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…

#AcWriMo: Critical Engagement with the Literature

November is #AcWriMo! In the first of our academic writing-themed posts this month, Dr Kate Spencer-Bennett, Academic Skills Advisor in the Academic Skills Centre, considers how we might approach the literature in our field in a critical way.

You’ll often hear it said that good academic writing involves a ‘critical engagement’ with the literature. And you probably know that an effective literature review involves something more than a summary of everything that has been said on the topic. So, if Academic Writing Month (or #AcWriMo) is inspiring you to settle down to your desk, then you might be asking how you can comment on your reading in critical ways.

There are, of course, many ways to talk about your reading, but I often think that comments fall into one of three broad groups – the evaluative comment, the analytical comment, and the connection-making comment. Let’s consider each.

Evaluative comment

This type of comment reveals a critical engagement with the literature because it assesses the value of a piece of research. It asks, what are the strengths and weaknesses of the work? What is interesting, useful, or valuable about this article, book, or report? Where are its limitations? Thinking and reading in these ways might lead you to a more critical approach with your writing.

This kind of comment might begin, ‘This work is valuable because …’

Analytical comment

This type of comment seeks to look carefully at something and offer an interpretation. You might pick out one element of a text for close inspection. Is there an interesting argument being made? Is there a particular point, statistic, or telling phrase which you can point to? What does it suggest about the writer’s position?

This kind of comment might begin, ‘The use of the phrase x suggests …’

Connection-making comment

This type of comment aims to draw connections between different texts. Rather than summarising the research piece by piece, connection-making comments find agreements and disagreements in the literature. When you are reading, you could ask yourself how a particular journal article, for example, responds to what has been said on the topic before. What has been said since?

Or, alternatively, you might look at broader patterns within the research in your field. Can you begin to group what you have read by theme? Where do you see harmony in approach or viewpoint? Where are the tensions? These kinds of questions can lead you to synthesis in your writing. You bring different elements together to make something new.

This kind of comment might begin, ‘This work aligns with …’

When evaluating, analysing, and making connections you demonstrate a close reading of the literature and, in subtle ways, reveal your own perspective. Whether you feel that you are sometimes too descriptive, or just want to make sure that your own voice comes through as you discuss the existing research, perhaps these ideas could get you started next time you sit down to write.

Taking on a challenge

The Universitas 21 & PwC Innovation Challenge is an annual international competition exclusively for postgraduates. PricewaterhouseCoopers set a current workplace challenge and participants record a 3 minute video pitching their solution. In 2020, University of Birmingham Philosophy PGR Eugenia Lancellotta did fantastically well, getting into the top 10. Her video was judged by high level staff both within PwC and their client companies, and she won careers training and mentoring from PwC. Here, she tells us about her experience.

Eugenia Lancellotta – University of Birmingham from Universitas 21 on Vimeo.

It felt great and completely unexpected to be in the Top 10, especially because I realised I was one of the few students of Humanities there! I felt really proud of representing the category and of doing it for the University of Birmingham.

What’s the difference between a systematic review and a literature review?

This is a question that I’m often asked, or I have a request to help someone with a systematic review, only to find that what they really need help with is a systematic search of the literature for a literature review.  So what is the difference?

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…

Learning to think critically

I have just passed my viva for my PhD thesis in Biomedical Engineering and I have been reflecting on my postgraduate experience and the skills I have learnt.  One of the key skills all PhD students are supposed to pick up during their research is the ability to think critically. But what does critical thinking mean and how do you learn to do it?