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Doctoral Training Accreditation Assessment Criteria

To achieve accreditation for a programme, HEIs will need to provide robust evidence in support of their application, which will be judged by peer review against the standard metrics listed below.
Further information can be found in the Accreditation Handbook, which should be used as the main source of reference.

Evidence will be required to indicate that graduates have been trained to have:

  1. A high level of professional skills in the field of biology, including thoroughness and reliability
  2. An understanding and appreciation of health, safety, environmental and ethical issues and adherence to the requirements relevant to their role
  3. Integrity and respect for confidentiality in work, personal and professional issues, such as ethical practice
  4. An interest in broader developments in biological science; and a contribution to the profession of biology outside their disciplinary specialism
  5. An ability to work as part of a team
  6. Skills in biological science plus other professional skills as required for work undertaken and career development
  7. Skills in critical evaluation and in drawing conclusions from scientific and other data
  8. Time management skills, demonstrating foresight in carrying out responsibilities and ability to make improvements as appropriate
  9. An ability to make a contribution to key tasks in their work, understanding fully the biological science objectives of the work done and its relevance to their employer and others
  10. Written and oral communication skills relevant to a range of expert and non-expert audiences, and demonstrate an ability to convey both the broad context and detailed description of the work done
  11. An ability to discuss work constructively and objectively with colleagues and others; that they respond respectfully to, and acknowledge the value of alternative views and hypotheses, whilst also demonstrating an ability to defend and promote their own perspective
  12. An ability to think creatively and reflectively, and make persuasive arguments to influence colleagues, employers or others

Although accreditation will not judge the quality of the research output, the outcomes-based approach to accreditation means that it will be likely that the panel will need to examine theses and other student-generated outputs as evidence that they have acquired many of the skills and traits listed above. In addition, student progression in the acquisition of the above skills should be evidenced.

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