The spirit of Ramadan in research

As we approach the end of Ramadan, Sophia Butt, a PGR in the Department of English Language & Linguistics and the School of Social Policy, shares her thoughts on the parallels between being a successful researcher and observing the Islamic holy month.

When I was invited to write a blogpost about my experiences of being a PGR observing Ramadan, one of the first thoughts that came to mind was the many parallels between the prerequisites for success during this Islamic month, and the fundamental principles of being an effective PGR. Ramadan is a time for mindfulness and spiritual reflection to strive for lasting personal and societal betterment.

Sophia’s photo of Prophet Muhammad’s (pbuh) masjid (mosque) in Medina, Saudi Arabia.

Similarly, the Researcher Development Framework (RDF) helps PGRs realise their potential to develop credible academic and professional portfolios. Its four domains of:

1. knowledge & intellectual abilities;
2. personal effectiveness;
3. governance & organisation; and
4. engagement, influence & impact

and its 12 sub-domains emphasise the skills and behaviours which also underpin the spirit of Ramadan, i.e.:

Month of Ramadan	Skills	PGR Success
adhering to specified times for daily fasts	Time Management	committing to regular research activities to meet deadlines
enhancing theological knowledge through reading & listening to spiritual sermons	Intellectual Development	sourcing & interpreting multi-modal materials to develop subject knowledge
thinking beyond rituals by critically engaging with values that underpin desired behaviours & norms	Critical Thinking	evaluating sources, findings & assumptions to reach effective conclusions
being cognisant of actions that feed misconceptions, and avoiding these through positive deeds	Cognitive Awareness & Problem-Solving	recognising & isolating problems in research to seek solutions for the same
exercising willpower, patience & determination to achieve goals	Perseverance	overcoming procrastination & obstacles to meeting aims
introspecting & developing self-awareness to become a better version of oneself	Self-Reflection	identifying strengths & weaknesses as a PGR to capitalise on the former & address the latter
spreading positivity & facilitating the enactment of good deeds	Engagement & Influence	adopting a collegial approach to peer engagement & knowledge sharing
understanding & enacting the principles of moral behaviour	Understanding Governance	applying the codes of ethical & legal practice throughout studies
conducting oneself in a manner befitting of an ambassador of Islam	Professional Conduct	adhering to institutional & departmental expectations of academic practice & integrity

Until my teens, I had a rather rudimentary understanding of ‘sawm’ or fasting. I thought it was simply about nurturing God-consciousness and spirituality while abstaining from food and drink from dawn till dusk. But with maturity, I realised that the month of Ramadan also instils self-discipline, steadfastness and refraining from behaviours that are harmful to oneself – and society. It encourages empathy, humility, and charity by urging reflection on the lives of the less fortunate and those enduring perpetual adversity.

Additionally, it accords opportunities for physical, psychological, and social development: scientific studies have shown that intermittent fasting purges the body of toxins, thereby enhancing physical and mental wellbeing. Hence, mindfulness during Ramadan serves as a reminder of how to secure year-round gains.  This philosophy can also be applied laterally to achieve PGR success whether by adopting a positive mindset with determination; overcoming challenges by avoiding harmful distractions; or helping struggling peers.

And so, as this month of Ramadan draws to a close, I look forward to the rewards of my endeavours…

Spotlight on the RDF: “Collegiality”

In one of our occasional series of “Spotlight on…” posts, we take a closer look at a specific descriptor from the RDF. Each one of the sixty-three descriptors in Vitae‘s Researcher Development Framework (RDF) is a characteristic of an excellent researcher, and we’ll be looking at how UoB PGRs can develop these characteristics.

Photo by fauxels on Pexels.com

Research, and particularly postgraduate research, can be a lonely business. Each PGR is answering unique research questions. A lot of (if not all) day-to-day activity is carried out on an individual basis. So who are our colleagues? What should our relationship be with them? How might we develop that relationship? Does it even matter?

The RDF puts collegiality in domain D (engagement, influence and impact) and sub-domain D1 (working with others) and the phases for this descriptor are:

1. Shows consideration to others; Listens, gives and receives feedback and responds perceptively to others.
2. Is approachable, demonstrates interpersonal sensitivity; Ensures everyone has a shared understanding.
3. Keeps people informed of wider institutional issues; Promotes collegiality, regardless of status; Engages in supportive peer review with colleagues.
4. & 5. Exemplar for collegial behaviour in department/institution; Cascades knowledge; Solicits and attends to feedback from colleagues at all levels.

So far, so wishy-washy. The first couple of phases can be summed up by “don’t be a dick“, and then it sort of seems to say that you can be collegiate by being collegiate…

So I thought I might give you my interpretation of what it means to be collegiate as a PGR.

The single most important thing you can do as a PGR is to surround yourself with people. Support from others, in all its different forms, is going to make all the difference to you, through both your research and your wellbeing. But I think of collegiality as a specific part of this which has two key components. Firstly, it involves primarily that part of your network which surrounds you in your department or School. The people that might, in some contexts, be called “colleagues”. In the past, it might have been the people who share your office corridor, building or common room, but who may not seem immediately useful. Secondly, it is about reciprocity, so as much as you will benefit from having good working and social relationships with your colleagues, they will also benefit from you being an active part of their network. Collegiality is therefore part of creating and maintaining an effective, welcoming, and vibrant research culture and everyone can do their bit.

There are lots of ways that you can be collegiate in your area, including:

• Cultivate successful relationships with all the members of your supervisory team, including your mentor.
• Get involved in departmental activities, such as research seminars, and encourage others to do the same.
• If you can, spend time in your department on campus, working in a hot-desking room or shared PGR office.
• Meet up for coffee (virtually or in person) occasionally with the people around you and let the conversation go where it will. Take it as an opportunity to check in on someone’s wellbeing – ask twice.
• When you develop your skills, proactively think about how you can share your learning with others in your department.
• Look out for and participate in EDI initiatives such as the UoB LGBTQ Ally Scheme, or the Staff Networks, and again, share your learning within your department.

What does being collegiate mean to you? Who do you think of as your colleagues and how do you practice collegiality?

Spotlight on the RDF: “Teaching”

In one of our occasional series of “Spotlight on…” posts, we take a closer look at a specific descriptor from the RDF. Each one of the sixty-three descriptors in Vitae‘s Researcher Development Framework (RDF) is a characteristic of an excellent researcher, and we’ll be looking at how UoB PGRs can develop these characteristics.

From talking to PGRs, it’s clear that many view teaching as an important supplement to research activity. The extra money is always useful, and teaching is also about developing skills for the future, both specific (teaching in higher education) and transferable (organisation, communication, leadership, problem-solving, and more). However, in UK higher education, and particularly in a research-led institution like the University of Birmingham, research and teaching are inextricably linked, with each feeding off the other to the benefit of both. Whether you have the time or the inclination to accept a postgraduate teaching assistant position or not, it’s worth reflecting on the role of teaching within your research activity.

Photo by Christina Morillo on Pexels.com

Spotlight on the RDF: “Attribution and co-authorship”

In this series of “Spotlight on…” posts, we’ll be delving into the detail of the descriptors in Vitae‘s Researcher Development Framework (RDF).  Each one of the sixty-three descriptors is a characteristic of an excellent researcher, and we’ll be looking at how UoB PGRs can develop these characteristics.

Recently, a question from a PGR found its way to my e-mail inbox, and it got me thinking about the various influences on attribution and co-authorship that can be tricky to navigate for those new to publishing their work.

Listing the authors tells readers who did the work and should ensure that the right people get the credit, and take responsibility, for the research. 

Committee on Publication Ethics, https://doi.org/10.24318/cope.2018.1.1

While it may seem initially obvious, authorship is in fact an area which is influenced by factors including disciplinary culture. There may be some hidden expectations in your department or discipline, and it’s an area of research culture that all researchers new to publishing should be familiar with, and influencing positively.

What is Enterprise and why is it in the RDF?

There is often confusion around the term enterprise.  It is sometimes used interchangeably with entrepreneurship and so has connotations of starting a business.  But enterprise simply refers to the generation and application of ideas to address practical situations (QAA definitions).

Enterprise sits within the Engagement, Influence and Impact domain, however enterprise skills feature in all four sections of the RDF.  Enterprise isn’t a stand-alone skill you can develop in isolation, it requires a whole host of competencies and attributes.  In fact I have identified 38 descriptors within the RDF which relate to enterprise.

This is not bad news.  It does not necessarily mean enterprise is a more difficult skill to develop.  On the contrary it means that whilst developing your enterprise skills you are simultaneously acquiring many other abilities.  It also means that you are already half-way there to becoming more enterprising…

Spotlight on the RDF: “Networking”

In this series of “Spotlight on…” posts, we’ll be delving into the detail of the descriptors in Vitae‘s Researcher Development Framework (RDF).  Each one of the sixty-three descriptors is a characteristic of an excellent researcher, and we’ll be looking at how UoB PGRs can develop these characteristics.

As we approach the University of Birmingham Research Poster Conference 2018, and the summer vacation when many research conferences are scheduled so as not to conflict with teaching responsibilities, it seems a good time to take a closer look at “networking”, a buzzword to describe an activity which may be more usefully thought of as “becoming an active participant in your research community for everyone’s mutual benefit”.

Introducing the RDF

Each post on this blog is categorised by the domains and sub-domains of the RDF, and tagged according to the descriptors (and other useful keywords).  So it’s probably about time I introduced the RDF to put this more in context.

Put simply, the Researcher Development Framework, or RDF, is a professional development framework for researchers.  It captures the knowledge, skills, behaviours, and attributes of successful researchers and allows researchers at all stages of their career to map their current level of performance against a professional standard with a view to ensuring they can reach their full potential as researchers. 

Welcome

Welcome to the University of Birmingham Postgraduate Researcher Development blog.  Catchy title, right?!

Unsurprisingly, then, the purpose of this blog is to look at topics related to personal and professional development for postgraduate researchers at the University of Birmingham.  Topics will cover the full range contained within Vitae‘s Researcher Development Framework, and each post will hopefully get you thinking about the topic and point you in the direction of further resources to support your development.