Courses in this category refer to the Researcher Development Framework Domain D: Engagement, Influence and Impact.

This refers to the knowledge and skills to work with others and ensure the wider impact of research.

This workshop will help you to effectively communicate your research to people from outside of your research field.


Creating and delivering effective oral presentations can take time and practice. This course will cover a wide range of topics and ideas to help attendees improve their presentations skills for maximum impact and audience engagement.


This course provides information on the peer review process of academic journal papers. The different steps of the peer review process are outlined and guidance provided on how to avoid common pitfalls, how to get the most from critical feedback and how to respond to peer reviewer comments.


This workshop will examine different roles in a team and ask you to consider your preferred role(s) when working in a team. You will get an opportunity to explore different roles whilst undertaking some team tasks.


Essential Teaching Skills is a new four-part course. To receive a certificate of completion you must undertake parts A, B and D and at least one of part C (C1 and/or C2, whichever combination is most appropriate to the type(s) of teaching you will be undertaking). Participants should undertake Part A online before attending the remaining parts.

 

Please note that Essential Teaching Skills has built significantly upon the previous course, known only as “Teaching Skills”, and parts A, B and C do not map onto the equivalent lettered parts of the old course. Therefore if you completed parts A and B of “Teaching Skills”, you cannot finish that course by taking part C of “Essential Teaching Skills”.  If you have started but not finished the old Teaching Skills course, please get in touch with the Graduate School (pgrtraining@lboro.ac.uk) for guidance.


This event will incorporate the 3 Minute Thesis Final and a Poster Competition. 

3 Minute (3MT) Thesis Competition 2015

Three Minute Thesis (3MT®) is a research communication competition developed by The University of Queensland. 

The exercise challenges PhD students to present a compelling oration on their thesis topic and its significance in just three minutes. 

3MT develops academic, presentation, and research communication skills and supports the development of research students' capacity to effectively explain their research in language appropriate to a non-specialist audience.

3 Minute (3MT) Thesis Competition 2016

Three Minute Thesis (3MT®) is a research communication competition developed by The University of Queensland. 

The exercise challenges PhD students to present a compelling oration on their thesis topic and its significance in just three minutes. 

3MT develops academic, presentation, and research communication skills and supports the development of research students' capacity to effectively explain their research in language appropriate to a non-specialist audience.

3 Minute (3MT) Thesis Competition

Three Minute Thesis (3MT®) is a research communication competition developed by The University of Queensland (UQ) and exported throughout the world. 

The exercise challenges PhD students to present their thesis topic and its significance in just three minutes, with just one slide.  Register here if you would like to come along and listen to the first heat of the competition, and find out more about the competition on the Graduate School website.

                   

 

Open access is growing in importance when using and disseminating research.  How can impact on PGRs? This session will explain what open access is and how it impacts on research practice and dissemination.

An interactive practical workshop for academics early career researchers or PhDs to help them get the best out of media encounters. Includes techniques for answering difficult or hostile questions and on-camera interview exercises, analysed in a constructive and supportive environment.

In this session, students will have the opportunity to uncover common written elements (‘moves’, Swales, 1990) and associated language features often found in Research Article Discussion sections. Typical functions and sequencing of information in this section, as well as some associated language use, are critically examined via various awareness-raising tasks and activities.

Café Academique: This event is a chance to hear PhD students presenting their research in a relaxed, informal setting. Presenters will take questions and debate their findings with the audience. At the end of the evening a buffet meal is provided, allowing presenters and audience the opportunity to relax and chat about their research. 

The use of longer noun phrases tends to dominate in academic texts. In this session, awareness will be raised about this phenomenon of written academic discourse. Various practice activities will be given to enable participants to raise their awareness of noun phrasing and how they might wish to incorporate it into their own writing style.

In this session, participants will have the opportunity to uncover common written elements (‘moves’, Swales, 1990) and associated language features often found in Research Article/Paper findings/results sections. Typical functions and sequencing of information, as well as some associated language use, are critically examined via various awareness-raising tasks and activities.

In this session, participants will have the opportunity to uncover common written elements (‘moves’, Swales, 1990) and associated language features often found in Research Article/Paper methods sections. Typical functions and sequencing of information, as well as some associated language use, are critically examined via various awareness-raising tasks and activities.

In this session, participants will have the opportunity to uncover common written elements (‘moves’, Swales, 1990) and associated language features often found in Research Article/Paper introductions. Typical functions and possible sequencing of information, as well as some associated language use, are critically examined via various awareness-raising tasks and activities.

In this session, participants will have the opportunity to uncover common written elements (‘moves’, Swales, 1990) and associated language features often found in Research Article/Paper abstracts. Typical functions and sequencing of information in abstracts, as well as some associated language use, will be examined via various awareness-raising tasks and activities.

This workshop focuses on features of generic IMRD structures often used in Research Articles and papers in a broad range of academic areas. An overview of the structure is presented, and various tasks and activities, including examination of particular language patterns, allow participants to consolidate their awareness and learning.

In this session, a selection of common features associated with a generic academic writing style will be introduced. Participants will be given the opportunity to raise their awareness of distinctions between arguably less appropriate/inappropriate style and a more conventional academic style via a range of interactive tasks and practice activities.

Getting your research outputs noticed is the key to a successful academic career.  Take time to reflect on the most appropriate dissemination channels, learn about the pros and cons of bibliometrics for measuring success, as well as the increasingly important open access publishing routes.

This session will provide an overview of how to design and produce an effective conference poster as well as providing guidance on how to present your poster to viewers.