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Wales Institute for Work-based Learning / Athrofa Cymru ar gyfer Dysgu Seiliedig ar Waith

Dysgu hyblyg a chefnogol / Supportive, flexible learning

Online Technology to support research

Before Christmas, I delivered a webinar for the Researcher Development Programme at UWTSD on the subject of online technology which can help researchers. There are a wide range of web-based applications which can support many aspects of research as well as aiding communication and collaboration. Many of these are available as ‘apps’ and hence easy to use on a range of web-enabled devices, and the majority are free to use.

 

Several online tools can be helpful for planning and reviewing, and are particularly useful for visualising information. Mind-maps are good for this sort of activity, and whilst a pencil and paper could suffice, digital forms of mind-mapping give outputs which are clear and easy to read CD_Researchand re-use. A good example of this is ‘Mindmeister’ (https://www.mindmeister.com ), especially because it allows real-time editing by one than one person, and hence provides options for collaborative activity. Offline, downloadable mind-mapping software is also available, eg. Freemind (http://freemind.sourceforge.net/wiki/index.php/Main_Page . ‘Flowchart’ tools such as Gliffy (www.gliffy.com) and Diagramo (www.diagramo.com ) can also be very useful, particularly for planning logical sequences such as the paragraphs in a literature review or thesis.

Many online tools have ‘social’ aspects allowing for sharing of information, and one such is ‘social bookmarking’ which allows individuals to collate and tag useful web-pages. Tags are searchable (if made publicly available), and hence useful resources can easily be shared and located. One current example of this type of tool is Diigo (https://www.diigo.com ). Social media in general can be very useful for research, and applications such as Facebook and Twitter give opportunities to ‘follow’ experts, share knowledge, promote research, and receive feedback from peers.

Referencing is an important issue for anyone aiming to write research articles, theses, or academic essays. Many academic institutions promote specific applications such as ‘Refworks’, but there are also free online tools that can be very helpful. One example is ‘Mendeley’ (https://www.mendeley.com). This provides an online store of articles, reports etc, and because of its ‘social’ nature, there are options to locate similar sources. Perhaps most useful, though, is its referencing plug-in for Word which seems to have a wider range of referencing styles than Word itself, and easier editing options.

Another set of online tools relates to the use of surveys, a quantitative research method that is common in the social sciences. These tools can be useful because they allow anonymity of response, and ease of analysis. Examples of online survey tools include Surveymonkey (https://www.surveymonkey.co.uk/ ) and Google forms (https://support.google.com/docs/answer/87809?hl=en).

Survey websites such as SurveyMonkey also contain other tools such as sample size estimators, and a good example of this sort of tool can be found at: http://www.raosoft.com/samplesize.html. This is particularly useful if you are dealing in % values, and allows adjustment of population size (a lot of other calculators just assume a very large population).

You can view a power-point presentation which covers more information and tools at: http://www.slideshare.net/cpdavies1/information-technology-to-support-research , and a there is also a YouTube video available of the complete webinar at: https://www.youtube.com/watch?v=o8lYyZ9jRUY

By Dr. Christine Davies, 9th February 2017.

 

 

 

 

 

 

 

 

 

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Gwobrau Cynnal Cymru

Mae Athrofa Cymru ar gyfer Dysgu Seiliedig ar Waith, Prifysgol Cymru Y Drindod Dewi Sant, ar restr fer Gwobrau Cynnal Cymru/Sustain Wales 2016 yn y categori Sefydliad AB/AU Cynaliadwy. Yn eu hail flwyddyn bellach, mae gwobrau Cynnal Cymru yn cydnabod cyflawniadau eithriadol sefydliadau, unigolion, cymunedau ac addysgwyr ledled Cymru sy’n ceisio cynaliadwyedd. Mae’r Athrofa ar y rhestr fer ochr yn ochr â Phrifysgol Bangor a Phrifysgol Aberystwyth yn y categori Sefydliad AB/AU Cynaliadwy, sy’n cydnabod yr ymrwymiad a wneir gan addysgwyr ôl-orfodol i ymgorffori cynaliadwyedd yn eu camau gweithredu, eu harferion a’u cwricwla bob dydd.

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Mae cynaliadwyedd wedi’i ymgorffori’n rhan annatod o ddiwylliant Prifysgol Cymru Y Drindod Dewi Sant, a oedd yn 8fed yn y DU (ac yn 1af yng Nghymru) yn nhabl Cynghrair People and Planet 2015. Mae wedi ymgorffori cynaliadwyedd amgylcheddol, economaidd a chymdeithasol yn ei Chynllun Strategol ar gyfer 2016/2017, a derbyniodd dair Gwobr Green Gown EUAC yn 2015 a Nod Arlwyo Aur cyntaf y DU gan y Soil Association yn 2014. Hefyd mae’r Brifysgol wedi ymrwymo’n wirfoddol i ymwneud yn llawn â Deddf Llesiant Cenedlaethau’r Dyfodol (Cymru) 2015 a’i saith nod cynaliadwy, er nad oes gorfodaeth arni i wneud hynny. Yn seiliedig ar y diwylliant hwn o ymrwymiad sefydliadol cyffredinol i gynaliadwyedd y mae Athrofa Cymru ar gyfer Dysgu Seiliedig ar Waith wedi gallu datblygu prosiect Tyfu Gweithluoedd drwy Ddysgu a Datblygu (GWLAD).

 

Mae darpariaeth ‘dysgu seiliedig ar waith’ unigryw yr Athrofa’n galluogi’r prosiect i gynnig cyrsiau israddedig ac ôl-radd i gyfranogwyr sy’n dysgu i raddau arwyddocaol iawn yn eu gwaith. Mae’r dysgu’n barhaus, yn cael ei weithredu ar unwaith, ac yn hynod adlewyrchol. Mae’r dysgwyr yn gyflogedig yn llawn amser wrth iddynt gwblhau eu haddysg, gan sicrhau mynediad i’r dysgwyr hynny sydd heb amser na gallu ariannol i adael eu gwaith i gael addysg. Drwy astudio fel rhan o’u gwaith, yn hytrach na chael addysg yn ychwanegol, a thrwy ymrwymiad rhan amser, mae’r dysgwyr yn gallu cwblhau eu hastudiaethau’n gynt, eu defnyddio’n fwy effeithiol, a hyd yn oed cael cyllid proffesiynol i’w helpu. Drwy weithio i gyfarfod y dysgwyr ble maen nhw, a helpu i ddatblygu llwybrau at ddatblygiad proffesiynol a chyflog uwch i ddysgwyr o amrywiaeth eang o gefndiroedd, mae prosiect GWLAD yr Athrofa’n helpu i feithrin cynaliadwyedd cymdeithasol ac economaidd cymunedau ledled De a Gorllewin Cymru, gan sicrhau bod gan ein ffrindiau a’n cymdogion y sgiliau sydd eu hangen ar gyfer y dyfodol.

 

Rhowch eiliad o’ch amser i ddilyn y ddolen hon os gwelwch yn dda a phleidleisio dros Athrofa Cymru ar gyfer Dysgu Seiliedig ar Waith heddiw! http://www.cynnalcymru.com/online-vote/

 

 

 

 

 

Sustain Wales Awards – Sustainable FE/HE

The Wales Institute of Work-Based Learning (WIWBL), University of Wales Trinity Saint David has been shortlisted in the 2016 Cynnal Cymru/Sustain Wales awards in the Sustainable FE/HE Institution category. Now in their second year, the Cynnal Cymru awards recognise the outstanding achievements of organisations, individuals, communities, and educators across Wales in pursuing sustainability. WIWBL has been shortlisted alongside Bangor University and Aberystwyth University in the Sustainable FE/HE Institution category, which recognises the commitments made by post-compulsory educators to embed sustainability into their actions, practices, and curricula every day.


Sustainability is deeply embedded in the culture of University of Wales Trinity Saint David, which was ranked 8th in the UK (and 1st in Wales) in the 2015 People and Planet League table, incorporates environmental, economic, and social sustainability throughout its 2016/2017 Strategic Plan, and received three 2015 EUAC Green Gown Awards and the UK’s first Gold Catering Mark from the Soil Association in 2014. The University has also made voluntary commitments to engage fully with the Well-being of Future Generations (Wales) Act 2015 and its seven sustainability goals, despite no legal obligation to do so. It is from within this culture of overarching organisational commitment to sustainability that the Wales Institute for Work-Based Learning (WIWBL) has been able to develop the Growing Workforces through Learning and Development (GWLAD) project.

 

WIWBL’s unique ‘work-based learning’ delivery allows the project to offer undergraduate and postgraduate level courses to participants who draw a significant portion of their learning from work. Learning is ongoing, immediately applied, and highly reflective. Learners remain employed full-time while completing their education, opening access up to those learners who have neither the time nor the financial ability to leave work to pursue education. By studying through their work, rather than pursuing education as an additional, part-time commitment, learners are able to complete their studies more quickly, apply them more effectively, and even gain access to professional funding. By working to meet learners where they are, helping develop pathways to professional advancement and increased earning for learners from a wide range of background, WIWBL’s GWLAD Project is helping to build the social and economic sustainability of communities across South and West Wales, and ensuring that our friends and neighbours have the skills they need for the future.

Please take a moment to follow this link and vote for the Wales Institute of Work-Based Learning today! http://www.cynnalcymru.com/online-vote/

By Stephanie Meyer

GWLAD Wins Green Impact Bronze Award

On Thursday 7th of July, the GWLAD (Growing Workforces through Learning and Development) Project were honoured with receipt of a NUS Green Impact Bronze Award at a ceremony on UWTSD’s Carmarthen Campus.

Green Impact is a UK-wide programme that seeks to engage organisations in sustainable behaviour, help them to pursue social and environmental sustainability, and recognise their achievements in having a positive social and environmental impact on the local and global communities. In the 2015/2016 year, Green Impact was used by 179 organisations, ranging from NHS Trusts to Student Unions (like the National Union of Students group here at UWTSD, through whom GWLAD completed our award). More than 1,000 teams completed more than 45,000 actions ranging from conducting heating and cooling audits of buildings and improving recycling procedures to participating in community projects and reducing water consumption.

Here in GWLAD, pursuing a Bronze Award has meant everything from limiting printing in the office and making more use of video-conferencing facilities to planting trees, flowers, and veggies in our home gardens. We’ve even turned our efforts to be more sustainable into a bit of a game by introducing monthly challenges such as leaving the office lights off and going for a 15-minute daily walk, allowing everyone to have some fun with what can otherwise be challenging and sometimes frustrating changes.

If you are looking for a way to engage your own organisation with sustainability, but are unsure of where to start or overwhelmed by it all, please don’t hesitate to get in touch with the GWLAD recruitment team (01267 225167 or gwlad@uwtsd.ac.uk) or attend one of our GWLAD Taster Sessions – modules in Sustainability are available at Levels 4, 5, and 7, and are a great place to begin your journey!

GWLAD is led by The Wales Institute for Work-based Learning (WIWBL) of the University of Wales Trinity Saint David (UWTSD) Group and supported by the European Social Fund through the Welsh Government.

 

The Bilingual Workplace

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Helen Davies – Professional Learning Fellow

My first impression of working on the GWLAD Team (Growing Workforces through Learning and Development) project, led by the University of Wales Institute of Work-based learning (WIWBL), was that I had joined a wonderfully diverse team of people and I was immediately struck by the bilingual working environment. Many, but not all, of my new colleagues were Welsh speakers, particularly the younger team members who would converse quite naturally through the medium of Welsh. The non-Welsh speakers on the team had a refreshing desire to learn and the offer of lunchtime ‘Conversational Welsh’ sessions were snapped up.

 

My delight at such enthusiasm led to a conversation on the importance of language preservation with a colleague who had joined the team from Kenya and was fluent in both Kiswahili and Kibukusu, two of Kenya’s thirty six languages. She was instantly able to sum up my thoughts: “Your language is part of your identity. It captures a way of being that cannot be translated. If we lose a language we lose ways of expression lost to humanity forever”.

Another team member, originally from Vermont, in the north eastern region of the USA who speaks French and Sierra Leonean Krio explained her reasons for wanting to learn Welsh – “If your friends and family speak a different language, learning the language will not only help you communicate but will help give you a better understanding of their culture and their way of thinking. Having married a local man from Gwaun-Cae-Gurwen, this sense of belonging is important to me.”

This is also true in business. People feel more comfortable speaking their own language, so when you start negotiating you start with a positive. Good communication skills can make sure that you have a good understanding of the customer’s needs and therefore provide a more effective service.

Bilingualism is extremely widespread. It is the norm, not the exception and we must remember this. Roughly 60%-65% of the world’s population speak at least two languages in their everyday lives. We are part of a linguistically vibrant, colourful and interesting society but we must be aware that it is predicted that only a limited number of languages will survive over the coming centuries. The good news for Wales is that Welsh is predicted to be one of these.

Much of the electronic correspondence that I now receive on a daily basis is either through the medium of Welsh or is at least bilingual. The increasing use of Welsh in the workplace proves that the language is indeed alive, kicking and continuing to evolve for the 21st century. This evolution will ensure that Welsh will not become a seductive, beautiful language, used exclusively for sharing our literature, our arts, our festivals and our great tradition of song yet no longer viable; but instead, a functional living language suited for operating effectively in the very modern Wales.

Bilingualism in itself is a fascinating subject and is just one of many modules offered under the GWLAD project which has been supported by the European Social Fund through the Welsh Government. The project is currently offering subsidies of between 50% and 70% and is available to all businesses or not for profit organisations in South West Wales. For more information contact the GWLAD team on 01267 225167 or via email gwlad@uwtsd.ac.uk.

UWTSD’s NEXUS Conference – WIWBL experience

 

The UWTSD Nexus Conference took place on 23-24 March 2016, and provided an opportunity to showcase many examples of good practice in teaching and learning from across the university and associated colleges and partner organisations.

The first day began with a talk from lecturer Luci Attala, who discussed ‘immersive education’, and ways in which students can learn by doing. She was commenting in particular on humanities and creative arts, but her points were relevant to many other subjects: we learn more from experiencing concepts than just being told about them. Luci later went on to outline her ideas about ‘new materialities’ in the context of student research in anthropology.

In the afternoon of that day, I attended the ‘INSPIRE’ Symposium on Education for Sustainable Development and Global Citizenship (ESDGC). This involved several interesting themes including sustainability in creative arts, working in collaborative and sustainable ways, and the incorporation of ESDGC into Early Years education. The Wales Institute of Work-Based Learning (WIWBL) also featured in this symposium, firstly with a presentation by Heather Fish and Martin Locock on ways in which sustainability has been mainstreamed into WIWBL activities, and specifically into the GWLAD project (‘Growing Workforces through learning and Development’; http://www.uwtsd.ac.uk/gwlad/ ). My own presentation followed immediately afterwards, and aimed to explain how studying aspects of animal welfare can help children and young people to develop understanding, empathy, and decision-making skills.

During the morning of the second day of the NEXUS event, I mainly attended sessions on the use of technology for teaching and learning. These covered a wide range of applications which can provide flexibility for staff and students, with specific references to screen-sharing and blogs. The session led by Lowri Harris and myself that morning focused on the UWTSD Moodle VLE, and provided a case study on the engagement of a particular group of work-based learners with Moodle resources during their course. This is an important issue, because university teachers and the institution as a whole need to understand the features of VLEs that are useful and appealing, along with those which may create barriers.

On the final afternoon of ‘NEXUS’, I attended sessions led by Prof Simon Haslett. He highlighted the value of research-informed teaching, and outlined the importance of ‘SoLT’ and ‘PedR’: respectively, the scholarship of learning and teaching, and pedagogic research. He explained how UWTSD is promoting these concepts via the principle of ‘enhancement’, with associated web-pages (http://www.uwtsd.ac.uk/enhancement-unit/), enhancement groups on specific themes, and ‘lunch and learn’ sessions. He also explained how membership of societies such as the Society for Research in Higher Education (SRHE) can benefit university teachers, and how publication in journals such as the ‘International Journal for the Scholarship of Teaching & Learning’ (ijSOTL ) can raise awareness and build reputation. UWTSD also has its own ‘Wales Journal of Learning and Teaching in Higher Education’, as well as a journal for students to publish their research: the ‘Student Researcher’.

The conference ended with a plenary led by Prof. Haslett in which chairs of symposia outlined key points and recommendations to take forward. This final session raised several issues in learning and teaching for us to think about over the coming academic year.

#nexus2016 #uwtsd #wiwbl #teaching #learning #inspire

By Dr. Christine Davies

Innovative GWALD project officially launched

 Gwlad billingual Watermark

Yesterday, (Monday, May 9th), the University of Wales Trinity Saint David officially launched its Growing Workforces through Learning and Development (GWLAD) project at a successful event at Parc y Scarlets, Llanelli.

This innovative £3.7 million project will help develop the skills of employees across South West Wales through the University of Wales Trinity Saint David’s Wales Institute for Work-Based Learning.

GWLAD will deliver accredited work-based learning programmes to support the ongoing professional development of over 550 employees from over 100 businesses in the region. Employees will have the opportunity to improve their skills and productivity in a range of business areas and achieve higher education qualifications in Professional Practice.  The project will also work with businesses to up-skill their staff and to introduce strategies that will be developed through specific learning programmes.

Representatives from over 150 businesses from the South West Wales region came together today to learn more about the project and to listen to some inspirational speakers. Those who attended the event were given an overview of the project and more information about how the project can help businesses grow their workforces in the region.

Key note speakers included Rachael Flanagan, founder of Mrs Bucket  Cleaning Services who started her company at the age of 18 and who has now seen her company grow to over 300 members of staff.  Rachael spoke about the importance of self-belief and self-development, and how businesses need to invest in their staff and provide strong incentives to help them progress and develop.

Guests were also given an insight into working with the University’s Work-Based Learning team from Paula Lewis and Aldo Picek  from Fieldbay Ltd, a group of care homes providing support for people with complex needs .  Fieldbay have worked with the University for a number of years and pride their selves in pushing the boundaries of staff development.

“We help run, deliver and evaluate the courses,” says Aldo Picek, Training Manager at Fieldbay. “We work closely with the University to create bespoke, interactive courses that engage staff and that take learning into the workplace.”

Professor Liz Wilson, Head  of the Wales Institute of Work Based Learning at UWTSD says: “We were delighted to see so many employers and business leaders from across South West Wales at yesterday’s launch.

The GWLAD project is an exciting and innovative project that will allow the University to make a real difference to the workforce across South West Wales, offering tailored work-based courses that meet the needs of the region’s employers.”

GWLAD is a three-year project supported by the European Social Fund (£2.4 M) through the Welsh Government as well as a contribution from the private sector and part funding through the University.

The GWLAD project will enable the University to work with a range of industries, adding value to businesses by developing flexible, responsive, accredited higher education programmes that will improve skill levels, grow the knowledge economy and increase productivity levels throughout the area.

For further information businesses and not for profit organisations in Ceredigion, Pembrokeshire, Carmarthenshire, Swansea, Neath Port Talbot can contact a member of the GWLAD Team on 01267 225169 or gwlad@uwtsd.ac.uk

 

Set Yourself an Earth Day Challenge

22nd April 2016 – Earth Day

We hear an awful lot about sustainability and environmental protection these days. As scientists around the world debate the best ways to limit the impact of global climate change, businesses and governments integrate ‘sustainability’ into their operations and earthvalues, and everyone from Prince Charles to Leonardo DiCaprio weighs in on topics ranging from desertification to loss of biodiversity to ocean acidification, it’s easy to feel overwhelmed and helpless. The planet is a large place and our own impact can feel dauntingly small. In honour of Earth Day on 22nd April, here are four meaningful (and manageable!) ways that you can make a difference.

Plant a tree

The theme of this year’s Earth Day celebrations is ‘Trees for Earth’. On a regional scale, trees play a crucfree colored vector treeial role in fixing soil, stabilising climates, absorbing greenhouse gases from the atmosphere, and providing habitats to support biodiversity, but even a single tree can make a major difference. A tree planted in the right spot can reduce your heating
and cooling needs by up to 30 percent, limit noise pollution, and filter more than 20 kg of carbon dioxide per year out of the air you breathe. Make sure you choose a species that is native to your area and enjoy the benefits for decades to come.

Re-usable coffee/tea cups

‘Take-away’ beverage cups are rarely able to be recycled thanks to their thin polyethylene liner, so the best option is to bring your own, but make sure yreusable-coffee-cupou choose wisely. A poorly-designed ‘reusable’ cup – one that leaks or burns your hand – is just as likely to end up in a landfill but will take more resources to produce and longer to degrade! Think about what size your cup needs to be, and whether you would prefer one made from plastic, ceramic, or glass. Read reviews or ask a friend in order to find a cup that is well-insulated and leak-proof. It may cost you a bit more in time and money, but you’ll save resources in the long run (and many coffee shops will fill up your reusable cup at a discount).

Pack a lunch

Producing, transporting, and storing the 7 tonnes of food UK households threw away in 2012 emitted as much greenhouse gases as 25% of the nation’s cars! Why not put some of this food in a lunch box rather than a landfill? To be successful, be realistic and think through your choices. Do you crave variety? Do you need your meals to be portable? Make sure to invest in some airtight containers rather than packing your sandwich in aluminium foil or a plastic bag. Instead of snacking on a single-serving yoghurt pot, buy a large pot and portion it out. Bring well-insulated lunch boxes or heat-storing flasks if your workplace lacks kitchen facilities. It’s amazing how quickly you’ll be able to save money (and natural resources).

Start a sustainability challenge year with your mates, family, or colleagues

Sometimes the hardest part about engaging in any sort of behaviour change is staying on-track, and a stressful day, an illness, or a busy weekend away can derail the best intentions. Never underestimate the value of a little healthy competition! Why not challenge your workmates to see who can bring lunch for a full month? Or invite some friends around to try a new meatless recipe? Compete with your family to save water by taking shorter showers. Stick with your challenge long enough to see the money you save, or to feel to mood boost that comes from acting in accordance with your personal values, and you might be surprised to find that by the time your challenge is done, it has become second nature.

Stephanie Meyer is a lecturer at the Wales Institute for Work-based Learning at the University of Wales Trinity Saint David. Stephanie is currently working on the GWLAD (Growing Workforces through Learning And Development) project which has been supported by the European Social Fund through the Welsh Government. For further information about sustainability, you can contact Stephanie by emailing Stephanie.meyer@uwtsd.ac.uk

 

 

 

5th International Conference on Professional Doctorates, Belfast, March 2016

Every other year, an International Conference on Professional Doctorates (ICPD) takes place, and the 2016 conference (ICPD2016) – the fifth – was held in the Titanic Quarter, Belfast on 15th and 16th March. This is the area once occupied by Harland and Wolff Shipbuilders, and as its name suggests, it is where RMS Titanic was made. The conference sessions took place in the Titanic Centre, with plenaries in the Titanic Suite with a copy of the famous Titanic staircase in the background.

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The conference was jointly hosted by Middlesex University and the UK Council for Graduate Education (UKCGE), and this year’s main theme was the impact of professional doctorates (PD), ie. their effect on academic and professional experiences, outcomes and achievements in the workplace and more widely. Sub-themes of the conference included:

  • Cultural, social and resource perspectives
  • Curriculum development
  • Pedagogy
  • Quality assurance
  • Professional impact

The conference got off to a robust start with a plenary delivered by Prof Tim Blackman, Vice Chancellor of Middlesex University. He praised the concept of the Professional Doctorate, and commented on its role in democratising doctorate-level education. He commented that concepts such as ‘Mode 2 learning’ (Gibbons, 1994) and the ‘scholarship of application’ (Boyer, 1990), have been very useful in the context of professional learning, and went on to say that the approach to research should focus more on ‘design thinking’ (Simon, 1969) rather than scientific method. Design thinking is solution-based, and uses creative, iterative approaches which Prof. Blackman considered to be more in tune with real-world problems. It may certainly suit some topics and candidates, and also has the advantage of incorporating a diversity of approaches. In this sense, design thinking is also more conducive to team-working and a diversity of backgrounds and perspectives.

titanic_stairsThe issue of team-working relates to one of the key messages of the conference, as noted by several speakers including Dr Robin Mellors-Bourne from the Careers Research & Advisory Centre Ltd (CRAC), who outlined the outcomes a report into Professional Doctorates in England. This key message is that of the ‘cohort effect’, ie. the importance of studying within a cohort. PD students appear to place a high value on learning and working within a cohort, and in many cases they choose to undertake a PD rather than a conventional PhD because of its cohort-based delivery model. This reinforces the idea that studying at doctoral level is not only intellectually demanding, but also potentially isolating, and hence it is good to have the views and companionship of fellow-students.

This point linked to the discussion sessions I led on the first day of the conference which focussed on the role of technology in supporting PD students. Not only can technology aid learning, but it can also help to maintain collaboration and communication, and this is particularly important for students who have limited ‘face-to face’ contact with tutors and peers. An extended abstract outlining the main themes discussed can be found at : http://www.ukcge.ac.uk/events/schedule/icpd2016-prog-4.aspx#Tues%2015th%20March%20RTD

Whilst student experience and motivation were important themes discussed at the conference, another key aspect was the role of the supervisor, and best practice in supervising students with very different research foci and learning patterns. This issue is the basis of the SuperProfDoc project which is currently underway in a group of universities covering the UK, Europe and Florida, and which is scoping best practice in the supervision of the modern doctorate. This Erasmus+ funded project has its own website at: http://superprofdoc.eu/ .

Overall, the conference was highly enjoyable, and provided a good opportunity to meet fellow DProf programme leaders and tutors. It allowed us to reflect on many aspects of PD programmes, and hopefully the ideas discussed will help to enrich and improve our own DProf provision at UWTSD (http://www.uwtsd.ac.uk/dprof/#d.en.34493 ).

More information about the conference can be found at: http://www.ukcge.ac.uk/events/5th-international-conference-on-professional-doctorates-98.aspx; Twitter hashtag: #icpd2016

References

 

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