Research training
During the course of their programmes research postgraduates need to develop both broad generic research skills and specialised skills relevant to their specific discipline and field study. Training is therefore mandatory for all postgraduate research students. The training programme at Manchester is needs-based. This means that you are not expected to take a standard set of training sessions, but instead analyse your particular training needs and design a training programme unique to your needs. Your needs are analysed through the Faculty of Humanities on-line Skills Audit, on the basis of which you agree a training plan with you supervisor.
Ideally, training should comprise three elements:
- General research methods training - this should ground students in the basic methods, techniques and concepts relevant to the field/ discipline.
- Specialist research training - this will comprise training in the techniques and/or methods that a student requires to carry out their particular research project.
- Generic skills training - this training not only equips students with the skills they need during their academic careers but prepares them for future employment. The content of this training should also be unique to the student as it is undertaken on a needs basis.
General research methods training and specialist training are determined and conducted at School level, while generic skills training comes under the remit of the Faculty.
Students within the School of Education who do not have previous research training that meets the standards required by ESRC accredited training programmes in Education, are encouraged to register on the ESRC recognized Master of Science (MSc) in Educational Research which is a one year full-time /two year part-time programme. From September 2006 this programme is being offered with a named pathway in the following research areas: Education Policy and Leadership, Equity and Inclusion and Mathematics Education.
If a student chooses not to register for the MSc in Educational Research then they are still expected to successfully complete and be assessed in the core units from the MSc in Educational Research, which occupies around two-thirds of study time over the probationary year. Where applicants can demonstrate a strong preparation - both through the quality of their research proposal and through documentary evidence of equivalent prior research training or experience - they may be exempted from part of the core units.