The document discusses assessment of PhD students and its role in driving learning. It aims to consider how Cowan's assertion that assessment is the engine of learning applies to PhD students given the limited interim assessment and thesis-focused model of UK PhDs. It also debates how new training and professional development requirements for PhD students could best be introduced at Napier University in light of the changing vision of doctoral studies.

1. Assessment drives learning?
The PhD case
Dr Alison Crerar, FECCI
Dr Hazel Hall, School of Computing

2. Aims of the workshop
1. To bring PhD teaching into the mainstream teaching
arena.
2. To introduce participants to changes in requirements for
UK doctorates.
3. To consider Cowan's assertion in relation to PhD
students.
4. To debate how new training and PDP requirements for
PhD students are best introduced.

4. !!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!

5. An engine
(Mechanical) device that converts fuel into
(mechanical or motion) force.

6. The engine
Assessment converts fuel into learning
(and assessment alone, because it is the
engine)…

7. The engine
Assessment converts fuel into learning
(and assessment alone, because it is the
engine)…
Is this right?
Is this right?

8. Some things that we learnt
 To hold a knife and fork
 To tie our shoe laces
 To cross the road safely
 Not to speak to strangers
 To read
 To write
 To play a musical instrument

9. Some things that we learnt
 To hold a knife and fork
 To tie our shoe laces
st t
 To cross the roaduusafely
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r
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 Not to Unnasse otoostrangers
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tt
 To readilkke l e aand s
li nd
om e
 To writehhom
 To play a musical instrument

10. And when we were eventually assessed
Assessment was a gauge.

11. And when we were eventually assessed
Assessment was a gauge.
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12. More seriously in the context of the PhD
What does Cowan’s contention imply with respect to UK
PhD students?
 Thesis submission
 Viva
 Delivered at the end of 3 years of full-time study
 Limited interim assessment
Whether or not we accept the engine metaphor, there are
issues that merit discussion here.

13. PhDs at Napier
To 1992
 CNAA PhDs
 Few students
1990s
 Steady growth in most departments
 Many staff members as PhD students
2000 onwards
 New staff appointments – expectation of PhD
 Growth in student numbers
 Maturity of staff expertise in supervision and examination
experience

14. UK background
Recent growth in PhD student numbers
 For example, final year numbers up 31% between 1999 and
2003
 Greatest increase in international and part-time students
 Is this part of the general “escalation” of qualifications?
Motivation to complete a PhD
 Keen interest in the subject area
 The challenge, and general personal development
 Improvement in employment and promotion prospects

15. Changing vision of the doctorate
From To
Thesis output - an original Thesis output - an original
contribution to knowledge contribution to knowledge
Independent academic Independent research, theoretical or
research in a focussed applied
domain
Study underpinned by a broad-based
training in research skills and
personal development
Graduate output: individual able to
contribute in the international labour
market

16. Key drivers for change
Influence of other models
 e.g. USA
Influence of bodies
 Research councils
 “Measurement” activities, e.g. RAE, national benchmarking
 Documentation to inform policy, e.g. Joint skills statement,
Roberts report, QAA code of practice
Shifts in perspective
 Value placed on applied research and knowledge transfer

17. Research councils’ Joint skills statement
Transferable skills training required in the areas of:
 Research skills and techniques
 Research environment
 Research management
 Personal effectiveness
 Communication skills
 Networking and team working
 Career management

18. QAA Code of practice - extracts

19. University responses
Programmes of skills training within PDP scheme, for
example:
 UCL
 St Andrews
 University of Edinburgh

20. Workshop discussion
To what extent does Cowan’s assertion apply to PhD
students?
How might the new training and PDP requirements for PhD
students be introduced at Napier?

21. Resources
Engineering and Physical Sciences Research Council (2007, May 28). Joint statement on skills training. Retrieved June
19, 2007 from http://www.epsrc.ac.uk/PostgraduateTraining/JointStatementOnSkillsTraining.htm
HM Treasury (2002, April). SET for success: the supply of people with science, technology, engineering and mathematics
skills. The report of Sir Gareth Roberts’ review. Retrieved June 19, 2007 from
http://www.hm-treasury.gov.uk/documents/enterprise_and_productivity/research_and_enterprise/ent_res_roberts.cfm
Park, C. (2007, January). Redefining the doctorate. Retrieved June 19, 2007 from
http://www.heacademy.ac.uk/embedded_object.asp?id=22136&prompt=yes&filename=Chris Park
The Quality Assurance Agency for Higher Education (2004, September). Code of practice for the assurance of academic
quality and standards in higher education: section 1 postgraduate research programmes. Retrieved June 19, 2007 from
http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section1/postgrad2004.pdf
The UK Grad programme (2005). Report of proceedings of UK Grad Programme Roberts Policy Forum, January 2005,
Rugby. Retrieved June 19, 2007 from http://www.grad.ac.uk/downloads/documents/Reports/Roberts%20Report
%202005.pdf
The UK Grad programme (2007). Welcome to the UK Grad Programme. Retrieved June 19, 2007 from
http://www.grad.ac.uk