Sign in to tag this notice and share notes on it with your team.
Winston AI writes a plain-English brief of every opportunity — what the buyer wants, and what affects whether to bid. It's free in every Scout workspace. Sign in to see it.
The University of Strathclyde is seeking to appoint selected suppliers to provide packages of training courses tailored for postgraduate and doctorate students and covering various topics grouped into 6 Lots.
| Lot | Title | Value |
|---|---|---|
| 1 | Communicating: GeneralThis Lot focuses on supporting postgraduate researchers to develop effective communication skills for public, professional, and non academic contexts. The emphasis is on enabling researchers to communicate their work, expertise, and professional identity clearly and confidently to a range of audiences beyond the academic community. Proposed course packages will collectively address the following areas as a minimum: - Public engagement and outreach - Developing and communicating a personal voice or professional profile - Effective and responsible use of social media - Building and engaging with professional and external networks Courses will be relevant to researchers across disciplines and career aspirations. | — |
| 2 | Communicating: AcademicThis Lot focuses on supporting postgraduate researchers to develop effective communication skills within academic and research contexts. The emphasis is on enabling researchers to communicate their research clearly and confidently to academic audiences through a range of formal and informal formats. Proposed course packages will collectively address the following areas as a minimum: - Academic presentation skills, including introductory and more advanced approaches - Poster design and poster presentation - Preparation for the viva examination - Short format research communication, such as Three Minute Thesis–style presentations Suppliers will consider how academic communication conventions may vary across disciplines and career |
| — |
| 3 | Thriving in Your ResearchThis Lot focuses on supporting researchers’ personal effectiveness, wellbeing, and ability to sustain progress throughout the doctoral journey. The emphasis of this Lot is on equipping researchers with practical tools and approaches to sustain progress, manage challenges, and navigate the expectations and demands of doctoral study. Proposed course packages will collectively address the following areas as a minimum: - Understanding and navigating the doctoral research journey, including expectations, milestones, and common challenges - Time, workload, and self-management strategies appropriate for independent research - Strategies for addressing confidence, imposter syndrome, and researcher identity - Resilience, wellbeing, and sustainable working practices - General professional skills that support effective research practice and progression Provision will be inclusive and sensitive to the varied experiences of researchers across disciplines and stages. | — |
| 4 | Writing: GeneralThis Lot focuses on supporting postgraduate researchers to develop general writing skills that are applicable across disciplinary, academic, and professional contexts. The emphasis is on improving clarity, style, and effectiveness in writing through practical techniques that support researchers’ broader development. Proposed course packages will collectively address the following areas as a minimum: - Writing styles and techniques applicable across contexts - Reflective and narrative writing - Editing strategies, tools, and techniques to improve written work Courses will be suitable for researchers from a wide range of disciplinary backgrounds. | — |
| 5 | Writing: AcademicThis Lot focuses on supporting postgraduate researchers to develop academic writing skills for doctoral level research outputs and publication related activity. The emphasis is on enabling researchers to produce clear, well structured, and discipline appropriate academic writing across different stages of their doctoral studies. Proposed course packages will collectively address the following areas as a minimum: - Writing for publication in academic journals across a range of disciplinary contexts (e.g. STEAM, Humanities, Social Sciences, Business) - Conducting and writing literature reviews - Structuring and developing academic writing for the thesis - Writing for research funding or grant applications Suppliers may propose cross disciplinary provision or discipline adapted approaches where appropriate. | — |
| 6 | Centre for Doctoral Training ProgrammeThe successful supplier will work directly with the CDT Management Team to deliver a structured programme of professional and transferable skills development for CDT doctoral researchers. The supplier will be required to: - Deliver a defined cohort-based development pathway across Years 1–4 of doctoral study; - Deliver training fully in-person at the University campuses or agreed locations; - Deliver highly interactive, workshop-based training suitable for STEM and interdisciplinary doctoral researchers; - Tailor examples, activities, scenarios, and case studies to the context of applied quantum technologies and related research environments; - Complement existing technical and academic provision rather than duplicate it; - Work collaboratively with the CDT Management Team to refine delivery while maintaining the agreed programme structure. The supplier will be responsible for designing and delivering course content that: - Addresses the stated themes and learning aims of the CDT programme; - Reflects current good practice in researcher development and higher education training; - Supports active participation, collaboration, and practical skills development; - Is inclusive, accessible, and suitable for a diverse postgraduate researcher population; - Demonstrates clear progression in skills and development across the four-year programme. Suppliers will demonstrate how the programme develops researchers progressively from transition into doctoral study through to leadership, industry engagement, and career transition. Tailoring will focus on contextual relevance and delivery approach and will not substantially alter the overall structure, sequencing, or intended learning outcomes of the programme. | — |