4.60.2 Research Higher Degree Candidate Charter - Handbook of University Policies and Procedures at The University of Queensland

Policy Number: 4.60.2
Contact Officer: Research Higher Degrees Unit Coordinator, Research and Research Training Division
Date Approved by Senate: 27/3/2008
Date last Amended: 1/3/2007
Date for Next Review: 27/3/2011

Overview

1. Introduction

1.1 One of the major functions of a research-intensive university is to provide education and training in research and scholarship. Indeed, universities are the only institutions that are funded to engage in research training for the purpose of awarding research higher degrees. The University of Queensland's goal is to produce graduates whose research skills equip them to perform successfully in both academic and industrial environments in a global context. In turn, the work of research higher degree candidates is essential for the intellectual vibrancy of the institution and constitutes a powerful driver of research capability for the university, the disciplines, the professions, industry and society.

1.2 Because research training involves the active participation of both staff and candidates, the task of ensuring that it is conducted in the most efficient and effective manner is shared by all parties. The University, its Schools and Institutes, its academic staff, its technical, professional and administrative staff and its research higher degree candidates, all have legitimate expectations of each other.

1.3 This Charter sets out candidates’ expectations of the University in relation to research higher degree training and the corresponding approach the University expects of research higher degree candidates. As research higher degree candidates are also enrolled as students at the University, the Research Higher Degree Candidate Charter must be read in conjunction with the Student Charter and other University policies that detail the University's position on research training (see the Graduate School website for more information).

1.4 University policy in the area of research and research training provides a set of principles and statements of good practice for research higher degree candidate education, mentoring and guidance, in addition to School/Institute management, infrastructure support, monitoring of progress, and thesis assessment.. These policies incorporate reasonable student expectations about their research training. This Charter supplements the Student Charter and other University policies that detail the University's position on research training.

Description

2. Research Higher Degree Candidate Expectations

2.1 General

Research higher degree candidates can expect the University to ensure:

the opportunity to develop the overall qualities, skills, knowledge and abilities set out in the Statement of Research Higher Degree Graduate Attributes;
candidate representation in relevant forums at School/Institute, Faculty and University levels;
the opportunity to form professional relationships with staff in an environment in which the power that staff have over them and the trust that they may place in staff is not abused;
that they are informed, at the commencement of candidature, of University and School policies and resources that are relevant and available to them, including policies and procedures relating to research ethics, research conduct, and work place health and safety;
access to Library and IT services and infrastructure;
access to academic and personal counselling;
access to appropriate mediation and/or resolution of grievances that are related to candidature;
that they are informed of the appeals processes relating to the assessment of theses and to be able to appeal the outcome of thesis assessments where due process was not observed.

2.2 Education, Mentoring and Guidance

Research higher degree candidates can expect the University to ensure:

the provision and maintenance of quality mentoring and guidance towards the timely and successful submission of a high-quality thesis;
that advisors will discuss with them the suitability of topics and the scope, quality and originality of the research that could be expected to lead to examinable theses within the expected time frame;
that research higher degree advising can be provided by staff members (and where appropriate, outside mentors) who are engaged actively in research in the mutually-agreed field;
that advisors will provide guidance about the nature and scope of the research, relevant literature sources and methodology, and the expected standard of research, analysis, writing and presentation;
that advisors will, on behalf of the School/Institute and the University, monitor their progress relative to the standard required for the degree, and advise them in a constructive manner if their progress rate and quality fall below the standard generally expected;
access to reasonable levels of advice and support from associate advisors or co-advisors, in areas of particular expertise or as backup during the absence of the principal advisor, while acknowledging that the primary responsibility for directing the research remains with the principal advisor;
regular access to principal and associate advisors as agreed at the commencement of candidature and at regular reviews;
that they are given, at the beginning of candidature, the criteria on which a decision about confirmation of candidature will be made;
that advisors will encourage attendance at relevant seminars and conferences and will assist in the preparation of work for publication or other appropriate forms of dissemination;
that advisors will maintain a mutually-agreed level of contact and that agreed-upon submission of work can continue when either they or their advisors are away from the University campus;
that advisors will discuss outlines, read and provide feedback on drafts of theses and will inform them of the acceptable standard of scholarly and technical presentation.

2.3 School/Institute Support

Research higher degree candidates can expect their enrolling School/Institute to ensure:

that they may report poor mentoring and guidance without reprisal and that valid complaints are investigated promptly;
frankness in relation to the School/Institute's ability to offer appropriate education, mentoring and guidance, funding for the direct research costs, and appropriate infrastructure support;
that they are informed, prior to the commencement of candidature, of all financial arrangements which might affect them and the proposed project. These could include external grant funds that will support the research and factors that might impact on funding continuity or access to other resources, including supervision;
their participation in negotiations that will result in written agreement early in candidature with all relevant parties regarding intellectual property (IP), confidentiality and authorship considerations, and how these matters will be handled in the event that candidature is terminated, they change advisors, school or university, or they withdraw from candidature;
that they are informed, prior to the commencement of candidature, of the implications that third party involvement might have for the project. These could include, for example, the rights of the third party to IP and reports, the level of commitment the third party has to continuance of the project, and the effects of the withdrawal of the third party during the course of the project;
the opportunity to contribute to the collegial, intellectual and social life of the School/Institute.

3 University Expectations

3.1 General

3.1.1 The University expects advisors and candidates to be familiar with and adhere to relevant University Rules, Policies, Guidelines and Codes of Conduct, wherever they are applicable to higher degree candidature.

3.1.2 Research higher degree candidates are expected to:

acquire, by completion of candidature, the overall qualities, skills, knowledge and abilities set out in the Statement of Research Higher Degree Graduate Attributes;
take an active, self-motivated approach to research seeking input from other staff and researchers and research higher degree candidates when possible;
follow University rules, regulations and guidelines pertaining to their degrees and to raise any questions or concerns with advisors, the School Postgraduate Coordinator, the Head of School or the Institute Director, the Dean of the UQ Graduate School or the Research and Research Training Division, whichever is appropriate in the context;
treat all University facilities and equipment used in research with due care and in an appropriate manner;
obtain ethical clearances for the work wherever necessary, be aware of compliance issues and abide by work place health and safety policies and procedures as required;
keep abreast of the latest literature in the research field in order to be aware of any developments affecting the thesis and to maintain a broad knowledge of the field;
have oral and written competence in academic English at a level appropriate for the production of a thesis and for the reporting of research results;
ensure that final drafts are proofread and edited to an acceptable scholarly standard before submission.

3.2 Education, Mentoring and Guidance

3.2.1 Research higher degree candidates are expected to:

maintain a mutually-agreed level of contact with the advisory team; attend meetings prepared to make clear statements about ideas, progress and problems; and continue the agreed-upon schedule for contact and for submission of work when away from the University campus on field work, research trips, or while enrolled as a remote candidate;
refrain from embarking on any significant variation to the topic unless agreed to by the advisory team;
submit regular drafts of work as agreed with the advisory team, and to negotiate with the advisory team a reasonable amount of time to read and comment in detail;
inform the advisor of any personal or other difficulties (without necessarily specifying the details) which have slowed or may slow progress;
be aware that if significant and intractable problems in the advisor-student relationship should arise which cannot be resolved within the advisory team, the School Postgraduate Coordinator should be consulted in the first instance and, if necessary, the Head of School (or Institute Director) and the Dean of the UQ Graduate School;
establish and maintain a mutually-agreed means of regular contact with their advisors.

3.3 School/Institute Activities

3.3.1 Research higher degree candidates are expected to:

present and attend such seminars as the School/Institute requires;
attend such courses as are specified by the School/Institute;
treat all their colleagues (candidates, students and staff) with respect;
contribute to the intellectual and social life of the School/Institute by participation in activities such as meetings of postgraduate associations, and by attendance at research seminars and other academic functions
make every effort to attend and present work at relevant conferences and to publish work in appropriate scholarly outlets.

3.4 University Procedures

3.4.1 Research higher degree candidates are expected to:

pursue work diligently with a view to completing theses within the specified time;
comply with all regulatory requirements that affect their research;
submit timely and accurate progress reports to the University and fulfil all reporting obligations to funding bodies as required;
ensure that no plagiarism or other form of academic misconduct is committed;
ensure that theses meet the University's requirements for preparation, presentation and assessment of theses and follow the protocols of scholarly presentation appropriate to the discipline.