The research training courses below have been designed for PhD students that could be registered anywhere in the world with any university or college of PhD study. Short training courses like those outlined below are immensely valuable to research students, particularly those embarking on doctoral study for the first time. These modular, focused courses are designed not just to introduce the foundational elements of academic research, but to build the critical, methodological, and professional competencies required for success at the highest level of education.

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One of the core benefits of these training courses is their ability to accelerate readiness. Many PhD students begin their programmes with strong disciplinary knowledge but limited understanding of how to conduct research independently and rigorously. These short courses bridge that gap. Units on topics such as research methodologies, ethics, academic writing, and data analysis help students rapidly build a toolkit that would otherwise take months or years to develop organically. By front-loading these skills, students can engage more confidently and effectively in their core research work from the outset.

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Equally important is the structured approach these courses provide to navigating the often overwhelming world of doctoral research. PhD study is largely self-directed, and this independence can be daunting. Courses on time management, project planning, and career development help students establish productive habits early, ensuring they are able to manage the many moving parts of a complex research project while maintaining work-life balance and long-term career focus.

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The training programme also promotes interdisciplinary awareness and professional communication. Units like Research Presentation and Dissemination Skills and Communicating Research and Academic Impact encourage students to share their work clearly and persuasively—not only within academia but with industry, policymakers, and the wider public. This fosters the kind of broad engagement increasingly demanded by funding bodies and institutions alike.

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From a practical perspective, these courses also provide tangible outputs. Whether it's a structured literature review, a data collection instrument, or a draft funding proposal, students leave with artefacts that directly feed into their PhD progress. These outputs not only provide immediate academic value but also serve as evidence of capability for job applications and funding bids.

Moreover, the interactive nature of the short course format—often involving peer feedback, hands-on workshops, and scenario-based learning—encourages collaboration and community building. PhD research can be isolating, and the opportunity to share experiences, challenges, and successes with fellow researchers fosters resilience, belonging, and intellectual stimulation.

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Finally, these short training courses demonstrate a commitment to lifelong learning and reflective practice, essential attributes in both academic and non-academic careers. They teach students not only what to do, but why it matters and how to improve continuously.

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In summary, short, focused research training courses are not a peripheral enhancement—they are a cornerstone of effective PhD development. They empower students with the skills, confidence, and mindset to thrive in their research and beyond.

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Course 1: Research Foundations and Critical Inquiry

Purpose
Develop foundational knowledge of the research process and apply critical thinking to identify, frame, and evaluate research problems in academic contexts.

Learning Outcomes

• Understand the stages and scope of the research process.

• Formulate viable research questions and hypotheses.

• Apply critical and analytical thinking to academic inquiry.

Knowledge and/or Skills

• Research purpose and structure

• Research questions and hypotheses

• Critical thinking techniques

• Evaluative approaches to research design

Evidence Requirements
Submission of a critical review of a research article and formulation of a research question for a potential study.

Assessment Guidance
May include a written critical analysis and annotated bibliography or concept map outlining a research inquiry.

 

Course 2: Literature Review and Source Evaluation

Purpose
Conduct comprehensive literature reviews using academic databases and evaluate the reliability and relevance of sources.

Learning Outcomes

• Conduct literature searches using advanced tools.

• Evaluate sources for reliability and academic value.

• Synthesize literature to identify research gaps.

Knowledge and/or Skills

• Database search techniques

• Source evaluation frameworks (e.g. CRAAP test)

• Annotated bibliographies

• Review structuring and synthesis

Evidence Requirements
Annotated literature review covering at least 10 academic sources, identifying patterns, gaps, and theoretical insights.

Assessment Guidance
Digital portfolio, bibliography review, and summary report of research context.

 

Course 3: Research Methodologies and Study Design

Purpose
Explore and apply qualitative, quantitative, and mixed-methods research designs.

Learning Outcomes

• Compare and contrast research methodologies.

• Design research studies aligned to appropriate methods.

• Justify choice of methodology with ethical considerations.

Knowledge and/or Skills

• Qualitative, quantitative, and mixed methods

• Sampling techniques

• Validity, reliability, and generalisability

• Research question-method alignment

Evidence Requirements
Research design proposal including methodology rationale and ethical implications.

Assessment Guidance
Written proposal, peer feedback session, or oral defence.

 

Course 4: Research Ethics and Integrity

Purpose
Explore ethical frameworks and issues, and embed principles of research integrity in academic practice.

Learning Outcomes

• Identify ethical risks in research activities.

• Evaluate real-life ethical dilemmas.

• Apply institutional and legal standards for ethics.

Knowledge and/or Skills

• Informed consent

• Data protection (GDPR)

• Avoiding harm

• Ethical approval processes

Evidence Requirements
Ethics checklist and risk analysis report for a proposed study.

Assessment Guidance
Scenario-based case study analysis and reflective report.

 

Course 5: Data Collection Techniques in Research

Purpose
Apply effective data collection methods suited to a range of research designs.

Learning Outcomes

• Design appropriate instruments (e.g. surveys, interview guides).

• Apply protocols for qualitative or quantitative collection.

• Demonstrate ethical handling of participants and data.

Knowledge and/or Skills

• Surveys, interviews, experiments

• Observational techniques

• Fieldwork preparation

• Consent and confidentiality

Evidence Requirements
Submission of research instruments, data collection plan, and justification.

Assessment Guidance
Pilot study and reflection, or simulated interview and analysis.

 

Course 6: Data Analysis Tools and Interpretation

Purpose
Analyse collected data using appropriate tools and interpret results with academic rigour.

Learning Outcomes

• Use digital tools (SPSS, NVivo, R, etc.) for analysis.

• Interpret statistical and thematic results.

• Recognise limitations and avoid misinterpretation.

Knowledge and/or Skills

• Coding and theme development

• Statistical testing

• Data visualization

• Bias and error recognition

Evidence Requirements
Submission of coded datasets, statistical outputs, and interpretation narrative.

Assessment Guidance
Data analysis report with visuals and conclusions.

 

Course 7: Academic Writing for Research Publication

Purpose
Develop academic writing skills to effectively communicate findings in theses or journal articles.

Learning Outcomes

• Structure academic texts logically.

• Apply citation and referencing styles accurately.

• Write for academic and publishing audiences.

Knowledge and/or Skills

• Structure: abstract, intro, methods, discussion

• Citation styles (Harvard, APA, etc.)

• Avoiding plagiarism

• Academic tone and clarity

Evidence Requirements
Draft of a research article, chapter, or thesis section with peer-reviewed feedback.

Assessment Guidance
Portfolio including draft, peer reviews, and self-reflection.

 

Course 8: Communicating Research and Academic Impact

Purpose
Create strategies for research communication and assessments for potential impact beyond academia.

Learning Outcomes

• Identify target audiences.

• Plan for academic and public engagement.

• Understand pathways to societal impact.

Knowledge and/or Skills

• Research impact pathways

• Public communication

• Academic dissemination

• Measuring and reporting impact

Evidence Requirements
Communication strategy and sample output (e.g., blog, policy brief, press release).

Assessment Guidance
Reflective commentary on impact potential and engagement plan.

 

Course 9: Research Presentation and Dissemination Skills

Purpose
Deliver professional oral presentations of research to varied audiences.

Learning Outcomes

• Structure engaging presentations.

• Handle questions and feedback effectively.

• Use visual aids and tools proficiently.

Knowledge and/or Skills

• Slide design

• Speaking techniques

• Audience adaptation

• Conference participation

Evidence Requirements
Recorded or live presentation of a research topic with feedback report.

Assessment Guidance
Presentation rubric, peer evaluation, and self-reflection log.

 

Course 10: Time and Project Management for Researchers

Purpose
Develop skills for managing research timelines, goals, and workflows.

Learning Outcomes

• Plan and manage project milestones.

• Use tools for productivity and tracking.

• Balance competing priorities.

Knowledge and/or Skills

• Gantt charts, Kanban boards

• Risk management

• Productivity tools (Trello, Notion, etc.)

• Self-assessment and accountability

Evidence Requirements
Detailed project plan and time log over a 4-week research period.

Assessment Guidance
Project management portfolio and progress reflection.

 

Course 11: Career Planning and Professional Development in Research

Purpose
Support learners in identifying career goals and preparing for postdoctoral or alternative pathways.

Learning Outcomes

• Evaluate research career trajectories.

• Develop a professional development plan.

• Build academic and non-academic profiles.

Knowledge and/or Skills

• CVs, personal statements

• Skills audits

• Career resources and networking

• Fellowship and job application prep

Evidence Requirements
Career development portfolio including CV, cover letter, and training log.

Assessment Guidance
Mock interview, career reflection, and goal setting.

 

Course 12: Developing Research Proposals and Securing Funding

Purpose
Design compelling research proposals and explore routes to secure project funding.

Learning Outcomes

• Identify funders and calls.

• Write effective proposals with clear objectives.

• Develop budgets and impact plans.

Knowledge and/or Skills

• Grant structures and requirements

• Budget justification

• Funding landscapes

• Review criteria and scoring

Evidence Requirements
Submission of a research proposal draft, funding plan, and peer feedback summary.

Assessment Guidance
Proposal writing simulation with peer review and scoring matrix.