Transcript Document

Postgraduate Research
Tutors Forum 2010
Part 1
Introduction to the Role and
Responsibilities of Postgraduate Tutor
Dr Andy Mullis
Jackie Findlay
Tutors
Dr Andrew Mullis
• Chair of Graduate Board’s Programmes of Study and Audit Group
Jackie Findlay
• Senior Assistant Registrar, Research Student Administration
Aim
To introduce new postgraduate research tutors to the
responsibilities of their new position as defined in the
University Code of Practice for Research Degree
Candidatures
Overview
Postgraduate Research Tutor’s Responsibilities
Funding
Administrative Framework
Code of Practice for Research Degree Candidatures
English Language Requirements
Training of Supervisors and Internal Examiners
Qualities Required
Diplomat / Negotiator
Approachable
Realist / Decision Maker
Quality Controller
Administrator / Manager
Responsibilities
To the school / faculty
• Ensure Code of Practice is in place and monitored
To the students
• Best interests of student – may mean taking difficult decisions as well as
pastoral care
To the Graduate Board and its groups
• Ensure that University policy is observed
• Respond to any issues raised
For the support staff
• Ensure that the appropriate systems are in place to deliver effective
administration and monitoring
Responsibilities (cont)
To faculty graduate school committees
• Usually a member (but always should have access to discussions on
policy and procedures)
Postgraduate scholarships
• Role in selection procedures for school nominations for University and
external competitions
Appeal groups
• May have to appear before University panels
Liaise with Research Student Administration
Link with Head of School
• Rely on head of school and their authority in dealing with
difficult / serious issues and as a source of human
resources information. Build a relationship – report
regularly.
• Responsibility also to the director of the faculty graduate
school
Examples of relevant support
and advice
• Difficulties with supervisors (in observing University /
School procedures, inadequate supervision, etc)
• Difficulties with students (ensure that action is taken, where
appropriate, and formal warnings issued if progress is
unsatisfactory, complaints by students are handled speedily
and fairly, etc)
• Need to have access to human resources information on
staff (to ensure that supervisory arrangements are
compatible with University policy)
• Staff on probation
• Staff on sabbatical
• Extended absences (for more than 3 months)
Admissions
• Is the applicant of the appropriate quality?
• Do the appropriate facilities and expertise exist for the research project?
• Has the application been considered / discussed by at least two people?
• Where practical an interview should be held
• Be aware of the different categories of research degrees and special
nature of the Masters by Research
• Ensure supervisors are eligible for the role
• Ensure English language requirements are met – see web site
• www.leeds.ac.uk/rds/admissionsandregistration/forstaff/english.html
When a student starts
Registration
• Ensure that the appropriate administrative arrangements are in place for
students to register properly
Training Plans
• Within one month of commencement, training needs analysis to be
conducted between student and supervisors. This is a new requirement
in the last few years – appropriate procedures to be put in place by
support staff and to be monitored by postgraduate research tutors.
Personal Development Record
• Ensure one is created and maintained for each student. This must
include evidence of training needs analysis, record of training and
development undertaken and records of official supervisory meetings.
Monitoring
Monitoring Attendance (UK Borders Agency requirements)
• Ensure appropriate arrangements are in place for monitoring attendance
with absence being reported
Supervision Meetings
• Ensure notes are kept and filed appropriately of all formal supervision
meetings and they are “fit for purpose”
• Reservations about progress must be recorded. Students must be made
aware of any reservations
Annual Meeting
• Student to have the opportunity to meet with the postgraduate research
tutor in the absence of supervisors
Transfer
Transfer from provisional category to full degree (PhD)
• Ensure that all time scales and procedures are in place and a transfer
report is produced
• Time should be allowed for full-time students to make corrections or do
additional work and have transfer confirmed within 12 months
• Revised transfer recommendation form to be completed
• Covers ethical review and safeguarding data
Examinations
Recommendation of examiners on behalf of school
• Ensure that the proposed examiners meet University criteria
• Avoid excessive use of external examiners (particularly by the same
research group/supervisor)
Awareness of examination results
• Does the report adequately explain whether the criteria have been met?
• Is there a pattern to referral/failures?
• Particular supervisors / research groups?
• Any issues for head of school/director of graduate school?
• All enquiries from the Examinations Group will be sent to postgraduate
research tutors for resolution
Handover
• Ensure that appropriate handover material and advice is available to
your successor
Submission and Qualification
• It is in the interests of all concerned for a research student
to complete their research degree
• The University and external bodies, such as HESA collect
data on “submissions” and “qualifications”
• All students leaving before or at the 12 month point do not
count in “submission” rate or “qualification” rate statistics
• Those permitted to proceed into the second year do count
• Both the AHRC and ESRC impose sanctions on those with
poor “submission” rates
Submission Rates
Full-time Starters in 11/03-10/04
Faculty
Arts
PVAC
ESSL
Bio Sci
Env
MAPS
Eng
M&H
LUBS
Total
Withdrew Started in Submitted Suspensio Granted
Non
in year 1 year 2
within 4
ns of
extension submit as
years
study
s (%)
FT PHD
(%)
(%)
(%)
3
37
56.9
10.8
5.4
27.0
6
26
53.8
7.7
23.1
15.4
4
31
38.7
35.5
16.1
9.7
6
71
73.2
11.3
14.1
1.4
5
32
53.1
6.3
15.6
25.0
8
67
86.6
1.5
9.0
3.0
11
71
57.7
5.6
25.4
11.3
4
24
62.5
16.7
12.5
8.3
2
20
75.0
10
10.0
5.0
49
432
64.6
10
15.0
10.3
HEFCE Qualification Rates
Southampton
Bristol
York
Sheffield
Leeds
doctoral
doctoral
students*
students*
starting in 99/00 qualifying by
05/06 (%)
254
90
455
90
160
86
237
84
288
78
HEFCE bench
mark#
* Full-time home and EU doctoral students
# expected qualification rate based on institutions profile
80
80
76
78
78
Qualification Rates
• HEFCE will monitor “qualification rates” in HESA returns
• The time that students take to obtain their qualifications
• If concern, Quality Assurance Agency (QAA) to
investigate
• Account taken of discipline, mode of study, local
conditions
• New rates to be published soon
• Funding implications
Extensions and suspensions
• Explained fully on page 33 – 34 of the ‘Guide for Research Degree
Supervisors 2009-2010’
• Requests for indefinite suspensions
• Unlikely to be granted. 12 months might be approved and might be
extended after a review at the end of 12 months
• Requests will not succeed when the full-time period of study has been
completed, the student is in the overtime period and is now in full-time
employment and makes the request on the basis of “pressure of work”
• Must be clear relation between the amount of extra time being requested
and the problem encountered
• Legitimate reasons include ill health (of candidate or close relative),
maternity, accidents, unexpected events (e.g. equipment not being
delivered)
Funding for UK/EU Students
Census date for registration
• 1st December
• No income unless student registered
Allocation to resource centres based on
• Cost weight of subject
Postgraduate research student funding frequently asked
questions
• www.leeds.ac.uk/appo/RAM/PGRFaq.pdf
Home/EU Full-time Research
Student Funding Rates 09/10
Research
cost band
Weight- HEFCE
ing
component
(£)
Tuition
Gross
Central
fee com- allocation charges
ponent
(£)
(£)
(£)
Net
allocation
(£)
High cost
laboratory
subjects
1.6
5881
3338
9219
1861
7358
Intermediate
cost
laboratory
subjects
1.3
4778
3338
8116
1817
6299
Others
1.0
3675
3338
7014
1774
5240
[Academic Planning and Performance Office, www.leeds.ac.uk/appo/RAM/Rates910.pdf]
Year 4 of a Full-Time PhD
Overtime period
No HEFCE funding for the University
No funding for schools
But candidate still entitled to supervision
Administrative Framework
Senate
Graduate Board
Research Student Administration
Makes formal offer of a place and final award of degrees
Publishes the Research Student handbook and
Ordnances and Regulations for Research Degrees
Student file
Faculty Graduate School Committee (Director)
School
Postgraduate tutor
Student file
Supervisor
Student file
Student
Graduate Board
Responsible for research students and for overall strategy
concerning all postgraduates
• Representatives from each Faculty
• Student representation (Post graduate Association representative and
Education Secretary of University Union)
• Groups to address various matters:
Board works through:
• Faculty graduate school committees
• Postgraduate research tutors
• Research Student Administration
Graduate Board Groups
Faculty graduate school committees
Programmes of Study and Audit Group
Examinations Group
Higher Doctorates
Postgraduate Scholarships
Researcher Training and Career Development Steering Group
Steering Committee on Doctoral Training Grants
Graduate Board Terms of
Reference (Summary)
•
Recommendations to Senate
•
Formulation of policies and procedures
•
Maintenance of quality and standards
•
Communication with Learning and Teaching Board and
other University committees
•
Delegation of authority to its groups (e.g. Examinations
Group ratifies examination results and awards degrees)
Graduate Board Terms of
Reference (Summary) continued
• Approval of new programmes of study and amendments to
regulations
• Liaison with Leeds University Union (LUU) and the
Postgraduate Assembly
• Oversight of scholarships for postgraduate students
Code of Practice for Research
Degree Candidatures 1
Defines responsibilities of
• Deans
• Faculty graduate school committees
• Postgraduate research tutors
• Supervisors
• Students
At least two members of staff to consider an application
Supervision by a main supervisor and at least one other cosupervisor; or one main supervisor together with a
mentor/adviser
Statement of minimum standards of facilities
Code of Practice for Research
Degree Candidatures 2
• Training plan to be agreed within one month of start and to
be reviewed at least annually (revised for 2010/11)
• Students encouraged to keep personal development plans
• Students to consult their supervisor before undertaking any
additional work at the University
• At least 12 supervision meetings a year for full-time students
who first registered before September 2005. At least 10
supervision meetings a year for those who first registered in
or after September 2005.
• Supervisors responsible for ensuring that there are written
records of formal supervisory meetings
Code of Practice for Research
Degree Candidatures 3
• Opportunity for student to meet with the postgraduate
research tutor at least annually without supervisors
• Supervisors to read and comment on the whole of the draft
thesis prior to submission provided it is made available by
the student in reasonable time
• “Mock viva” to be provided when requested by the student
• At least one internal and one external examiner
• Examiners required to submit independent reports prior to
the oral
• Supervisors may be an observer at the examination but if
not present must be available for consultation
Minimum English Language
Requirements 1
For entry to research degree study
IELTS 6.0
• not less than 5.5 in listening and reading and
• not less than 5.0 in speaking and writing)
Internet Based TOEFL (iBT)
• 83 (Overall)
• 18 (Listening),
• 20 (Reading and Speaking)
• 21 (Writing)
Minimum English Language
Requirements 2
TOEFL 550
• 4.0 on the Test of Written English
Some schools have requirements above this
Students required to provide evidence of English language
qualifications before registration
Training For Supervisors
• Staff must attend a Staff and Departmental Development
Unit (SDDU) course on research degree supervision before
being recommended for appointment as a supervisor
• Includes experienced staff who are new to Leeds
• Full day course for those new to the role
• Briefing course for experienced supervisors.
Training For Internal Examiners
• Staff must attend an SDDU training course on the Role of
the Internal Examiner before being recommended for
appointment as an internal examiner
• Includes experienced staff who are new to Leeds
• Staff should also have passed probation
• Refresher training is compulsory if a member of staff has not
• either acted as internal examiner
• or attended the SDDU training course on the role
within the last 60 months
• Face to face course for those new to the role
• Online briefing for experienced internal examiners
Summary
The role of the postgraduate research tutor may be
summarised as
• the enhancement of research quality and research
culture within their school, department or unit
• the University is committed, as part of its research
strategy, to increasing the numbers of research
students, but not at the expense of quality.
Postgraduate Research
Tutors Forum 2010
Part 2
Overview
Recent Developments
Postgraduate Research Student Conference
Engaging research students in ethics
Marketing of research degrees
Recent Developments
Dr Andy Mullis
Jackie Findlay
Topics to be covered
Personal Development Record System (PDRS)
Attendance Monitoring
International Student Visitors – changes to visa arrangements
English Language & the University English language test
(UELT)
Ethical Review – Changes to required documentation
Electronic Thesis Service (Etheses)
Training for Internal Examiners
Referred Reports and Notes for Guidance
Split-site – New Model B
Research Student Handbook
& Supervisors’ Guide
• From 2010/11, these publications will only be available in
electronic format and published on the Research Student
Administration (RSA) website.
• Alternative formats (Braille, large print, audio) - will continue
to be made available on request
• Publication expected in July.
• Postgraduate research tutors notified when live.
Personal Development Record
System Project (PDRS)
• Unified University wide
processes
• Facilitate recording of
supervision
• Web-based
• Ensure UK Borders Agency
requirements are met
• Enhanced recording and
planning of
• research student progression
• training
• Improve research student
monitoring
• First phase
• map current processes in use
across the University
• consultation meetings
• A University-wide system
will be delivered in 2011
Attendance Monitoring –
International/All Students
• UK Borders Agency (UKBA) requires Universities to report
on non-registration of students who have been issued with
visas.
• Once registered, attendance must be monitored
• Absence for prolonged period without authorisation must be
reported to UKBA
• Personal Development Record System will assist
Schools with the monitoring of attendance
Research Student
International Visitors
• Recent changes in visa arrangements for research student
“visitors”
• New University arrangements are necessary
• Visas will be require attendance monitoring in some cases
• Registration as students (and payments of fees) may be
required
• Graduate Board and Faculty Management Group (FMG)
will be considering the precise arrangements
Research Student International
Visitors Types of Student Visa
(A) Short Visits (days)
• May be possible to obtain a General Visa (NB- not all
countries)
(B) Up to 6 months or less (CANNOT BE EXTENDED)
• Student Visitor Visa required. “Student Visitor Letter” is
required, provided by the school.
• University NOT required to monitor attendance.
(C) Visits of more than 6 months
• “General Student Visa” is required. University issue .
• University required to be pay fee to UKBA
• University required to monitor the attendance of the
visiting student
English Language Issues – UELT
All research students (1st language not English) must take UELT within 1
month of registration – in order to identify additional help and support
From 2010/11 – for new students
• Score below 60%: must take any English language classes
recommended by the Language Centre.
• Score between 30% - 45%: must re-take the test every 4 months so
that progress can be monitored by the School.
• Schools monitor progress – ensure student re-takes UELT. Transfer
stage – provide report on English Language
• Score below 30%: Case referred to Chair of Programmes of Study and
Audit Group to decide on appropriate action to be taken in each
individual case
In all cases– transfer panel should consider the student’s language
skills and in particular their competence in written English.
Electronic Theses (Etheses)
– Feb 2010
• Sept 2009 starters – mandatory Ethesis deposit
• Pre-Sept 2009 starters – voluntary Ethesis deposit
• ISBN will be allocated by University
• Ethesis = pdf, exact copy of final hard bound thesis.
• Held in White Rose Theses Online (WREO) & also British
Library’s Electronic Thesis Online Service (EThOS)
• Long term preservation & access
• Copyright advice prepared to assist Students &
Supervisors
www.leeds.ac.uk/rds/thesissubmissionandexamination/students/ethesis/et
hesis.html
Training for Internal Examiners
On-line training for experienced examiners
• For Internal examiners who have experience of
examining research degrees but who have not
been an internal examiner at Leeds or completed
the training in the last 5 years. Replaces face to
face course.
• Take in own time from any (networked) PC
• Email to SDDU to request set-up on on-line course
• Face-to-face course still required for those new
to the role of internal examiner
Referred Reports & Notes for Guidance
In 2009/10:
43 referral reports considered by Exams Group
35 returned to postgraduate research tutors
before approval
= 81.4%
Causes a delay in approval by the Exams Group
and in the release of Notes for Guidance to
candidates
Main issues with Referred
Examiners’ Reports
• Notes for Guidance template not completed & fully signed
(missing in some cases)
• No clear reason for referral provided
• Notes for guidance not a joint set of guidance from all
examiners (sometimes 2 separate sets of guidance notes
provided)
• Excessive numbers of typos!
Enquiries from the Exams Group are directed to
postgraduate research tutors for response and for
them to monitor and review the overall performance of
the school (& of internal examiners)
Split-site PhD – New Model B
• Complete revision of Model B to meet growing interest
from split site collaborations from Institutions that did
not meet Model A (Strategic Research Partnerships)
• Main characteristics of new Model B:
• Capacity building partnerships
• Partners will be academic institutions or
research institutions which engage in research
activity
• Groups or individual students may be accepted
• See booklet – for outline of all models
Postgraduate Research Student
Conference
Dr Tony Bromley
The first Annual University of Leeds Postgraduate
Researcher Conference
‘Celebrating Excellence in Postgraduate Research’
• Tuesday 14th December 2010
• Conference Auditorium and Roger Stevens Building
• www.leeds.ac.uk/rtd/pgrconference
Conference Components
Postgraduate researcher of the year
Open call for presentations
Key note presenters
Research image competition
Arts and cultures exposition
Engaging research students in ethics
Dr Alice Temple
Jenny Foggin
Overview
What do we mean by ethics?
Ethical Review Process
Checkpoints for Students
Further Information
What do we mean by ethics?
Professional Integrity
Respect for researchers and participants
Health and safety
Publication
Data protection
Public trust in research
Internal requirements
Funding body requirements
Why is ethics so important?
Safety of participants
Integrity and validity of research
Reputation of individuals and research teams
Reputation of the institution
Relationships with partners such as the NHS, and HE
institutions at home and abroad
Internal and external sanctions - research can be shut down
and PhD awards refused if ethical requirements are not met.
The Ethical Review Process
University of Leeds policy states that ethical review is required
for all projects which involve the following:
• Human participants, their data or their tissue
• Genetically modified plant material
• Potential for significant environmental impact
This is applicable for studies which are
• Externally funded
• Internally funded
and…
• Student projects at MA Research / PhD level
Which Committee?
Faculty Research Ethics Committee
Faculty Research Ethics Committee
BIOLOGICAL SCIENCES
MEDICINE & HEALTH
Chair: Professor Eric Blair
Admin: Jenny Blaikie
Chair: Professor Darren Shickle
Admin: Rachel de Souza
Faculty Research Ethics Committee
Faculty Research Ethics Committee
MAPS & ENGINEERING
AREA
(PVAC, ARTS, ESSL, ENVI, LUBS)
Chair: Professor Richard Hall
Admin: Jenny Blaikie
Chair: Professor Anne Kerr
Admin: Jenny Blaikie
Checkpoints for Students
Two points identified by Graduate Board to check ethical
review has been obtained:
• transfer and
• exam entry.
Additionally engagement with research ethics to be included in
• Training needs analysis
Transfer
Academic Integrity Form
Is ethical review required?
Has ethical approval been granted?
• (Reference of approval required)
Transfer Recommendation Form
Are the panel satisfied with the ethical review arrangements?
Examination Entry
Has ethical approval been granted?
If ethical review information incomplete forms will be returned
or sent to University Research Ethics Administrator for
investigation
Pilots
Pilots in English, Biological Sciences and Physics being run to
encourage students to think about ethical implications of their
research
• English – ethics incorporated into training needs analysis
• Physics – training session on societal impact run, consideration of ethics
in transfer discussions
• Biological Sciences – paragraph on ethical issues of research
incorporated into theses
Further Information
Allow at least 1 month to obtain ethical approval
Information on ethical review processes, guidance available at:
• http://researchsupport.leeds.ac.uk/index.php/academic_staff/good_practic
e/university_ethics_policies/
Questions about ethical review to Jennifer Blaikie, Research
Support [email protected]
Marketing of research degrees
Karen Innis
Rationale
A pre-requisite for a world-leading research-intensive university is a strong
base of high quality research students:
• Contribute to a vibrant research culture – diversity, richness, global
contribution
• High quality research students deliver UG teaching, publish papers,
supporting research - contribute positively to our research outputs and
standing
• A strong, active, and high quality pool of research students is vital for the
ongoing development of our research expertise. They enhance our
submission to the Research Excellence Framework (REF) and so
increase our ability to secure higher research income.
• Next generation of world-leading academics
To realise these benefits it has to be about quality first (not quantity)
Marketing Plan
Capitalise on the market and attract high quality students - requires clear
research strategy and marketing plan
• Research strategy provides direction and focus for the marketing plan
• Overarching marketing plan, refinements by subject area and
geographic region
Our Performance
Market Size (Year 1 Entrants) - 2006 to 2008
Eng
M&H
ESSL
MaPS
Arts
FBS
LUBS
Env
PVAC
0
500
1,000
1,500
2,000
2006
2007
2,500
2008
3,000
3,500
4,000
4,500
Our Performance
Leeds Share (%) - 2006 to 2008
Eng
M&H
ESSL
MaPS
Arts
FBS
LUBS
Env
PVAC
0.0%
1.0%
2.0%
2006
3.0%
2007
2008
4.0%
5.0%
6.0%
Average Competitor Share %
7.0%
8.0%
Proposition
• Supervisor experience and research environment
• Expert, challenging, nurturing
• Research environment
• Professional skills development (employability, enterprise,
entrepreneurship)
• Facilities
• Work space
• Research facilities specific to subject area
• Funding
• Breadth of opportunity, partnerships and networks
Market Segmentation
Knows Leeds –
current student
(17%)
Early career
(57%)
Student at
another
university (40%)
Knows Leeds former student
(4%)
Advancing career
(43%)
Living in the UK
(17%)
Living in the UK
(29%)
Living outside the
UK (11%)
Living in the UK
(4%)
Living in the UK
(23%)
Not alumni of
Leeds (39%)
Living outside the
UK (16%)
Funding Sources
Research Student Tuition Fee Funding Sources by Faculty
ENGI
MedH
MaPS
ARTS
ESSL
BLSC
ENVI
PVAC
LUBS
0
500,000
1,000,000
1,500,000
Overseas
Institutional Self-funded
Central Government/Public bodies
Charities
EU Commission (EC)
2,000,000
2,500,000
Research Councils
Self-funded
UK Industry
Student's Employer
Other
3,000,000
3,500,000
Research Student Journey
Conversion through the PGR Student Journey - 2008/09
5,000
4,500
4,472
4,000
3,500
3,000
2,500
2,000
1,500
1,782
1,406
1,000
940
500
666
487
498
210
0
Applications
Offers
Home/EU
Acceptances
Overseas
Enrolments
Motivations
Early career (57%)
Passion
for the
subject –
take
interest to
the next
level
Necessary for
career - want a
career that
requires a PhD
(work in a
research
environment)
No prior
consideration PhD suggested
by academic at
feeder university
Advancing career (43%)
Career
enhancement
– PhD required
for progression
by current
employer
Change
career –
move
working in a
research
environment
Passion
for the
subject –
take
interest to
the next
level
Research Student Journey
Factors affecting information needs
Familiarity with UK HE system
Strong
Familiarity
with Leeds
High
Early career (currently
at university)
At Leeds
Advancing Career
(employed at
University, typically
overseas)
Links with Leeds –
former student or
uni has relationship
with Leeds
Weak
Advancing Career
(employed outside of
education)
Links with Leeds –
former student or
org has relationship
with Leeds
In the UK, no links
with Leeds
In the UK
Low
Overseas
Overseas, no links
with Leeds
Overseas, no links
with Leeds
Thinking
about a PhD
Applying
Preferred
university
Register
•Value/benefit / what is a PhD?
•Funding studies – options available
•Subject interest
•Commitment required/ what is involved
•Application process / selection criteria
•Employment opportunities
•Reputation (uni/dept/sub) – league tables/ recommendation
•Funding available
•Quality of supervisor / Field of study available
•Added value features (see below)
•Learning and support facilities
•Customer service – prompt, friendly, informative
•Research environment (primarily overseas)
•Living environment (primarily overseas)
•Funding offer
•Subject area/project proposal
•Supervisor interaction
•Added value features – additional training and personal
development/ living accommodation/ facilities for family etc
•Customer service (application processing, answering questions,
personalised interface)
Thinking
about a PhD
Applying
Preferred
university
•Funding secured
•Visa (overseas)
•Pre arrival information
•Orientation and induction process
•Academic at current university/Employer
•Open day
•Internet search engine
•British council (overseas) / Government dept overseas
•University web sites
•Exhibitions/Fairs (overseas)
•Agents/International reps
•Promo material – information on phd study, opportunities/
benefits
•League tables – RAE/Times/World
•Academic at current university/Employer
•Find a Phd/Jobs.ac.uk etc for funded places
•Prospects and other directory sites
•University web sites –drill down to academic area of interest
and for funding, facilities, accommodation, environment etc etc
•Dialogue with Potential supervisor (email/tel/f2f)
•Dialogue with Graduate Office (email/tel/f2f)
•Open day
•Detailed research brochure/flyer – subject area specific
•University/Faculty/School/Institute web site
•Dialogue with Potential supervisor (email/tel/f2f)
•Dialogue with Graduate Office (email/tel/f2f
•Offer letter
•Conversion newsletters
•Conversion newsletters
•Pre arrival information packs
Register
Information Needs/
Choice Factors
Information Sources
Marketing Objectives
Overarching objectives which will set the context for subject area plans:
•
Raise our profile as a key provider of high quality PhD students among
sponsors and third party influencers/referrers.
•
Attract high quality students who are able to enhance our research profile and
contribute to future research assessment exercises.
•
Develop relationships with selected quality peer institutions overseas for high
quality PhD students.
•
Develop partnerships with universities requiring capacity building of their
academic base – universities with aspirations and where government funding to
build capacity.
•
Maximise the effectiveness of the way in which we promote our research
student offer – coherent, consistent message and coordination of activity to
maximise effectiveness of channels.
•
Reduce leakage of overseas applications - improve conversion to offer and
enrolment. This may result in a fall in absolute number of applications but
increase in enrolments (assuming we only take on high quality students!)
Marketing Actions
In brief:
• Website
• Academic/admissions staff briefing
• Overseas visits
• Alumni relations
• Marketing to current and former students (use of careers centre)
• Open days
• Supporting material
• Listings
• Student journey conversion
Plans by subject area
Marketing Plan
For a copy of the marketing plan contact Karen Innis
email [email protected]
ext 37464