Bridging the Research–Clinical Divide through Postgraduate Research Training

2010 ◽  
pp. 201-205
Author(s):  
Georgia D. Bertou
Keyword(s):  
Research Training ◽  
Postgraduate Research

International collaboration in the development of postgraduate research training

1998 ◽  
Vol 32 (1) ◽  
pp. 82-84 ◽  
Author(s):  
J N Norman ◽  
J A Brebner ◽  
H Ruddick-Bracken ◽  
E M Brebner ◽  
S S Al-Ozairi
Keyword(s):  
International Collaboration ◽  
Research Training ◽  
Postgraduate Research

scholarly journals Reflexive Encountering and Postgraduate Research Training in South Africa

2019 ◽  
Vol 23 ◽  
Author(s):  
Gretchen Erika Du Plessis
Keyword(s):  
Knowledge Production ◽  
Research Training ◽  
Development Studies ◽  
Tertiary Institution ◽  
Self Reflection ◽  
Research Production ◽  
Rapid Appraisal ◽  
Social Positioning ◽  
Inclusive Learning ◽  
Postgraduate Research

This article, based on theoretical reflections and empirical examples, outlines dilemmas in the social positioning of postgraduate research when students are challenged with their locations as insiders and outsiders in terms of the issues they investigate in Development Studies. Encountering the “other” and oneself in, against and beyond the scholarship-activism binary offers fertile ground for engaged research yet is entangled with configurations of power and regulation in academia. This argument is developed by drawing on three recent examples of postgraduate research production and a quantitative rapid appraisal of postgraduate production at a tertiary institution. The analysis of quantitative data and case studies evinces particular issues in outsourcing of knowledge production, researcher reflexivity, possibilities for co-production and tenacious anticipatory-procedural ethics as embedded in institutional practices and orthodoxies that direct, enable and constrain such matters. The author questions the normalisation of knowledge-production power when the imperative to mutual, inclusive learning, coupled with critical self-reflection by researchers in Development Studies is thwarted. Possibilities to overcome these dilemmas in Mode three institutions are suggested.

Proposing student support model for postgraduate research education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tashfeen Ahmad
Keyword(s):  
Emotional Support ◽  
Design Methodology ◽  
Research Training ◽  
Critical Role ◽  
Student Support ◽  
Content Type ◽  
Research Education ◽  
Need Support ◽  
Postgraduate Research ◽  
Support Model

PurposeMany start pursuing graduate or postgraduate research based education, however few complete on time. The purpose of this paper is to conceptualize a postgraduate student support model which will facilitate students to complete their studies successfully and on time.Design/methodology/approachThe model was designed using authors viewpoint on this issue which was informed by literature and first-hand interactions with post graduate students and supervisors.FindingsAhmad's Student Support Model for Postgraduate Research Training proposes that students need support on three major dimension (Financial, Technical and Publishing) to complete degree on time. University and supervisor play critical role in this as they provide administrative and emotional support as they create learning environment for students. The model illustrates their role.Originality/valueThe model is useful for universities to ensure they provide students with all elements proposed. New supervisors can get ideas how to play their role in facilitating students to complete their degrees on time. Students can evaluate an institution before enrolling in research education if the institution has the elements proposed in the model.

Postgraduate research training: the PhD and MD thesis

1996 ◽  
Vol 10 (2) ◽  
pp. 113-118 ◽  
Author(s):  
Irene Higginson ◽  
Jessica Corner
Keyword(s):  
Research Training ◽  
Postgraduate Research

scholarly journals Embedding open and reproducible science into teaching: A bank of lesson plans and resources

2021 ◽  
Author(s):  
Madeleine Pownall ◽  
Flavio Azevedo ◽  
Alaa Aldoh ◽  
Mahmoud Medhat Elsherif ◽  
Martin R. Vasilev ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Research Training ◽  
Open Science ◽  
Lesson Plans ◽  
Open Educational Resources ◽  
Annual Conference ◽  
Educational Materials ◽  
Teaching Resources ◽  
Public Sharing ◽  
Postgraduate Research

Recently, there has been a growing emphasis on embedding open and reproducible approaches into research. One essential step in accomplishing this larger goal is to embed such practices into undergraduate and postgraduate research training. However, this often requires substantial time and resources to implement. Also, while many pedagogical resources are regularly developed for this purpose, they are not often openly and actively shared with the wider community. The creation and public sharing of open educational resources is useful for educators who wish to embed open scholarship and reproducibility into their teaching and learning. In this article, we describe and openly share a bank of teaching resources and lesson plans on the broad topics of open scholarship, open science, replication, and reproducibility that can be integrated into taught courses, to support educators and instructors. These resources were created as part of the Society for the Improvement of Psychological Science (SIPS) hackathon at the 2021 Annual Conference, and we detail this collaborative process in the article. By sharing these open pedagogical resources, we aim to reduce the labour required to develop and implement open scholarship content to further the open scholarship and open educational materials movement.

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