Research Training: Engagement, influence & impact

Researcher Development Framework - Domain D
Students' Union Sunny day on campus outside the Students' Union

1. Working with others

  • Actively works in an inclusive, respectful and constructive way with colleagues, stakeholders and research users.
  • Recognises and acknowledges the contribution of others and own part in team success.
  • Builds relationships in academic and commercial contexts; approachable and interacts constructively with others; manages expectations and resolves conflict.
  • Supervises, mentors and develops the potential of less experienced researchers and colleagues through support and advice.
  • Leads, motivates and influences where appropriate; persuades through listening and convincing discussion.
  • Builds and sustains collaborative relationships and works pro-actively to create and develop knowledge with a range of stakeholders, including researchers, funders and users of research.
Attitude:
  • Respects the inclusive and collegial manner in which researchers conduct relationships within and beyond academia.
  • Recognises the potential for working in sustained partnerships with a range of stakeholders to generate new ideas, insights and maximise the potential for wider societal and economic impact.
  • Respects individual difference and diversity.

2. Communication and dissemination

Knowledge of:
  • Appropriate communication and dissemination mechanisms for different audiences.
  • The importance of engaging in the processes of publication and dissemination of research results and impacts.
Behaviour:
  • Communicates effectively in both written and oral modes with a range of audiences formally and informally through a variety of different techniques and media.
  • Actively engages in publication and dissemination of research results and impacts.

3. Engagement and impact

Knowledge of:
  • Global, organisational, cultural, economic, and environmental contexts, and the wider impact of research.
  • The social and ethical implications of research, and public attitudes to these issues.
  • The range of mechanisms to support knowledge transfer and maximise the impact of research in academic, economic and societal contexts.
Behaviour:
  • Engages with and shares research through research-informed and student-focused teaching.
  • Contributes to increasing public awareness, engagement and understanding of research and associated impacts.
  • Identifies innovative trends, ideas and applications; is enterprising and entrepreneurial within and beyond academia.
  • Works collaboratively with all stakeholders to create, develop and exchange research knowledge to influence and benefit policy development, society and the economy; seeks new outlets and promotes the application of research in innovative ways.
  • Appreciates and works with diversity and difference in research and education.
Attitude:
  • Values the contribution of research to teaching and teaching to research.
  • Recognises the importance of accountability of research with regard to social and economic impacts, internationalisation and global citizenship.

 

Upcoming workshops

How to use the media to publicise your research
This two half days online Media Workshop is for research students who want to publicise their work in the non-specialist media. Making the case for your research to the general public through the media has never been more important, and this course will give you invaluable lessons from two very experienced ex-BBC journalists, Tim Grout-Smith and Lily Poberezhska. The course, which has taken place at 40 UK universities, will also help you to build skills that may be crucial to getting grants in the future. Even if you have no plans to talk to journalists, these highly transferrable skills will help you to deal with difficult questions at academic events, convert research findings to business applications and talk about your research to non-specialists. You will learn what makes a good story in media terms, how to spot one in your own work, and how to handle the tensions between scientific/academic and journalistic methods. Then we help you to prepare yourself for a media encounter: dealing with the initial enquiry from journalists, developing your messages, answering difficult questions with confidence and using effective interview techniques for press, online and broadcast media. On Day 2 you will get a chance to practice two on-camera interviews on your research subject to try out techniques learned earlier, and receive individual feedback from us and your peers on your strengths and areas for improvement.
We keep the whole workshop interactive, with exercises and interview practice, and we strive to make it enjoyable as well as practical. We do not believe in learning by humiliation, and seek always to build confidence, not throw you in at the deep end. Every exercise is tailored to your individual research interest. That’s why it is really important that we get a summary of your research in non-specialist language (template provided) at least a week before the session.
“The best skills session I’ve yet attended – many thanks. Application of skills learned at “media training” extends beyond the newsdesk – it is highly relevant to writing PhD thesis/papers and viva voce, too!” Ed Steele, PhD candidate, Marine Sciences, University of Plymouth
“I greatly enjoyed the training; I felt the trainers provided a safe space and provided thoughtful feedback. The questions asked during the mock interviews were tailored to our specific research, and were thoughtful and challenging.” Claudia Brandon, PhD Education, Plymouth
AGENDA FOR THE ONLINE MEDIA WORKSHOP
Day 1
09:15–11:00 Trainers’ introduction. Exercise: introducing yourself to a non-academic audience. What makes a good story? Understanding the Media. Language and Audience. Identifying “newsworthy” elements in your work.
11:00 Coffee break.
11:15–12:15 Initial contacts with the media. How your press office can help you. Exercise: Writing a headline and a summary for a press release on your work. Tips on using social media to attract journalists' attention to your research, and building relationships with journalists.
12:15–13:00 Interviews as an active opportunity, not a passive experience: preparing your messages. Taking control of the interview. Techniques for handling difficult or hostile questions.
Day 2 (participants work in two separate groups/Zoom meetings)
09:15–13:00 (with breaks after each recording round) Exercise: recording of two on-camera/radio down-the-line interviews for each participant based on the information about their research in the pre-course questionnaires.
Facilitator: Tim Grout-Smith and Lily Poberezhska, Media Players International
Applicability: suitable for most research students and research staff.
Course dates and times:
  • 2–3 April 2025, 09:15–13:00 each day (online via Zoom)

Choosing a journal for publication
This workshop session will explore how library databases and journal metrics can be used to help identify potential venues in which to publish. The session will consider the strengths and weaknesses of these tools and suggest evaluation criteria to aid decision making in choosing an appropriate journal and to avoid predatory publishers. Please note this is not a session on 'how' to get published (see the RDP DLE site for 'meet the editor' getting published session recordings).
Facilitator: Library Research Support
Applicability: research students at any stage who have publications
Course dates and times:
  • TBC

Designing an effective research poster
In the realm of academia, a research poster isn't just a display – it's a declaration of your hard work, insights, and expertise. This session underscores the significance of a well-designed poster in capturing the attention and admiration of your peers. Whether you're a novice wanting to learn the ropes or a seasoned researcher seeking constructive feedback on a pre-existing design, this class will provide you with the tools and knowledge to make your research stand out.
Key learning outcomes
Understanding importance:
  • Grasp the role of research posters in academic settings and professional development.
  • Recognise the impact of a well-presented poster on audience engagement and knowledge dissemination.
Design principles:
  • Learn the basics of effective design, from colour schemes and typography to layout and flow.
  • Understand how to prioritise and present information for maximum clarity and impact.
Engaging content creation:
  • Discover techniques to make your research narrative engaging and memorable.
  • Develop skills in translating complex data into visually appealing infographics.
Feedback and iteration:
  • Engage in constructive peer review sessions to refine and perfect your poster design.
  • Incorporate feedback to iterate and produce a more compelling poster.
Note: if you've previously designed a research poster and are open to feedback, bring a copy to the session. This will allow for a richer, more interactive learning experience.
Facilitator: Daniela Oehring
Applicability: all research students
Course dates and times:
  • 11 December 2024, 10:00–11:30 UK time (online via Zoom) (was 10 December 2024)
  • 30 April 2025, 11:00–12:30 UK time (online via Zoom)

Postgraduate Research Showcase
The Postgraduate Research Showcase is a platform for postgraduate student presentations. The showcase adopts a balanced approach where a presenter shares their knowledge with the audience and in return, the audience provides valuable feedback on their work.
The Doctoral College invites all postgraduate students to present their research findings and work in progress and to exchange ideas and experiences, showcase the excellent work of postgraduates and share best practices at the University of Plymouth.
We wish to invite all postgraduate students who are interested in communicating their research to join us and participate in this great event.
To register your interest to present please contact researchskills@plymouth.ac.uk.
The successful selection of abstracts will be based on the appeal to both a wider and non-specialist audience.
Enquiries and audience bookings: researchskills@plymouth.ac.uk
Course dates and times:
  • 12 February 2025, 10:30–12:30 UK time (on campus)
  • 29 April 2025, 10:30–12:30 UK time (on campus)

Academic Writing Surgery
The academic writing surgery is an opportunity for participants to address specific issues they are experiencing in their academic writing, discussing ways to overcome these issues, as well as outlining critical elements of academic writing. It will introduce practical hints, tips and strategies for participants to use in relation to the process of writing and offer guidance on ways participants can improve the quality of their work, further exploring how these might be interpreted in specific disciplines.
Discussing the shared experiences of all participants will provide a rich environment from which everyone will all be able to learn. The session is facilitated by Dr Joe Allison, who has more than 15 years of experience in supporting and developing writing in higher education. This professional expertise is backed up by the personal experience of wrestling with his own doctorate over a seven-year period.
This session is offered both in person (3 hours) or online (2 hours), see below for the schedule.
Facilitator: Joe Allison
Course dates and times:
  • 16 October 2024, 10:00–12:00 UK time (on campus)
  • 21 November 2024, 12:00–14:00 UK time (online via Zoom)
  • 10 December 2024, 13:00–15:00 UK time (on campus)
  • 20 January 2025, 14:00–16:00 UK time (online via Zoom)
  • 12 February 2025, 10:00–12:00 UK time (on campus)
  • 20 March 2025, 12:00–14:00 UK time (online via Zoom)
  • 22 April 2025, 13:00–15:00 UK time (online via Zoom)
  • 15 May 2025, 10:00–12:00 UK time (online via Zoom)
  • 9 June 2025, 14:00–16:00 UK time (online via Zoom)
  • 9 July 2025, 10:00–12:00 UK time (online via Zoom)

Presenting to an audience
The aim of this session is to enable participants to gain confidence in their presentation skills and improve their presentation performance. The session provides an overview of presentation skills and experiences for face-to-face and online audiences. The session also gives participants an opportunity to consider and improve their own presentation skills.
Participants are invited to practice a short presentation during the session and are encouraged ahead of the session to prepare a 3 minute presentation with slides on their research subject.
Facilitator: Sarah Kearns and Terri Rees
Applicability: suitable for most research students and research staff.
Course dates and times:
  • 23 January 2025 (was 28 November 2024), 13:30–16:00 UK time (online via Zoom)
  • 27 March 2025, 13:30–16:00 UK time (on campus)
  • 9 June 2025, 13:30–16:00 UK time (online via Zoom)

An introduction to research impact: making your mark in the world
The aim of this session will be to see how your research can have an impact in the wider world beyond academic. During the session, we will discuss what research impact means to academics, funding bodies and other stakeholders, how it relates to your own research and the importance of embedding impact strategies into your research from the earliest stages.
This workshop will have both taught and practical components, where we will discuss the potential and real impact of your individual research projects and interests.
Facilitator: Jane Minett
Applicability: suitable for most research students and staff
Course dates and times:
  • 22 January 2025, 10:30–12:00 UK time (online via Zoom)
  • 11 June 2025, 10:30–12:00 UK time (online via Zoom)

Online profiles and tools for authors
This session will provide guidance on maintaining an accessible online presence for your research outputs on databases such as ORCID, Web of Science, and Scopus. It will also provide guidance on how tools such as Altmetric and Kudos can be used to monitor and maximise the visibility and impact of your research.
Facilitator: Library Research Support
Applicability: suitable for all research students and staff
Course dates and times:
  • 11 November 2024, 13:00–14:00 UK time (online via Zoom)
  • 10 February 2025, 13:00–14:00 UK time (online via Zoom)
  • 19 May 2025, 13:00–14:00 UK time (online via Zoom)

Getting published
This session outlines why it is important to publish your work and how to succeed in getting published. It focuses on writing papers for refereed journals by explaining the review process and how to deal with referees’ comments.
Facilitator: Richard Yarwood
Applicability: suitable for all research students and staff
Course dates and times:
  • 6 November 2024, 10:00–12:00 UK time (on campus)
  • 26 February 2025, 10:00–12:00 UK time (online via Zoom)
  • 21 May 2025, 14:00–16:00 UK time (on campus)

Introduction to Open Research
This session introduces the landscape around Open Research, including ‘Plan S’, how it is affecting global scholarly communication and how this translates into local policy and practice for researchers in the UK.
Facilitator: Library Research Support
Applicability: suitable for all research students and staff
Course dates and times:
  • 4 November 2024, 13:00–14:00 UK time (on campus)
  • 3 February 2025, 10:00–11:00 UK time (online via Zoom)
  • 12 May 2025, 13:00–14:00 UK time (on campus)

Thesis Writing Retreat
Thesis Writing Retreat is an intensive and supportive writing environment for postgraduate research students. The idea is to give you the necessary time, space, and encouragement to make significant progress on your draft thesis. It is not designed to provide specific advice on editing, restructuring, or polishing a thesis – the focus of Thesis Writing Retreat is to enable you the space to write a large number of words.
Support is provided through writing space, short tutorials, group discussion, and 1:1 consultations with the facilitators. Attendees will be required to complete preparatory tasks to get the most out of the event.
Eligibility:
  • University of Plymouth postgraduate research students (PhD/ResM/MPhil/Professional Doctorate) are eligible to apply.
  • Thesis Writing Retreat is not for editing, revising, preparing presentations or grant applications, etc. In other words, you must be able to identify the particular chapter or chapter(s) of your thesis that you will specifically work on as part of your Thesis Writing Retreat goal.
  • You are able to clearly identify how you would benefit from an intensive period of drafting a particular section of your thesis.
  • You are available to attend all sessions on-campus, to complete preparatory tasks in the lead up to the event, and to commit to the ethos of dedicated writing required at Thesis Writing Retreat.
How to apply:
  • Please provide a paragraph that outlines how you will benefit from attending the Thesis Writing Retreat (maximum 250 words). Email to researchskills@plymouth.ac.uk.
  • Please arrange for your Director of Studies to confirm they support your attendance at the Thesis Writing Retreat. Directors of Studies to email researchskills@plymouth.ac.uk.
Course dates and times:
  • 24–25 October 2024, 09:00–17:00 UK time (on campus)
  • 24–25 February 2025, 09:00–17:00 UK time (on campus)
  • 23–24 June 2025 (was 26–27 June 2025), 09:00–17:00 UK time (on campus)
The event is non-residential however, participants are expected to commit to attending both full days on-campus.

Online training through LinkedIn Learning
All students and staff to have access to LinkedIn Learning, a continually growing and evolving library of training videos and tutorials covering a wide range of software, technologies and business topics. Students and staff members can take advantage of free 24/7 access to the entire library of training; this includes:
  • over 5,000 online courses with over 245,000 videos
  • a vast array of subjects and software presented by carefully selected authors, classroom educators, best-selling authors, and recognised authorities
  • rich features including bookmarking videos, chapters or courses for future reference, create collections, make notes and undertake knowledge checks
  • use Learning Paths where industry experts teach you the knowledge and skills to start your career.
What you can do:
  • Manage information in your personal profile.
  • Keep track of your course history and recent activity.
  • Bookmark your favourite courses or videos.
  • Earn certificates of course completion and share these on your LinkedIn profiles.
  • Access from a range of devices.
  • Create collections.
Getting started
  • Any University of Plymouth student or staff member can access the LinkedIn Learning online training materials.
  • View a quick tour on Navigating the online training library.
  • View the Frequently asked questions.
Learning
  • Take tutorials to help with coursework.
  • Learn techniques for your own projects.
  • Build technical skills to enhance your CV.
Teaching
  • Assign tutorials for project or course work.
  • Incorporate individual LinkedIn Learning videos or courses in your curriculum.
  • Provide tutorials to supplement a teaching.
Professional development
  • Take tutorials to boost your productivity.
  • Explore new technologies on your own.
  • Enhance your CV with LinkedIn Learning.