Transcript Possible New Doctorate Pathway: Combined CSP and RTS Masters

Research Degrees
School of Psychology and Psychiatry
Introduction and Overview
Professor Max King
Pro Vice-Chancellor (Research & Research Training)
Nellie
Georgiou-Karistianis
Monash
University
Director, Research Degrees
Improving the Quality of Research Training for All Students
Purpose of the Supervisor Forum
 Improve even further the quality of our research training
 To increase knowledge about our responsibilities as supervisors
 Create a supportive environment in which we can openly discuss
matters relating to research training, learn from each other’s
experiences and generate new ideas
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Monash Strategic Plan 2011-2015
 The university has set a number of key research training targets, one of
which is to increase the number of on-time completions
– Introduction of the Monash Institute of Graduate Research (MIGR)
– Student milestones
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The Monash Vision For Research Training
 An environment that values, supports and nurtures future research and
development leaders
 Access to generous scholarships, grants and funding opportunities
 A world-class level of academic and technical expertise to enhance
research experience
 World-class supervision with a comprehensive system for assuring
quality of supervision
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Schools Aspiration for Research Training
 To build a platform of higher degree research excellence by adopting
and providing high quality research training
 To foster an environment that values, supports and nurtures its higher
degree students
 To foster a higher degree culture where students have access to an
enhanced research experience
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Structure of Research Degrees
Director, Research Degrees
Professor Nellie Georgiou-Karistianis
Doctor of Psychology in
Clinical Psychology
Professor Nicole Rinehart
Doctor of Psychology in
Clinical
Neuropsychology
Professor Jennie Ponsford
PhD Studies
Professor Nellie
Georgiou-Karistianis
Academic Registrar
Dr Dana Wong
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Current & Lapsed Students
(as at 11/09/2012)
Current
Enrolment
Current
Lapsed
% Lapsed
PhD
70
12
17%
DPsych(Clin)
56
4
7%
DPsych(ClinNeuro)
30
1
3%
Total
156
17
11%
Course
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Course Completions – School
Course
2007
2008
2009
2010
2011
Total
PhD
12
6
9
14
28
69
DPsych(Clin)
16
6
7
13
17
59
DPsych(ClinNeuro)
7
5
1
5
10
28
DPsych(Org)
2
1
1
2
4
10
TOTAL
38
19
18
34
59
168
On-time Completions
26
5
7
13
19
70
68.42% 26.32%
38.89%
38.24%
% On-Time
32.20% 41.67%
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Course Completions - University
Course
2007
2008
2009
2010
2011
Total
Doctorate by
research
393
419
406
435
498
2151
Master's by research
109
105
106
93
134
547
TOTAL
502
524
512
528
632
2698
On-time Completions
311
275
259
284
326
1455
61.95% 52.48% 50.59%
53.79%
% On-Time
51.58% 53.93%
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% On-Time Completions
80%
70%
60%
50%
40%
30%
20%
10%
0%
2007
2008
2009
2010
2011
Course Requirements Complete Year
% On-time Completions (Faculty/Sch/Dept)
% On-time Completions (University)
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May 2012
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How to Facilitate On Time
Completions; Difficult
Conversations; Case Study
Examples
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What do we want for our students
 Complete on-time
 Publish
 Present their work at conferences
 Part of an active research team and a stimulating research environment
with access to research seminars
 To feel supported
 A successful career outcome
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How to facilitate on-time completions
 Identify clear roles for each supervisor (this should be discussed at
commencement and without the student present)
 Ensue an agreement is in place on authorship of papers to avoid
misunderstandings (TIP: rotate the role of senior last author if
appropriate)
 Ensure regular meetings take place once per fortnight; good practice to
hold face-to-face meetings with all supervisors at least 3 times per year
 The supervisor must supervise the project at all stages
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How to facilitate on-time completions
 Set expectation during each meeting; student should note the agreed
goals which should be reviewed at next meeting (TIP: student should
summarise goals and e-mail to supervisor/s after each meeting)
 Identify issues early and communicate clearly with the student
 Plan to take the time to read your student’s work and provide
confidence (TIP: supervisors may consider working out a reading plan
to avoid confusion of multiple drafts. Maybe rotate the role of reading
the first draft?)
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Difficult conversations
 Break tasks into smaller components and ensure the student fully
understands what’s required
 If the situation is not improving (perhaps not salvageable) an alternate
supervisor may need to be considered
 If the student is not up to the demands of the program you may need to
consider having a difficult conversation
 Seek help early with difficult cases – contact Director of Research
Degrees
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Example of how we can help
A student near completion made a complaint that the supervisor was not reading
drafts of work in a timely manner. The student was frustrated that things were dragging out
and felt helpless. It seemed that the supervisor was overwhelmed and didn’t understand
their responsibility to the student.
Draft Time-Line for Fred’s submission of PhD thesis
Task
Reading draft
Preparing final draft
Reading final draft
Finalizing thesis for
submission to MIGR
Who
Charlie
(supervisor)
Fred
(student)
Charlie
(supervisor)
Fred
(student)
Time allocated
3 weeks
Due Date
21 November – send
back to Fred
2 weeks
5 December- send back
to Charlie
2 weeks
19 December – send
back to Fred
Over the
15 January – to send
Christmas break relevant paper work to
HDR admin staff and
submit thesis to MIGR
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Examples of conflicts
 Video scenarios: http://www.youtube.com/user/ccsprojectvideos
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