nova doctoral school - universidade nova de lisboa · em menor escala, as escolas.” ^ the true...

Nova Doctoral School Opening Day 2014

http://www.unl.pt/en/doctoral-school/






School: the True Birthplace

Marguerite Yourcenar, 1903 - 1987 Memoirs of Hadrian, 1951 “O verdadeiro lugar de nascimento é aquele em que lançamos pela primeira vez um olhar inteligente sobre nós mesmos: minhas primeiras pátrias foram os livros. Em menor escala, as escolas.” “The true birthplace is that wherein for the first time one looks intelligently upon oneself; my first homelands have been books, and to a lesser degree schools.”

Transferable Skills Training Courses for PhD Students (Started January 2013) Supervisors Training Programme / Academic Staff Development (Starting in 2014) Non-academic Staff Development project Special Events • Science Cafe / Café com Ciência (starting in 2014) • Thematic Seminars - In 2013: “Cities of the Future / Desertification” - In 2014: “Bio-based Economy: Societal Challenges and Impact” • Conferences

Activities of the Doctoral School

Workshop

“Cities of the Future / Desertification”

Transferable Skills Training • Voluntary • Free of charge • Registration is required (with accordance of the supervisor(s)) • In English (courses are also organized in Portuguese) • Students are evaluated • ECTS are accounted for, in the PhD programme or in the Supplement to the

Diploma

• Classes integrate students with diverse scientific background • Classes take place in the various campi of NOVA

Transferable Skills Training

“Chance favours the prepared minds” – Louis Pasteur

• Research Skills Development Course, in collaboration with Imperial

College London

• Information Literacy

• Science Communication

• Research Ethics

• Intellectual Property

• Entrepreneurship and Innovation

Transferable Skills Training - 2013

• Research Skills Development Course, in collaboration with Imperial College

London


• Science Communication

• Research Ethics

• Intellectual Property • From Idea to Business

• Design Thinking

• Communicating Science Visually

• Social Media for Scientists

Transferable Skills Training - 2014

FCT 47%

FCSH 22%

Nova SBE 2%

FCM 5%

FD 2%

IHMT 6%

ISEGI 5%

ITQB 7%

ENSP 4%

In 2013: 327 students from all Schools of NOVA were involved

19,18%

29,25%

22,64%

20,75%

19,18%

77,67%

63,52%

75,79%

76,73%

76,42%

0,00% 20,00% 40,00% 60,00% 80,00% 100,00%

Was organized and prepared for classes

Used class time effectively to teach the course material

encouraged questions and class participation

Answered questions and provided a full explanation

Stimulated my thinking and my interest in the subject

Students Evaluation: The Teaching Staff

Completely disagree Disagree Partially disagree Partially agree Agree Completely agree

41,5%

29,6%

40,3%

26,1%

24,2%

29,6%

36,8%

63,8%

54,4%

68,9%

68,9%

58,2%

0,0% 20,0% 40,0% 60,0% 80,0% 100,0%

The length of the curricular unit was adequate

I am satisfied with the quality of the learning experience in this curricular unit

I’ve gained a good understanding of the subject

The acquired knowledge will be useful for my: personal development

The acquired knowledge will be useful for my: professional development

This curricular unit fulfilled my expectations

Students Evaluation


Our Partnerships

Opening Day 2014

20 de Janeiro

Intellectual

Property

Overview of the main principles and legal rules of IP law

Focus on connections between IP and academic/scientific

works/studies

Main topics:

• Generating and protecting intellectual works

• Protection of academic/scientific works/studies by intellectual property rights

• Ownership of intellectual property rights

• Rights resulting from intellectual property, infringement of intellectual property rights (with particular emphasis on patent infringement and plagiarism) and free use of intellectual property rights

- Are ideas protected? - Do I have anything worth

protecting? - OMG, I’m a student… does it mean

that I have no rights at all?! - I need to prepare my thesis – what

can I use? - Is it true what Bill Gates said:

Intellectual Property has the shelf life of a banana?

- Originality in academic works – creativity is subtraction?

Some (of your?) questions…

Some (of your?) questions…

- Do I have an invention in my hands?

- Is it true that careless talk costs business?

- When do I have to start running to get protection?

- Can I afford it?! - Is it mine or from the the ones

that are paying to keep my brains working?

- Investment needed! – how do reconcile this with patents?

• Duration:

PhD - 2 days – 1 day of lectures, illustrated with specific cases and

examples; 1 day of practical work

Supervisors – half a day

• Responsible academic staff members: Prof. Doutora Cláudia Trabuco Dr. Ricardo do Nascimento Ferreira

Opening Day 2014

20 de Janeiro

INFORMATION LITERACY COURSE

DISCOVER, ACCESS AND USE INFORMATION

EFFECTIVELY FOR YOUR RESEARCH AND ACADEMIC

SUCCESS!

Information literacy, while showing significant overlap with information technology skills, is a distinct and broader area of competence.

IL is related to information technology skills, but has broader implications for the individual, the educational system, and for society.

IT skills enable individuals to use computers, software applications, databases, and other technologies in order to achieve a wide variety of academic, work-related, and personal goals.

The main objective of the INFORMATION LITERACY COURSE is to provide students with a set of information skills recognized as crucial for academic achievement and life-long learning requirements.


Easy and extended access to information is causing:

a) end-user overload.

b) leading to difficulties in identifying, evaluating, selecting, locating and

accessing relevant and reliable information sources.

Information literacy competency extends learning beyond formal

classroom settings.

Provides practice - as individuals move into internships, first professional

positions, and increasing responsibilities.


ALA. ACRL - Information literacy

competency standards for higher

education. Chicago, Illinois:

The Association of College and

Research Libraries. The American

Library Association, 2000.

1. IDENTIFYING

3. EVALUATING

5.

ACCESSING relevant and

reliable information

sources

4. LOCATING

2. SELECTING



1.

Defining the object of information queries.

Managing search tools and strategies.

2.

Evaluating information sources

3.

Plagiarism, citation and referencing

4.

Bibliometrics and scientific publishing

IL COURSE KEY TOPICS

FCT FCSH Nova SBE FCM FD IHMT ISEGI ITQB ENSP

Number of

student per

Academic unit

12 10 0 4 0 3 1 1 4

35

0 1 2 3 4 5 6 7 8 9 10 11 12 13

FCT

FCSH

Nova SBE

FCM

FD

IHMT

ISEGI

ITQB

ENSP

Graph 1 - Number of students per Academic Unit

Students characterization

IL COURSE STUDENTS PER ACADEMIC UNIT

0 1 2 3 4 5 6 7 8 9 10111213141516171819202122232425262728293031323334

The length of the curricular unit wasadequate

I am satisfied with the quality of thelearning experience in this curricular

unit


The acquired knowledge will beuseful for my: personal

development

professional development

This curricular unit fulfilled myexpectations

I will recommend others to attendthis curricular unit

Overall

Completely agree Agree Partially agree Partially disagree Disagree Completely disagree

IL COURSE EVALUATION BY STUDENTS

Thank you!

Opening Day 2014

20 de Janeiro

Research Ethics Ética da Investigação

Nova Doctoral School Opening Day

20th of January 2013

Paula Lobato de Faria (ENSP-UNL)

João V. Cordeiro (ENSP-UNL)

Course Title: Research Ethics

Venue: Escola Nacional de Saúde Pública

Academic Staff: Paula Lobato de Faria and João V. Cordeiro

ECTS: 1

2013 Editions: March 6th and 7th|April 17th and 18th|May 15th and

16th|December 4th and 11th

Total Student Number: 31

General Info

Research Ethics

Course Program

- Fundamentals of Ethics and Research Ethics

- The History of Research Ethics - Paradigm Cases

- Research Ethics Legal Issues (International and National Legal

Framework; Data Protection; Confidentiality and Informed Consent)

- Scientific Misconduct (Plagiarism, Fabrication and Falsification)

- Conflict of Interests and Biases of the Publication Process

- Ethical Planning, Conduction and Reviewing of a Research Project

- Practical Sessions – Analysis of 2 Case Studies (Working Groups;

presentation of the conclusions to the class, followed by a general

discussion)

Research Ethics

Student Distribution per Academic Unit (n=31)

FCT 42%

FCSH 23%

FCM 13%

FD 3%

IHMT 10%

ISEGI

3%

ITQB

3%

ENSP

3%

Research Ethics

Student Satisfaction

0

20

40

60

80

100

I will recommend

others to attend this

curricular unit

I was given clear

information about this

curricular unit

The resources/facilities

made available were

adequate

Yes

No

%

Research Ethics

Student

Feedback

0% 100%

Was organized and prepared for

classes

Used class time effectively to

teach the course material

Encouraged questions and class

participation

Answered questions and provided

a full explanation

Stimulated my thinking and my

interest in the subject

The length of the curricular unit

was adequate

I am satisfied with the quality of

the learning experience in this

curricular unit

I’ve gained a good

understanding of the subject

The acquired knowledge will be

useful for my: personal

development

This curricular unit fulfilled my

expectations Completely agree

Agree

Partially agree

Partially disagree

Disagree

Completely disagree

Overall

Teaching

Staff

Research Ethics

Research Ethics

“Take the initiative. Go to work, and above all co-operate and don't hold back on one another or try

to gain at the expense of another. Any success in such lopsidedness will be increasingly short-lived.

These are the synergetic rules that evolution is employing and trying to make clear to us. They are not

man-made laws. They are the infinitely accommodative laws of the intellectual integrity governing

universe”

Buckminster Fuller (1968)

Operating Manual for Spaceship Earth

New York: E.P. Dutton & Co

Opening Day 2014

20 de Janeiro

Research Skills Development Course - RSD

• Three days residential course

• Designed to cover the key transferable skills needed by early

stage PhD students

• Provides PhD students with an opportunity to build their

understanding, skills and confidence in areas relating to

personal and research effectiveness

• Aims to strengthen the links between NOVA schools and

departments

↘Teaching staff: Patrícia Rosado Pinto (coord.); Alexandra Dias Santos; Elsa Caetano;

Guilherme Victorino; Joana Marques; João V Cordeiro; Roberto Henriques

Students’ evaluation

7,34%

2,75%

2,75%

1,83%

6,42%

12,84%

35,78%

23,85%

40,37%

19,27%

23,85%

24,77%

54,13%

71,56%

55,05%

77,98%

68,81%

60,55%

0,00% 20,00% 40,00% 60,00% 80,00% 100,00%

The length of the curricular unit was adequate

I am satisfied with the quality of the learning experience inthis curricular unit


The acquired knowledge will be useful for my: personaldevelopment

The acquired knowledge will be useful for my: professionaldevelopment

This curricular unit fulfilled my expectations

Overall


Key to success

The Venue

Preparation

A monitoring process

A well balanced programme

In a safe and challenging environment a chance

to:

• share experiences

• give and receive feedback

• experience diverse elements similar to the

varying aspects of the PhD process

.

Ups and…

Downs

Good and bad weather

Indoor and outdoor activities

Individual work Pair work

Small group discussions

Planning

Presentations

Plenary sessions

Evaluation and feedback

Motivated instructors

Motivated students

Some fun and hard work

Opening Day 2014

20 de Janeiro

Before: “Entrepreneurship and Innovation” Coordinators: Prof. Luis Filipe Lages & Prof. Fernanda Lussa

“Innovation is an idea, technology, product or service

that works in the marketplace.

It is used by entrepreneurs to create value”.

Previous Goal: In this 3-day course, you were taught the critical factors for

entrepreneurship and innovation!

Timely: there is a current need or problem

Solvable: the innovation solves the need with limited resources

Important: customer recognizes the need

Profitable: customer will pay for the innovation

Context: favorable PEST factors

• Like to do the tasks

• Like challenges

• Committed to do what is necessary

• Have the capabilities and skills for the required tasks

The Sweet Spot

An Attractive Opportunity/Innovation

Interests, Passions,

Commitment

Capabilities & Skills

Adapted from: Dorf & Byers 2008

Before: Critical Factors for Entrepreneurship and Innovation

Identifying the Opportunity

Determining the Entrepreneur’s

capabilities and interests

Evaluating the opportunity

Writing a summary of the concept

Testing the summary and the

concept with potential customers

and investors

Deciding to act on the opportunity

or look elsewhere

NOW: “From Idea to Business” Coordinators: Prof. Luis Filipe Lages & Prof. Fernanda Lussa

VERY PRACTICAL COURSE

1. PROBLEM: Learn how to build a story: emphasize the market problem, i.e. the customer and their pain.

2. MARKET: Clearly explain the product solution, i.e. why the customer cares about your product. Name a few competitors and tell how you are different and better.

3. TEAM: Present the competencies of the team. Tell about the passion and skills of the team.

Source: Dorf & Byers 2008

Build a Team • Capabilities matching the needs of the venture

• Positive attitudes towards independence,

achievement, and innovation

• Acceptance of risk and demanding work effort

• Willing to make the commitment required

• Passionate about the opportunity

Gather Resources • Capable of securing access

to the human, financial, and

physical resources required

by the opportunity

Develop an Opportunity • Novelty of the product

• Potential for a growing market

• Good risk-versus-reward balance

• Customers are known and reactive

• Potential for long-term success

• Potential for good ROI

Deal with the Context • Timeliness

• Favorable industry conditions

• Future conditions appear favorable

100%

100%

100%

100%

50%

50%

50% 50% 0%

Source: Dorf & Byers 2008

NOW: “From Idea to Business”

“A ship is safe in the harbor, but that is not what ships

are made for.”

“Learn how to bring any idea, service technology, patent

or product to the market

and risk to succeed !”

NOW: “From Idea to Business”

Opening Day 2014

20 de Janeiro

Science Communication

Course objectives

1. Identify the specificities of academic scientific writing and learn to organize ideas in that format

2. Make the most out of a presentation before an audience

3. Understand how scientific issues can be communicated to non-specialist audiences

1 MINUTE ON SOCIAL MEDIA

3.3 M posts

350 k tweets

100 h of video

120 accounts

38 k photos

Course objectives

1. Develop a balanced approach to reputation management on the Web

2. Effectively use social media tools and maintain an appropriate online identity

3. Create, optimize and promote professional profiles online

4. Engage in the dissemination of research activities using the Web and social media tools

Communicating Science Visually

Graphic description Textual Description

a curved line with every point at an equal distance

from the center

Course Objectives

1. Understand the power of visual communication (and its several elements)

2. Acknowledge the relevance of good text composition in an effective communication

3. Value the synthesis of visual information for transmitting complex messages

4. Learn to integrate visuals when communicating research

Opening Day 2014

20 de Janeiro

Design Thinking

Institution: Universidade Nova de Lisboa – NOVA Doctoral School

Course: Design Thinking

Course coordinator: Guilherme Victorino, Fernando Bação

Tutors: Guilherme Victorino, Joana Marques

Local: ISEGI (Campus Campolide)

1 ECTS | 2 days

Course ID

“Design Thinking is about accelerating

innovation to create better solutions to the

challenges facing business and society.

It starts with people – what we call human

centered design – and applies the creative

tools of design to deliver new breakthrough

innovations.”

Tim Brown (2009)

What is Design Thinking?

INTEGRATIVE THINKING

Design Thinking gives you faith in your creative

abilities and a process for transforming difficult

challenges into opportunities

Which methodology?

Participants work in teams and

tackle an innovation project from

end to end, going through all the

steps of the Design Thinking process. INSPIRE - Problems and opportunities that motivate the search for new ideas Define the Challenge/Observe Users/Review Extreme Users / Form and Create Insights/ IDEATE - Generating great ideas Frame Opportunities/Brainstorm Ideas / Synthesize and Rank IMPLEMENT - Taking ideas from a post it note to reality Try Experiments/ Create Storyboards/Presentations

What relationship with your PhD?

your design thinking skills will help you:

see new opportunities consistently

connect deeply with other Phd’s and the opportunity to

brainstorm with people from many different scientific areas

transform insights and data into actionable ideas (opportunity

recognition)

It is a privileged space and time to create partnerships aimed

to create and implement new solutions with business and social impact, faster and more effectively

Increment your creative confidence and problem solving skills

Who uses Design Thinking?

Opening Day 2014

20 de Janeiro

Course for Supervisors Aims:

To inform and to discuss about supervision and about the role of the supervisor at NOVA.

To enhance the supervisors’ professional competencies by offering training in the same transversal domains of the PhD students’ courses.

Two days course covering the following topics:

• Doctoral Education at NOVA (a review of the rules of doctoral education at NOVA and the dynamics of doctoral supervision)


• Intellectual Property

• Research Ethics

The course is voluntary.

NOVA Doctoral

School

light and

flexible

structure

• Coordinators

• Graduate School Committee (representatives of each school)

• Students’ representatives

Our staff:

Catarina Silva Pinto; Elsa Caetano; Joana Marques

All the staff at the Rectorate

The staff at the Academic Units

nova doctoral school - universidade nova de lisboa · em menor escala, as escolas.” ^ the true...

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