GRADUATE STUDY IN THE DEPARTMENT OF SOCIAL PSYCHOLOGY

2014-2015

MPhil/PhD IN SOCIAL PSYCHOLOGY

THE LONDON SCHOOL OF ECONOMICS AND POLITICAL SCIENCE

TABLE OF CONTENTS

Preface ............................................................................................................................................ p.3 1. Introduction ................................................................................................................................... p.6 2. Your Programme Details............................................................................................................... p.9 3. Managing Your Research ........................................................................................................... p.11 4. Milestones in MPhil/PhD Research .............................................................................................. p13 5. Managing Your Psychology@LSE Experience ........................................................................... p.26 6. Managing Your Student Experience ........................................................................................... p.32 7. Department of Social Psychology Research Activities ................................................................ p.38 8. Your Learning Environment ........................................................................................................ p.43 9. Learning Support Services .......................................................................................................... p.45 10. General School Information – A to Z ......................................................................................... p.48 11. After LSE .................................................................................................................................. p.58

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PREFACE

Welcome to the London School of Economics and Political Science and the Department of Social Psychology. We have compiled this handbook to guide you through your studies at the LSE. At the time of going to press (September 2014) all the details are correct, however, circumstances may change subsequent to publication and the School reserves the right at all times to withdraw or alter particular courses and syllabuses. We would also suggest that you take time to look through the School Calendar which is available online to all registered students at the web address: http://www.lse.ac.uk/resources/calendar/research.htm The Calendar contains useful information which will help you during your studies. We hope your time with us will be rewarding and stimulating. New Arrivals Information and Orientation Your First Weeks and Orientation sections of the School’s website are designed to give you essential information to make the most of your time at the School. Your First Weeks (lse.ac.uk/yourFirstWeeks) provides comprehensive information to help you settle in to life at LSE. These pages will refer you to information regarding what to expect after you arrive, how to open a bank account, what to do if you arrive early or late to LSE, crucial health information, how to set up your LSE IT account, School support services and much more. Orientation (lse.ac.uk/orientation) can refer you to details of Orientation events taking place at the start of the academic year (including those specific to your department), the Students’ Union Freshers’ Fair, as well as central School Orientation events. The Orientation information also refers you to details of when your registration session will take place and what you need to bring with you to successfully register on your programme Programme Registration At the start of the academic year you will need to formally register on your programme of study. To ensure that you are able to complete this process as quickly as possible, each programme / department is allocated a specific time slot in which to register. At Registration, you will be asked to provide proof of your eligibility to study in the UK in order to receive your School ID card. This card will, amongst other things, allow you to access your library account. For more information, including registration schedules and information for continuing students, please see http://www.lse.ac.uk/intranet/students/researchStudents/researchDegrees/Registration.aspx PhD Support As a PhD student at LSE, you are part of a vibrant community of researchers working on some of the most interesting social science questions of our time. In support of that "community of excellence", the School provides many opportunities for development and networking that complement your supervisory support and enable you to make the most of your research, both within and beyond LSE http://www2.lse.ac.uk/intranet/LSEServices/TLC/TLCPhD/Home.aspx

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Student Charter This Charter was written by LSE students and staff with the aim of helping you understand the vision and ethos of LSE. It is not a contract. Instead, it aims to set out the School’s core principles and to signpost key information about our structures and services. We will review it regularly to make sure that it continues to reflect our intentions and expectations. Our vision

• to deliver challenging, stimulating research-led degree programmes in an environment that supports learning and develops independent thinking among our students;

• to ensure that our research and teaching remain at the forefront of the social sciences, addressing the evolving challenges of society;

• to be among the most internationally-oriented centres of social science excellence in the world; • to extend our engagement with society across our full academic portfolio and into key regions

of the world; and • to enrol the best students from around the world to benefit from, and contribute to, the learning

environment at the School.

The LSE Community LSE is a unique institution which values its international and diverse community. It aims to provide an inclusive and accessible environment, which supports learning and the pursuit and dissemination of knowledge and ideas. Its purpose can only be achieved if students can work and conduct their business peacefully, in a welcoming and non-threatening environment – one that permits freedom of thought and expression in a framework of collegiality and respect for the rights and dignity of others. LSE aims not only to nurture debate, but also to ensure that it is conducted with mutual respect and consideration for all those involved. At LSE respect for the cultures, opinions and backgrounds of others, as well as for the physical environment of the institution and our neighbours, is an integral part of our culture. LSE is committed to promoting equality of opportunity for students and staff from all social, cultural and economic backgrounds. The School aims to be an environment which is free from discrimination on the basis of race, disability, gender, age, religion, belief, sexual orientation, gender reassignment and pregnancy and maternity. You are encouraged to be an active citizen, both of the School and the wider community, for example by taking part in volunteering opportunities, engaging with societies and attending the public lectures programme. As a student at LSE you are expected to uphold the School’s reputation by behaving in accordance with its Ethics Code and in all forms of interaction, spoken, written and virtual. We encourage those involved in any disagreement to seek informal resolution wherever possible. However, the School has regulations on appeals, complaints and discipline to protect both students and the community as a whole. Teaching, learning and assessment You will receive research-led teaching from internationally renowned academic staff. You will also be offered individual and group support from academic advisers and supervisors. In order to make the most of your time at the School you are expected: to attend meetings with academic advisers and/or supervisors to discuss progress and raise concerns if need be; to seek guidance and support from academic staff in their office hours; to attend and take part in classes, seminars, lectures and mandatory departmental events; to inform the department of any essential absences; to manage your learning responsibly through private study; to adhere to guidance on good scholarly practice and assessment regulations; to submit course work by the deadline; and to seek and respond to feedback on coursework. Undergraduate assessment is normally by end of year examinations, while graduate assessment relies on a combination of methods. The School is committed to high academic standards and all assessment is rigorous.

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Academic, personal and professional development A variety of support services and programmes exists across LSE to support teaching and supervision by academic staff. Their purpose is to enhance your academic and personal development and to help maximise your future employability. Support services available to you include: a programme of orientation events and transitional support (e.g. a student mentor for all new undergraduate students) to help you adapt to studying at LSE; study skill resources from the Teaching and Learning Centre; language teaching through the Language Centre; a specialist Disability and Well-Being Service for students who experience permanent, long term or temporary disability; a professional Counselling Service for students with personal difficulties; and expert advice and recruitment events provided by LSE Careers. You can get information on academic provision and support services via the library, websites, documentation, LSE for You and Moodle, our virtual learning environment.

Student Engagement LSE values your opinion, and gives you opportunities to contribute to course and programme development and to provide feedback on academic provision and support services. Student participation and representation on committees helps to ensure that your voice is heard across the School and in your Department. The School expects that you will support programme representatives and encourages you to take part in Staff Student Liaison Committees and Student Fora. LSE will ask for your opinion on teaching and other issues via internal and national surveys. Your responses give us important information about how we can improve our services for students. LSE Students’ Union is an independent student-led, democratic organisation, which you will join automatically on becoming a student at LSE. Its focus is on improving the lives of students, through representation, campaigns and support. It exists to help students with academic, social and welfare problems, and to provide a range of sports clubs, societies, services and social activities. LSE and your future The School trusts that your relationship with LSE will be enjoyable and fruitful. We also hope that it will continue long after you have graduated, when you will join the worldwide network of our Alumni Association. Date last reviewed: May 2012 Director : Professor Craig Calhoun General Secretary, Student Union: Jay Stoll Further Information Head of the Student Services Centre c.child@lse.ac.uk

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1. INTRODUCTION 1.1 Department of Social Psychology - Who We Are The Department of Social Psychology (Psychology@LSE) is a thriving centre for the study of social psychology and has an international reputation for its research-led teaching in a variety of fields. Founded in 1964 the Department is one of the largest concentrations of social psychologists in Europe. It has over 30 staff: 12 full-time professors and some 170 graduate students enrolled on either one of four specialist Masters programmes or conducting research towards a PhD. The MSc degree in Social Psychology, now named MSc in Social and Cultural Psychology, established in 1964, was the first specialised degree in Social Psychology in the UK. The MSc in Organisational and Social Psychology was launched in 1990, the MSc in Social and Public Communication in 2003, and the MSc in Health, Community and Development in 2005. All our MSc programmes are recognised by the Economic and Social Research Council as providing research training. The Department has an active interest in a wide range of theoretical, methodological and applied issues. Its research atmosphere still benefits from the legacy of the late Professor Rob Farr and the late Professor Hilde Himmelweit, whose work established the LSE as a centre for the study of societal and sociological forms of social psychology. Understanding social phenomena in their social contexts is a key aspect of the research conducted in the Department. Among the range of current interests are health, social representations, community, racism, ethnicity, culture, communications and the media, organisational psychology, the social construction of technology, gender, economic psychology, sexuality, social identities and risk in society. The Department also maintains active teaching and research links with LSE Health, the Gender Institute, and the Departments of Management, Methodology, Sociology, Social Policy, Anthropology, and International Development. More than three-quarters of our students come from abroad, reflecting our international outlook, our historical grounding in both American and European traditions of research, and our strong interest in promoting interchange and dialogue between these traditions and the ideas and practices of academics and practitioners from other parts of the world. We have distinguished academic visitors from abroad and have well-established research and collaborative networks stretching from South and North America to Africa, Eastern Europe and Asia. The academic staff and their research students are frequent contributors to international meetings on all five continents. Our former students include many professors, lecturers, researchers, professionals and policy makers in the worlds of business, media, NGOs and social and public policy: now working in the UK, the rest of Europe, North and South America and other parts of the world. Many of our students go on to hold academic positions in universities both in the UK and abroad. In the Department you will find a lively and stimulating atmosphere with excellent support to develop your knowledge of social psychology. Located, as we are, in one of the world's leading institutions of the social sciences brings the benefits of exploring the links between social psychology and other neighbouring disciplines and the privilege of a world-class library. The Department has special audio and video facilities for conducting and recording individual and group interviews.

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1.2 Contact Information The Head of the Department, Professor Catherine Campbell, is responsible for the overall running of the Department. The Department Manager is Daniel Linehan. Members of the Department Room Phone Email (020) Academic Staff (full-time) Dr Frederic Basso STC.305a 7107 5475 f.basso@lse.ac.uk Prof Martin W Bauer COL.804 7955 6864 m.bauer@lse.ac.uk Prof Catherine Campbell STC.387 7955 7701 c.campbell@lse.ac.uk Dr Bradley Franks STC.307 7955 7704 b.franks@lse.ac.uk Dr Lucia Garcia STC.311 7955 7996 l.garcia@lse.ac.uk Prof George Gaskell COL.100 7955 7702 g.gaskell@lse.ac.uk Dr Alex Gillespie STC.308 7955 7106 a.t.gillespie@lse.ac.uk Dr Ilka Gleibs STC.305 7995 7709 i.h.gleibs@lse.ac.uk Dr Caroline Howarth STC.384 7955 7339 c.s.howarth@lse.ac.uk Prof Sandra Jovchelovitch STC.310 7955 6863 s.jovchelovitch@lse.ac.uk Prof Saadi Lahlou STC.303 7955 6795 s.lahlou@lse.ac.uk Dr Tom Reader STC.313 7955 7402 t.w.reader@lse.ac.uk Teaching Fellow(s) Dr Bankole Falade STC.366 7955 7533 b.falade@lse.ac.uk Dr Jenevieve Mannell STC.367 7955 3612 j.c.mannell@lse.ac.uk Dr Ai Yu STC.305 7955 7709 a.yu3@lse.ac.uk Visiting Academics Dr Isabelle Goncalves-Portelinha STC.385 7955 5113 i.goncalves-portelinha@lseac.uk Prof Ivana Markova STC.385 7955 5113 i.markova@lse.ac.uk Mr William Mayon-White n/a n/a w.mayon-white@lse.ac.uk Dr Carol Mutch STC.312 n/a tbc Dr Marcelo Ramella n/a n/a m.ramella@lse.ac.uk Dr Susan Rifkin STC.312 n/a s.rifkin@lse.ac.uk Mr Barry Rogers STC.312 n/a barry@liberare.com Dr Gordon Sammut n/a n/a g.sammut@lse.ac.uk Dr Morten Skovdal STC.386 n/a m.skovdal@lse.ac.uk Dr Caryn Solomon STC.312 n/a c.l.solomon@lse.ac.uk Dr Ben Voyer n/a n/a b.voyer@lse.ac.uk Academic Staff (part-time) Dr Jan Stockdale STC.385 7955 5113 j.stockdale@lse.ac.uk Dr Chris Tennant STC.312 n/a c.j.tennant@lse.ac.uk Administrative Staff Ms Jaqueline Crane STC.302 7955 7995 j.c.crane@lse.ac.uk Ms Terri-Ann Fairclough STC.302 7955 7700 t.fairclough@lse.ac.uk Mr Daniel Linehan STC.304 7955 7712 d.p.linehan@lse.ac.uk Technical Staff Mr Steve Gaskell STC.300 7955 7715 s.gaskell@lse.ac.uk Ms Ly Voo STC.300 7955 7715 l.voo@lse.ac.uk Research Staff Dr Sophie Le Bellu STC.383 7955 7721 s.le-bellu@lse.ac.uk Mr Mark Noort STC.366 79557533 m.c.noort@lse.ac.uk Dr Jacqueline Priego- STC.383 7955 3713 j.priego-hernandez@lse.ac.uk Hernandez Members of staff can be contacted without appointment, during their office hours, or via appointments made directly with them. Messages can be left via their pigeon hole in the General Office (STC.302) which is open between 10am and 4pm Monday to Friday. All staff are on email and it is often more efficient to contact them in this way.

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1.3 Social Life in the Department London is an exciting, vibrant and colourful city with a full range of culture and entertainment to experience and enjoy. We recognise the demands on your time but we find that our most successful students are generally those who ‘join in’. LSE is a world in itself and the highly selected population of our students makes it a resource for every one of them. Other students in your cohort will soon occupy important positions in the best institutions worldwide and will be part of your primary network: this will become an invaluable asset, and the stronger the relationships the more solid that asset. During your study years in the Program you are strongly encouraged to work in cooperation with your colleagues and draw on the collective intelligence of our research community. You will certainly learn from discussing things with your colleagues; you will also get moral support, technical help and useful insights and pointers. Of course, symmetrically you are as well expected to cooperate and contribute positively to the community. Good citizenship is part of academic spirit and also a way to stay connected and contribute to a good life for all. Remember that your Ph years are not a solitary journey and one-way learning as a customer of the School’s resources: it is about acquiring skills and a reputation by legitimate participation in a scientific community. We hope you will make a point of attending the parties and other social occasions held in the Department, such as the Public Lectures Series and Psychology@LSE Staff/Student Research Seminar Series; You will learn and make new connections; also the quality and attendance of these seminars contributes to the reputation of the department and the School, which are from now on your own assets in the academic world. 1.4 The LSE Environment The School is located in a complex of buildings situated in the Centre of London (off the Aldwych). It is close to the Royal Courts of Justice, the BBC World Service and the City of London. West End Theatres are all nearby, along with the shops and markets of Covent Garden. The National Gallery is a short walk down the Strand, while the South Bank Arts complex (containing the Royal Festival Hall, the Hayward Gallery, the National Theatre and the National Film Theatre) and Tate Modern are located on the opposite bank of the river. The Department of Social Psychology is situated on the 3rd Floor of St Clement’s building – not to be confused with Clement House which is situated on the Aldwych. Information on finding your way around LSE is available from the webpage: http://www2.lse.ac.uk/mapsAndDirections/findingYourWayAroundLSE.aspx

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2. YOUR PROGRAMME DETAILS MPhil/PhD Programme 2.1 Programme Orientation Tuesday 30 September 10.30am – 6.30pm It is vital for you to attend this event. If there is any unavoidable reason why you cannot do so, please contact Professor Saadi Lahlou by email at the earliest possible opportunity. Term Dates Session 2014 - 2015 Michaelmas Term 2nd October – 12th December 2014 Lent Term 12th January – 20th March 2015 Summer Term 27th April – 3rd July 2015 The School will also be closed on English public holidays*. In 2014/2015 these will be Christmas Closure 24th December – 31st December 2014 New Year's Day Holiday

1st January 2015 (note: the School is also closed on 2nd January 2015)

Easter Closure 2nd April – 8th April 2015 May Bank Holiday 4th May 2015 Spring Bank Holiday 25th May 2015 Summer Bank Holiday 31st August 2015 *Some facilities, such as the Library, may not be open on some of these dates. The School will issue updates throughout the year. Further information is available on the website: http://www.lse.ac.uk/collections/studentServicesCentre/ 2.2 Programme Aims Provide research training and supportive academic guidance to enable students to carry out original research and to submit a thesis that meets the London School of Economics requirements for the award of either an MPhil or PhD degree. 2.3 Programme Outcomes The main outcome of the programme is a thesis that consists of the candidate’s own account of his or her supervised investigations undertaken during the period of registration under supervision for the degree. The PhD thesis (length up to 100 000 words – which is only three times the length of this Handbook!) forms a direct contribution to knowledge of the subject and affords evidence of originality by the discovery of new facts and/or the exercise of independent critical power. The MPhil thesis (length up to 60 000 words) is either a record of original work or of an ordered and critical exposition of existing knowledge that provides evidence of a thorough survey of the field. Graduates of the programme gain a number of transferable skills: They are able to frame questions about complex problems and conduct independent research at a high level to answer those questions. They know how to gather evidence; to make use of qualitative and/or quantitative methods of analysis; to make arguments that are consistent with such evidence; to present their research findings in both oral and written presentations; to offer critical appraisals of other research in the field of social psychology, and to play a role in the social psychology research community. Graduates will usually gain some teaching experience and have had the opportunity to develop teaching skills.

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2.4 Programme Structure

Applicants, normally, should possess a high level of pass in an appropriate Master's Degree, together with at least an Upper Second Class Honours Degree in an appropriate subject from a UK university or its equivalent elsewhere.

Graduates from the Department's own Master's Degrees must have achieved an average mark of 65% or better (pass mark, 50%) plus at least 70% in their dissertation to be eligible for admission to the doctoral programme. All students are required to attend the Current Research in Social Psychology Seminar (PS950) during their MPhil/PhD study of full-time registration. Regular attendance is a condition for re-registration. Every student will be required to present their work at least once a year in PS950. Students will be required to participate in the life of our research community, and are expected to volunteer to contribute citizenship for the common good, e.g. editing the department’s newsletter, organize inter-graduate conferences, etc. Citizenship is an integral part of academic life; for your information it is one of the three pillars taken into account for promotion in the School (with Research and Teaching). It is recommended that each research student takes up at least one task or responsibility as part of training to citizenship. Initial registration is for the degree of MPhil. The power to up-grade a student's registration from MPhil to PhD is vested in a thesis committee which will meet, normally, not later than 15 months after initial registration for MPhil. A decision to upgrade registration from MPhil to PhD will apply retrospectively to incorporate the initial period of registration for MPhil. Candidates on the programme will be expected to submit their thesis by the end of their third year of full-time registration or its part-time equivalent. For further details go to www.lse.ac.uk/resources/calendar/ 2.5 Full and Part-time Study This programme can be taken either full-time over 3-4 calendar years or part-time over six years. Most students study on a full-time basis.

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3. MANAGING YOUR RESEARCH 3.1 Research Training A research degree is a training in research methods and a preparation for a research or academic career. During the first year, students are advised to acquire the necessary tools for their research tasks. The programme director strongly recommends that you make a pilot on your field as early as possible to check the adequacy of methods and clarify what literature will in practice be needed: this will avoid you wasting time and will make you feel more confident about where you are going. 3.2 Courses for research students You may be required to take specific courses, depending on your prior experience and qualifications. These matters have probably already been discussed at the time your offer was released; but they should be discussed with your Supervisor at your first formal supervision meeting and regularly as you get to identify your needs more in details in the course of the research. The criteria for successful completion of these courses are given in the School calendar http://www.lse.ac.uk/resources/calendar/research.htm. 3.3 Auditing Other Lectures The School is happy for MPhil/PhD students to 'audit' courses that interest them, without being assessed. If you wish to audit a course, you should contact the teacher responsible for the course (see Calendar) before going to the first lecture. 3.4 The Current Research Seminars You will also be expected to attend and participate in all meetings of the Current Research Seminar: PS950 Current Research in Social Psychology Teacher Responsible: Professor Saadi Lahlou 30 x two hour meetings, Michaelmas, Lent and Summer terms

Tuesdays 12noon – 2pm, STC.315

These compulsory seminars are the core meetings for all research students. The topics of the seminars range from practical issues concerning carrying out research, through general methodological and conceptual discussions. It is also a forum in which students will be expected to give presentations of their research. Your attendance and performance at the seminar will be monitored and will form part of the evaluation of your progress at the end of each academic year. 3.5 Psychology@LSE Research Seminar Series The Department also runs regular seminars, usually on Tuesday afternoons, in which distinguished external speakers are invited to give presentations on their research. After each seminar, there is an informal gathering with drinks and snacks, providing an opportunity to carry on discussion in a relaxed setting. All research students are expected to attend these seminars. 3.6 Public lectures Throughout the year there are special School lectures, open to everyone, usually held in the Old Theatre. Upcoming lectures are advertised on the large computer screens around the School and on the School homepage under ‘Events’. You can also keep up to date with the latest information through the LSE Events email information service which enables you to receive email notification of new events and public lectures at LSE when they are announced. Detailed information on all public lectures can be found on: http://www.lse.ac.uk/collections/LSEPublicLecturesAndEvents/ 3.7 Research Tuesdays Tuesday is the day when the Department research community meets. Timetables have been arranged so as to allow staff and research students to meet informally and participate in various research activities and seminars. This is usually followed by informal meetings in STC315 or in the pub, which participate in community building. Research students are expected to be in the Department every Tuesday except when they do field work. And of course they should come on other days too!

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3.8 Psychology@LSE Flagship Lectures (also known as PS443 Societal Psychology) You are strongly encouraged to audit these lectures. They will be led by Dr Caroline Howarth. Every lecture os followed by a discussion and the MSc students really appreciate the presence and input of the research students.

For more information please go to http://www.lse.ac.uk/resources/calendar/courseGuides/PS/2012_PS443.htm

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4. MILESTONES IN MPHIL/PHD RESEARCH It is important to note that the MPhil and PhD are different research qualifications. Although the PhD is widely taken to be the basic qualification for an academic career, this is by no means the case for other research careers. An MPhil is a substantial and valid qualification in its own right. The difference between an MPhil and a PhD thesis: An MPhil thesis is required to be: • “a record of original work or an ordered and critical exposition of existing knowledge in any field”; • not more than 60,000 words in length; • completed by a full-time student (normally) within two years, a part-time student in three years. A PhD thesis should be: • “a distinct contribution to knowledge of the subject and afford evidence of originality, shown either

by the discovery of new facts or by the exercise of independent critical power”; • not more than 100,000 words in length; • completed by a full-time student (normally) within three years and not more than four years, a part-

time student (normally) within five and not more than six years. These word lengths are inclusive of notes and essential appendices, but not of references or non-essential appendices. PhD formats: Thesis and series of publishable artic les Social Psychology is a heterogeneous field, with two different modes or formats of PhD evident. Accordingly, the Department of Social Psychology allows for two formats of PhD: 1) The ‘thesis format’ is the traditional PhD format. It entails candidates in effect producing several chapters examining a single subject in an integrated way. This is akin to the format and structure of a book. This remains the most common format, and it is expected that most PhD candidates will use this format. 2) The ‘article format’ is a more recent PhD format which has become common in experimental domains. It entails candidates producing distinct papers which are combined with integrative material to address a single subject. The defining feature of this format is basically that some of the ‘chapters’ can be articles which either have been published or prepared for publication. This format tends only to be suitable for PhD projects which comprise a series of distinct (but inter-related) empirical studies. Extra guidelines for ‘article format’ PhD: The thesis should comprise three to six publishable articles minimally framed by an introduction, critical discussion and conclusion. A methodology chapter (with appendix providing details about the data analysis) would often be expected. This framing material must provide at least 25% of the word count, explicate the linkages between the articles, and be sole-authored by the PhD candidate. The included articles do not need to be published, instead they can be prepared for publication or submitted for publication. The included articles can be co-authored with the supervisor(s) and/or fellow researchers, but for each such article the contribution of the PhD candidate to the article must be stated clearly. The expectation is that the PhD candidate would be the lead/first author on all co-authored publications. The final decision about which format a PhD candidate should pursue will be made by the first supervisor, taking account of the norms of the sub-field and the interests of the candidate. Committees assessing candidates at the Extended Essay and Upgrading will also advise on this.

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4.1 Key Stages in Carrying Out MPhil/PhD Research There are several key stages in carrying out MPhil/PhD research. They are as follows. Year 1 – Extended Essay of 6000 words, submitted on first day of Lent Term Year 2 – Upgrade viva. Two draft chapters of 10 000 words each (total of 20 000 words), submitted on first day of Lent Term. These chapters form the basis of an oral examination by a three person thesis committee usually four to six weeks after submission. Success in this examination results in upgrade from MPhil to PhD status. Year 3 – Completed first draft by end of three years 4.2 An Ideal Timetable for Academic-related Activit ies Below is a schematic timetable for guidance only and should not be read as requirements; different people work at different rates so that some will be more likely to complete these tasks in the times noted than others; and some people work better by pursuing more than one task at once, whilst others work better by focusing on one task at a time. Again, the timing of important conferences in your field may not accord with the details of this timetable. So even if, during your time on the MPhil/PhD programme, you are able to complete all of the activities noted below, you may do so at different points during your research. The key point is to plan in advance: discuss with your Supervisor at the start of the academic year what you hope to achieve in that year, and set some deadlines for developing the work to be submitted. Month Thesis Action Teaching Conferences Publications ≤ 4 Submit

Extended Essay 1st day of Lent Term, Year 1

Attend BPS or Similar Conference

Book review in THES or Similar

≤ 12 Re-register Begin teaching on ≥ 1 course

Comment in Journal

≤ 14 Submit Upgrading Materials, 1 st day of Lent Term, Year 2

Start paper with your supervisor

≤ 24 Re-register Begin teaching on ≥ 1 course

Present Poster or Paper #1 at BPS or Similar Conference

Write paper co-authored with your supervisor

≤ 30 First Draft of Thesis

Submit Paper #1 to Journal

≤ 33 Second Draft of Thesis

Organise Symposium or Present Paper #2 at BPS or Similar Conference

≤ 36 Submit Completed Thesis, End of Three Years

Submit Paper #2 to Journal

THE DEADLINES MARKED IN BOLD ARE COMPULSORY

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4.2.1 Research training An essential part of the MPhil/PhD programme involves research training, in both methodological and theoretical matters: this training is a pre-requisite for independent research. Together with your Supervisor, you will develop an individually-tailored package of taught courses that you will attend during your first year (full-time students) and possibly in your second year also (part-time students). These will usually be drawn from the range of MSc courses provided in the Department of Social Psychology, and those provided by the Department of Methodology. 4.2.2 The extended essay and confirmation in MPhil/ PhD research student status The early stages of research are concerned with defining a precise research topic and conducting a literature survey. • It is not uncommon for the initial development of this part of the work to be hesitant, hazy and

frustrating; crises of confidence are a normal part of this process; • It is also quite common to begin with a rather large and all-encompassing research topic, it must

gradually hone down into something which is sufficiently precise to be tractable in a short period of time.

• Having a pilot on your field will usually help you clarify the methods and the research question. You may also find, part of the way through your literature survey, that there are papers that have addressed the topic that you are interested in; • in many ways, this is a benefit, because it frames the topic for you; • your approach might then be to attempt to re-frame it, and find alternative explanations for

phenomena. • Start using a bibliographic software (Mendeley, Zotero, etc.) as soon as possible and fill in what

you read. Throughout this period, discuss your thoughts (however ill-formed they may appear to you!) with your Supervisor. Try also talking to students in their second or third years of study about their experiences. Having a clear research question and a concise ‘elevator brief’ describing your topic is essential. PS950 will provide you concrete guidelines as how to organize your work, your documents, your writing. The School provides excellent support for academic writing and many other skills. The outcome of this work must be written up as an Extended Essay of 6000 words to be submitted on the first day of Lent Term . It will be evaluated by the Thesis Committee for your research. The Thesis Committee is unique to each student and comprises:

• Your Supervisor; • Two other members of the Department’s academic staff;

Either of the non-Supervisor members of the committee may act as Chair. To be confirmed as an MPhil/PhD student , your Extended Essay should have certain key qualities, though its precise details and format will vary from one student to another (they should be discussed with your Supervisor). In general, a satisfactory Extended Essay should incorporate the following three sections: A. A Literature Survey of 4000 words, in which you outline your research question, and show how your research question arises from problems or gaps in the existing theoretical and/or empirical research literatures. This survey should pay attention to the following issues: • What is the problem or question under investigation? • What theoretical issues will be raised and what concepts or framework will be employed? • What empirical issues will be raised? • Why is the problem or question theoretically and/or empirically important or interesting?

• For an MPhil proposal: argue why it will be “a record of original work or an ordered and critical exposition of existing knowledge in any field”

• For a PhD proposal: argue why it will be “a distinct contribution to knowledge of the subject and afford evidence of originality, shown either by the discovery of new facts or by the exercise of independent critical power”

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B. A precisely formulated Research Proposal of 2 000 words which address the following questions: • How is the problem to be tackled or the question answered? i.e.,

• What methods are to be employed and why are they chosen in relation to the research question and its theoretical dimensions?

• What kind(s) of data do you anticipate collecting? • Provide an overview of how you will select your sample/ data sources; what data-collection

instruments/ techniques you will use; how you intend to analyse your data. • It is impossible to know the outcomes of a course of research before it is undertaken, and

accordingly, the proposal can discuss contingencies C. A timetable or project management plan, showing the major tasks to be completed and their timescales You should submit three copies of your Extended Essay to the Administrator in STC.302 on the first day of Lent Term, Year 1. NB. Accompanying your Extended Essay, you also need to submit an Ethical Approval Form. If this work is satisfactory, then the Thesis Committee will recommend that you be allowed to continue with the MPhil/PhD programme. If your Thesis Committee judges that your work is not satisfactory, then they will recommend to the Graduate School that you not be allowed to continue your registration as an MPhil/PhD student. In such a case, if you disagree with this judgement, there are Appeals Procedures laid down by the Graduate School, and specified in the Code of Practice for Research Students and their Supervisors.

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4.2.3 Upgrading from MPhil to PhD status If the Extended Essay is successful, the next major stage in your research will be Upgrading from MPhil to PhD (should a PhD be your goal). If it is your aim to research for an MPhil, you would still produce the same amount of work to be considered by your Thesis Committee, and still have a viva voce meeting with them, but the outcome will be advice about how the work should be developed in order to be adequate for the MPhil, rather than for the PhD. The upgrade material should include two draft chapters from your thesis (up to 10,000 words each) and at least a 1000 word outline of methodology, synopsis of remaining chapters, and a timetable for completion. Although the content of the two chapters will vary according to research area (this should be discussed with your Supervisor), they will typically include: 1) an introduction or theoretical chapter and 2) an empirical chapter. For candidates pursing an ‘article format’ PhD, one or both of these chapters can be a publishable article. You should submit three copies of your Upgrading material to the Administrator in STC.302 on the first day of Lent Term, Year 2. If the deadline for the upgrading submission is disruptively out of alignment with the process of research (i.e., interrupting field work access or a key stage of analysis) then it may be possible for the supervisor to request an extension of up to 3 months. NB. Accompanying your Upgrade chapters, you also ne ed to submit an Ethical Approval Form • This work is read by your Thesis Committee (usually, but not always, with the same members

who assessed the Extended Essay), who then discuss it with you in a viva voce examination, usually four to six weeks after submission.

The Upgrading viva voce has two aspects: an examination to assess whether your work can be expected to lead to a successful PhD thesis, and an opportunity for constructive discussion and feedback on your research. In fact, the examination is carried out through the discussion. We anticipate that all students will arrive at the time for upgrading having completed work of sufficient quality and quantity to be upgraded, and will also have received detailed feedback on this work from their Supervisor. As a result, you should expect the emphasis in the upgrading to be very much on informal constructive feedback and discussion, and less on examination and assessment. The Upgrading viva voce is a unique opportunity in the development of the PhD – an occasion when your work will be read and discussed in detail by two members of staff who are not your Supervisor. It is useful to think about it as a chance to discuss areas of uncertainty or doubt that you have about your work, when you will receive constructive advice and feedback from a range of sources. So you should try to be proactive in raising matters that trouble you. The Upgrading deliberations accordingly centre around the extent to which the work you have completed is likely, in future, to represent a unique contribution to the stock of knowledge about the subject and to constitute a creative and original piece of research –in the delay required (see section 4). Since the issues to be discussed range from theoretical implications and assumptions to practical questions concerning the mechanics of the proposed timetable for completion, the viva voce can sometimes be a lengthy affair (anything up to three or four hours). Given that you are discussing your ideas and your future, students can sometimes find it a stressful experience – though the prevailing mood will be constructive not combative. In a way, the upgrading viva voce provides an instructive dry run for the viva voce PhD Thesis Final examination. To obtain upgrading to PhD status , your written work and the viva voce discussion must: Clearly satisfy the why, what and how requirements on the Research Proposal included in the Extended Essay (though, as a result of the flow of research activity, the precise way in which it does so may differ to some degree from that anticipated in your original Research Proposal).

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• Demonstrate that the research has the potential to make an original and scholarly contribution to

knowledge of the subject. • Demonstrate that you have the requisite skills and knowledge, together with a precise and realistic

timetable in order to bring the thesis to completion in a timely manner. The committee will discuss with you the justification for each step of the work: e.g., • Why is the topic interesting? • Why is the theoretical apparatus chosen appropriate, and what are the explanatory opportunity

costs of that choice? • Why is the method chosen appropriate? • How and why were decisions in the method(s) made (e.g., sampling, coding frames, etc)? • What is the relationship between theory and data? • Where any aspect of these steps is unclear, the committee will offer alternative ways of framing

the issues. A key question that will be discussed is: To which literature(s) will the work make a contribution? • The committee will expect a precise statement of a plan for completion; • Articulation of the theoretical and empirical work to be completed; • A timetable for completion; • Where this is unclear, the committee may offer suggestions for prioritising or ordering the work to

be done. In addition to suggestions for addressing residual imprecisions and uncertainties, the committee will offer advice concerning decisions in completing the research and writing up the thesis: e.g., • The balance and nature of the theoretical ideas; • How the data might be best analysed; • Whether the research requires any further empirical work beyond that already planned. Other issues that you might discuss may concern: • Locations for publishing parts of the completed or future work; • Appropriate internal and external examiners for the thesis. It is in the nature of the Upgrading viva voce that issues will be raised that may be of varying relevance to the thesis completion: questions about which suggestions to follow and which to note but not follow directly should be discussed with your Supervisor. If Upgrading is successful, the Thesis Committee will subsequently be available to offer feedback on developments and progress towards completion: subsequent to the viva voce examination, you should feel free to approach members of your Thesis Committee for clarification of points they raised. There are three possible outcomes of the Upgrading viva voce. The committee can decide that: • The Student has successfully been upgraded from MPhil to PhD registration, retrospectively from

the date of the viva voce; • The Student has been unsuccessful in being upgraded from MPhil to PhD registration, and the

committee recommends that the Student resubmit suitably modified material for a second and final attempt at upgrading, by a specified date (usually, around six months after the viva voce);

• The Student has been unsuccessful in being upgraded from MPhil to PhD registration, and the committee recommends that the Student resubmit suitably modified material as a thesis for the MPhil qualification, by a specified date (usually, around six months after the viva voce) for a second and final attempt.

You are expected to send an email to your Thesis Committee members outlining your next steps, as agreed during your Upgrading viva voce. If your Thesis Committee judges that you should not be Upgraded to PhD status, and you disagree with this judgement, there are Appeals Procedures laid down by the Graduate School, and specified in the Code of Practice for Research Students and their Supervisors.

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4.2.4 Submission of thesis title and selection of e xaminers You should keep your Supervisor, the Research Degrees Unit and MPhil/PhD Administrator informed of any major changes to the working title of your thesis. The final title for the thesis must be submitted to the University through the Research Degrees Office as part of the Examination Entry form at least two months before submission. The Exam Entry form and guidelines for completing it are available on the Research Degrees website: http://www2.lse.ac.uk/intranet/students/researchStudents/researchDegrees/MPhil-PhD%20Examinations.aspx The thesis is examined by two examiners : one Internal Examiner (who is not the Supervisor) and one External Examiner (from outside the University). Both should be specialists in your field of research, and you may well know them both, though ordinarily you should not have collaborated with either of them on research. At present, within the federal structure of the University of London, it is usual for the Internal Examiner to come from another College or School of the University. Although you may make suggestions to your Supervisor concerning possible examiners, and your Supervisor will make recommendations to the University about appropriate examiners, the decision on selecting examiners rests formally with the Subject Area Board of the University. 4.2.5 Submission of thesis Before you submit your thesis, it is advisable to produce one or more draft versions, for discussion with your Supervisor, so that the structure of argument can be clarified, the flow of your narrative made smooth, and the phrasing made as felicitous as possible. The precise way in which this is achieved should be discussed with your Supervisor. You are required to submit two bound copies of the thesis to the Research Degrees Office along with an abstract / declaration of word count form; it is also advisable to retain two additional copies (one for yourself and one for your Supervisor). The abstract / declaration of word count form, guidelines for binding your thesis and companies that can bind your thesis are available on the Research Degrees site: http://www2.lse.ac.uk/intranet/students/researchStudents/researchDegrees/Home.aspx You will also be required to submit your thesis to a plagiarism software (iThenticate) for PhD theses. This software remains available to any registered research student who wishes to use it (by emailing researchdegrees@lse.ac.uk to request an account). Additionally, it is open to departments to decide whether to test research students’ written work using iThenticate software and, if so, at which point of the PhD programme to test it. For more information on plagiarism regulations, please go to: http://www.lse.ac.uk/resources/calendar/academicRegulations/RegulationsOnAssessmentOffences-Plagiarism.htm

4.2.6 Final Viva Voce examination Your two Examiners will read your thesis and then you will be examined by a viva voce examination, at which (depending on your views) your Supervisor may or may not be present as an observer (but cannot participate, in any case). The viva voce is designed to test your ability not only to express your ideas on the specifics of your research, and to defend the viewpoints that you advance in your thesis, but also to debate the implications and scope for future development of those ideas, and to consider where and in what form the ideas might be published. It can be an arduous experience, and it can also be enjoyable. You should discuss your preparations for the viva voce with your Supervisor well in advance of it taking place. Useful suggestions to prepare for the viva voce include: • Prepare brief oral summaries of your key arguments beforehand; • Try to look over the thesis with a compassionate eye, and note what might appear to others to be

weak links or a vagueness in your argumentation; • Be ready to defend your ideas; • But also be prepared to be flexible: think in advance about which aspects of your argument are

essential to your view, and which might be modified after discussion;

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• Think about theoretical and empirical alternatives to the view you have developed – both within your particular field and in other fields;

• Think about the theoretical and empirical implications of your work; • Bear in mind that the External Examiner may not share your view of the field. The outcome of the viva voce will be a judgment by the Examiners, who compile a Final Examiners’ Report, and make one of several recommendations, which are detailed at: http://www.lse.ac.uk/resources/calendar/research.htm and also on the form you completed in registering for the degree. It is reasonably rare for a PhD thesis to be passed with no modifications or alterations at all. At the least, there may be some typographical errors to put right; in other cases, more substantial modifications are necessary. Where there are more substantial modifications, these will be given a precise deadline for completion by the Examiners, and you should be careful to follow precisely the instructions of the Examiners, and discuss the matter in detail with your Supervisor. In these circumstances it helps if your Supervisor was present during the viva voce examination. 4.3 The Assessment Of The PhD Thesis The British Psychological Society have published Guidelines for Assessment of the PhD in Psychology and Related Disciplines (revised version, January 2000). This summarises the kinds of considerations that are brought to bear in best practice in assessing PhD theses. The considerations are divided into two kinds of desirable attributes – general attributes (qualities of the thesis as a whole), and sectional attributes (qualities of sections or divisions of content). A copy of this publication is available from the MPhil/PhD Programme Director. The Programme Director strongly recommends you to read this document because it serves as a guideline to the examiners. 4.3.1 General attributes Presentation and clarity • The reader should be able to read the text without difficulty. • The text should be clear and 'tell a story'. • The submission should be 'user friendly'. The reader should be able to find his or her way around

the submission, locating tables and figures, and being able to cross-reference with ease. A numbering system for chapters, sections, and, sometimes, paragraphs can be very helpful.

• The style should be economic without unnecessary duplication or repetition. • The bibliography and/or reference list should be complete and accurate. • It should be possible to gain easy access to tables and figures relating to particular passages in

the text, and to examine both data and commentary without effort. • The submission should be no longer than necessary. Typically this will mean 75 - 80,000 words,

with an absolute maximum of 100,000 words. Integration and coherence There should be logical and rational links between the component parts of the thesis. In some cases coherence will be achieved by a series of empirical studies or analyses which build one upon the other in an elegant and compelling fashion. Such a submission will have a true intellectual coherence - a 'golden thread' - in which all parts seem necessary and all parts are inter-related. In other words, there will be an intellectual wholeness to the submission. Such a submission will be outstanding, but this will not be an attribute of every adequate submission. Contribution to knowledge A submission should be approximately equivalent in quantity and quality to at least two articles of a standard acceptable to a fully refereed journal scanned by Psychological Abstracts. Where candidates have already had portions of their PhD work accepted for publication in such journals, this is prima facie evidence of an adequate standard. Alternatively, the submission should be substantial enough to be able to form the basis of a book or research monograph which could meet the standards of an established academic publisher operating a system of critical peer review for book proposals and drafts.

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Originality and creativity The research and the written submission should be the candidate's own work. However, the degree of independence shown may vary according to the research topic, since in some instances students will be working as part of a larger team, while in other instances they will be completely on their own. A candidate should show an appropriate level of independent working. Provided that evidence of independent working is available, research assistants working on sponsored projects should be able to obtain PhD's by presenting appropriate portions of such projects. 4.3.2 Sectional attributes Review of relevant literature Candidates should demonstrate that they have detailed knowledge of original sources, have a thorough knowledge of the field, and understand the main theoretical and methodological issues. There should not be undue dependence on secondary sources. The literature review should be more than a catalogue of the literature. It should contain a critical, analytic approach, with an understanding of sources of error and differences of opinion. The literature review should not be over-inclusive. It should not cover non-essential literature nor contain irrelevant digressions. Studies recognised as key or seminal in the field of enquiry should not be ignored. However, a student should not be penalised for omitting to review research published immediately before the thesis was submitted. A good literature review will be succinct, penetrating, and challenging to read. Statement of the research problem The literature review should have revealed some questions or issues which call for further investigation. Ideally, the problem to be tackled in the research should emerge naturally and inexorably from the literature review. The research problem may arise as a result of past work which needs to be improved upon. It may be that there is a crucial test which will help to decide between competing theories. The candidate may: • be proposing a novel theoretical or methodological slant on a topic; • have created an interesting intellectual friction by bringing together hitherto unrelated fields or

topics; • or have developed a new area of application for a method or theory. A clear and succinct statement of the research problem should be made, together with a set of specific hypotheses, predictions, or questions which the research is designed to address. There should be some sense that the problem which has been identified is worthwhile. Methods of enquiry adopted Since determination of the most appropriate methodology is not always a straightforward matter, candidates should justify the methods chosen, with an appropriate rationale in each case. A project may have a mixture of methodologies, suited to the changing needs of the project as it develops. There may, for instance, be initial semi-structured interviews yielding qualitative data, which can be analysed in a sensitive fashion to yield the building blocks for a more quantitative approach. Or, alternatively, the student may start out with an established quantitative methodology, decide it is inappropriate, and then move to qualitative methods to elicit new questions or issues. There are many variants. Potential alternative methods should be rejected on the basis of a reasoned case. Candidates should be able to demonstrate that the methods used have been chosen through a conscious process of deliberation; and that the criteria for, and advantages and disadvantages of, particular choices of method are well specified. There should be a sense of planning. This should include a reasoned consideration of the analytic techniques that the methods chosen will require. Analysis of data • The analytic methods used need to be justified and need to be shown to be sufficient for the task.

Any problems arising in the analysis should be recognised and tackled appropriately.

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• Candidates should show sensitivity to problems of reliability, measurement error, and sources of bias.

• Candidates should understand the assumptions behind the test or tests used. • Where appropriate, candidates should demonstrate imagination and creativity in identifying and

analysing emergent properties of the data which may not have been foreseen. • The analyses should be clearly linked to the explicit hypotheses, predictions, or questions which

formed part of the stated research problem. • Candidates should be able to demonstrate judgment in the presentation of key summary data

within the body of the text, assigning primary data and data of secondary importance to appendices.

• The data should be presented in a well-structured way, so that a clear presentational sequence unfolds.

• In sum, candidates should be able to demonstrate WHY each particular analysis was conducted, HOW the analysis was done, and WHAT the analysis tells us about the data.

Discussion of outcomes • The discussion should summarise, without undue repetition, what has been achieved in the

research project. • It should evaluate the project's contribution to the research area. • Links should be drawn between the candidate's own work and the work reviewed in the literature

review. • The main findings should be interpreted and related to theory (and practice where appropriate). • There should be reflection on the research process as a whole. This reveals what the candidate

has learned during the course of the work. • In many cases it will be appropriate to include a section in which the candidate discusses the

limitations of the research design and methodology in the light of knowledge acquired whilst undertaking the research, and outlines alternative or additional approaches which might be pursued.

• There should be some pointers to future work, either by the candidate or by others. • An attempt should be made to identify issues which require further clarification. These are general guidelines that may be useful in producing your thesis. The specifics of any one case may, of course, vary around these guidelines to some degree (in particular, concerning the sectional attributes, since the precise way in which contents of a thesis are divided very often depends on the flow of the research). If in doubt, you should discuss the issue with your Supervisor before writing a draft. 4.4 The MPhil degree As noted above, the MPhil is a substantial qualification in its own right. There are two ways in which you might find yourself on track for submitting a thesis for an MPhil rather than a PhD: You might have decided that this is a suitable qualification for your purposes, e.g. if you are not interested in an academic career. The outcome of your Upgrading viva voce might be a recommendation that you write up your work as an MPhil thesis, since your Thesis Committee judges that it fails to meet the theoretical, methodological, and/or empirical requirements for the award of a PhD. In the latter case, if you disagree with this judgment, there are Appeals Procedures laid down by the Graduate School, and specified in the Code of Practice for Research Students and their Supervisors. In both cases, however, you will be expected to submit work for consideration by your Thesis Committee by the same deadlines as noted above. These deadlines, as well as the deadline for submission of the completed thesis differ according to whether you are part-time or full-time: Full-time students: • Submit Extended Essay and Research Proposal in the 4th month of study (at the beginning of the

Lent Term in year 1) • Submit material to Upgrading Thesis Committee in the 14th month of study (at the beginning of the

Lent Term in year 2) • Submit completed Thesis at the latest, by the end of the 36th month of study

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Part-time students: • Submit Extended Essay and Research Proposal by the end of the 8th month of study • Submit material to Upgrading Thesis Committee by the end of the 28th month of study • Submit completed MPhil Thesis by the end of the 48th month of study Other deadlines for submission (i.e., submission of thesis title and form for examination entry) should also be met. 4.5 Recurring monitoring procedures MPhil/PhD Progress Report - At the beginning of each Summer term • Your Supervisor will be asked to comment on your progress over the year, and of future work; • The PhD Programme Director will view your progress, of future work, and any remedial action that

might need to be taken Then a decision will be made on whether you can proceed to re-register for the subsequent academic year. In reviewing your progress, your Supervisor will consider four main areas: • the quality of your written work produced over the academic year; • your progress towards, or the outcome of, the submission of the Extended Essay and being

Upgraded; • your progress towards completing your research in a timely manner; • your attendance and contributions to the Current Research Seminar and the research community. Staff Meeting Reports - At the beginning and end of each academic session, Supervisors make a brief verbal report on the progress of each of the students at a Staff Meeting. 4.6 Ethical Standards and Research by Students In preparation for your research report all students, MSc and MPhil/PhD, are given an introduction to ethical considerations in research, in the form of a lecture or part lecture. 4.7 Academic Honesty: The work you submit for assessment must be your own. If you try to pass

off the work of others as your own, whether deliberately or not, you will be committing plagiarism.

Any quotation from the published or unpublished works of other persons, including other candidates, must be clearly identified as such, being placed inside quotation marks and a full reference to their sources must be provided in proper form. A series of short quotations from several different sources, if not clearly identified as such, constitutes plagiarism just as much as does a single unacknowledged long quotation from a single source. All paraphrased material must also be clearly and properly acknowledged. Any written work you produce (for classes, seminars, examination scripts, dissertations, essays, computer programmes and MPhil/PhD theses) must be solely your own. You must not employ a “ghost writer” to write parts or all of the work, whether in draft or as a final version, on your behalf. For further information and the School’s Statement on Editorial Help, see link below. Any breach of the Statement will be treated in the same way as plagiarism. You should also be aware that a piece of work may only be submitted for assessment once. Submitting the same piece of work twice will be regarded as an offence of “self-plagiarism” and will also be treated in the same way as plagiarism. Examiners are vigilant for cases of plagiarism and the School uses plagiarism detection software to identify plagiarised text. Work containing plagiarism may be referred to an Assessment Misconduct Panel which may result in severe penalties. If you are unsure about the academic referencing conventions used by the School you should seek guidance from your tutor or the Library, see link below.

The Regulations on Plagiarism can be found at the following web links:

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http://www.lse.ac.uk/resources/calendar/academicRegulations/RegulationsOnAssessmentOffences-Plagiarism.htm http://www.lse.ac.uk/resources/calendar/academicRegulations/statementOnEditorialHelp.htm http://www2.lse.ac.uk/library/services/training/citing_referencing.aspx

Plagiarism detection software is available for you to compare a draft version of your assignment to available on-line sources. Details of how to access such software are provided by Social Psychology during the programme. (5) Adjustments for Students with Disabilities: In keeping with the School’s commitment to

complying with the Disability Discrimination Act 1995 (DDA) and the Special Educational Needs and Disability Act 2001 (SENDA), students with disabilities are strongly advised to contact the Advisor to Students with Disabilities and/or Dyslexia no later than 7 weeks before the date of their first examination. This will enable academic units to make reasonable adjustments with the aim of ensuring parity across the student group.

For further information and sources of support and advice, please contact the LSE’s Disability and Well-being Service (see: http://www2.lse.ac.uk/intranet/LSEServices/disabilityService/Home.aspx).

4.8 Seeking outside help PhD students are encouraged to seek outside advice on their research, such as consulting experts and obtaining feedback on presentations and written material. However, the extent of this outside support should be within the normal range of ‘peer review’ processes. That is to say, any outside support can comment on ideas, plans, and written material, but such support should not extend to actually producing the material to be commented on. There should always be key aspects of the research that the candidate has conducted themselves and thus which comprise their own original work. To ensure that any outside help is proportionate, candidates should discuss with their supervisor(s):

• any help that they plan to receive (from data collection to write up) • any advice they are seeking from other academics, from within LSE or beyond • the most appropriate way to credit any help which has been received”

4.9 Interruption / deferral / withdrawal If you experience any difficulties during your time at LSE then you should make sure that you keep in regular contact with your Academic Adviser. He/she will be able to help signpost you to appropriate services within the School so that you receive the necessary support to hopefully enable you to continue studying successfully. However, should this not be the case, you may wish to consider the following options: Interruption: with approval from your department you can interrupt your programme by taking an authorised break in your studies, normally from the end of one term and for one calendar year. Deferral: if you complete the teaching year but have difficulties during the examination period then in exceptional circumstances you can apply to defer an examination(s) to the following year. Withdrawal: withdrawing means that you are permanently leaving the programme. Before withdrawing you may want to consider interruption so that you have some time to consider your options. For more information, please see lse.ac.uk/registration Fieldwork – appendix 1 As things are tightening up on Visa and border control issues, ALL students need to let the Programme Administrator know when they are planning to go on fieldwork (for any amount of time) or be away from LSE for more than 4 weeks.

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Please note: For any students on Tier 2 or Tier 5 visas who are planning to be away for more than 4 weeks (i.e. fieldwork); will need to notify HR before the trip is commenced so that they may notify UK Visas and Immigration. Any enquiries about UKVI requirements should be directed to Sarah Pedder in HRD, ext 6303 (e-mail: s.pedder@lse.ac.uk<mailto:s.pedder@lse.ac.uk>)

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5. MANAGING YOUR PSYCHOLOGY@LSE EXPERIENCE 5.1 The Student-Supervisor Relationship The single most critical element in conducting successful MPhil/PhD research is the relationship between Student and Supervisor. The initial allocation of Supervisor to Student is based on the Supervisor having requisite knowledge in the Student’s chosen field, though this is also subject to the Supervisor’s consent. The Supervisor will help to define the area of research, advise on sources and choice of materials and methods and on attendance at courses and seminars. Later on, the Supervisor will discuss the preparation and writing of the Student’s thesis. The supervisor’s role is both academic and pastoral, providing support that ranges from the intellectual through the practical to the personal. This relationship can take different forms for different Student/Supervisor pairings, and also different forms for a single pairing over time. It is important that the relationship that you develop with your Supervisor is the right kind of relationship for the way that you both work, and for the subject matter of your research. Since the terms of the supervision relationship are so fluid and broad, it is inevitable that the relationship will vary over time. For example, in the first year or so of the research, it is not unusual for the Student to have a relatively unfocused picture of their research, and so for there to be relatively frequent meetings. Later on, when the ideas have clarified and the focus is sharper, there may be fewer meetings which are more structured. And in the period of writing up the thesis, the meetings may be more frequent but also more businesslike and less discursive, as befits writing a thesis to a deadline. The moral is that there is no single correct type of relationship: whether and how the supervisory relationship works effectively depends very much on the individuals involved. Within this fluidity, however, the key moral is that you should learn to manage your Supervisor! To do this, there are certain issues that you might usefully bear in mind: all revolve, appropriately enough for research in social science, around the role of communication: You should be proactive in the relationship – supervision is a joint responsibility: • be active in arranging meetings • frame ideas and issues for discussion so as to ensure that you derive maximum benefit from

the meetings • always go into a meeting with your Supervisor with a clear idea of what you want to gain from

that meeting (a formal or informal agenda), and leave it with an equally clear idea of whether you have achieved what you wanted to

• send documents to be discussed in advance • keep track of the recommendations of your supervisor Some students send their supervisor regular progress reports by e-mail, as a means to keep focus and seem to be very happy with the result. Please try to keep appointments punctually, and ensure that, if arrangements have been made for written work to be handed in before the meeting, you adhere to them. If you must break an appointment, please give your Supervisor as much advance notice as you can. The style of working that you adopt with your Supervisor should be made as explicit as possible – try to be clear about what you can expect from them, and what they can expect from you. To give you the support you need, they need first of all to know what you need: e.g., • if you work best with frequent deadlines and precise guidelines, or if you work best with more

fluid timetables and structures, discuss this with your Supervisor; • if you work best with regular, frequent meetings, or if you work best with more time to

ruminate, discuss this with your Supervisor; • if you want to keep your life outside the research separate from your supervisory relationship,

or if you work best with more personal support, discuss this with your Supervisor.

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The type of feedback that you receive will also depend on the nature of your relationship with your Supervisor. It is important to realise that the best supervision in the longer term is not always the most effusive or positive in the short-term: • criticism is a vital part of developing research; • the value of a discussion may not be evident until sometime later. The communication between you and your Supervisor will depend on the specifics of your relationship. It is important to establish ground rules for communication with your Supervisor at the outset. e.g., • some may not mind being telephoned at home, others might; • some may use email, others might not; • some may welcome frequent informal contact, others might not. The flow of information between you and your Supervisor is critical to a fruitful working relationship: If you are experiencing problems that might impact on your research (e.g., financial, health or other difficulties), let your Supervisor know – they may be able to help. If you are experiencing difficulties in carrying out an aspect of research that you have agreed should be done, let your Supervisor know – there is more than one angle from which to attack a problem! There are times in all MPhil/PhD research when you will find that you spend some time on an avenue that turns out to be relatively fruitless, and despondency ensues; such a period is quite normal and does not in any way reflect negatively on the ultimate quality of the research – high-quality research is as much about discovering what is not relevant as it is about discovering what is relevant, and no-one’s first intuitions are infallible. Once again, though, if you think you have gone along a blind alley, discuss it with your Supervisor. The average length of time taken for staff to read and comment on written work by students is three weeks. To ensure that Supervisors get an opportunity to read work before it has been handed in, it is important to give staff as much as notice as possible. If you feel that the feedback or direction that you are receiving from your Supervisor does not meet your expectations, then it is vital to raise this with your Supervisor: • they may decide to alter their approach; • they may put you in touch with someone else whose approach more closely mirrors your

expectations. Given these qualities of the relationship, it is not surprising that it sometimes occurs that a Student is not allocated to the most suitable Supervisor. This may well happen even though both parties discharge their responsibilities to the best of their ability, and neither is conspicuously at fault or to blame. Supervisors have many demands on their time, and may be hard-pressed to allocate time to supervision; a Student may meet unexpected and unforeseeable academic or personal problems, creating needs which the Supervisor may be unable to meet. In such a case, especially if the ground rules of the supervision relationship have not been explicitly agreed in detail at the outset, it is easy for both sides to become somewhat frustrated with the progress of the research. In such circumstances, it is important not to panic or become too downhearted. It is preferable to discuss any difficulties with your Supervisor as early as possible, and to nip problems in the bud. Bear in mind that both you and your Supervisor would rather experience the short-term embarrassment of admitting that the relationship is not working, than the long-term problems of research that does not come to fruition. If it is too difficult to raise these matters directly with your supervisor, then you should feel free to consult the PhD Programme Director, who will aim to sort out the problem to the best of their ability.

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If you wish to transfer from one Supervisor to another, you should discuss the matter with the PhD Programme Director as early as possible. Change of Supervisor may be effected, preferably but not exclusively, in the first academic year of the research. It should be understood, however, that Supervisors are entitled to decide what subjects they can usefully supervise: the School cannot guarantee that Students will be able to work with any particular Supervisor they choose (for example, the School’s recommendation is that Supervisors have responsibility for no more than 8 full-time MPhil/PhD Students at any one time), or that they will have the same Supervisor throughout their time at the School. This limitation notwithstanding, it is the Department’s view that ensuring the success of any given MPhil/PhD research project is the responsibility, not solely of the Supervisor, but of the whole Department. To ensure smooth relationship with your supervisor students and supervisors should discuss the supervision contract each Michaelmas Term, taking into account, the stage of the research, and the support which the supervisor can provide. This verbal contract can include issues such as frequency of supervision, feedback on written work, and so on. 5.2 The Role of the Supervisor The supervisor’s role is, as noted above, both intellectual and pastoral. Please consult the Code of Practice for Research Students and their Supervisors for details of the formal requirements on supervisors, and for details of the reciprocal obligations of being supervised. Additionally, here are some of the important aspects of the supervisor’s role: Specialist knowledge: • Your Supervisor should have knowledge of your research area; • If your research field touches on areas outside the Supervisor’s sphere of competence, your

Supervisor is responsible for putting you in touch with specialists who could help you; • Reciprocally, if you do receive advice and feedback from someone other than your Supervisor,

you should let your Supervisor know about this, and discuss lines of demarcation of responsibility for advice.

In the first year: • your Supervisor should, after discussion with you, taking into account your past experience and

qualifications and research area, determine precisely which courses you should take in the first and second year of study (for full-time and part-time students respectively);

• if you are from abroad or from another part of the country, the Supervisor has a responsibility, initially, to ensure that you are not socially isolated and should give advice on accommodation, etc;

• your Supervisor should help you to formulate an explicit plan of work for the first year, aiming towards the Research Proposal/Extended Essay submission;

• you should meet with your Supervisor for formal supervisions at least three times per term. Frequency of meetings: • Responsibility for arranging meetings falls jointly on you and your Supervisor; • The actual number of times that you meet your Supervisor for formal supervisions over a term

should not fall below the minimum set in the Code of Practice (twice a term outside the first year, on average), but should be flexible enough to cope with the ebb and flow of research work:

• if you have an urgent problem, it is your supervisor’s responsibility to arrange a meeting at short notice;

• it is usually easier to arrange the date and time of the next meeting at the end of each supervision;

• if your Supervisor is planning to be absent from the School for a period of time, the Supervisor should make arrangements for maintaining contact for that period, or come to an agreement with you over work to be completed in that period, so that the research does not suffer as a consequence.

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5.3 The Role of the PhD Programme Director The PhD Programme Director, Professor Saadi Lahlou, has a general pastoral and intellectual tutorial role for all MPhil/PhD students. The role involves collating end of year progress reports, acting as overseer of relations between students and their supervisors, and advising on whatever matters cannot be resolved within the normal Student/Supervisor relationship. If any difficulties arise, they can be brought directly to the PhD Programme Director. The discussions may be off-the-record and confidential should you wish, and matters discussed will only be raised with your Supervisor with your express permission. The Programme Director is available to see students without a prior appointment during his office hour, which is posted on the door of his office or in LSE for You. He may also be approached by telephone or email, and also has an administrator, Terri-Ann Fairclough in room S302. 5.4 Supervision Problems We hope that you will not experience any problems in your relationship with your Supervisor. However, even the best regulated systems and the best intentions will occasionally produce difficulties. In such a case, the people to whom you might have recourse to discuss any problems or grievances, in the order in which they should be approached, are as follows: Your Supervisor (if this is possible) If this is not possible, or it fails to provide a solution, then: Your Second Supervisor (if this is possible) If this is not possible, or it fails to provide a solution, then: The PhD Programme Director – Professor Saadi Lahlou If this is not possible, or it fails to provide a solution, then: The Head of the Department – Professor Cathy Campbell If this fails to provide a solution, then: The Dean of Graduate Studies - Dr Sunil Kumar You must respect that order for consultations. 5.5 Deans of the School The Deans have a wide range of duties relating to the School's student community. They are available to any student who wishes to discuss academic or personal issues. The Deans will see students by appointment or during their office hours. Appointments can be booked through their Executive Assistants.

Although the Deans are available to meet any student to discuss personal or academic matters, students should seek the advice and support of their Academic Adviser and Departmental Tutor/Programme Director before coming to the Deans.

Dr Sunil Kumar Dean of Graduate Studies OLD

1.07 7574 pg.dean@lse.ac.uk

Mr Giovanni Graglia

Executive Assistant to the Dean of Graduate Studies and the Dean of the General Course

OLD G.14 7445 g.graglia@lse.ac.uk

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5.6 Services for Disabled Students (including stude nts who have dyslexia) Disability equality is an important facet of the equality and diversity agenda and is the responsibility of the whole School throughout the student journey. LSE acknowledges that disabled students have often overcome additional barriers in order to gain a university place, and is committed to eliminating further unnecessary obstacles and to facilitating equal access to study and university life. The Disability and Well-being Service (DWS) runs three specialist services, all of which are free and confidential: • The Disability Service, for students with physical/sensory impairments and those with long-term or

chronic medical conditions • The Neurodiversity Service, for students with dyslexia, dyspraxis, Asperger syndrome and other

neurodiverse conditions • The Mental Health and Well-being Service, for students with mental health concerns The DWS can also set up Individual Student Support Agreements (ISSAs), outlining reasonable adjustments such as extended library loans, negotiated deadlines and rest breaks in exams, and runs several interest and support groups, for example the Neurodiversity Interest Group and the Circles Network. For further information please visit lse.ac.uk/disability or email disability-dyslexia@lse.ac.uk The local Department contact for issues relating to disability and well-being is the Department Manager, Daniel Linehan. Of course, you may also find that you feel more able to approach a member of academic staff other than those noted above; you should feel free to do so. 5.7 English Language Support As well as degree options the LSE Language Centre provides a comprehensive programme of support if English is not your first language and a range of extra-curricular courses designed for students of the social sciences. 5.8 LSE Student Counselling Service This free and confidential service aims to enable you to cope with any personal or study difficulties that may be affecting you while at LSE. As well as one-to-one appointments, there are group sessions and workshops throughout the year on issues such as exam anxiety and stress management. For full details, please see lse.ac.uk/counselling All counselling sessions need to be booked in advance, but there are also a number of drop-in sessions available each day at 3.00 pm (please see the website). You can make appointments by email (student.counselling@lse.ac.uk), phone (020 7852 3627) or by coming in to the Teaching and Learning Centre Reception (KSW 5.07, on the 5th floor of 20 Kingsway). Peer Support The Student Counselling Service runs a Peer Support Scheme. A group of 16 undergraduate students are trained at the end of their first year to offer emotional support to all other LSE students (especially new first year students). The scheme is mainly based within the halls of residences, but there are also a number of campus based Peer Supporters. Peer Support provides students with an informal space to talk to a specially selected non-judgmental peer. It can sometimes be hard to talk to friends and family about certain issues, and some students prefer to see a Peer Supporter to talk about anything that is troubling them. Peer Supporters are not counsellors, but have been specifically selected and formally trained in listening, questioning and responding skills to ensure they are able to help other students to reach their own solutions. They are also able to provide students with information and point them in the direction of further help. For further information, or to contact a Peer Supporter, see: http://www.lse.ac.uk/collections/studentCounsellingService/peersupport http://www.facebook.com/LsePeerSupport

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5.9 The Chaplaincy and Faith Centre There were significant changes in provision for religion and belief at LSE in 2013-2014 with the opening of the new Faith Centre in the Saw Swee Hock Building. This will bring together multi-faith facilities for prayer, worship and faith society meetings as well as providing a contemplative space on campus available to all staff and students. The Chaplain is also available to provide pastoral support to anyone seeking non-judgemental conversation or advice and to support religious life and cohesion within the wider School community. For further information about events and services see the LSE Religion and Belief Guide or visit the Chaplaincy website: lse.ac.uk/chaplaincy. 5.10 Advisers to Women and Male Students The Adviser to Women Students offers advice and support to women students with personal problems and is available to discuss all issues of concern to them. Please contact Dr Wendy Sigle-Rushton, Room COL5.04E, ext 7358 or w.sigle-rushton@lse.ac.uk. The Adviser to Male Students offers advice and support to male students with personal problems and is available to discuss all issues of concern to them. Please contact Dr Jonathan Hopkin, H519, ext 6535, j.r.hopkin@lse.ac.uk.

5.11 Adviser to Students with Disabilities The Adviser provides a first point of contact for students and can give advice and information about disability issues. The Dyslexia Support Tutor provides advice, advocacy and support for students with dyslexia, according to individual needs.

The Disability Consultative Forum meets once a term and provides an opportunity to discuss disability issues at LSE. It is chaired by the Dean of Graduate Studies and attended by staff from around the School. All students with a disability, special needs or dyslexia are welcome to attend. Contact the Adviser if you are interested in attending or would like to suggest agenda items.

See also Learning, support and career development skills website and our pages with full details of School facilities for students with disabilities.

Disability and Wellbeing Service OLD G.23, EXT 7677 disability-dyslexia@lse.ac.uk

5.12 Financial Aid The Financial Support Office is responsible for the administration and awarding of scholarships, bursaries, studentships and School prizes. It is located within LSE's Student Services Centre with a daily drop in session during term time between 1pm and 2pm (Mondays, Wednesdays and Fridays during vacations). No appointment is necessary.

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6. MANAGING YOUR STUDENT EXPERIENCE 6.1 Conferences presentations, Publications and Tea ching: Completing a PhD and Pursuing an Academic Career One of the main career choices made by students undertaking the MPhil/PhD programme is to obtain an academic post at a university. To be successful in applying for an academic post, it is usually necessary to: • Complete a successful thesis in reasonable time • Attend conferences and present papers whilst completing the thesis • Publish papers in academic journals whilst completing the thesis • Engage in the teaching of other students whilst completing the thesis Completing a successful thesis in a reasonable time is the central focus of this Handbook. A few notes on each of the other requirements, in turn. Please note that, although these activities are discussed in connection with obtaining an academic post, the skills that they involve are also of value in non-academic settings. 6.2 Academic Conferences and Networking At any one time, there will be fewer academic posts advertised than there are candidates who would like to fill them. In order to maximise your chances of success, it is important that potential employers are aware of your availability and area of expertise well in advance of your completing your thesis. An unquantifiable amount of academic work takes place at conferences – making contacts with others working in your field and in related fields, exchanging ideas and obtaining feedback. It is always worthwhile to try to obtain feedback from others in your field: they can provide different perspectives from those offered by your Supervisor or by your Thesis Committee, suggesting alternative explanations or investigations. Early in your PhD career, it is probably useful to just attend a conference in order to gauge the way conferences work, to get an understanding of some of the current ideas and debates in the field, and to make contacts with others working in your field. The Department provides funding of up to £250 per student for those who present a paper or poster display at a conference. For further information, please contact Daniel Linehan at d.p.linehan@lse.ac.uk A later step is to submit some of your work to a conference in order to present a Poster – this involves printing your ideas onto sheets of paper that can be pinned onto a poster board around 2 metres wide by 1 metre high. During appropriate sessions, the poster presenters stand next to their posters, and conference participants wander around and read the posters, providing a chance to discuss your ideas. This is a less stressful way of presenting your ideas than giving a paper, since it allows for more informal contact and exchange of ideas; although presenting a poster is often viewed as a less prestigious activity than presenting a paper, it can be equally valuable in establishing contacts and receiving feedback. Submitting work as a Paper presentation at a conference is the next step. Most paper presentations last 20 minutes, with 10 additional minutes for questions. This can be quite stressful, but is a very rewarding way of presenting your ideas and obtaining feedback. The PS950 Seminars prepare you for this by having students present in turn, in this format. It also teaches you how to listen, analyse and question such presentations. Another option, available at some (though not all) conferences, is to propose a Symposium on the general topic of your thesis. A Symposium is a series of Papers on a single theme, often culminating in a general discussion led by invited discussants. One way of arranging a Symposium is to co-organise it with another research student in your field, and then contact other researchers in your field (not restricted to research students) who, along with you, will give a Paper presentation. Although more work than simply presenting an ordinary Paper, organising a Symposium can make a more marked impression at a conference, and certainly is a positive addition to a CV.

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Some conferences publish Conference Proceedings ; usually this involves publishing the Papers in a volume edited by the conference organisers; sometimes, but not usually, the Poster contributions are also published in proceedings. If a conference does publish its proceedings, it is important to find out whether those Proceedings will have an ISBN/Library of Congress book number – if it does not, then the publication is less useful as a part of your CV; similarly, if the conference and its proceedings are properly refereed, such a publication will be more useful to your CV than a publication where all contributions being accepted regardless of quality. If you do want to get involved in a Conference, you should discuss this well in advance with your Supervisor; bear in mind that the deadline for submitting contributions to any Conference will usually be at least 6 months before the conference takes place – so if you want to present your ideas at a conference in the 24th month of your PhD career, you will probably have to submit the proposal to the conference organisers in around the 18th month. This means engaging in advance planning, and often submitting a proposal for a paper or poster before the work is fully complete (e.g., the detailed analysis of data may be incomplete on submission). The Department has sophisticated audio-visual facilities which can be employed by students in preparation for major conferences: for example, rehearsal presentations can be videotaped and discussed in order to refine your presentation skills. Please contact the Psychology Workshop (STC 300). Deciding which conference is appropriate to your research is a matter for discussion with your Supervisor. The basic place to begin is with the conferences organised by the British Psychological Society (BPS). The BPS organises two general conferences each year – its Annual Conference around Easter, and its London Conference around Christmas. It also has a range of different Sections, each of which organises its own conference annually – for example, the BPS Social Section, the BPS Cognitive Section, the BPS History & Philosophy of Psychology Section, the BPS Mathematical and Statistical Section. You should consult the BPS website (http://www.bps.org.uk/) and its monthly publication The Psychologist for details of the different Sections, and of each conference. In general, for academic posts in the United Kingdom, the BPS conferences are the most important places to make contacts and have ones ideas heard: it is advisable to attend at least one appropriate Section Conference and a general Conference in the second and third years of your PhD career. 6.3 Publications Presenting a paper at a conference is often a useful step in receiving feedback before submitting a modified and elaborated version of the paper to an academic journal. However, a full paper written solely by you will often not be the first form of publication that you should seek. 6.4 Reviews, Comments and Journal Articles Before embarking on submitting a full paper to a journal, you should try one or two other avenues. One is to review new books. A timely and incisive critique of a book that is relevant to your field is a useful publication. There are several ways in which such reviewing might be organised. One is to contact a non-academic publication that regularly reviews books – for example, the Times Higher Education Supplement publishes reviews weekly. A slight step up is to review books for the BPS magazine The Psychologist – normally, such reviews are offered to academics; your Supervisor might nominate you to review a book that they have been offered, for example. Similarly, many journals publish book reviews, and your Supervisor will often be the first point of contact for books to be reviewed in your field. Of course, you are at liberty to write to the Reviews Editor of a journal to offer your reviewing services in connection with any volume that you feel capable of reviewing. Having had experience of reviewing, another area to investigate is providing a comment on a ‘target’ published article. Several journals (e.g., Behavioural & Brain Sciences) publish target articles for which they solicit comments of about 1000 words from researchers in the area; if there is a target article that is about to be published in your area, you might consider writing a comment of this kind. Here, you are able to briefly criticise the target’s approach and advance your own view, and gain some critical feedback from the target author’s reply to your comment. You need to register with Behavioural & Brain Sciences to be emailed about target articles. Additionally, if you begin reviewing articles submitted for publication to a Journal, then, sometimes, these can grow into critical commentaries. If you see an article you want to comment on, consider writing a short email to the Journal Editor asking if they would accept a critical commentary.

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When you come to consider submitting a paper or article to a journal, there are several factors to bear in mind: • most papers in psychology are a maximum of 7500 words long; • few journals welcome general theoretical disquisitions, but usually require the presentation of data; • since social science is incremental, you should write a paper that intersects with ongoing concerns

and debates; • Remember that different journals are of varying status within their fields:

• the higher status the journal, the harder it will be to have a paper accepted for publication by that journal.;

• it is, on the whole, better to have one paper in a top-flight journal than several in low-ranking ones.

• Where your papers are published will tell prospective academic employers about: • your research orientation (methodological and theoretical); • your intellectual ambitions; • whom you view as competing and complementary researchers.

• Selection of appropriate target journals is especially important and difficult for students whose research spans different areas of social psychology or spans different areas of the social sciences. In general, if your goal is to obtain a position in a Psychology Department, then you should aim to publish in psychologically-oriented journals;

• Wherever you aim, do make sure that your paper is appropriate to the aims of the journal (e.g., don’t try sending a philosophical or highly theoretical paper to an empirically-oriented journal): • check the remit of the journal in the ‘instructions to authors’; • look back at recent issues over the last couple of years to ensure that the publishing direction

has not changed from the journal’s remit as a result of recent changes in Editor. Having written your paper, buffed it up, and generally produced the best finished product you can, you should submit it to the journal in the precise format which they request (usually a variant on the APA format – the American Psychological Association format – and given in a section entitled ‘instructions to authors’), otherwise it might be sent back to you without being reviewed. Your paper will then undergo peer review, which is: • by 2 or more academics working in the same area (often, the more prestigious the journal, the

greater the number of reviewers); • usually, though not always, blind (i.e., your name is not made known to the reviewers). The Editor will then write to you with the decision, and enclose the reviews of the reviewers. The time period of the decision process varies from one journal to another – some make their decisions within 2 months, others can take 6 months or more. If you are concerned about delays in the reviewing process, you should be happy to write to the Editor to request information. There are several decisions which the Editor may make, based on the reviews: • Accept for publication without modifications; • Accept for publication if certain (usually, minor) modifications are made: e.g.,

• expand or shorten the discussion of one or more points; • re-analyse the data in a given way.

• Request you to make major revisions and re-submit the paper to be reviewed again (at which point it might be treated as an entirely new submission); e.g., • present a more compelling argument than before; • restructure the paper along certain lines; • collect more data to exclude an alternative explanation.

• Reject the paper completely; • Where you alter the paper in some way, the original reviewers will often be asked to check that

you have in fact addressed their points).

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People who submit papers to academic journals for the first time are often surprised by the nature of the reviews they receive: • They may be critical to the point of savagery; • They may be intemperate and badly argued; • They may appear to wilfully misinterpret the paper; • They may make ad hominem comments. However, there are also many cases in which the reviews are: • Constructively critical; • Carefully considered and calmly lucid; • Generous and supportive in their interpretation of the paper; • Entirely dispassionate and fair. The modal case is somewhere between the two. Learning how to interpret reviewers’ comments (e.g., learning when apparent rejection does not really mean rejection), how to respond to those comments, and exactly how to modify a paper in response to the review process, is really a matter of time. If you have any doubt at all about how to deal with such matters, you should not hesitate to contact your Supervisor. If you are lucky enough to have a paper accepted for publication, you will be sent the proofs of the paper prior to publication. It is usual for publishers to require a very rapid return of the proofs once you have corrected them (e.g., anything between 24 hours after receipt to a week). There is then a substantial time lapse before publication – anything between 6-18 months. 6.5 Joint Publications Preparing a manuscript for publication with your supervisor will provide an apprenticeship through the publication process, from making basic judgments about what constitutes a contribution, to how much can fit in a paper, to formatting, submitting and responding to critical comments. We strongly advise that you co-publish at least one paper written with your Supervisor. This should take place as soon as possible after Upgrade. Aside for publishing with supervisors, some PhD students co-author with other academics or even other PhD students. Such joint publications can be both fun and educative and are also encouraged. Psychology is a discipline in which collaborative research is common – some of the most productive ideas have emerged from collaborations. Indeed, just consider the articles which your have read and admire, no doubt, many will be co-authored. In the context of your PhD thesis, there are several factors to be borne in mind concerning joint research and publications: • As stressed in this Handbook, a PhD thesis is required to be a report of an original contribution to

the discipline, which is confirmed as the candidate’s own work. The regulations governing the PhD do allow for this to include reports of joint work: • Students are allowed to include work produced jointly with others if it forms an integral part of

the thesis. For further information please go to: http://www.lse.ac.uk/resources/calendar/research.htm;

• The student and other person(s) involved will, when you submit your PhD, have to provide written statements saying how much of the work they contributed, but the writing up of the section concerned in the thesis has to be done by the student.

• Where the work is integral to the thesis it is essential that the PhD candidate is the first author. In joint publications, the working assumption in Psychology is that the first-named author is the ‘senior’ author, in terms of having made the most substantial contribution to the research. The first author is expected to make the most substantial contribution to the manuscript. This holds unless there is an explicit statement to the contrary. In the Department, the general policy is that joint publications should be an equal arrangement freely entered into by both parties:

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• Where the topic is that of the Student’s thesis, it is often best for the first author to be the Student, and not the Supervisor (regardless of their alphabetical ordering);

• In cases where alphabetical ordering is used (implying that the authors have equal status), this should be explicitly stated – if possible in a footnote on the first page of the paper;

• Where the topic is not that of the Student’s thesis, then the order of authors becomes a matter of discussion between the authors and should be explicitly agreed before writing begins.

In all cases, you should not enter into collaborative arrangements without first being as explicit as possible about: • The order of authors; • The responsibility of each author concerning the production of the research and the writing of the

paper. Co-authoring is central to contemporary academic life, so you should learn about it by discussing it with your supervisor, academics and your colleagues on the PhD programme. 6.6 Academic and Professional Development for PhD s tudents Research students are encouraged to participate in the Academic and Professional Development Programme for PhD students. This is offered by the Teaching and Learning Centre (TLC), together with colleagues from the Careers Service and Language Centre. The programme is based around the core course ‘Authoring a PhD and Developing as a Researcher,’ which covers topics from creativity in research design to preparing for the PhD viva examination. The course is organised into three strands – getting started, the middle years and the endgame – for students at different stages of their research. For more information about the programme, please visit the LSE PhD students’ portal website at: http://www2.lse.ac.uk/usefulContacts/TLCPhD/Home.aspx The Teaching and Learning Centre also provides support and training for PhD students who teach, including a compulsory programme for new graduate teaching assistants (GTAs) who are also registered as PhD students at the school. Those students who wish to take their teaching training further should consider taking the ‘LSE Postgraduate Certificate in Higher Education’ (PGCertHE), a formal qualification in teaching in HE, which is externally accredited by a national body, the Higher Education Academy. For further information about the LSE PGCertHE and other TLC teaching training, please contact the TLC Departmental Manager at: tlc@lse.ac.uk There are a number of other training events and support networks for research students. Please see the training portal website for further details of courses and events: http://training.lse.ac.uk/ TLC is a treat and its services are outstanding. It would be silly not to use them. 6.7 Graduate Teaching Assistant Opportunities A different set of skills that prospective academic employers will expect you to have developed during your PhD career concerns teaching. Acting as a Graduate Teaching Assistant has additional benefits: it encourages you to refine your presentation skills, and it is a source of income. Most teaching involves leading the discussion of students on topics that have already been introduced in an associated lecture. There is very little opportunity to be involved in lecturing. In order to develop your teaching skills to the best advantage, it is useful to think about them as a portfolio of skills. Although it is tempting to teach on the same course for several years running, it would be more advantageous to your CV to develop your teaching experience in a range of areas. For example, an ideal portfolio will involve experience in: • Class teaching on a large, introductory Undergraduate course (e.g.; PS102 Social Psychology) • Class teaching on an Undergraduate course which is in your general field (e.g.,PS203 Societal

Psychology: Theory and Application) • Tutorial Support on a Master’s courses. Acting as a Graduate Teaching Assistant can take more

time than one might imagine: although classes tend to last for only one hour, you will be expected to prepare for each group (i.e., reading around the topic, planning methods of teaching, perhaps

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writing a handout), and also to engage in marking of essays and keeping of attendance registers. Additionally, for every group in which you teach, you are also expected to have a specially designated office hour when class members can see you without a prior appointment. So a one hour class can amount to four or five hours work per week. And at the end of the Summer term, you may also be expected to act as a second examiner for courses on which you have taught.

As a result, it is important to ensure that any teaching you undertake does not cause problems with your research. Some students take on 3 classes in an academic session – this is around the maximum that would be advised. It is also perhaps advisable to take on less teaching (if any) in your first year, and also less in your final year. If you are uncertain about whether to teach or how much teaching to take on, you should discuss the matter with your Supervisor or the PhD Programme Director. Vacancies for teaching in any one academic year are usually publicised early in the Summer Term of the previous academic year by the Department Manager. If you are interested in becoming a graduate teacher, you will be expected to attend a 2 day Introductory course organised by the School at the end of the September before the academic session in which you plan to teach.

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7. DEPARTMENT OF SOCIAL PSYCHOLOGY RESEARCH ACTIVIT IES 7.1 Research Statement The Department of Social Psychology (Psychology@LSE) develops social psychology theory and applies theory to understand important social issues. This is a circular process; our societal form of social psychology emerges from engagement with real-world issues. Our research is disseminated to social psychologists, multidisciplinary social scientists, and communities of specialists in health and science with whom our research is designed to engage and influence. The Psychology@LSE project is to understand how individuals and groups represent the world (i.e. knowledge, beliefs, attitudes, expectations), how these ‘representations’ are shaped by contextual factors, and how they enable/disable action. Our empirical research is global. Our research is conducted in hospitals and healthcare units in the UK, sex-worker community organizations in India and Sub-Saharan Africa, diaspora communities in the UK, favelas in Brazil, schools across the UK and global companies. Our impact has been significant and international. The detailed current research interest of the Department members can be found on their webpage. Below a brief abstract: 7.2 Academic Staff Research Interests Dr Frédéric Basso, ENS (Cachan, France), B.A. (Renn es 1, France), Agrégation (France), MSc (Nantes, France), PhD (Rennes 1, France), Assistant Professor in Social Psychology/Economic Psychology Embodied/situated/grounded cognition; categorisation and inferences; conceptual metaphor theory; perspective-taking (first/third person); consumer psychology; corporation-induced diseases (e.g., obesity, poisonings, tobacco); sustainability; embodied economics; implicit cognition; social neurosciences. Professor Martin W Bauer, Lic Phil (Bern), PhD (Lon don), Professor in Social Psychology and Research Methodology Resistance to change; organizational learning; culture of science; public understanding of science; science communication and public relations of science; social influence and public opinion; design, motivation and stress; media monitoring; text analysis, experience sampling and introspection-based methods. Professor Catherine Campbell, MA Clin (Natal), MA R es (Natal), PhD (Bristol), Professor of Social Psychology Health; community participation; partnerships; social development; public health and health promotion; health service-user interface; schools and pastoral care and protection of children; HIV/AIDS; maternal health; mental health; gender-based violence; local-global contexts of health; collective action; social change;agency; power and empowerment; social capital; political will; social exclusion and social inequalities; health inequalities and social identities of gender and age (especially children and youth); UK; Africa. Dr Bankole Falade, Bsc, MBA, MSc and PhD, LSE Fello w Social Psychology Communication (science, risk, social, public and corporations); science and society; representations, resistance and the transformation of common sense; social change; social movements; mass media studies; and computer assisted text analysis. Dr Bradley Franks, BSc, MSc (Edinburgh), PhD (Edinb urgh), Associate Professorin Social Psychology Cognitive and social psychology; meaning; cognition and culture; communication and pragmatics; representations of natural and social world, religious beliefs; philosophical issues; evolutionary psychology. Dr Lucia Garcia, BSc, MSc (Pais Vasco, Spain); PgCe rt in Group Analysis (IGA); PhD (LSE) Associate Professor in Organisational and Social P sychology Organisational change and culture; knowledge processes in organisations; networking, collaborative work and new ways of organising; group dynamics and complexity theory and research methods in organizations.

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Professor George Gaskell, BSc, PhD, Professor of So cial Psychology Science, technology and social values; risk and trust, economic values; ethical, legal and social aspects of genomics; qualitative and survey research methods. Dr Alex Gillespie, BA, MSc, PhD, Associate Professo r in Social Psychology Intersubjectivity, coordination, joint activity and perspective taking; trust, distrust and misunderstanding; interaction, contact and conflict; technology, distributed cognition, assistive technology for cognition and tool use; dialogue, divergences of perspective, internal dialogues and dialogical analysis. Dr Ilka Gleibs, Dipl-Psych (Berlin), PhD, Assistant Professor in Social Psychology/ Organisational Psychology A range of interests in social psychology ( e.g., organisational change; well-being; leadership; intergroup relations) with a main focus on consequences of multiple identities (bicultural identities, divergent roles) and identity change (due to life transitions, organisational change). Research activities include multiple identities as a resource for understanding and impacting behaviours in the digital world. Dr Caroline Howarth, BA (Cambridge), MSc, PhD, Asso ciate Professor in Social Psychology Inter-cultural relations, multiculturalism, contemporary identities (particularly for children and young people); racialisation and prejudice; whiteness; intersectionality, social representations; resistance; community; inclusive practices at school; political psychology; critical psychology; qualitative research; art and research methods; participatory research. Professor Sandra Jovchelovitch, BSc (PUC-RS, Brazil ), MSc (PUC-RS, Brazil), PhD, Professor in Social Psychology Social representations; the social psychology of public spheres; community development and participation; social exclusion; life trajectories under developmental adversity; cognitive polyphasia; situated cognition; common sense; children and public spheres; resilience; Brazil, Latin America. Professor Saadi Lahlou, ENSAE (France), PhD (EHESS, France), HDR (Univ. Provence, France), Professor in Social Psychology Sustainability; inter-subjectivity, subjective evidence-based ethnography, the management of innovation; social representations; cognition and behaviour; installations and technology; design; professional training; consumer behavior, workplace studies. Dr Jenevieve Mannell, BA, MSc, MPhil PH (Toronto), PhD, LSE Fellow in Social Psychology Social policy; gender; sexualities; health and health inequalities; global public health; development organisations; policy networks; forms of capital; social change; community mobilisation and participation; power; women's agency; post-colonialism; HIV/AIDS; intimate partner violence; drinking behaviours; Canada; southern and eastern Africa; UK. Dr Tom Reader, MA, PhD. Assistant Professor in Org anisational and Social Psychology. Teamwork; leadership; decision-making; shared cognition; human error; organisational culture; risk perception; organisational safety. Research activities include investigating and applying organisational and social psychology theory in high-hazard work setting (e.g. emergency medicine, energy, aviation), with a particular focus on developing structured tools for measuring attitudes and behaviour. Dr Ai Yu, BSc, MSc, MRes, PGcert, PhD, LSE Fellow i n Organisational and Social Psychology Critical and postmodern theories; dynamics of organisational, inter-organisational, and socio-institutional practices; longitudinal research design; European context and China.

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7.3 Public Lectures and the Psychology@LSE Research Seminar Series Academics from elsewhere in the UK and abroad are invited to contribute to the student experience through a number of seminars. Students are encouraged to attend these public lectures and seminars which take place throughout the year. Dates for the 2014/15 academic session will be announced on the Department website and by email. 7.4 Titles of PhD Theses Completed in the Last 10 Y ears Hannele Huhtala, 2004, The Emancipated Worker? A Foucauldian Study of Power, Subjectivity and Organising in the Information Age. Flora Cornish, 2004, Constructing actionable worlds: Collective action for HIV prevention among Calcutta sex workers. Ama De-Graft Aikins, 2004, Social Representations of Diabetes in Rural and Urban Ghana - Cognitive Polyphasia, Emotions and Illness Action. Nick Allum, 2005, Risk attitudes, social trust and knowledge: public perceptions of gene technology in Britain. Kate Rigby, 2005, The Evolution of Sex Differences in Cognition: Mate Choice, Creativity and Concept Combination Greg Jost, 2005, Organizational learning and resistance to change: A case study of learning by resistance Rebecca Newton, 2005, Resistance to change: a functional analysis during corporate mergers Alexandra Steinberg, 2005, Emergent knowledge dynamics in innovation: exploring e-business entrepreneurship after the dotcom crash Assaf Sharabi, 2006, Behind the Narrative Bars: Taking the perspective of the other in the Israeli-Palestinian conflict: Case study with Israeli children Anne Katrin Schlag, 2006, Expert and Lay Representations of GM Food: Implications for Risk Communication Manuela Nocker, 2006, Teams as Performative Knowledge Space: Co-authoring the narrative from IS development projects Russell Luyt, 2007, The Gender Order and Masculinities in South Africa: Comparisons in the Western Cape Province Alain Samson, 2007, Culture, Religion and Cognition: Buddhism and Holistic versus Analytic Thought Sue Guerrier, 2007, Farmers, Farming and Change: A Social Psychological Analysis Susan Howard, 2007, The changing image of scientists in post-war Britain Caroline Roberts, 2007, Information, Involvement and Identity: A Social Psychological Investigation into British Attitudes Towards the Euro Sevasti Nolas, 2008, Disrupting the Emancipatory Narrative: An Ethnographic Study of Participation in a Youth Inclusion Programme Barbara Osborne, 2008, Making Sense of Repetitive Strain Injury: Identity Consequences and Adaption

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Claudine Provencher, 2008, Cognitive Polyphasia in the MMR controversy: A Theoretical and Empirical Investigation Alicia Renedo Udaondo, 2008, Social Representations and Homelessness: A study on the Construction of Expert Knowledge Sally Stares, 2008, Latent Variable Models for Categorical Survey Data: Case Studies in Public Opinion on Biotechnology Mark Vinson, 2008, Congratulations, you’ve failed: Evaluating collaborative projects through logical frameworks and stories Giuseppe Veltri, 2008, Making sense of a nanotechnology: a conceptual study of public opinion in Britain Parisa Dashtipour, 2009, The ambivalence of resistance and identity: using psychoanalysis in a case study of Gringo magazine Morten Skovdal; 2010, Young Carers in Western Kenya – Collective Struggles and Coping Strategies Stavroula Tsirogianni, 2010, Social Values in Context: A Study of the European Knowledge Society Eleni Andreouli, 2010, Stakeholders' Perspectives on Naturalisation in the UK: Implications for Citizenship and National Identity Shose Kessi, 2010, Shooting Horizons: A Study of Youth Empowerment and Social Change in Tanzania and South Africa Gordon Sammut, 2010, The Point of View: Towards a Social Psychology of Relativity Ben Voyer, 2010, Power and Self-Construal: Can Power Change the Way an Individual Construes His or Her Self? Carola Nuerenberg, 2010, Making Sense of the Organisation – Being New and the Use of Metaphors Among Trainee Investment Bankers Eri Park, 2010, The Affluent Psyche: European Representations of African Poverty Japinder Dhesi, 2011, Made to Stick? A Cognition and Culture Account of Social Group Stereotypes Mercy Nhamo, 2011, The role of churches in tackling HIV stigma in eastern Zimbabwe Jacqueline Priego-Hernandez, 2011, Sexual and reproductive health among indigenous Mexican adolescents: A socio-representational perspective Mohammad Sartawi, 2011, Everyday life in London's Mosques: Islam, identities and everyday practices Vivienne Schwager, 2011, The Role of Play in Enhancing Decision-making in Innovation Creativity Environments Soydan Soylu, 2011, Workplace Bullying in Turkey: A Social Psychological Perspective Christopher Tennant, 2011, On the threshold: a social psychological study of different standpoints in the climate change debate Cathy Vaughan, 2011, A Picture of Health: Participation, Photovoice and Preventing HIV among Papua New Guinean Youth

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Ai Yu. 2011. Facilitating Organisational Change and Innovation: Activating Intellectual Capital within a Learning Paradigm Jackie Shaw, 2012, Contextualising empowerment practice: negotiating the path to becoming using participatory video processes Vlad Glaveanu, 2012, Creativity and culture: towards a cultural psychology of creativity in folk art Branwyn Poleykett, 2012, Intimacy, technoscience and the city: regulating female commercial sex work in Dakur, 1946-2010 Isidora Kourti, 2013, Between planned and emergent collaboration: boundary activation and identity development in a Greek educational partnership Claudia Mollidor, 2013, “I deserve respect because I'm a good mum”. Social representations of teenage motherhood at the potential for social change Johannes Rieken, 2013, Making situated police practice visible: a study examining professional activity for the maintenance of social control with video data from the field Thorsten Roser, 2013, Enablers and inhibitors to collaborating and organisational partnership in the UK children's voluntary sector Isidora Kourti, 2013, Between planned and emergent collaboration: boundary activation and identity development in a Greek educational partnership Rochelle Burgess, 2014, Supporting 'community' in an era of global mental health: a social psychological case study of an AIDS affected South African community Bankole Falade, 2014, Vaccination resistance, religion and attitudes to science in Nigeria’

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8. YOUR LEARNING ENVIRONMENT

8.1 Information Technology The rapid advances in computer technology have provoked an expansion in the range of facilities available, both School-wide and in the Department of Social Psychology itself. The School has a large number of PC computers, with the School's network allowing access to The Library catalogue (Unicorn) as well as the University of London Senate House Library and catalogues of other London University college libraries. Access is also available to a variety of information databases through the School's own networked services and the Internet. Both the Library and IT Services provide written instructions and offer short courses on the use of many of the popular software packages and networked services (e.g. Lexis-Nexis, PsychLit, Sociofile, etc). 8.2 The library Your LSE student card is also your Library card. No additional registration with the Library is required. The staff are there to help you make the most of th e Library:

• See Library staff at the beginning of term for general information, your Library guide, and other freebies. Staff are available to answer your questions. • You can download a podcast and get started with all the information you need on the Library website at: http://www2.lse.ac.uk/library/home.aspx • Use Summon (http://lse.summon.serialssolutions.com/) and the Library Catalogue (https://catalogue.lse.ac.uk/) to find both the Library’s print and electronic resources. Locations in the Library are illustrated on an electronic map ( http://catalogue.lse.ac.uk). • Sign up to a course on how to find items from your reading list, and other training events from across the School, at http://training.lse.ac.uk/. • Staff at the Help Desk on the first floor are available for any enquiries about using our collections and electronic resources.

When inside the Library building, please remember:

• Respect the zone you are in and keep noise to a minimum in Quiet and Silent zones. • You can eat in the Escape area (before the turnstiles) butonly drinks with lids can be brought into the Library • Fully vacate your study place for others when taking a break. • Do not leave your bags unattended

Follow the Library at www.twitter.com\LSELibrary www.facebook.com\LSELibrary You can also contact the Library with the online enquiry form: http://www2.lse.ac.uk/library/enquiriesandfeedback/email.aspx 8.3 Personal Development There are many ways in which LSE supports the personal development and wellbeing of students, both on and off campus. Personal development events There are lectures and group based workshops across the year on topics such as stress management, overcoming perfectionism and coping with personal difficulties. See http://www.lse.ac.uk/tlc/development and http://www.lse.ac.uk/counselling One to one support LSE’s Student Counselling Service – http://www.lse.ac.uk/counselling – offers bookable one to one appointments and daily drop in sessions; its Peer Support scheme – http://www.lse.ac.uk/peersupport – enables students to talk with fellow students if they have any personal worries; and its Disability and Wellbeing Service – http://www.lse.ac.uk/disability – provides advice to disabled students and puts Individual Student Support Agreements and Individual Examination Adjustments in place.

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LSE Personal Development Aide Memoire (PDAM) This is a record that you can access and build in LSE for You and that enables you to keep track of the skills and experience you gain through any extra-curricular activity you undertake while you are at LSE, both within and beyond the School. The PDAM is automatically populated from a number of different LSE systems and can also be updated manually. Once completed, it will enable you to provide information and evidence about what you have done beyond your studies, making it useful for volunteering, internship and job applications. To find out more, see http://www.lse.ac.uk/apd/PDAM 8.4 The Shaw Library This is a small lending collection of general literature, daily newspapers and magazines, and a substantial collection of recorded music. It is housed in the Founders’ Room section of the Shaw Library on the sixth floor of the Old Building, serving as a quiet room where lunchtime concerts are held on Thursdays in the Michaelmas and Lent terms. 8.5 Books and Course Readings Staff distribute reading lists at the start of courses and often provide more specific readings during a course. These reading lists are also available on the Department’s Moodle pages. 8.6 Technical Facilities The Department of Social Psychology provides advice and training to students’ on the use of any technical facilities to be used in research. The facilities available include interview recording equipment, various types of microphones, telephone recording equipment, transcription machines, camcorders, tripods, video recorders, and computer software for running social psychology experiments (e.g., ERTS, Inquisit). Advice will also be given in the design and writing of computer programmes to run studies. The Department has a number of dedicated laboratories for use by students’ carrying out research in social psychology – these include a multimedia presentation lab, a general multimedia and interactive computing lab, two general computing laboratories and an observational lab (with two-way mirrors). We regularly use these facilities in the course ‘Research Methods for Social Psychology’ to videotape students conducting interviews and focus groups, which you can then use as feedback on your skills, and also in preparing research students’ for conference presentations.

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9. LEARNING SUPPORT SERVICES 9.1 LSE Email The School will use your LSE email address to communicate with you so you should check it regularly. We recommend that you develop a filing system, frequently deleting and archiving mail to ensure you stay within your email storage limit. The email program, Microsoft Outlook is available on all student PCs on the LSE network. You can also access e-mail off-campus using webmail and remote desktop or, on the move using email clients for laptops and mobile phones. For instructions on how to do this visit http://www2.lse.ac.uk/intranet/LSEServices/itservices/home.aspx 9.2 IT Support Student IT Help Desk - first floor, Library Contact the IT Help Desk (it.helpdesk@lse.ac.uk) for support for School-owned hardware and software on the LSE network, network and email account issues, and general IT queries. VITA (Virtual IT Assistance) Double click on the 'Virtual IT Assistance’ icon on the desktop of a campus PC or visit www2.lse.ac.uk/vita to get real-time assistance from an IT Help Desk Adviser during opening hours. Laptop Surgery – STC.S198, St Clements Building Visit the Laptop Surgery for free advice and hands-on help with problems connecting to LSE resources from personally-owned laptops and mobile devices. LSE Mobile Download the LSE Mobile app to access your course timetable, library information, LSE information, maps, guides and more. Search ‘LSE Mobile’ on the App Store or Google Play to download. IT Support for students with disabilities The School is committed to providing facilities and support for students with disabilities. Additional PCs and printing facilities for students with disabilities are provided in the public computer areas in the Library. Other facilities are available in three dedicated PC rooms in the Library (LRB.R25 and LRB.R26) and St Clements Building (STC.S073). We also provide one-to-one support for students with disabilities who wish to become familiar with assistive technologies and software. This can be arranged by contacting Sebastiaan Eldritch-Böersen via its.disabilities.support@lse.ac.uk to arrange an appointment. Social Media The School has outlined guidance on the use of social media. You can find the full details here: http://www2.lse.ac.uk/intranet/LSEServices/policies/pdfs/school/guiSocMedStu.pdf For contact details and further information about our support services visit www2.lse.ac.uk/imt 9.3 LSE for you LSE for You is a personalised web portal which gives you access to a range of services. For example, you can:

• view or change your personal details • reset your Library and network passwords • monitor and pay your tuition fees online • check your exam results

You can also access online tutorials on how to navigate and personalise LSE for You at. http://www2.lse.ac.uk/intranet/LSEServices/itservices/guides/LSEForYou/home.aspx Use your LSE network username and password to login. Access LSE for You at https://auth.lse.ac.uk/auth/login?service=https%3A%2F%2Flfy.lse.ac.uk%2Fportal%2Fp%2F&renew=true * Please keep your personal details up to date so that we can contact you if necessary.

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9.4 Moodle Moodle is LSE's Virtual Learning Environment (VLE). Moodle is a password protected web environment that contains a range of teaching resources, activities, assignments, information and discussions relating to your course plus general department information. The content of Moodle is the responsibility of your teacher and so it will vary from course to course. Moodle can be accessed from any computer connected to the internet, on and off campus. To access Moodle go to http://moodle.lse.ac.uk/ and use your LSE user name and password to log in. This page also has links to help and advice on using Moodle. You will also find links to Moodle from a number of web pages, including the webpage for 'Staff & Students'. If you have any technical problems with Moodle you should contact the helpdesk at it.helpdesk@lse.ac.uk. For the academic session 2014/15 you are required to submit all coursework via Moodle. 9.5 Noticeboards Outside Room STC.302 there are programme specific noticeboards for all students 9.6 Public Folders In Outlook, the email system used by the School, you will find “Public Folders”. The Department has its own public folder (under Departments, Social Psychology) where you will find information relating to Department activities, and under General Department Information - your Staff-Student committee minutes, conference information, job and study opportunities, plus copies of all the general information emails sent to you by the Department throughout the year. 9.7 Teaching The details of lectures, seminars and classes are on the Timetables page of the LSE website – www.lse.ac.uk/collections/timetablesThere are terminals on the ground floor of the old building and St. Clements where you can access the website. Information on the contact time for each course can be found in the online calendar: http://www.lse.ac.uk/resources/calendar/courseGuides/graduate.htm 9.8 Books Obviously you will spend a lot of time in the Library. We recommend one of the general tours which Library staff run in the first week of term. The Library website address is http://www2.lse.ac.uk/library/home.aspx. The Department of Social Psychology’s Academic support librarian is Heather Dawson. Heather can be contacted at h.dawson@lse.ac.uk or on 020 7955 6806. 9.9 WWW Site The Department has its own website on the Internet http://www2.lse.ac.uk/socialPsychology/Home.aspx which contains a wealth of information about the Department. Both the Library and IT Services provide plentiful information about accessing the Internet and you are able to sign up for short courses or teaching sessions in order to familiarise yourself with the use of these facilities. Students can register online by accessing the website http://teaching.lse.ac.uk/tech/. 9.10 Student services centre (SSC) The Student Services Centre is located on the ground floor of the Old Building. It provides advice and information on the following services

• Admissions (drop-in service) • Certificates of Registration • Course choice and class changes • Examinations and results • Fees – process fee payments and distribute cheques (drop-in service) • Financial Support – Advice on scholarships, awards, prizes, emergency funding and studentships (drop-in service)

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• Information for new arrivals • Programme Registration • Presentation of Awards Ceremonies • Transcripts and Degree certificates • Visa and immigration advice (drop-in service)

The SSC provides a counter service for students at the following times:

• 10am–5pm every weekday during term time (except 10am-4pm on Wednesday) • 10am-4pm every weekday during vacation.

You can also contact us by telephone. Details of who to contact and more information on advice can be found on our website: www.lse.ac.uk/ssc 9.11 Staff-Student Committee At the start of the year you will be asked if you would like to represent your programme on the Staff Student Liaison Committee. These are important Committees as they provide a forum for feedback from students on their programme and for discussion of issues which affect the student community as a whole. The role of an SSLC representative is therefore central to effective quality assurance of courses and programmes in the School and those elected or chosen as a representative will be given training. Membership of SSLCs includes student representatives from each programme of study and appropriate academic staff. There is normally one representative for each year of each programme, although this can vary depending on the number of students in the Department. The SSLC also elects one representative to attend the relevant School level Students' Consultative Forum. More information on the Consultative Fora can be found by following the link http://www2.lse.ac.uk/studentRepresentation/home.aspx. The Department of Social Psychology has its own Staff-Student Committee which comprises representatives from amongst research students and from each MSc programme. This provides a forum for you to provide positive feedback, make suggestions and/or voice complaints on issues that may affect a particular student group as opposed to difficulties of a more individual nature. Course representatives will be elected in the 2nd week of the Michaelmas term. One or two representatives from the MSc programmes will also usually act as the programme’s representative on the Masters’ Students Committee convened by the Dean of the Graduate School. Matters that cannot be resolved through the Institute’s Staff-Student Committee can be taken further in this other forum. In addition, the Students’ Union has a part-time postgraduate students’ officer who can be approached for advice or information. 9.12 Learned Societies There are a number of learned societies and associations relevant to research in the fields covered by the MPhil/PhD programme in the Department of Social Psychology. Many of them publish their own journals. Most also offer student membership at reduced rates, and may also organise postgraduate conferences which can be very useful. Some key organisations for our students are: British Psychological Society British Sociological Association St. Andrews House Units 3F/G 48 Princes Road East Mountjoy Research Centre Leicester, LE1 7DR Stockton Road Website: www.bps.org.uk Durham Email: enquiries@bps.org.uk DH1 3UR Website: http://www.britsoc.co.uk/

Email: enquiries@britsoc.org.uk

International Communications Association PO Box 9589 Austin Texas, USA Website: http://www-rcf.usc.edu/~ica/ Email: icahdq@uts.cc.utexas.edu

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10. GENERAL SCHOOL INFORMATION – A to Z 10.1 Accommodation Office The LSE Accommodation Office (V210, Tower 2) can provide advice on finding accommodation in London for you and your visitors. You can e-mail accommodation@lse.ac.uk or telephone 020 7955 7531. More information can be found at: http://www.lse.ac.uk/accommodation 10.2 Alumni Association LSE’s Alumni Association is the official voice of LSE's global alumni community, comprising more than 108,000 people in over 190 countries, 53 country groups, nine special interest groups and 24 contact networks. Its primary role is to support the alumni programme co-ordinated by the LSE Alumni Relations team by a) developing and supporting the network of international and special interest alumni groups and contact networks, and, b) representing the voice of the alumni community within the School. You automatically become a member upon graduation. Membership is free. By registering with the Houghton Street Online community, you will be able to stay connected with former classmates and the School after your graduation. You will receive a monthly e-newsletter, LSE Alumni Echo, and the biannual alumni magazine, LSE Connect. LSE alumni also have access to: • Alumni Professional Mentoring Network • LSE Careers for up to two years after graduation • An email forwarding address to continue using an LSE email address • The Library’s printed collections on a reference basis, and can borrow free of charge For more information about the benefits and services available to alumni, please contact the Alumni Relations team on alumni@lse.ac.uk. 10.3 Auditing Courses You may wish to audit some courses which are not part of your programme, and for which you will not gain credit. You may audit the lectures of any courses in the School in which you are interested subject to the approval of the teacher responsible, but you may not normally attend the associated seminars if you are not registered on the course. It is courteous to introduce yourself to the teacher responsible for any course you intend to audit regularly. 10.4 Business Continuity Management Business continuity management in the LSE is concerned with: • Planning to ensure that the School runs as normally as possible during known or predicted major events and occurrences such as the 2012 Olympic and Paralympic Games; predicted pandemics such as flu • Planning the School’s response to and recovery from the impact of possible major incidents causing the loss of access to the site (such as a bomb threat), or a major loss of infrastructure or facilities (such as power failures, IT outages) • Managing other less serious occurrences and events which may adversely affect the work of the School, such as adverse weather conditions or disruption to travel from the weather or other causes, industrial disputes. These occur from time to time and we do all we can to keep the School running and keep you informed about what action is being taken. The main method of communication with students and staff during all disruptive incidents is the LSE website and it is therefore important that you check the website regularly lse.ac.uk. We may also try to contact you by other means, such as LSE mobile, text or e-mail. Departments will be informed of developments and we may advise you to contact staff in your department during these periods. In any emergency the key messages are to keep calm, follow instructions issued by the School, and to remain in touch with your department.

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The School seeks to manage all disruptive incidents swiftly so that work can return to normal as quickly as possible 10.5 Careers Service The LSE Careers Service provides a varied and comprehensive careers guidance and employment service for students and staff seeking information on graduate employment and further study. For more information see Section 8 or go to: http://www2.lse.ac.uk/careersService/Home.aspx 10.6 Catering Services LSE operates a number of catering outlets across the School to suit all tastes and pockets. LSE Catering prides itself on the fact that it was the first London university to achieve Fairtrade status in 2004 and Fairtrade refreshments are available in all the School's catering outlets. For detailed information on Catering Services is available on: http://www.lse.ac.uk/collections/cateringServices/venues/Default.htm 10.7 Certificate of Registration A certificate of registration provides proof to organisations, such as the Home Office, council tax offices and banks, that you are registered as a current student at the School. Once you are formally registered with the School you will be able to print out your certificate instantly via LSE for You (LfY) under the ‘Certificate of Registration’ option (Please note it can take up to 4 hours for your change in Registration Status to be picked up by LfY). If you require a certificate with information beyond what is on the Certificate of Registration, please email registry@lse.ac.uk. Your enhanced certificate should then be available for collection from the Student Services Centre (SSC) within five working days.. Additionally, should you require an LFY-produced certificate to be signed and stamped, staff at the SSC will be happy to do this for you. For more information please see lse.ac.uk/certificateOfRegistration. 10.8 Change of Address If you change your term-time address, you must inform the Student Services Centre and your personal tutor. This change can be made by you, using LSE for You, located on the front page of the LSE website. Your address is protected information and will not be disclosed to a third party without your permission unless it is for reasons of official School business. It is important that you keep us informed of your private address (and telephone number). 10.9 Codes of Good Practice The Codes of Practice for Undergraduates and Taught Masters Programmes explain the basic obligations and responsibilities of staff and students. They set out what you can expect from your Departments – and what Departments are expected to provide – in relation to the teaching and learning experience. The Codes cover areas like the roles and responsibilities of Academic Advisers and Departmental Tutors; the structure of teaching at the School; and examinations and assessment. They also set out your responsibilities, i.e. what the School expects of you. Undergraduate students: http://www.lse.ac.uk/resources/calendar/academicRegulations/codeOfGoodPracticeForUndergraduateProgrammesTeachingLearningAndAssessment.htm Postgraduate students: http://www.lse.ac.uk/resources/calendar/academicRegulations/codeOfGoodPracticeForTaughtMastersProgrammesTeachingLearningAndAssessment.htm We recommend that you also read the School’s Student Charter and Ethics Code. The Student Charter sets out the vision and ethos of the School http://www2.lse.ac.uk/intranet/LSEServices/policies/pdfs/school/stuCha.pdf

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The Ethics Code highlights the core principles of LSE life http://www2.lse.ac.uk/intranet/LSEServices/policies/pdfs/school/ethCod.pdf. General School and Programme Regulations The School has Regulations, policies and procedures covering many aspects of student life and you should familiarise yourself with them. Some of the regulations explain the organisation and conduct of your academic study. These include information about the structure of programmes, assessment, graduation and what to do if illness affects your studies. The following web searches/web links detail the School’s Programme Regulations. (http://www.lse.ac.uk/resources/calendar/academicRegulations/regulationsForResearchDegrees.htm

Regulations for research degrees

• Research degrees - see Regulations for research degrees • Regulations on assessment offences: other than plagiarism

And the following web link gives you an A-Z list of relevant regulatory documents where you can find further details of all School Regulations. http://www2.lse.ac.uk/intranet/LSEServices/policies/home.aspx 10.10 Course Capping Any student wishing to take a capped course should apply via LSE for You. A full list of capped graduate courses can be found via the Student Services website: http://www2.lse.ac.uk/intranet/students/studentServicesCentre/Home.aspx 10.11 Course Choice (Postgraduate), Seminar Sign Up and Personal Timetables Information about postgraduate course choice and seminar sign up can be found on the Student Services Centre web page: lse.ac.uk/coursechoice. Many courses will have ‘controlled access’ and you will need to apply to the department teaching the course for permission to take it, before you can select it. If such an application is required, it will be indicated on the LFY course choice system. All course choices are subject to the approval of your home department. The deadline for course choices for postgraduate students is 20th October 2014 . If you wish to change your course choice after the online system has been switched off, you can do so using a ‘late course change’ form (available from the Student Services Centre). For more information please see http://www2.lse.ac.uk/intranet/students/registrationTimetablesAssessment/Registration/home.aspx You use LSE for You to select your courses and seminar groups. Personal Timetables can then be viewed in LSE for You. Timetables Office The Timetables Office is responsible for scheduling and allocating rooms to all of the School’s taught courses. Seminar registration for postgraduate students is co-ordinated by the department teaching the course; therefore please contact them directly with any queries. For more information please see: lse.ac.uk/programmeregistration.

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10.12 Equality and Diversity at LSE The School seeks to ensure that people are treated equitably, regardless of age, disability, race, colour, nationality, ethnic or national origin, gender reassignment, pregnancy and maternity, marriage and civil partnership, religion and belief, sex, sexual orientation or personal circumstances. In practice, this means we expect you to: • Actively oppose all forms of discrimination and harassment; • Reflect on prejudices, including examining the use of inappropriate language and behaviour; • Strive to create an environment in which student goals may be pursued without fear or intimidation; • Not victimise any fellow student who has complained, or who has given information in connection with such a complaint; • Challenge and/or report unacceptable behaviour which is contrary to equality legislation and principles; • Treat all peers fairly and with respect; For further advice or information on Equality and Diversity, please visit the School’s Equality and Diversity website (lse.ac.uk/equalityanddiversity). We have also set up the Equality and Diversity at LSE blog (blogs.lse.ac.uk/diversity). To stay up to date, you can follow us on Twitter - @lsediversity. 10.13 Examinations Examinations for all courses take place during the Summer Term (May/June). The examination timetable will be available at the end of the Lent Term. It is published on the LSE Website, and students can access their personal examination timetables through LSE for You. For detailed information on the examination and assessment process, see: http://www2.lse.ac.uk/intranet/students/studentServicesCentre/examinationsAndResults/Examinations.aspx 10.14 Fees The School offers two options for payment of fees. You can either pay them in full prior to Registration or by Payment Plan one third of your fees on the 28th October 2014, 28th January and 28th April 2015. If you do not know the cost of your fees, please see the Table of Fees at lse.ac.uk/feesoffice. Full fee information, including how to pay, can be found here: http://www.lse.ac.uk/intranet/LSEServices/financeDivision/feesAndStudentFinance/Pa ing%20fees/How_to_Pay.aspx 10.15 Financial Support Office (FSO) The Financial Support Office (FSO) is responsible for the administration and awarding of scholarships, bursaries, studentships and School prizes. It is located within LSE's Student Services Centre with a daily drop in session during term time between 1pm and 2pm (Mondays, Wednesdays and Fridays during vacations). No appointment is necessary. FSO provide information about funds such as the Stu dent Support Fund, the Access to Learning Fund and the Postgraduate Travel fund. Full details and application forms are available from; http://www2.lse.ac.uk/intranet/students/moneyMatters/financialSupport/Home.aspx

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10.16 Fire Safety Basic information on the action to take in the event of a fire is given below; this information is also given on ‘Fire Action Notices’, which are posted on each floor and adjacent to emergency exits. � Everyone has an important role in ensuring that the School’s measures to prevent fire operate

effectively. � The School has sophisticated fire safety systems installed in its buildings. It is a criminal offence

to misuse or tamper with them! � Do not block fire escape routes; it may result in persons being unable to exit the building safely in

the event of a fire. � Do not wedge open fire doors, these are designed to protect escape routes and prevent the

spread of toxic smoke and fumes. (The majority of deaths in fires are the result of inhalation of toxic smoke & fumes).

� Do not overload electrical sockets, or tamper with plug fuses. � Take care with portable heating appliances; always check with the Estates Department to ensure

the building’s electrical supply is capable of taking the load. Radiant heaters i.e. fires with an exposed element or flame must not be used.

� LSE operates a No Smoking Policy throughout the School. For the avoidance of doubt, smoking is not permitted in any public areas, toilets, lecture theatres, meeting rooms, seminar rooms, common rooms and offices.

On Discovering a Fire: Operate the nearest fire alarm (break glass call point) and dial 666: � Give the precise location of the fire. � Do not attempt to tackle the fire unless you have been trained to do so. � If you have been trained, attack the fire if possible using the appliances provided, but without

taking risks. � Proceed to the assembly point. On Hearing the Fire Alarm: � Proceed to your assembly point, using the nearest available fire exit route. � Close the doors behind you as you leave and if possible close windows too. � If you are a wheelchair user or have mobility difficulties that prevent you from using the stairs make

your way to the nearest fire refuge point. � Use the telephone in the refuge point to let the Control room know where you are; wait in the

refuge area for further instructions. Know: � Your means of escape routes, primary and secondary. � Your nearest Fire Alarm break glass call point. � Where your assembly point is for your building. � Know who the Fire Marshals are for your work area. In the Event of Fire: � Remain Calm. � Leave quietly without stopping to collect your belongings, without rushing and without attempting

to pass others. � Lifts must NOT be used. � Follow the instructions of the Fire Marshal or Warden or the Security Staff. � If there is not a designated Fire Marshall for your particular floor or work area, on arriving at the

assembly report to the Senior Fire Marshal and let them know which floor or work area you have come from and whether or not it has been cleared.

� Remain at the designated Assembly point until you receive further instructions. � DO NOT re-enter the building until you are told it is safe to do so by a LSE Fire Marshal.

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10.17 Health and Safety The London School of Economics and Political Science is a relatively low risk environment, nevertheless the School is committed to achieving the highest standards of health and safety for its workforce, students and visitors to the School. The School has a Safety policy, which has been endorsed by the Academic Board, which sets out health and safety responsibilities and the School’s arrangements for complying with relevant health and safety legislation. Each Head of Department is required to appoint a Safety Co-ordinator (usually the Departmental /Institute Manager) to co-ordinate health and safety issues for the department. Accidents or any enquires concerning health and safety matters should be made to the Safety Co-ordinator in the first instance. The School also employs a full time Health and Safety Officer, whose role is to give advice on any health and safety issue, advice on best practice when devising and implementing health and safety measures and to monitor the operation of the School’s health and safety arrangements. Ann O’Brien, the Health and Safety Officer can be contacted on extension 3677 or by email: ann.o’brien@lse.ac.uk Information on the School’s health and safety procedures is available on: http://www.lse.ac.uk/collections/healthAndSafety/ 10.18 International Student Immigration Service (IS IS) ISIS provides detailed immigration advice for International Students on their website which is updated whenever the immigration rules change. They can advise you by e-mail (if you complete a web query form on the ISIS website) or at the drop-in service in the Student Services Centre reception. ISIS run workshops to advise students applying to extend their stay in the UK; and in complex cases, they will make individual appointments. For more information including drop in times and dates of workshops go to: lse.ac.uk/isis 10.19 Interruption / Deferral / Withdrawal Interruption: with approval from your department you can interrupt your programme by taking an authorised break in your studies, normally from the end of one term and for one calendar year. Deferral: if you complete the teaching year but have difficulties during the examination period then in exceptional circumstances you can apply to defer an examination(s) to the following year. Withdrawal: withdrawing means that you are permanently leaving the programme. Before withdrawing you may want to consider interruption so that you have some time to consider your options. For more information, please see lse.ac.uk/registrationChanges.. 10.20 LSE Day Nursery The LSE Day Nursery is registered under the Early Years sector; and our Ofsted registration allows us to provide care and learning for 63 children in total, aged between 3 months and 5 years. We are located in the basement of an LSE Hall of Residence on Wild Street. We primarily serve students and staff of the LSE. We offer full-time and part-times spaces. We base our curriculum on the Revised Early Years Foundation Stage Framework (EYFS). The nursery was rated Good on the last Ofsted Inspection in January 2012. The nursery has four main rooms. There are two baby rooms, which can take up to 23 babies aged 3 months to 2 years. We can accommodate up to 26 toddlers aged between 2 to 3 years, and 16 pre-school children aged between 3 to 5 years. The nursery is opened from 8:45am-6:15pm. It is open for 50 weeks of the year, except for bank holidays and a week at both Christmas and Easter. There are always places available and we welcome enquiries from interested parents, both students and staff. The Nursery welcomes viewings any week day at 10.30am or 3.00pm by appointment, please email nursery@lse.ac.uk or call 0207 107 5966

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10.21 Paid employment during your studies Having to take paid employment during the academic year will not normally be accepted by examiners as a legitimate mitigating circumstance in the event of a performance at a lesser level than could otherwise have been expected. In the event that a student has no choice but to take some paid employment, under School regulations the total hours cannot exceed 15 per week. 10.22 Presentation Ceremonies Presentation ceremonies are held twice a year: in July for students who have followed undergraduate or nine or ten-month taught postgraduate degree programmes, and in December for students who have followed twelve-month taught postgraduate degree programmes. MPhil/PhD research students are presented at both the July and December ceremonies. The ceremonies take place on campus in the Peacock Theatre. Invitations, which include details of the ticket booking process, are emailed to eligible undergraduate and taught postgraduate students three to four months before the ceremonies are scheduled to take place. MPhil/PhD research students are invited once their degrees have been awarded. The ceremony itself usually lasts between one and one and a quarter hours and is immediately followed by an on-campus drinks reception. For more information please see lse.ac.uk/ceremonies. 10.23 Public lectures Throughout the year there are special School lectures, open to everyone, usually held in the Old Theatre. Upcoming lectures are advertised on the large computer screens around the School and on the School homepage under ‘Events’. You can also keep up to date with the latest information through the LSE Events email information service which enables you to receive email notification of new events and public lectures at LSE when they are announced. Detailed information on all public lectures can be found on: http://www2.lse.ac.uk/newsAndMedia/videoAndAudio/channels/publicLecturesAndEvents/Home.aspx 10.24 Quality Assurance The School’s approach to quality assurance is set out in the document “Strategy for Managing Academic Standards and Quality”: http://www2.lse.ac.uk/intranet/LSEServices/TQARO/InternalQualityAssurance/StrategyForManagingAcademicStandards.aspx It sets out broad principles and processes for assuring academic standards and for enhancing the quality of educational provision. 10.24.1 Student Teaching Surveys The Teaching Quality Assurance and Review Office (TQARO) conducts two School-wide surveys each year to assess students’ opinions of teaching, one in each of the Michaelmas and Lent Terms. They give students the opportunity to give feedback on their lectures, on class/seminar teaching and on courses. They provide lecturers and teachers with important information about the perceived quality of their teaching, and the School with a measure of general teaching standards. They are conducted via paper questionnaires which are distributed in classes and lectures. Teaching scores are made available to individual teachers, heads of departments, and the Director of the Teaching and Learning Centre and Pro-Director (Teaching and Learning). In addition to producing reports for individual teachers, TQARO produces aggregated quantitative data for departments and the School, which provide important performance indicators. These can be found on the TQARO website: http://www2.lse.ac.uk/intranet/LSEServices/TQARO/TeachingSurveys/Results/Home.aspx Results of the 'course' section of the surveys are made available to students through the online course guides.

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10.25 Results and Transcripts of Results The School releases confirmed marks once the relevant School Board of Examiners has ratified them. For further information, please see lse.ac.uk/results. To ensure that your results are released as scheduled, please . check your balance on LSE for You to see if you have any outstanding tuition, halls or library fees. You should contact the Fees Office on fees@lse.ac.uk if you have any queries, as the School will not release your results if you have an outstanding debt. Transcripts for finalists are issued digitally within five working days of final results being officially published. Continuing students will be able to request an 'intermediate transcript' of results as soon as they are officially published. For more information, please see lse.ac.uk/transcripts. 10.25.1 Classification Schemes Undergraduate and graduate degrees are classified according to the classification scheme appropriate to the year in which the student commenced their programme of study. Classification schemes are applied by the Boards of Examiners at their meetings in July and October/November each year. Please refer to the weblink below for further details. Graduate All schemes for graduate programmes: http://www.lse.ac.uk/resources/calendar/taughtMasters.htm Staff in the Student Services Centre can provide you with guidance on the School's academic regulations and degree classification schemes. 10.25.2 Graduate Ceremonies Graduation ceremonies are held twice a year: in July for students who have followed undergraduate or nine- or ten-month taught postgraduate degree programmes, and in December for students who have followed twelve-month taught postgraduate degree programmes. MPhil/PhD research students are presented at both the July and December ceremonies, in July for those awarded by 30 April and in December for those awarded by 30 September. For more information, including the dates of future ceremonies and details of the School’s overseas ceremonies, please see lse.ac.uk/ceremonies. Degree Certificates The degree certificate gives your full name, level of award, programme of study, and class of degree or other award obtained. It will be available for collection on the ceremony days of the relevant graduation period in July or December. If you don’t collect it at the ceremony, it will be posted to your home addresses within four to six weeks. It is therefore essential that you keep your details up-to-date on LSE for You. For more information, please see lse.ac.uk/degreeCertificates. 10.26 Seminar Registration Seminar registration for postgraduate students on PS prefixed courses is handled directly via self sign-up on LSE for You. For further detailed information, please see the following link: http://www2.lse.ac.uk/intranet/students/registrationTimetablesAssessment/Registration/Course/home.aspx

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10.27 Student Tutoring Scheme All students are invited to take part in the LSE student tutoring scheme, which will run from early November 2012. The scheme has been running for more than 16 years and involves volunteers from the LSE acting as classroom assistants in primary and secondary schools in the London area. Students can choose the type of school they wish to volunteer in and which subject they would like to assist with. Students must commit to a minimum of half a day for 12 weeks in order to qualify. Training and guidance is provided and Tutors receive an induction at their school before starting. The main purpose of the scheme is to provide state school pupils with a positive role model and help with their academic work, whilst under the supervision of the classroom teacher. By doing so, Student Tutors help to raise aspirations, encourage pupils to aim for higher education when they leave school, and increase the amount of contact time they experience in the classroom. The personal benefits for the Student Tutors include developing their communication, organisational and problem-solving skills, gaining important work experience and taking part in a valuable community programme. The scheme has proved to be a great success over the years and all pupils, teachers and students involved have found it helpful, enjoyable and rewarding. The LSE Coordinator is Joanna Tolfree (J.Tolfree@lse.ac.uk). If you are interested in finding out more, please contact Joanna via email. Alternatively, further details of how to apply and dates of forthcoming information sessions will be emailed to all students in mid-October. There will also be a stall at the Freshers’ Fair in October where you can pick up information and speak to Joanna in person. 10.28 Students’ Union www.lsesu.com We believe that LSE has one of the most active student communities at any university, and is being led by students. The Student’s Union is independent from the School. We’ll help you out if you get into trouble, tell you how you can meet students with similar interests and views, and provide opportunities to have the sort of student experience you want. Here are some of the ways in which we do it:

• Student activities – the Union funds and supports over 200 societies, sports clubs, Media Group societies and Raising and Giving charitable fundraising

• Campaigns and democracy – getting students together to take action on and influence the issues they care about within the School and wider society

• Representation – led by a Student Executive, working with representatives across the School, you influence and shape the decisions and direction of the School

• Welfare and student support – our independent, legally-trained advice workers offer free, confidential advice when things go wrong or you need help

• The Union runs a bar, some shops and the only gym on campus all designed for LSE students.

You will be part of one of the most important chapters in our history, where we go now and what happens next for your union is up to you.

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10.29 Timetabling The Timetables Offices is responsible for scheduling and allocating rooms to all of the Schools Undergraduate, Masters and Research taught courses. The timetable of all taught courses can be viewed on the Timetables web page: http://www2.lse.ac.uk/intranet/diaryAndEvents/timetables/Home.aspx (The timetables web page refreshes overnight and any changes made to teaching will appear the following day.) Graduate students use LSE for You to select their courses and seminar groups. Personal Timetables can then be viewed in LSE for You. Notification of changes to teaching arrangements is done via email. Graduate Personal Timetables You use LSE for You to select your courses and seminar groups. Personal Timetables can then be viewed in LSE for You. 10.30 Transcripts and Degree Certificates For up to date information on obtaining a copy of your results transcript, please see: http://www2.lse.ac.uk/intranet/students/registrationTimetablesAssessment/certificationDocumentation/Transcripts/home.aspx The degree certificate details your full name, level of award, programme of study, and class of degree or other award obtained. Your certificates will be available for collection on the day of the School's presentation ceremonies. If you are unable to attend the ceremony, it will be posted out to you within four weeks of the ceremony. Certificates are sent to students' home addresses so please ensure that your home address is complete and up-to-date on LSE for You before the ceremonies. For further information on degree certificates, please see: For more information, please see lse.ac.uk/degreecertificates 10.31 Volunteering with LSE’s Widening Participatio n (WP) Team WP aims to raise aspiration and attainment in young people from London state schools. We deliver a number of key projects that encourage young people from under-represented backgrounds to aim for a university education. We need enthusiastic LSE students to be inspiring role models and to contribute to the success of our programmes. We require help with three particular projects: Student Ambassadors, Student Tutoring and Student Mentoring. Mentoring and Tutoring require a weekly commitment; Student Ambassadors is flexible; you can volunteer when you’re available. There are many benefits to working with young people and volunteering your time. These include getting involved and giving back to your local community, strengthening your C.V. and personal satisfaction. Come and find our stand at Fresher’s Fair, look out for posters around campus and attend one of our information presentations the week after Fresher’s. Visit our website lse.ac.uk/wideningparticipation or email widening.participation@lse.ac.uk.

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11. AFTER LSE 11.1 LSE careers LSE Careers is a very active service offering a wide range of activities about campus, online and in the Careers Service on Floor 3, Tower 3. Find out what is happening right now at: www.lse.ac.uk/careers Our aim is to advise you through the career planning and recruitment process, helping you to research options, acquire new skills and promote yourself to employers in the best way. We do this through a programme of careers advice sessions, seminars, an extensive information website, fairs, forums, employer-led events and more. LSE is very fortunate in attracting the top recruiters in many sectors which enables us to run an LSE-exclusive vacancy board full of internships, voluntary, part time and graduate positions. LSE Careers also run a series of internships schemes. Internships can allow you to gain practical experience in your chosen sector, can help you develop a broad range of transferable skills and can act as the perfect platform to make key contacts for your future job search. We work closely with employers to secure internship opportunities in all sectors with a focus on business and management and with entrepreneurs. We also source a series of graduate internships to help you make the transition from study to employment. You can search for internship opportunities throughout the year on LSE CareerHub. If you are considering a career in parliament, public and social policy, media policy or corporate social responsibility, look out for the LSE Internship scheme, which offers internships for up to 15 hours per week for postgraduate students. Applications open in early October each year. See http://www2.lse.ac.uk/intranet/CareersAndVacancies/careersService/Internships/Home.aspx for the latest information.

The LSE Volunteer Centre is also based within the LSE Careers and is here to support you in finding voluntary roles while studying. We advertise volunteering opportunities at different charities across London and internationally, with positions ranging from one-off opportunities to part time internships with charities.

The annual Volunteering Fair takes place in the first week of Michaelmas term and is a great opportunity to meet with over twenty charities. Throughout the year, we run skills, training and information events and work with charity partners to support student-focused projects, such as the READ Campus books drive, FoodCycle and the Teach First Access Bus.

Take a look at the Volunteer Centre website for practical information and advice about volunteering while at LSE and then search under ‘volunteering’ to browse through the exciting range of positions available on LSE CareerHub: http://www2.lse.ac.uk/intranet/CareersAndVacancies/volunteerCentre/Home.aspx Booking for all events and appointments at LSE Careers and searching for jobs and opportunities is available in one place on the LSE CareerHub system via our website. To get started, take a look at http://www2.lse.ac.uk/intranet/CareersAndVacancies/careersService/Home.aspx

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11.2 Alumni association LSE’s Alumni Association is your lifelong network of over 108,000 alumni. You automatically become a member upon graduation. The network includes over 70 international and special interest groups as well as a diverse programme of events for all alumni to enjoy. Membership is free and by registering with the Houghton Street Online community, you will be able to stay connected with former classmates and the School after your graduation. You will receive a monthly enewsletter, LSE alumni echo, and the biannual alumni magazine, LSE Connect. LSE alumni also have access to:

• Alumni Professional Mentoring Network • LSE Careers for up to two years after graduation • An email forwarding address to continue using an LSE email address • The Library’s superb printed collections on a reference basis, and can borrow free of charge

For more information about the benefits and services available to alumni, please contact the Alumni Relations team on alumni@lse.ac.uk.

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Appendix 1 Health & Safety Guidance for Fieldwork and Off-Site Activities Introduction The School has a duty to ensure the health, safety and welfare of staff and students taking part in LSE related off-site activities such as working, teaching and fieldwork. Fieldwork in particular may involve exposure to a wide variety of risks. For this reason, a rigorous risk assessment needs to be undertaken, documented and approved prior to the work commencing. In the event of an incident, injury or death, failure to have adequately risk assessed the activity and identify appropriate control measures may leave the School, the person in charge of the activity or the Head of Department liable for prosecution. The ‘Fieldwork and Other Off-Campus Activities’ circular was issued by The School Secretary in July 2013. The circular set out 3 basic steps that should be taken by organisers and participants of off-site activities. This document builds on the guidance contained in the circular by giving practical guidance on: ��What to consider when planning an activity, particularly overseas fieldwork ��What the School can provide to ensure that staff and students stay safe and well during off-site activities. What you need to do You need to plan your trip well in advance of your intended travel date to establish the precautions you need to have in place to keep you safe. You need to consider the risks in the country or area you will be visiting. The following are examples of risks will require a formal risk assessment (this list is not exhaustive). ��Any country or area the Foreign and Commonwealth Office (FCO) has issued a warning against all travel or all but essential travel ��Areas subject to political instability, civil unrest or disorder, natural disasters or high levels of crime or anti-social behaviour such as drug misuse or prostitution (this may be in the UK, Europe or Overseas) ��Areas where there is a high threat from terrorism including kidnap and ransom ��Areas where there has been a reported outbreak of a high-risk disease (ebola, cholera etc.) ��Physical and environmental hazards such as travel across extreme or hazardous terrain, extremes of weather or exposure to dangerous wildlife ��Areas where there are political or security threats against the individual or group they may represent due to religion, race, ethnicity or political affiliation ��The collection or transfer of data regarded as sensitive or likely to attract the attention of the security services in the country visited ��Lone working by participants with limited experience of, or familiarity with, the area to be visited. Travel Insurance Don’t assume that your own or the School’s travel insurance will cover you fully if you are travelling to a country outside the UK with a heightened risk. You should check the insurance page on the intranet (or your own insurer) to find out if you need to purchase additional cover. Exclusions to your cover may still apply even if you pay an additional premium. http://www.lse.ac.uk/intranet/LSEServices/financeDivision/insurance.aspx#DynamicJ umpMenuManager_1_Anchor_3

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Medicine and Vaccines ��Make sure you find out what vaccinations are needed for the areas you will be visiting http://www.fitfortravel.nhs.uk/destinations.aspx ��If you are taking any medication, make sure you obtain enough to see you through to the end of your trip. Remember that what may be a legal medicine in the UK may be illegal in the countries you will be visiting. ��Be wary of taking any medicine not prescribed by a medical practitioner. Protecting your data You will need to consider what data you will collect and how you will keep it safe. ��Ensure that you password/PIN protect any laptop, tablet or mobile that you use while travelling. ��Encrypt* your hard drive – use Bitlocker or Truecrypt for Windows and FileVault for Macs. Encrypt to AES 256-bit standard ��Encrypt* USB sticks and external hard drives or buy ones with built in encryption ��Using public Wi-Fi in some countries may compromise your devices security and put your information at risk. ��In countries such as China consider using a ‘clean’ laptop that can be wiped at the end of the trip rather than using a personal device ��Be very wary of using your LSE (or any other) username and password in internet cafes ��Think about the confidentiality of data you will be using/collecting (place in an encrypted folder if necessary) Encryption ��be aware that in the UK encryption keys must be handed over to authorities on request ��The Wassenaar Arrangement should let you into participating countries with encrypted devices but the arrangement is not legally binding. For further advice please contact IMT or visit their intranet page on Information Security at http://www.lse.ac.uk/intranet/LSEServices/IMT/about/policies/home.aspx Social Media Be aware that advertising your whereabouts or travel itinerary on social media sites like Facebook and Twitter may make you a target for kidnap. It may also be hazardous for anyone with whom you are liaising with or gathering information from while in country, particularly if that information is sensitive. Kidnap and Ransom Kidnapping in some areas is a real and present danger. Kidnap for ransom, versus kidnapping for political goals, is a fast-growing worldwide industry. The majority of these kidnappings are purely for financial gain and are seen simply as business transactions. If you are traveling to an area with a moderate or high risk for kidnap & ransom, you will need to contact the School’s Head of Security (ext. 6055). What the School can do for you Help and advice is available from the Health and Safety Team (ext. 3677) and from the School’s Head of Security. We can provide help, guidance and practical precautions to keep you safe, such as: ��Enhanced risk assessments carried out by external specialists for travel to very high risk areas. ��Arranging for you to receive intelligence alerts while in country ��Issuing tracking devices for travel to areas with a high risk of kidnap ��Arranging for specialist risk management training. Remember that early planning is essential to establ ish what precautions you need to have in place to keep you safe.

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Appendix 2

London School of Economics: Department of Social Ps ychology

Brief Ethics Handbook

for

MSc in Social and Cultural Psychology MSc in Organisational and Social Psychology

MSc in Social and Public Communications MSc in Health Community and Development

MPhil/PhD in Social Psychology

Responsible: Ilka Gleibs, i.h.gleibs@lse.ac.uk

MSc/ PhD Dissertation Supervisors: All ISP Faculty

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Introduction There is a general obligation to undertake research of merit (having pedagogic and/or scientific value) as well as maintaining the integrity of the academic discipline. The BPS and other institutions make the additional point that the line of accountability becomes particularly important if there are breaches of ethical requirements or the research protocol has not conformed to required ethical standards. Specific requirements are :

• protection of participants i.e. eliminate, mitigate, reduce any potential harm as a

consequence of their involvement in research;

• supervision by competent supervisors;

• protection of supervisees from possible harm;

• obligation to obtain and record informed consent from participants or appropriate other;

• maintenance and preservation of confidentiality;

• volunteered participation;

• identification and remit of levels of authority in granting a favourable ethical opinion.

• protection of the reputation of the academic institution.

When you submit your Dissertation Proposal (for MSc students) or want to conduct research for your PhD thesis you have to consider whether your research has any ethical implications. For MSc students, there will be a lecture introducing the ethical issues in research. However, you should also familiarise yourself with the LSE Research Ethics Policy, the BPS Code of Ethics and Conduct, and the BPS minimal guidelines and should have a discussion with your supervisor about the ethical implications of your study. It is your responsibility to ensure that your research conforms to these ethical guidelines. Beyond ethical considerations, be aware that most journals now require a statement of which ethics committee reviewed the research or approved the protocol; and they will flatly refuse your paper without reading t if you cannot come up with that statement. Practicalities of Ethics Applications All students must submit an ethics application to the ISP Ethics Committee. A copy of the ethics application form can be found in the Appendix. You should discuss with your supervisor whether your research has ethical implications – if it has, then you need to tick box B on the ethics form. Moreover, you should then proceed to discuss with your supervisor how you will address these issues. Ethics applications should be printed out, countersigned by your supervisor, and submitted to the ISP office. You can expect to hear back from the Ethics Committee within two weeks. The Ethics Committee will:

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a) Approve

b) ask for clarification,

c) ask for specified revisions,

d) or reject your application. In the latter case the Committee will supply reasons for its

decision so that you can, in consultation with your supervisor, produce a new proposal

and ethics application.

IMPORTANT

Data collection cannot start until the project has been approved by the Ethics Committee. If you are travelling to a data collection site, it is up to you to ensure that ethics approval is obtained in good time. As mentioned, you should allow a minimum of two-weeks (for ethically straightforward projects).

Things to consider

Consent: All participants must consent to the research (see the LSE guidance). In order to consent, they must be given sufficient information about the research. This is commonly done using an Information Sheet which summarises the research in non-technical terms (see the sample version in the Appendix). Once participants are familiar with the research they need to signal their consensual participation in the research. This is usually done using a Consent Form, which participants sign (there is a sample Consent Form in the Appendix). In some cases providing verbal information and obtaining verbal consent is most appropriate. In such cases it is best if the consent can be audio recorded. Finally, it is good practice to debrief participants after the research. In simple cases, this can be a verbal chat about the research and an opportunity for participants to ask questions. In more ethically complex research designs, it is a good idea to include a Debriefing Sheet , which participants can take away, including contact details for relevant parties. Ethically complex research: Students are advised to avoid ethically complex research such as deceiving participants. But, sometimes, it is deemed necessary. In such cases students are advised to have participants sign a debrief sheet, indicating that they have participated in the research and that they do not feel it to be unethical. If any participant feels the research to be unethical, then the research should halt, and the student should consult with their supervisor. NHS Ethics: Most research to be conducted on the premises of the UK’s National Health Service (NHS) must obtain NHS ethical approval. Full details are available at: http://www.nres.npsa.nhs.uk. Obtaining NHS ethical approval is complex, and also entails obtaining approval from the given NHS Trust. Students wishing to obtain NHS ethical approval are advised to consult with their supervisor at the earliest opportunity, and be prepared for a three-month process (at least). Disclosure and Barring Service:: If you are conducting research with vulnerable participants (i.e., children or people who lack capacity) then you need to obtain a disclosure and barring service (DBS) check (this was formally known as a CRB (criminal record bureau check). DBS clearance should be obtained in collaboration with the organisation through which the data is being collected (e.g., the school, NHS unit, or organisation which is providing access to the participants), and it can take up to three months to obtain. For further information check: https://www.gov.uk/disclosure-barring-service-check/overview

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Research abroad or in organisations: Some countries (e.g., Botswana) and many organisations have their own procedures for ethical approval. It is up to you to find out about your research site, and whether the country or organisation requires any specific applications to approve your research. New data sources: Currently there are many new and exciting sources of data, such as, video data, SenseCam and SubCam data, location data, life-logging data, activity data and so on. Each source of data raises new ethical considerations and these need to be considered with the Dissertation Proposal and through the ISP Ethics Application. If using video data you might want to consider software for anonymising faces. See also http://aoir.org/reports/ethics2.pdf

Risk and Student Safety Gathering data can entail an increased risk for the researcher. The first step in risk management is identifying potential risks. Because fieldwork can involve risk, you should discuss the details of your planned fieldwork with your supervisor, and raise any potential risks with them. Risks can occur in a variety of fieldwork settings, including, hospital wards, prison settings, and interviewing people in their own home. Once a risk has been identified, you should work with your supervisor to consider what can be done to either minimise the chance of a negative occurrence or attenuate the consequences of a negative occurrence. If risk has been identified, then it will be necessary to complete a risk assessment form. LSE provides general health and safety advice as well as specific advice for fieldwork off-campus. In cases where substantial risk is identified, such as traveling to countries advised against by the British Foreign & Commonwealth Office, then an LSE Fieldwork Risk Assessment must be performed (which takes 2-months). If you think such a risk assessment might be needed you must discuss it with your supervisor. Ways to mitigate potential risks include: Following the Foreign & Commonwealth Office advice for travelling to particular countries, ensure that there is adequate insurance cover, and provide an itinerary and emergency contact details for the duration of the fieldwork (and/or each episode of fieldwork).

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Appendix 3

Ethics Application Department of Social Psychology

Title of project:

Name of Researcher(s):

Email Address:

Name of Supervisor (for MSc/PhD projects):

Date:

Yes No N/A

1 Will the proposed research entail any risk to the researcher(s)? (eg., entail travel to unstable regions, exposure to environmental risks, collection of sensitive data, or lone working in an unfamiliar context)

If you ticked Yes to Q1, you should complete a risk assessment form

Yes No N/A

2 Will you describe the main experimental procedures to participants in advance, so that they are informed about what to expect?

3 Will you tell participants that their participation is voluntary?

4 Will you obtain written consent for participation?

5 If the research is observational, will you ask participants for their consent to being observed?

6 Will you tell participants that they may withdraw at any time and for any reason?

7 With questionnaires, will you give participants the option of omitting any questions they do not want to answer?

8 Will you tell participants that their data will be treated with full confidentiality and that, if published, it will not be identifiable as theirs?

9 Will you debrief participants at the end of their participation (i.e. given them a brief explanation of the study)?

If you ticked No to any of Q2-9, you should tick box B overleaf.

If you have ticked Yes to any of Q10-13 you should tick box B overleaf. There is an obligation on the lead researcher or supervisor to bring to the attention of the Departmental Ethics Committee

any issues with ethical implications not clearly covered by the above checklist.

PLEASE TICK EITHER BOX A OR BOX B BELOW AND PROVIDE THE DETAILS REQUIRED IN SUPPORT OF YOUR APPLICATION. THEN SIGN THE FORM.

Yes No N/A

10 Will your project involve deliberately misleading participants in any way?

11 Is there any realistic risk of you or any participants experiencing either physical or psychological distress or discomfort? If Yes, give details on a separate sheet and state what you will tell them to do if they should experience any problems (e.g., who they can contact for help).

12 Does your project involve work with animals?

13 Do participants fall into any of the following special groups? Note that you may also need to obtain satisfactory CRB clearance(or equivalent for overseas students).

Schoolchildren (under age 18)

People with learning or communication difficulties

Parents

People in custody

People engaged in illegal activities (e.g. drug taking)

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Tick box

A. I consider that this project has no significant ethical implications to be brought before the Departmental Ethics Committee

Give a brief description of participants and procedure (methods, tests used etc.) in up to 150 words. If you have ticked box A, then sign and submit this form (and any attachments) to the ISP Ethics Committee.

Tick box

B. I consider that this project may have ethical implications that should be brought before the Departmental committee, and/or it will be carried out with children or other vulnerable populations

Please provide all the further information listed below on a separate attachment.

1. Title of project

2. Purpose of project and its academic rationale

3. Brief description of methods and measurements

4. Participants: recruitment methods, number, age, gender, exclusion/inclusion criteria

5. Consent, participant information, debriefing (*attach information, consent, & debrief sheets)

6. A clear concise statement of ethical issues raised by the project and how you intend to deal with them.

7. Estimated start date and duration of the project.

If any of the above information is missing, your application will be returned to you. If you have ticked box B, then sign and submit this form along with a separate document providing the above information (and any attachments) to the ISP Ethics Committee.

I am familiar with the BPS Guidelines for ethical practices in psychological research and I have discussed them with other researchers involved in the research (e.g., supervisor or co-researcher).

Student signature Print Name Date

Supervisor signature Print Name Date

Statement of Ethical Approval: To be Completed by the Chair of the Ethics Committee

This project has been considered using agreed procedures and is now approved.

Signature Print Name Date

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Participant Information Sheet You are being invited to take part in a research study. Before deciding to participate it is important for you to understand why the research is being done and what it will involve. Please take time to read the following information. Feel free to discuss issues with anyone, and if there is anything which is not clear or any questions you have, feel free to ask. Take your time reading, and don’t feel rushed. What is this research about? INSERT A BRIEF ACCESSIBLE DESCRIPTION OF YOUR RESEARCH HERE Who is doing this research? INSERT A FEW SENTENCES OF INFORMATION ABOUT YOURSELF, AND WHO YOUR SUPERVISOR IS. INCLUDE CONTACT DETAILS. Why have you asked me to participate? INSERT A FEW SENTENCES ABOUT HOW YOU HAVE SELECTED POTENTIAL PARTICIPANTS. What will participation involve? STATE CLEARLY WHAT THE PARTICIPANT HAS TO DO HERE How long will participation take? TELL THE POTENTIAL PARTICIPANT HOW LONG IT WILL TAKE What about confidentiality? EXPLAIN WHAT DATA WILL BE RECORDED, AND HOW IT WILL BE ANONYMIZED

If you are willing to participate, then please sign a Consent Form. You can keep this Information Sheet for your record s.

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Informed Consent Project: INSERT THE TITLE OF YOUR PROJECT Researcher: INSERT YOUR NAME AND CONTACT DETAILS Supervisor: INSERT YOUR SUPERVISORS NAME, POSITION, AND CONTACT DETAILS ___________________________________________________________________

To be completed by the Research Participant Please answer each of the following questions:

Do you feel you have been given sufficient information about the research to enable you to decide whether or not to participate in the research?

Yes No

Have you had an opportunity to ask questions about the research? Yes No

Do you understand that your participation is voluntary, and that you are free to withdraw at any time, without giving a reason, and without penalty?

Yes No

Are you are willing to take part in the research? Yes No

Are you aware that the interview/focus group will be audio/video recorded? Yes No

Will you allow the research team to use anonymized quotes in presentations and publications? Yes No

Will you allow the anonymized data to be archived, to enable secondary analysis and training future researchers? Yes No

Participants Name:_______________________________ Participant’s Signature: __________________________ _ Date:__________ If you would like a copy of the research report, please provide your email or postal address:

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NOTES