From project proposal to published paper: disseminating students’ research findings

From Project Proposal to
Published Paper: Disseminating
Students’ Research Findings
Project Proposal to Published Paper:

Dr Hazel Hall, Senior Lecturer, SoC

Dr Bill Buchanan, Reader, SoC

Dr H.Hall/Dr W.Buchanan (1)

Why?

Hazel Hall

Why? Dr H.Hall/Dr W.Buchanan (2)

Students are required to disseminate
Students are required to disseminate
research results locally.
research results locally.

When is it appropriate for the results to be
When is it appropriate for the results to be
disseminated further?
disseminated further?

Why Publish? Dr H.Hall/Dr W.Buchanan (3)

Track record of publishing Honours work:
Track record of publishing Honours work:
Hall, H., & Graham, D. (2004). Creation and recreation: motivating collaboration to
Hall, H., & Graham, D. (2004). Creation and recreation: motivating collaboration to
generate knowledge capital in online communities. International Journal of
generate knowledge capital in online communities. International Journal of
Information Management, 24, 235-246.
Hall, H. & Jones, A.M. (2000). Show off the corporate library. International Journal of
Hall, H. & Jones, A.M. (2000). Show off the corporate library. International Journal of

Hall, H. & Smith, N. (1997). You'll wish ititwas all over: the bibliographic control of grey
Hall, H. & Smith, N. (1997). You'll wish was all over: the bibliographic control of grey
literature with reference to print football fanzines. Serials, 10(2), 189-194.
literature with reference to print football fanzines. Serials, 10(2), 189-194.
Hall, H. & Russell, A. (1996). Resource management in an electronic environment:
Hall, H. & Russell, A. (1996). Resource management in an electronic environment:
company library Web pages and collection development principles. In D.I.
company library Web pages and collection development principles. In D.I.
Raitt & B. Jeapes (Eds.), Proceedings of the 20th International Online
Raitt & B. Jeapes (Eds.), Proceedings of the 20th International Online
Meeting, London, December 3-5 1996 (pp. 471-475). Oxford: Learned
Meeting, London, December 3-5 1996 (pp. 471-475). Oxford: Learned
Information.
Information.
Hall, H. & Butler, A. (1995). Mergers and take-overs in the online industry: impacts on
Hall, H. & Butler, A. (1995). Mergers and take-overs in the online industry: impacts on
information services provision and user satisfaction. In D.I. Raitt & B. Jeapes
information services provision and user satisfaction. In D.I. Raitt & B. Jeapes
(Eds.) Proceedings of the 19th International Online Meeting, London,
(Eds.) Proceedings of the 19th International Online Meeting, London,
December 55- -771995 (pp. 267-279). Oxford: Learned Information.
December 1995 (pp. 267-279). Oxford: Learned Information.
Buchanan, W.J., Migas, N., Sinclair, G. & McArtney, K. (2004 in press). Analysis of an
Buchanan, W.J., Migas, N., Sinclair, G. & McArtney, K. (2004 in press). Analysis of an
agent-based metric-driven for ad-hoc, on-demand routing. Journal of Ad-hoc
agent-based metric-driven for ad-hoc, on-demand routing. Journal of Ad-hoc
Networks.
Networks.
Buchanan W.J., and Llamas, D. (2004). Covert channel analysis and detection using
Buchanan W.J., and Llamas, D. (2004). Covert channel analysis and detection using
reverse proxy servers. Paper to be presented at 3rd International Conference on
reverse proxy servers. Paper to be presented at 3rd International Conference on
Electronic Warfare and Security (EIWC), University of London, June 2004.
Electronic Warfare and Security (EIWC), University of London, June 2004.

Our Experience Dr H.Hall/Dr W.Buchanan (4)

Publications on our personal lists is good for:
Publications on our personal lists is good for:
•Individual
•Individual

•Research group
•Research group
•University
•University

Satisfaction of supervision job well done
Satisfaction of supervision job well done

Boost for students
Boost for students
Job applications
Job applications
Research career
Research career

Obvious Reasons for Publishing Dr H.Hall/Dr W.Buchanan (5)

The “good” tutor
The “good” tutor
Entry to academic publishing
Entry to academic publishing
Promotion of Napier

Promotion of Napier
Deeper student reflection on learning
Deeper student reflection on learning

Less Obvious Reasons Dr H.Hall/Dr W.Buchanan (6)

Matching Learning Outcomes

Towards the SQA framework


Module Module Project
Level 7 (15 credits) (15 credits) (30 credits)
(15 credits) (15 credits) (30 credits) MSc
SCQF 11 Module
Module Module
Module Module
Module Module
Module
(15 credits) (15 credits) (15 credits) (15 credits)

Module Module Module
Module Module Module Hons.
Level 4 (15 credits)
(15 credits) (15 credits)
(15 credits) Hons.
BEng (Hons)

Project
Module Module Module Project
SCQF 10 Module
(15 credits)
Module
(15 credits)
Module
(15 credits)
(30 credits)
(30 credits)
(15 credits) (15 credits) (15 credits)

Module Module Group Project
Module Module Group Project
(30 credits)
Module Module Module Module BSc
SCQF 9 Module
(15 credits)
Module
(15 credits)
Module
(15 credits)
Module
(15 credits)

Module Module Module Module
(15 credits) Higher Diploma
SCQF 8 Module
(15 credits)
Module
(15 credits)
Module
(15 credits)
Module
(15 credits)

Level 1
(15 credits)
(15 credits) Higher Certificate
SCQF Module
(15 credits)
Module
(15 credits)
Module
(15 credits)
Module
(15 credits)

Typical Scottish Programme Dr H.Hall/Dr W.Buchanan (8)

Module Project Good opportunity
Level 7 (15 credits) (15 credits)
(30 credits) especially if the
SCQF 11 Module Module Module Module
student has a strong
background in the area

Module Module Module Good opportunity
Module Hons.
(15 credits) Hons. to publish as the best

Project
Module Module Module Project
SCQF 10 (15 credits) (15 credits) (15 credits)
(30 credits)
(30 credits)
students often have
a degree of research/
analytical work in their
Module Module Group Project project.
Group Project
(30 credits)
SCQF 9 Module Module Module Module Possibility to publish
(15 credits) (15 credits) (15 credits) (15 credits) if an assessment is
focused on the
Module Module Module Module production of a
Level 2 (15 credits) (15 credits) (15 credits) (15 credits) research paper
SCQF 8 (15 credits) (15 credits) (15 credits) (15 credits)
Poor opportunity
Module Module Module Module to publish as
(15 credits) (15 credits) (15 credits) (15 credits) the work tends
Level 1 to be development
SCQF (15 credits) (15 credits) (15 credits) (15 credits) related.

Possible areas to publish student work Dr H.Hall/Dr W.Buchanan (9)

Demonstrate and/or work with:

knowledge that covers and integrates most of the
knowledge that covers and integrates most of the
principal areas, features, boundaries, terminology
principal areas, features, boundaries, terminology
and conventions of a subject/discipline.

and conventions of a subject/discipline.
a critical understanding of the principal theories,
a critical understanding of the principal theories,
concepts and principles.
concepts and principles.
detailed knowledge and understanding in one or
detailed knowledge and understanding in one or
more specialisms some of which is informed by or at
more specialisms some of which is informed by or at
the forefront of a subject/discipline.
the forefront of a subject/discipline.
knowledge and understanding of the ways in which
knowledge and understanding of the ways in which
the subject/discipline is developed, including a
the subject/discipline is developed, including a
range of established techniques of enquiry or
range of established techniques of enquiry or
research methodologies.
research methodologies.

Ref: SQA Framework document

SQA Framework for Knowledge (Hons. Level)


Use a range of the principal skills, practices and/or
Use a range of the principal skills, practices and/or
materials associated with a subject/discipline.
materials associated with a subject/discipline.
Use a few skills, practices and/or materials which

Use a few skills, practices and/or materials which
are specialised, advanced, or at the forefront of a
are specialised, advanced, or at the forefront of a
subject/discipline.
subject/discipline.
Execute a defined project of research,
Execute a defined project of research,
development or investigation and identify and
development or investigation and identify and
implement relevant outcomes.
implement relevant outcomes.
Practise in a range of professional level contexts
Practise in a range of professional level contexts
which include a degree of unpredictability and/or
which include a degree of unpredictability and/or
specialism.
specialism.

SQA Framework for Practice (Hons. Level) H.Hall/Dr W.Buchanan (11)
Dr


Critically identify, define, conceptualise, and analyse
Critically identify, define, conceptualise, and analyse
complex/professional level problems and issues.
complex/professional level problems and issues.
Offer professional level insights, interpretations and

Offer professional level insights, interpretations and
solutions to problems and issues.
solutions to problems and issues.
Critically review and consolidate knowledge,
Critically review and consolidate knowledge,
skills and practices and thinking in a
skills and practices and thinking in a
subject/discipline.
subject/discipline.
Demonstrate some originality and creativity in
Demonstrate some originality and creativity in
dealing with professional level issues.
dealing with professional level issues.


SQA Framework for Generic Cognitive Skills (Hons. Level) (12)
Dr H.Hall/Dr W.Buchanan


Take significant responsibility for the work of others
Take significant responsibility for the work of others
and for a range of resources.
and for a range of resources.
Work with others to bring about change,

Work with others to bring about change,
development and/or new thinking.
development and/or new thinking.
Work effectively under guidance in a peer
Work effectively under guidance in a peer
relationship with qualified practitioners.
relationship with qualified practitioners.
Make formal presentations about specialised
Make formal presentations about specialised
topics to informed audiences
topics to informed audiences
Communicate with professional level peers and
Communicate with professional level peers and
specialists.
specialists.


SQA Framework for Autonomy (Hons. Level)

Level 4 – Hons Project:

Over 70% - A mark in this band indicates an
excellent level of achievement. A professional

piece of software or other deliverable will have
been produced and a dissertation worthy of
dissemination.

Over 85% - … first class technical achievement
together with a dissertation containing a
contribution worthy of publication.

Matching to Learning Outcomes Dr H.Hall/Dr W.Buchanan (14)

Often the process of creating a paper is one which students find
beneficial, especially one those who are at the top end of a 2:1, or
as a 1st class classification. This is typically a new skill for the
student, who is unused to taking a large document, and
distilling it down to a few papers, without losing the key elements.

This can often lead to a strong sense of teamwork where the
student feeds drafts to the supervisor, who then rigorously edits
and tries to focus the paper. Unfortunately few undergraduate
students go through this amount of rigor in their work, and
many struggle, initially, to know how to write a research paper

Research Paper Dr H.Hall/Dr W.Buchanan (15)

Abstract. A summary of the paper, identifying its key aims, the
methods used, and the results.
Introduction. A focused discussion of the main aims and the
context of the work.
Background. A discussion of the key underpinning

theory/technologies involved in the area.
Model/Design/Methodology. An outline of the key elements of
the work. Many students are keen to add too much detail in this
section, as they do not see that the actual implementation is of less
interest than the methodology used.
Results. A key area of the paper, which should summarise the
main results from the work, especially focused on proving delivery
on the aims of the work.
Conclusions. A reflective statement on how well the work has
matched the aims.

Research Paper Dr H.Hall/Dr W.Buchanan (16)

Case Studies

A few examples


The goal of a BSc Software Technology student was to
be employed by a computer games company. For his
final year project he created a real-time military
strategy computer game. The work involved a fair
amount of engineering. For example: when one squad
attached another, each squad's formation would break
up into individual one-to-one fights; if a soldier won
one fight it would go and help another; and after an

enemy squad was destroyed the winning squad would
re-form and be commandable as a squad again. The
unique selling point of the system was that it learnt
continually as the user played: its strategy changed
in response to that of the user. This greatly extended
the game's playability. With his supervisor, the student
had a paper accepted, and published, in a big
international conference. Subsequently the student
found a job with a well-known games company on
the strength of this paper. The fact that the ideas had
been externally reviewed and accepted were probably
a lot more persuasive than the student simply talking
about his project work at an interview - games
companies receive a very large number of employment
enquiries.

Prof. Peter Ross

Games Project Dr H.Hall/Dr W.Buchanan (18)

A key element of integrating research with undergraduate
projects is to find the best students. Often these types of
students will actively find their supervisors, as someone who
they respect for their knowledge and skills. This was the case
with a Software Engineering student who created a system which
could test mobile devices for their fitness in creating networks
which do not have any fixed infrastructure. The student was
identified as a first-class Honours student at the start of his
project, and his work was integrated closely with PhD students

in the School of Computing. This is a key link as the supervisor
can guide and advise, but it is typically the PhD students
who can discuss the fine-detail of the project, and help with
the experimental part. At the end of the project the creation of a
research paper was discussed and the PhD student and
supervisor discussed the merit of each experiment, and in the
results that it showed. The appraisal was that it did show many
new things, and it was decided to try and publish it at the
highest level (Journal of Ad-hoc Networks – the most
respected journal in the field of ad-hoc networks), rather than
reducing the quality and going for a lower-level conference.
The viva then went ahead with the knowledge of the paper,
which made it easier for the marking team to justify the
mark of over 70%. The only regret was that the paper had not
been accepted at that point, and that the other examiner had to
take the word of the supervisor and the PhD student that they Research Group
thought that it merited publication. This problem has been 2004: Two 1st class, One
overcome this year by getting a student to submit to a Upper 2:1 [Two papers
conference in June 2004 (International Conference in published]
Information Warfare and Security), thus the examiners were
2003: One 1st class, Three
well aware that the paper had been peer-reviewed.
Upper 2:1

Journal of Ad-hoc Networks Dr H.Hall/Dr W.Buchanan (19)

A number of School of Computing undergraduate
and MSc students completed projects in
association with the Royal Observatory. Some
of the MSc work reached a high level, and this
resulted in a couple of the students getting their
names on a publication, one of whom was then
employed by the Observatory. The job involved

a lot of travel between the two main
observatories - in the Canary Islands and
Hawaii.

Dr A.Armitage

Case Study 2 Dr H.Hall/Dr W.Buchanan (20)

The high profile work of their predecessors has
helped Information Management students and
graduates at their first conferences and
professional events integrate at networking
sessions. A short story illustrates this. A set of
new graduates working in the financial services
sector in London attended an evening meeting of

the City Information Group. Initially shy, the ice
was broken for them when it soon became clear
that the networking track had been prepared for
them, not least because the quality of the output
from their course was known through the
earlier publications of their peers.

Dr H.Hall

Case Study 3 Dr H.Hall/Dr W.Buchanan (21)

The organisers of the 2003 International
Conference on Virtual Communities knew of the
reputation of University staff in this area of
research and so made an approach with a
request for a paper. In the event student work
on a world-wide virtual community of over 2,500
code breaking enthusiasts was prepared for the

event. The paper was also subsequently
published in an international refereed
journal.

Dr H. Hall

Commissioning the Code-Breakers Dr H.Hall/Dr W.Buchanan (22)

A final year Information Management student
completed his project on the theme of the
bibliographic control of grey literature, i.e. how
ephemeral publications such as leaflets and reports
with low circulation numbers are identified and
recorded as per the terms of the 1911 Copyright Act.
His field work was completed with editors of print
football fanzines. The work had publication potential

because it used an interesting set of data subjects, and
because the results provided entertaining insight into
the alternative practices of underground publishers. It
was presented as the last paper at a (serious)
conference on serial publications by the student and
tutor, dressed in football shirts. In the published
version of the paper an editorial note advised that like
all sporting events, the material reported was been
seen live. (A further interesting point about the live
presentation of this paper is that it was witnessed by
some influential people from the serial publishing and
information management industries. The
ramifications of this have included further invitations
to present, and invited membership of two high profile
industry committees.)

Dr H.Hall

The bibliographic control of grey literature H.Hall/Dr W.Buchanan (23)
Dr

A postgraduate project required a group of
students to create a web site for a talking
newspaper organisation. The opportunity to
publish an account of the work completed – the
adaptation of what was learnt and the wider
appreciation of the field through reading in the
context of practical constraints encountered

when working with a client organisation –
formalised and captured the experience.
The students thus reflected more deeply on
their learning than they might have done
otherwise.

Tom McEwan

Post-project reflections Dr H.Hall/Dr W.Buchanan (24)

Caution

It’s not all perfect

Note of caution Dr H.Hall/Dr W.Buchanan (25)

•• What is worth publishing?
What is worth publishing?
• How can we handle students in cases where, for
• How can we handle students in cases where, for
example, what is produced is not worth publishing, or a
example, what is produced is not worth publishing, or a

paper is rejected?
paper is rejected?
• Why bother with students collaborators in favour of
• Why bother with students collaborators in favour of
research-active colleagues?
research-active colleagues?
• Doesn’t this practice risk flooding the domain with low
• Doesn’t this practice risk flooding the domain with low
quality trivia?
quality trivia?
• What about information risk, for example, IPR,
• What about information risk, for example, IPR,
plagiarism?
plagiarism?

Note of caution Dr H.Hall/Dr W.Buchanan (26)

Identification of Work and
Channels

?

How to Identify? Dr H.Hall/Dr W.Buchanan (27)

The “best” work?
The “best” work?
Interesting, novel work
Interesting, novel work

Work may be commissioned
Work may be commissioned

Usual channels
Usual channels
Careful consideration of level
Careful consideration of level
Targeted student outlets
Targeted student outlets

How to Identify? Dr H.Hall/Dr W.Buchanan (28)

Output from Modules

Using research papers for assessments

Software Security Dr H.Hall/Dr W.Buchanan (29)

Advanced Security and Mobile Network Module (Level 4)
Advanced Security and Mobile Network Module (Level 4)

Learning Outcomes:
Learning Outcomes:
L3 To be evaluate mobile and ad-hoc networks, in terms of infrastructure,
L3 To be evaluate mobile and ad-hoc networks, in terms of infrastructure,
topology, routing, computation, security and their associated
topology, routing, computation, security and their associated
communications.
communications.

L4 To critically evaluate current research in the area of security and mobile
L4 To critically evaluate current research in the area of security and mobile
networks, and assess current technological boundaries in the
networks, and assess current technological boundaries in the
implementation of these technologies.
implementation of these technologies.

Sample
This is the home site for the 1st Conference on Mobile Applications. Mobile networks
offer an excellence opportunity for increased mobility in network access, and may lead
to new network models and applications of networks. The objective of this coursework is
to write a research paper which is submitted to the following conference:

1st International Conference on the Application of Mobile Networks

The aim of this conference is to present applications of mobile networks, and provide
reviews of current technology in the key areas of RFID, Ad-hoc Networking,
Location-finding in GSM networks, GSM/3G technology and Location-based
services.

ASMN Module (2nd Assessment) Dr H.Hall/Dr W.Buchanan (30)

Reasonable papers
Good papers
Mark for the
research paper (%)

70

60
Strong papers
50
produced
40
30
20
10
0
C C+ B- B B+ A-

Grade from first assignment

Correlation between marks for the two courseworks

IIthink that after the two courseworks we submitted, we
think that after the two courseworks we submitted, we
feel that an exam would be easy, because the
feel that an exam would be easy, because the
courseworks requires us to master the content of the
courseworks requires us to master the content of the
lectures and even deeper.
lectures and even deeper.

This type of
comment shows IIdid not like the four-page limit as it forced
did not like the four-page limit as it forced
that many students me to cut a lot of information out …
me to cut a lot of information out …
struggle to summarise
material

Example comments Dr H.Hall/Dr W.Buchanan (32)

Conclusions

The Ups and the Downs

Software Security Dr H.Hall/Dr W.Buchanan (33)

Published work can help justify a good mark for a project.
Published work can help justify a good mark for a project.
Students who wish to publish normally require some analytical
Students who wish to publish normally require some analytical
work to fully justify their methods.
work to fully justify their methods.
It is possible to create assignments at Level 4 which allow a
It is possible to create assignments at Level 4 which allow a
paper to be produced.
paper to be produced.
Each student who has published has found that the process

Each student who has published has found that the process
has been rewarding, especially with the rigor involved.
has been rewarding, especially with the rigor involved.

It should be remembered that the student should actively
It should be remembered that the student should actively
want to publish.
want to publish.
The review process can be difficult to take, especially if it is a
The review process can be difficult to take, especially if it is a
rejection.
rejection.

Scholarship, innovation and research.
Scholarship, innovation and research.

Conclusions Dr H.Hall/Dr W.Buchanan (34)

From project proposal to published paper: disseminating students’ research findings

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From project proposal to published paper: disseminating students’ research findings