Postgraduate researcher workshops

The Researcher Development Programme offers workshops to help bring all threads of your research together into your thesis.

You will need to register your place on a workshop, to do this log into Surrey Self-Service and select on the Researcher Development Programme details.

Workshop registration

Compulsory workshops

There are three compulsory workshops all postgraduate researchers (PGRs) attend during their doctorate. These typically run at least every 6 six weeks throughout the calendar year.





03-Oct-19 10:00 - 12:00 Welcome to your Doctorate 
08-Oct-19 14:00 - 16:00 The Confirmation Process
10 Oct 19 10:00 - 12:00 Demonstration in Laboratories
11-Oct-19 10:00 - 11:00 Virtual - Welcome to your Doctorate
16-Oct-19 17:00 - 19:00 Welcome to your Doctorate
22 Oct 19 14:00 - 16:00 Welcome to your Doctorate 
23 Oct 19 14:00 - 16:00 Demonstration in Laboratories
25 Oct 19 10:00 - 11:00 Virtual - The Viva Examination
29 Oct 19 10:00 - 13:00 The Viva Examination



5 Nov 19 14:00 - 16:00  Welcome to your Doctorate
8 Nov 19 10:00 - 11:00

Virtual - Welcome to your Doctorate

13 Nov 19 17:00 - 19:00 Welcome to your Doctorate
15 Nov 19 10:00 - 11:00  Virtual - The Confirmation Process
22 Nov 19 10:00 - 11:00 Virtual - The Viva Examination
26 Nov 19 10:00 - 13:00  The Viva Examination
27 Nov 19 17:00 - 20:00 The Confirmation Process
28 Nov 19 10:00 - 12:00 Welcome to your Doctorate


6 Dec 19 10:00 - 11:00 Virtual - Welcome to your Doctorate
10 Dec 19 10:00 - 13:00 The Confirmation Process
12 Dec 19 10:00 - 12:00 Welcome to your Doctorate


9 Jan 20 10:00 - 13:00 The Viva Examination
14 Jan 20  10:00 - 12:00 Demonstration in Laboratories
16 Jan 20 10:00 - 13:00 Th Confirmation Process
17 Jan 20  10:00 - 11:00 Virtual - The Confirmation Process
22 Jan 20  17:00 - 20:00 The Viva Examination 
29 Jan 20 14:00 - 16:00  Demonstration in Laboratories 
31 Jan 20  10:00 - 11:00 Virtual - The Viva Examination

*Demonstration in laboratories is only compulsory for PGRs who will be demonstrating 

The PhD process is unlike any other form of education. Independent research requires that the PhD student learns to structure and plan their own project, often from the very beginning. This can make incoming students feel unsure about what to expect, and sometimes quite lost. In this workshop, we discuss the experience of becoming a PhD researcher and give advice on how to make the most out of the first year of your PhD. Uniquely, this workshop features advice to incoming PhD researchers from current PhD students who are now in their second or third year.

Therefore, incoming students can truly learn from the experiences and words of advice from those that have recently gone through this process. Also, this workshop introduces a web-based action planner, designed especially so that University of Surrey PhD researchers have a tool to help them assess their skills and receive suggestions for further skill development.

During this workshop participants will:

  • Understand their expectations and how they compare to the realities of the first year PhD experience
  • Learn how to make their first year more productive, through advice from more senior PhD students (and some thoughts from the RDP team, as well)
  • Recognise the importance of taking control of your PhD and your personal, professional development
  • Be introduced to a web based action planner that will help PhD researchers to plan their future skill development

The PhD Confirmation Process has under-gone University wide changes, which has lead to a change of name and also added an increased emphasis on the importance of this milestone in the PhD process. This process was previously called 'transfer' or 'PhD upgrade', when researchers were initially enrolled as MPhil students and then upgraded or transferred to PhD students. 

New PGRs are registered as probationary PhD students and the status of PhD student is 'confirmed' after successful completion of the Confirmation Process which includes a written confirmation report and a viva examination.

As the Confirmation Process is the first formal assessment, often PGRs are quite anxious about this stage in the PhD journey. Many PGRs are unclear about what is expected of them throughout the process and what the possible outcomes are.

During this workshop participants will:

  • Understand what is expected of the postgraduate researcher, the research project and the supervision team at this stage in the PhD process
  • Explore ways in which this process will benefit you and how to maximise these beneficial aspects
  • Discuss technical aspects of the PhD confirmation process, its purpose and its possible outcomes Consider what is expected out of various aspects of the confirmation report (ie the literature review, the research design, etc)
  • Gain insight in to what to expect for the viva itself


The last hurdle, your viva examination, but what will it be like? What will the examiners ask? How can you prepare for it?

This workshop provides delegates with an insight into the process, and helps them understand what to expect within a doctoral degree viva. The workshop aims to demystify the process by addressing common student concerns and uncertainties regarding the viva. The workshop explores the viva's purpose and issues relating to the conduct of the viva (typical processes and procedures, who is there and what they do, and so on). We will discuss the type and nature of questions which are most-likely to be posed by examiners during viva examinations, and give practical ideas for viva preparation as a result.

During the workshop participants will:

  • Receive answers to questions or concerns you may have about any aspect of the viva
  • Share research which provides insight into the types of questions you are likely to encounter during your viva
  • Understand the process and requirements of a doctoral degree viva
  • Gain an understanding of possible viva outcomes and the procedures that follow
  • Increase confidence in your ability to prepare for and perform well during your viva


Essential skills development and workshops: Training workshops and opportunities

View the schedule below of upcoming RDP events and training.  Use the subsequent menus to learn more about the training on offer for PGRs.





2 Oct 19 11:00 - 12:00 Researcher Café
7 Oct 2019 14:00 - 17:00 Stress Management 
9 Oct 19 10:00 - 12:00 Driving your Doctorate
10 Oct 19 14:00 - 16:00 Basic Mentoring
13 Oct 19 11:00 - 12:00 Writing Café
15 Oct 19 10:00 - 12:00 Managing your Supervisor
16 Oct 19 11:00 - 12:00 Researcher Café
17 Oct 19 14:00 - 16:00 Using Archives in Research
23 Oct 19 11:00 - 13:00 Writing Café
29 Oct 19 14:00 - 16:00 Engaging with your Literature: Critical Reading
30 Oct 19 11:00 - 12:00 Researcher Café
30 Oct 19 14:00 - 16:00 Basic Presentation Skills
31 Oct 19 11:00 - 12:00  Researcher Café
31 Oct 19 12:00 - 13:00 Plan it, Do it


6 Nov 19 11:00 - 12:00 Researcher Café
6 Nov 19 14.00 - 16.00 Writing Critically
8 Nov 19 15:00 - 16:30 Open Research: Research Data Management and Open Data
11 Nov 19 10:00 - 12:00 Writing Coherently
13 Nov 19 10:00 - 12:00 Managing your Supervisor
14 Nov 19 10:00 - 12:00 Copy Editing 
14 Nov 19 14:00 - 16:00 CV Writing
19 Nov 19 14:00 - 15:30 Open Research: Data Management Plans
20 Nov 19 10:00 - 12:00 Writing Concisely
20 Nov 19 11:00 - 12:00 Researcher Café
26 Nov 19 14:00 - 15:30 Engaging with your Literature: Finding your Literature
27 Nov 19 10:00 - 12:00 Writing for Four-Star Journals
28 Nov 19 14:00 - 16:00 Writing Café


3 Dec 19 14:00 - 15:30 Engaging with your Literature: Managing your Literature
4 Dec 19 11:00 - 12:00 Researcher Café
4 Dec 19 14:00 - 16:00 Driving your Doctorate
9 Dec 19 14:00 - 15:30 Open Research: Research Data Management and Open Data
11 Dec 19 14:00 - 16:00 Engaging with your Literature: Critical Reading and Thinking
18 Dec 19 11:00 - 12:00 Researcher Café


15 Jan 20 11:00 - 12:00 Researcher Café
20 Jan 20 11:00 - 12:00 Open Research: Data Management Plans
21 Jan 20  14:00 - 16:00  Effective Job Search
23 Jan 20  14:00 - 16:00 Career Planning for PGRs
30 Jan 20 14:00 - 16:30 Building a Professional Network


06 Feb 20 10:00 - 11:30 Engaging with your Literature: Finding your Literature
13 Feb 20  10:00 - 11:30 Engaging with your Literature: Managing your Literature
20 Feb 20 14:00 - 15:30 Open Research: Research Data Management and Open Data


19-20 Mar 20 09:45 - 16:00 NVivo two-day workshop
20 Mar 20 13:00 - 14:30 Open Research: Data Management Plans

More Dates

For full workshop details and to register please log into Surrey Self Service.

Workshop Descriptions

Academic Writing

Critical writing is vital for engaging with the literature in your field, for developing your arguments, and for articulating how and why your research is significant. Therefore, it is important to understand the difference between critical and descriptive writing and how and when to use these writing styles.

The skills covered on this workshop will be applicable for all areas of doctoral writing but may be particularly helpful for participants seeking support with literature reviews, or with transitioning between disciplines or languages.

The workshop will focus on the following:

  • The difference between critique and description
  • Techniques for reading critically
  • Literature reviews
  • Identifying critical writing
  • Developing a critical voice in your writing

This is the first of three core writing workshops designed to develop key skills in academic writing for doctoral researchers. You may also be interested in the other workshops in this series; Writing Coherently and Writing Concisely.

Good academic writing communicates complex ideas with precision and clarity. Writing with coherence is often a challenging and time consuming process. However, it is important that readers can easily read your work in order to understand, and engage with, your research and ideas.

This workshop will focus primarily on structure and on editing. The structure of chapters, paragraphs and sentences is key to your reader’s ability to follow your argument or understand your results. Similarly, the editing process is essential to developing a clear writing style.

The workshop will focus on the following:

  • Developing a successful editing process
  • Writing with different readers in mind
  • Techniques for organising large amounts of information
  • Using paragraphs and sentences to guide your reader

This is the second of three core writing workshops designed to develop key skills in academic writing for doctoral researchers. You may also be interested in the other workshops in this series; Writing Critically and Writing Concisely

When trying to communicate complex ideas, researchers often develop a writing style that is overly complicated. It is common to; restate the same idea in different ways, hold too many clauses in one sentence, use vague or general terms, or move between large ideas too quickly.  These difficulties arise when researchers write to figure out their thoughts and ideas rather than communicate those ideas to their reader. This workshop will develop understanding of the difference between writing as a thinking process and writing as a tool for communication and will introduce participants to techniques for writing with precision.

The workshop will focus on the following:

  • The writing process and the thinking process
  • Sentence and word functions
  • Becoming your own editor
  • The importance of redrafting
  • Writing for your discipline
  • Tools and techniques for writing clearly

This is the third of three core writing workshops designed to develop key skills in academic writing for doctoral researchers. You may also be interested in the other workshops in this series; Writing Critically and Writing Coherently

All writing benefits from editing, but understanding the different levels of editing will help you plan and complete edits more efficiently. This workshop concentrates on copy-editing as a specific skill – one that will be of great value for your thesis, publication, and beyond. This include tools and tips for effective editing, insights into the processes within academic publishing, and opportunities to gain hands-on copy-editing practice.

During this workshop participants will:

  • Learn about different types of editing and their functions;
  • Practice copy-editing and be introduced to helpful tools and techniques;
  • Learn about copy-editing by academic publishers and opportunities for gaining experience.

This workshop is designed to support doctoral researchers at an early stage of writing for their theses.

Your thesis is likely to be one of the largest writing projects that you have undertaken thus far in your career. This workshop will provide you with strategies to help break down your thesis into manageable stages of writing. Participants will also become familiar with the expectations for thesis writing compared to other modes of writing. 

The workshop will cover the following:

  • The role of writing in the doctoral process
  • Overcoming writers’ block
  • Strategies for managing a large scale project
  • Different examples of how to start a thesis
  • The difference between thesis chapters and journal articles

Analytical Skills

In this short workshop you will discover techniques to use when dealing with the data you are collecting.

This workshop examines the process of data collection and analysis and discusses some of the pitfalls of data analysis, using real-life examples. At the end of the workshop, you may not know what test to do, but you will know the steps you need to take to get there.

During the workshop participants will:

• Learn the correct process of data collection and analysis
• Consider some of the pitfalls of data integrity
• Create a plan for your data collection

This workshop is designed to give guidance on how to manage and get the most out of the research literature in your field.

Every PhD student is responsible for reading and understanding the research literature in their field. This literature based research is vital at every stage of the research cycle, from proposing and designing research projects to interpreting results. However, managing this literature research is often a challenge. The amount of research out there is often overwhelming, conversely, sometimes it seems as though you cannot find a reference with the information you need. Engaging with literature can be extremely time-consuming and in the end your supervisor may still comment that you are not reading ‘critically’ enough.

During the workshop participants will:

• Gain a better understanding of the breadth and depth of literature based research expected of them
• Learn how to manage their time in order to stay on top of their literature-based research
• Gain a better understanding of what critical reading means
• Learn some specific techniques to help them read more critically

Across all disciplines (and within) there are varying views of what research is. These views form what are known as ‘research paradigms’, entailing a variety of epistemological (study of knowledge) and ontological (study of being) assumptions that ultimately underpin and guide how we carry out research (method).

Such assumptions and the terminologies relating to them often remain tacit, hidden or unacknowledged. This can and often does result in inability to understand the significance of one’s own research, the research of others and the broader intellectual context in which both are situated. In a time where interdisciplinary work is increasingly encouraged across the Higher Education sector, such understanding and contextualisation is all the more important.

This workshop series offers an accessible and stimulating introduction to the notion of a research paradigm, the various established paradigms in use (e.g. ‘positivism’, ‘constructivism’, ‘pragmatism’), and all related terminology (e.g. ‘ontology’, ‘epistemology’) and their relation to/ application as research methods.

This series, hosted by faculty in FHMS covers a variety of statisical methods in SPSS. Typically in the Spring term, you can attend all or a selection of the following:

Statistics Lecture Series - 1 Data Types and Graphical Representation 
Statistics Lecture Series - 2 Numerical Summarise, Statistical Inference and Normal Distribution 
Statistics Lecture Series - 3 Central Limit Theorem, Confidence Interval and Hypothesis Testing 
Statistics Lecture Series - 4 Comparing two or more groups (T-Test /ANOVA/F-Test) 
Statistics Lecture Series - 5 Chi-squared test, Correlation and Linear Regression 
Statistics Lecture Series - 6 Multiple Linear Regression and Analysis of Covariance (ANCOVA) 
Statistics Lecture Series - 7 General Linear Model, Generalised Linear Model and Logistic Regression 
Statistics Lecture Series - 8 Experiments, Observational Studies, Diagnostic Testing, Sample size, Power, Meta-Analysis 

This workshop is a precursor to any statistical calculations, designed for people with little or no statistical background, or anyone who feels they could use a basic refresher. It will cover basic definitions and key concepts to guide researchers in thinking about their own data. The workshop aims to: (1) provide clear understanding of statistical language and concepts acting as a springboard to other, more advanced, statistics training either through textbooks or workshops, (2) help build researcher confidence in using statistics, (3) create a community of researchers thinking statistically throughout the research process. The workshop will not: (1) provide practical training on various statistical methods (i.e. no SPSS is used), (2) involve any math.

Career and Professional Management

RDP along with careers services run a number of workshops for preparing for your professional life after the doctorate.

Is your CV up to date? Could it be strengthened? This workshop will look at different styles of CV, academic, technical and for industrial/commercial applications, for example. Share ideas about how to tailor CVs to meet employers’ expectations across difference sectors. Bring a copy of your CV for review.

If applying for roles or getting ready to make applications, the more preparation you do for interview, the more likely you are to succeed. This workshop will give an overview of current selection techniques, such as psychometric testing and assessment centres, and provide an opportunity to review presentation skills and strategies to answer interview questions.

This workshop explores postdoctoral research positions. We examine the skills and experience that applicants are expected (or encouraged) to demonstrate, and what you can do during your doctoral studies to meet these criteria. The workshop is of relevance for any postgraduate researcher who is considering continuing with their research beyond their PhD.

What can you be doing now so that you are where you want to be in five years’ time? By the end of this workshop you should have some ideas to take away and put into action right now. We will work out an individually tailored action plan and discuss things you could be doing now that will help you in the future.

During the workshop participants will:

• Assess where they are now and where they want to be
• Build an action plan to guide their development
• Explore the steps they could be taking now to further their career in the future.

Research and Information Skills

RDP along with affiliated programmes provide a number of tools and training for managing your research literature and data.

About to start a research project? Preparing a bid? You should make a data management plan! While many funders now require data management plans, it’s a good idea to create one before every project. We will cover key elements of a data management plan, what funders expect in a DMP, and look at the DMPOnline tool.

By the end of the session you will:

  • Understand how to build a DMP
  • What funders expect from a DMP and why DMPs matter to funders
  • Become familiar with the DMPOnline tool

This session is in two parts. During the first part, participants will use creative learning techniques to explore the various facets of their topic in depth, and will have the opportunity to share their thoughts with others. During the second part of the session participants will use their deepened understanding of their topic to devise an effective literature search strategy and employ relevant search techniques.

Recommended for: All stages of study

Find out about the options available for managing large amounts of literature or references. Participants will have the opportunity to consider their specific needs and explore various reference management options with the support of a Learning Development Librarian.


Need a place to share your data for a project or a publication? Join us for a brief hands on demonstration of the data repository Surrey is piloting. Learn the ins and outs of the new repository, the various ways to share data, and how your team can contribute to shared project spaces on the repository. Want to try it out the system with some data you currently have? Bring it along!

By the end of the session you will:

  • Know how to access the repository, upload and describe your data, and get a DOI
  • Understand the different levels of sharing on the platform (public, restricted, and confidential)
  • Learn how to create project spaces and connect collaborators to your shared data.

NVivo, developed by QSR, is a CAQDAS package which integrates the handling of textual data with quantitative and multimedia forms of information/data.

The Doctoral College is pleased to offer a two-day workshop, taught by a member of the CAQDAS Networking Project at the Department of Sociology, that provides the opportunity to gain a thorough introduction to the software and practice tasks using one’s own data. The focus is on gaining confidence in the early tasks of setting up projects efficiently, exploring and coding data whilst having an eye on longer term tasks.

This is an NVivo 11 for Windows course.  Participants using the Mac version are welcome to attend but the main part of the course will cover the functions available for the Windows version, which are not all the same for the Mac version.

The first day uses sample data in order to become familiar with tools and functions, following through common tasks as a group and practicing exercises as individuals. Work is structured to provide step-by-step support for commonly used early software tools, with others demonstrated to illustrate longer-term potential.

The second day provides participants with the opportunity to get started using NVivo with their own project data. This may comprise interview/focus-group transcripts, audiovisual data, documentary evidence, etc. Those who have not gathered their primary data yet are encouraged to bring pdfs of journal articles pertinent to their project. The first part of the day focuses on translating the tasks explored on day one into practice. Individuals and teams work independently with the support of the tutor. The remainder of the day focuses on experimenting with more sophisticated interrogation tools. Possibilities and implications are discussed, demonstrated and practiced.

The course will suit those who are complete beginners and those who have looked at the software and tried to use it in a limited extent. However you should have some idea about what your approach to qualitative data analysis will be. The course does not teach you 'how to do' qualitative data analysis per se. The workshop is accompanied by fully step-by-step documentation and is led by an expert user of NVivo who has been working with and training in qualitative software packages for many years. In the two day format there is time to discuss individual needs and particular methodological approaches.

Places will be allocated on a first come first served basis. 

Good research data management practices make projects more efficient and minimize risks to data. Beyond this, funders are increasingly interested in research projects that produce well managed datasets that are ready for re-use, sharing, and long term preservation. This event will cover best practices for file management, documentation, storage, and sharing data.

By the end of the session you will:

  • Understand what research data management is and why it’s important to the increasing requirements to share and preserve data within academia
  • Become familiar with best practices for file management, documentation, storage, and security of data
  • Be briefly introduced to data management plans and the DMPOnline tool.

Publishing and Presenting

Publishing and presenting are essentials skills for researchers. RDP run a number of workshops to support researcher development in these areas.

Presenting is a crucial skill for researchers, yet it is often something that even experienced scholars struggle with. This interactive workshop is designed for people who already have some experience of presenting and the basic principles involved, but would like to develop their skills in this area to a higher level.

This workshop provides the opportunity for practical experience of presenting within a supportive environment. During the workshop, you will be given time to design and deliver a short (5-10 minutes) presentation to a small audience comprised of your fellow researchers.

If you have a specific presentation that you are currently working on (e.g. for a forthcoming conference), then you can use the session to practice for it (bring your memory stick if you would like to use your own slides).

Alternatively, if you are looking to gain some general practice, the facilitators will help you to develop a presentation on the day based on your own research. The presentation may address a basic topic related to your research (e.g. ‘The inspiration for my research’).

During the workshop participants will:

• Present to a peer group
• Exchange feedback with their peers
• Gain an understanding of their style and how to improve it further
• Be given the option to have their presentation video recorded, which many presenters find to be a very useful exercise.

Recommended for: All stages of study and research staff.

Learn how to create and deliver an effective presentation
Most postgraduate researchers benefit from giving presentations about their research by gaining feedback, sharing their findings, and raising their profile in the research community. Therefore, learning how to present your research effectively is an important skill to develop during the course of your doctorate.

This workshop has a different format to many within the Researcher Development Programme schedule.  You will be sent a booklet of information to look at in your own time before the session, and the time you spend in the workshop will be used for discussion, critiquing videos of presentations, and consolidating your ideas.

As a result of this workshop participants will:

• Gain a better idea of how to plan and choose the appropriate content for your presentation
• Learn how to create a well-rounded presentation that flows well
• Discover how to use your individual strengths and style to its best effect when presenting
• Discuss how to make effective visual aids that enhance your presentation
• Receive tips on how to confidently deal with questions.

Most doctoral students will be asked to design and present a poster about their research at some point during their research degree. However, what makes an effective poster, and how to present it well are topics that are rarely explicitly discussed.
This workshop will run slightly differently to a usual session. You will be sent a booklet of information to look at in your own time, and the time you spend in the workshop will be used for poster critique and consolidating your ideas. During the session you will explore what makes a successful poster presentation and examine how key components of a poster can be designed to make the poster more effective.

As a result of this workshop participants will:

• Improve their understanding of what makes an effective poster presentation
• Understand the importance of deciding on key message(s) and narrowing the scope of a poster
• Have a clearer idea of good poster design, planning, layout, graphics, illustrations, colours, text and data display
• Increase confidence in their ability to answer questions and interact with the audience.

Recommended for: All stages of study.

Did you know that the University requires all PGRs to submit an electronic copy of their thesis, upon completion? And that this copy is openly accessible, as per the requirements of the open research agenda? This of course raises further questions, i.e. what is open research and why does it matter? How do you feel about sharing your thesis, publications and data? Where do you stand on public engagement and citizen science?

In this short workshop you will have the chance to discuss different aspects of open research and work out how to adopt open practices suitable for your research area and as per the requirements of the University.  

This is the first of two workshops designed to develop your understanding of the technicalities and the process of getting your research published.  In this workshop, we examine the technical aspects of writing up your research in a format appropriate for publication. You will learn about the importance of following journal guidelines and house style, and the value of using a clear structure to frame your paper. You will also receive guidance on how to produce clear writing in a register appropriate for the readership.

This is one of a number of workshops offered collaboratively by facilitators from the School of English and Languages and the Researcher Development Programme. These workshops concentrate on the "technical business" of academic writing for research students.

During the workshop participants will:

• Gain an appreciation of the importance of adapting writing style to respond to Journal Guidelines
• Understand the importance of identifying grammatical errors and eliminating them from a paper before peer review
• Gain experience of producing a small piece of writing in response to a simulated journal ‘Call for Papers’.

Getting published is a central part of being a researcher. Peer-reviewed publications allow researchers to communicate their research to the broader research community, and thus, make a contribution to the body of work within their field. Increasingly, emphasis is being placed, not only on getting publications, but getting high impact publications. Therefore, it is important for early stage researchers, not only to understand the publication process, but also to learn how to maximize potential impact of each publication.

Academic peer review is a process of self-regulation of academic literature, by evaluation involving qualified individuals. Typically the peer review is completed prior to the publishing of the article. Peer review aims to maintain standards, improve performance and provide credibility to the output of researchers. Scholarly literature provides dissemination and archiving of knowledge, quality control and credit for authors. Peer review concentrates on giving a form of quality control to the publishing of scholarly literature.

This is one of a number of workshops offered collaboratively by facilitators from the School of English and Languages and the Researcher Development Programme. These workshops concentrate on the "technical business" of academic writing for research students.

During this workshop participants will:

• Learn how to exploit their publication to its maximum potential
• Gain a better understanding of the technical aspects of the publication process
• Talk about being reviewed and a reviewer
• Have an understanding of the peer review system
• Be aware of alternatives to anonymous peer review methods.

This workshop will familiarise PGRs and ECRs with the process of, and the various issues involved with, turning their PhD thesis into a published monograph. The workshop will focus on the following:

  1. The differences between a thesis and a monograph
  2. The copyright and editorial issues of publishing material from an open access e-thesis
  3. The process of selecting a publisher and writing a book proposal
  4. The publication process, from submission of the proposal up to actual publication of the  book. 

Though turning a thesis into a monograph frequently happens across all fields, it is more common within the arts, humanities and social sciences. Thus, the workshop is designed primarily for FASS students. That being said, PGRs and ECRs are more than welcome to attend.  

The current climate of competition among academics to have high-impact publications is producing increasingly selective Quartile 1 journals. Q1 editors are looking for manuscripts which are more than well-written; they are looking for papers with ‘star quality’.  For many, star quality remains a rather elusive ingredient in their writing.      

This highly interactive, half-day workshop is designed to explore the question: What aspects of writing help to give a journal manuscript star quality?  The session starts by considering the widely acknowledged mechanisms for producing quality writing, such as coherence, clarity and conciseness.  It then moves on to explore less obvious mechanisms that are used to communicate consistency and authority. This is done by analysing the language used in articles from various high- and low-impact journals. The session is open to all ECRs and Post-docs.

Session objectives

• To consider the aspects of writing that contribute to the star quality of high-impact journal articles
• To compare and contrast differences in writing style between high-impact and low-impact journal articles.

Learning outcomes

By the end of the session, you should

• be able to identify writing techniques that make an article readable and authoritative
• have experience of analysing extracts from journal articles  to identify particular writing mechanisms used for coherence, clarity and consistency.

Need help with networking? Want to get the most out of conferences? Are you getting bogged down by networking blogs? Then this is the workshop for you.

The workshop will cover:

  • Networking basics
  • Clear communication
  • Adapting your message
  • Face-to-face networking
  • Virtual networking.

This session is based on a flipped classroom model. Participants will be sent materials before the workshop that will cover networking basics and contain suggested tasks, with relevant web links, to further explore the learning.  These materials will be used in the session, which will be highly participatory. You will explore networking skills (e.g. adapting your message, elevator pitches), the network within the room, and discuss all aspects of networking in academia and beyond. 

Project and Self-Management 

Make your review meetings more beneficial All postgraduate researchers have to complete six-monthly and annual reviews. We understand that you may feel as though this takes time away from your research; however, these reviews are actually valuable opportunities to receive feedback and guidance, which can help you to become more productive in your PhD. During the workshop, you will be given the opportunity to reflect on your past accomplishments, to discuss what areas you feel you need feedback on most and to learn how to use your review to facilitate the progress of your PhD. You can also use the outcomes of the exercises within this workshop when completing your review forms, which may save you time. Furthermore, the workshop will help prepare you for your review meeting with your supervisor.



Among the big changes and challenges that doctoral students encounter is how little of their project is laid out for them. Even if you are part of a larger project, you are expected to be in charge of your own research, workload and writing. Sometimes this can be liberating and wonderful; sometimes it will feel daunting. This workshop covers ways to make the most of your doctorate by taking control, using recognised planning techniques, and making the structure of a doctorate work for you.

In this course you will be able to:

  • Consider how you can take ownership of your doctorate, helping you to feel in control rather than passive
  • Discuss the benefits of an outcome-driven approach
  • Share strategies for planning – for the longer-term, for the next few months, for the unexpected
  • Sketch out your own plans for the coming months



The student-supervisor relationship is vital for success in all research degree programmes. In many ways, this relationship is different than any other relationship you have encountered in your previous experiences as a student or employee. This is because of the unique nature of a research degree, which is based on independent study and mentoring. However, the exact role of the supervisor is often unclear and sometimes it may feel as though you are not getting the support you need. This can be frustrating for students and supervisors alike, and can lead to a negative doctoral experience.

This workshop features case studies to illustrate different characteristics of students and supervisors, and explore how these can lead to different expectations. We will discuss how, as students, you can be pro-active in the supervision process to ensure you receive the advice and support you need at certain times, but also the creative freedom that is necessary to truly own your project.

During this workshop participants will:

• Consider various aspects of the student-supervisor relationship and identify potential areas of conflict or misunderstanding
• Explore ways of dealing with conflict and promoting understanding
• Discuss how to use their own initiative to ensure that they are getting the type of supervision they require at any given time
• Receive practical advice on how to get the most out of supervisory meeting and manage a supervisory team.


 If you are planning on teaching during your doctorate, or wish to pursue an academic career, you may consider the teaching training on offer through RDP and the Department of Higher Education.

This workshop will examine the role and responsibilities of research students undertaking demonstrating and other teaching-related activities (e.g., supporting tutorial classes) in science, engineering and related subject areas. The session considers the purpose, aims and objectives of practical classes within the curriculum, and perspectives on the "demonstrator" role from students, academic staff and demonstrators themselves. In considering "what makes a good demonstrator" the session offers practical suggestions for PG demonstrators to improve their own understanding and practice.

By the end of this session participants should:

• understand their roles and responsibilities in these teaching environments
• understand the skills necessary to be effective in their teaching roles
• learn practical techniques to help them develop their teaching skills.

Recommended for: All stages of study.


  • Introdution to learning and teaching
  • Assessment and feedback
  • Graduate certificate in learning and teaching.

For a list of DHE workshops and information on how to book, see their webpages

Statistics workshops for research postgraduates

These workshops provide students with an overview of statistical theory and a wide range of analytic techniques. They will also learn to use SPSS software to implement analytical techniques using a variety of data sets.

No knowledge of statistical theory is expected as this is a basic introduction to statistics course. Students are expected to attend all sessions as each session will build on the theory taught in preceding sessions. 

Dates for the next series will be available soon; the course usually runs in the autumn term. Please check here for updates.

Week Date Topic
01 To be announced Presentation and summarising data

Numerical summaries, statistical inference, normal distribution


Sampling distribution, central limit theorem, t-distribution, statistical decision making


Comparing means, one sample t-test, independent sample t-test, paired t-test, analysis of variance (ANOVA), f-test, non parametric test

05   Comparing proportions, binomial distribution, chi-squared test, Fishers exact test, McNemars test, correlation, simple linear regression

Multiple regression and analysis of covariance (ANCOVA)


General linear nodel, MANOVA, MANCOVA, generalised linear model, logistic regression


Study design and planning, statistical errors, statistical power, sampling techniques, diagnostic test accuracy, systematic review and meta-analysis


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Researcher Development Programme
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