HDR Induction Workshop

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• HDR Induction Workshop
• Managing Your Life as a Research Degree Candidate
  

Nadia Rajic Adiemus Seah
Learning Teaching Unit Date 8th April 2009
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Aims

• Increase understanding of the academic and
  psychological process of HDR study
• Identify some significant changes, challenges
  and their effects on your life (and the lives of
  others) as a result of commencing HDR study
• Develop personal learning plans and strategies
  to assist with transition to life as a research
  student

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Academic process

• Select your research topic
• 2. Choose your supervisor(s) -- _at_ 12.30 pm
• 3. Develop skills in research study
• see table

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Essential skills for successful HDR completion

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Psychological process (Philips Pugh, 1994)
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Changes and challenges

• How might my life be different once I have
  started my study?
• What will I have to do that I didnt do before?
• What have I been doing that I will no longer be
  able to do?
• What will I need to do differently?
• How might my study affect those that are closest
  to me?

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Common changes and challenges

• Lifestyle
• New roles and relationships
• Working intensively
• Finances
• Life/study balance

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Strategies in managing change and challenges

• In small groups list your top strategies that
  have helped you manage change and challenges.
• Share these with the whole group and develop a
  list of the groups top strategies that can be
  provided to everyone.

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• HDR Induction Workshop
• Developing a Personal Learning Plan

Adiemus Seah
Learning Teaching Unit Date 8th April 2009
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What is Personal Learning Plan (PLP)? (McCormack,
Kiley, Maher Cripps, 2006)

• A PLP is a plan that you develop in consultation
  with your supervisor to
• help you think about what you want from your
  doctoral experience and what you will need to do
  to achieve a successful outcome
• document your goals, how and when you will go
  about achieving each one, and how you will know
  that you have achieved them.

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What is Personal Learning Plan (PLP)? (McCormack,
Kiley, Maher Cripps, 2006)

• identify skills and knowledge that need further
  development
• identify learning opportunities

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Process for developing PLP (McCormack, Kiley
Maher Cripps, 2006)
See Figure 10.1
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Process for developing PLP (McCormack, Kiley,
Maher Cripps, 2006)

• Undertake a need analysis
• Reflect on your reasons for undertaking HDR study
  with supervisor
• Record your goals and expectations for your
  research, and career objectives you wish to work
  towards. This will form your statement of
  outcomes for your candidature
• Determine the knowledge, skills and attributes
  you already possess, and those you wish to
  develop further

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Undertake a need analysis (McCormack, Kiley,
Maher Cripps, 2006)

• Familiarize yourself with the seven Research
  Degree Graduate Qualities (RDGQ) and indicators
  at UniSA (Appendix I)
• Develop a series of explanatory/clarifying
  statements to further contextualize your
  understandings of RDGQ (Appendix II)

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Undertake a need analysis (McCormack, Kiley,
Maher Cripps, 2006)

• Rate your current competencies

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Process for developing PLP (McCormack, Kiley
Maher Cripps, 2006)

• 2. Develop a leaning plan to achieve your needs
• Prioritize the areas of knowledge, skills, and
  attributes/qualities you have identified for
  ongoing development
• Think about when you will need to have acquired
  the skill, area of knowledge or attribute
• Complete the Ways I could go about developing
  this competency

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Process for developing PLP (McCormack, Kiley
Maher Cripps, 2006)

• 3. Evaluate and revise your learning plan
• Complete the column Evidence of achievement of
  competency

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Common candidates reactions to PLP

• Feeling uncertain and unprepared
• Waste of time and a distraction
• Unnecessary bureaucracy

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A few thoughts about PLP

• Preparing and maintaining a PLP will take less
  than 5 of your total project time assuming a
  three-year project.
• Same preparation of time to fill your car with
  fuel for a 500km trip.

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Getting the best out of your PLP

• Consult with your supervisor(s) and peers
• Review and update the plan on regular basis
• Do not become obsessed with it

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Getting the best out of your PLP

• Personal learning plans are a tool to help you
  get the best outcomes from your doctoral
  experience.
• (McCormack, Kiley, Maher Cripps, 2006, p.85)

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Appendix I

• Seven RDGQ at UniSA
• has an understanding of current research based
  knowledge in the
• field, its methodologies for creating new
  knowledge, and can create, critique, and appraise
  new and significant knowledge.
• 2. is prepared for lifelong learning in pursuit
  of ongoing personal
• development and excellence in research within
  and beyond a discipline or professional area.
• 3. is an effective problem solver, capable of
  applying logical, critical and creative thinking
  to a range of research problems.

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Appendix I
Seven RDGQ at UniSA 4. can work both
autonomously and collaboratively as a researcher
within a particular discipline or professional
area and within wider but related areas. 5. is
committed to ethical action and social
responsibility as a researcher in a discipline or
professional area and as a leading citizen. 6.
communicates effectively as a researcher in a
discipline or professional area and as a leading
member of the community. 7. demonstrates
international perspectives in research in a
discipline or professional area and as a leading
citizen.
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Appendix II

• Examples of explanatory statements for RDGQ
• Body of knowledge
• I have an understanding of current
  research-based knowledge in the field, its
  methodologies for creating new knowledge, and can
  create, critique, and appraise new and
  significant knowledge.
• Lifelong learning
• I am prepared for lifelong learning in pursuit of
  ongoing personal development and excellence in
  professional practice.
• 3. I am an effective problem solver, capable of
  applying logical, critical and creative thinking
  to a range of problems.
• .

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Appendix II
Examples of explanatory statements for RDGQ 4.
I can work both autonomously and
collaboratively. 5. I am committed to ethical
action and social responsibility as a
professional and as a citizen. 6. I am able to
communicate effectively in professional practice
and as a member of the community. 7. I am able
to demonstrate international perspectives as a
professional and as a citizen.
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References
McCormack, C, Kiley, M, Maher, B, Cripps, A
2006, Taking charge Using personal learning
plans, in Doctorates downunder Keys to
successful doctoral study in Australia and New
Zealand, eds C Denholm T Evans, ACER Press,
Victoria, pp. 76-86. Phillips, EM, Pugh, DS
1994, How to get a PhD A handbook for students
and their supervisors, 2nd edn, Open University
Press, Philadelphia.