A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Supervising research students
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Their joint policy was to seek to embed personal and professional skills
development within doctoral degree programmes, rather than treat it as an
adjunct.
In parallel to these initiatives, the QAA revised its Code of Practice for research
degrees. It incorporated the principles of using training needs analyses (TNA) and
personal development planning (PDP). The aim of the code was to achieve a
consistently good experience for research students.
UK GRAD
One of the aims of the ‘researcher development’ programme is to support
supervisors by providing access to information and resources, and to national
and regional networks. The current UK GRAD website hosts an excellent
Database of Practice where higher education institutions post examples
of how they are dealing with different aspects of implementing the skills
agenda.
The website is also a useful place to read about policy relating to researchers in
the UK and in Europe. Downloadable resources for supervisors and postgraduate
researchers are also available.
Other opportunities to share good practice are provided by the Regional Hub
network. The hubs host a range of local events, and provide relevant information
about national events, materials and courses.
Finally, there are a range of national events, bulletin board discussions and more
which can help you keep in touch with others who are getting to grips with this
issue.
(Anne Goodman, South West and Wales Hub, Cardiff University)
Student complaints
All universities have formal procedures for dealing with student complaints and these
are described fully in Codes of Practice. If the complaint cannot be resolved using the
institutional procedures the student may ask the Office of the Independent Adjudicator
for Higher Education (OIA) to investigate the matter. Case study 3 is an illustration of a
real complaint (anonymised) considered by the OIA. It illustrates the importance of
proper monitoring procedures, adequate feedback mechanisms and the need for strict
compliance with university Codes of Practice. In their report for 2006, it was noted that
applications to the OIA rose by 11 per cent and that 39 per cent of them were from
postgraduates.