspiration to think about future career options and strategies, and provide networking opportunities. The day will include a keynote panel on career management in the digital age, workshops on technology for researchers and employer panels, and lunchtime networking. Participants will receive an information pack including the program, speaker biographies, and workshop outlines. The document highlights how digital technologies are changing work spaces, communications, and innovation.
This document summarizes an archive of 198 tweets with the hashtag #pgfutures2011 from June 21-22, 2011. The archive provides information on the top users tweeting about #pgfutures2011, the most popular words in the tweets, and recent tweets from the archive discussing presentations and discussions at the #pgfutures2011 conference at Salford University on enhancing employability and using social media and digital profiles.
This is the Powerpoint presentation on the limitations of Summative Assessment for our PGCAP Action Learning Set. (c) John Cocksedge, Jaime Pardo, Monica Casey and Tahira Majothi, University of Salford 2011.
The document discusses online copyright and how to legally use or reuse other people's creative works. It introduces Creative Commons licensing which allows creators to choose how others can share and use their content. The document provides tips for finding works with Creative Commons licenses and directions for how to properly attribute and share content while respecting copyrights.
This document provides an overview of postgraduate study options in the UK, including types of programs (e.g. Masters, PhDs), costs, funding sources, and factors to consider. It discusses reasons for pursuing further study, such as improved job prospects or changing careers. Funding options include bursaries, scholarships, and loans. The careers service can help with guidance, workshops, and accessing funding information and directories.
This slideshare is to help University of Salford Postgraduates think about planning next steps in your career, outside of Academia.
(c) Copyright of Salford Careers and Employability Service 2011 TM.
This document provides instructions for using the key features of the Residence Abroad site, including:
1. Signing up, logging in, editing profiles, adding friends, and creating personal blogs.
2. Using the blog dashboard to write blog posts, categorize them for different audiences, and change templates.
3. Finding other members' blogs and groups, creating new groups, and joining existing groups for thematic discussions.
Includes career stories gathered as part of AGCAS/PMI2 research project - includes many postgraduate alumni. Also a listing of specific employment destinations of international graduates.
This document provides instructions for using various features of the Virtual Doc platform, including:
1. Logging in, changing passwords, and editing user profiles.
2. Creating and writing blog posts, and importing blog content.
3. Creating and joining groups to facilitate discussions.
More from Research & Graduate College, University of Salford (20)
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
Leadership Ambassador club Adventist modulekakomaeric00
Aims to equip people who aspire to become leaders with good qualities,and with Christian values and morals as per Biblical teachings.The you who aspire to be leaders should first read and understand what the ambassador module for leadership says about leadership and marry that to what the bible says.Christians sh
In the intricate tapestry of life, connections serve as the vibrant threads that weave together opportunities, experiences, and growth. Whether in personal or professional spheres, the ability to forge meaningful connections opens doors to a multitude of possibilities, propelling individuals toward success and fulfillment.
Eirini is an HR professional with strong passion for technology and semiconductors industry in particular. She started her career as a software recruiter in 2012, and developed an interest for business development, talent enablement and innovation which later got her setting up the concept of Software Community Management in ASML, and to Developer Relations today. She holds a bachelor degree in Lifelong Learning and an MBA specialised in Strategic Human Resources Management. She is a world citizen, having grown up in Greece, she studied and kickstarted her career in The Netherlands and can currently be found in Santa Clara, CA.
Success is often not achievable without facing and overcoming obstacles along the way. To reach our goals and achieve success, it is important to understand and resolve the obstacles that come in our way.
In this article, we will discuss the various obstacles that hinder success, strategies to overcome them, and examples of individuals who have successfully surmounted their obstacles.
A Guide to a Winning Interview June 2024Bruce Bennett
This webinar is an in-depth review of the interview process. Preparation is a key element to acing an interview. Learn the best approaches from the initial phone screen to the face-to-face meeting with the hiring manager. You will hear great answers to several standard questions, including the dreaded “Tell Me About Yourself”.
We recently hosted the much-anticipated Community Skill Builders Workshop during our June online meeting. This event was a culmination of six months of listening to your feedback and crafting solutions to better support your PMI journey. Here’s a look back at what happened and the exciting developments that emerged from our collaborative efforts.
A Gathering of Minds
We were thrilled to see a diverse group of attendees, including local certified PMI trainers and both new and experienced members eager to contribute their perspectives. The workshop was structured into three dynamic discussion sessions, each led by our dedicated membership advocates.
Key Takeaways and Future Directions
The insights and feedback gathered from these discussions were invaluable. Here are some of the key takeaways and the steps we are taking to address them:
• Enhanced Resource Accessibility: We are working on a new, user-friendly resource page that will make it easier for members to access training materials and real-world application guides.
• Structured Mentorship Program: Plans are underway to launch a mentorship program that will connect members with experienced professionals for guidance and support.
• Increased Networking Opportunities: Expect to see more frequent and varied networking events, both virtual and in-person, to help you build connections and foster a sense of community.
Moving Forward
We are committed to turning your feedback into actionable solutions that enhance your PMI journey. This workshop was just the beginning. By actively participating and sharing your experiences, you have helped shape the future of our Chapter’s offerings.
Thank you to everyone who attended and contributed to the success of the Community Skill Builders Workshop. Your engagement and enthusiasm are what make our Chapter strong and vibrant. Stay tuned for updates on the new initiatives and opportunities to get involved. Together, we are building a community that supports and empowers each other on our PMI journeys.
Stay connected, stay engaged, and let’s continue to grow together!
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For more, visit pmissc.org.
For everything else…think creatively There may be experiences you have from outside academia that feed into research, teaching and administration Have a heading which covers “Other work experience”
Content and presentation Professional looking Evidence that you have researched the organisation and job function Matching your knowledge, skills and abilities to the employer’s requirements Relevant information for the reader: edit
An international hospitality graduate has landed himself a job that pays £40,000 for six-months work - he's the first official meerkat ambassador. Josh Mitchell, 22, beat five other candidates on the shortlist after a public vote. The graduate of UWIC University, Cardiff, will run social media initiatives and represent the meerkats at sport and cultural events over the summer. More than 1,500 people from across the country applied for the role, supposedly dreamed up by comparethemeerkat.com founder Aleksandr Orlov. The six shortlisted candidates - who included a University of Cambridge graduate, a former Royal Navy officer from Chesterfield, a supermarket supervisor from Leeds and a Cornish surfer - had to persuade the British public they were the person for the unusual job. Mr Mitchell used social networking sites Facebook and Twitter to rake in votes, with 7,500 cast for the candidates in total. He posted videos on YouTube, went to student unions, created a campaign website, got in touch with local newspapers and took to the streets to canvass voters.