What is a UNIQ+ Research Internship?

What happens during a UNIQ+ Research Internship?

You will receive an induction during the first week of UNIQ+, which will introduce you to the University, the programme and your fellow interns, as well as receiving training specific to your research project.

Your induction and training will be followed by a research project that will take place in a department within one of our divisions: Medical Sciences, Mathematical, Physical and Life Sciences (MPLS), Humanities, or Social Sciences. Following induction, you will be expected to undertake research full-time in Oxford for the remainder of the programme. Our dedicated projects page provides information about the projects that may be available this year.

Over the course of your project you will have many opportunities to apply and develop your research skills and gain real-life research experience. While working on your project, you will receive regular supervision from an academic member of staff, post-doctoral staff and/or current DPhil (PhD) students. You will also receive training in transferable skills (eg presentation skills), and information on how to make a competitive application for postgraduate study.

At the end of the programme, you will write a report on your project and give a short presentation to other UNIQ+ interns.

We will seek to deliver this programme in accordance with the description set out in this page. However, there may be situations in which it is desirable or necessary for the University to make changes, either before or after the start of the programme. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made in circumstances of a pandemic, epidemic or local health emergency.

What did previous interns learn from the programme?

Read about Eleanor’s work on elusive female scholars in Chinese archaeology 
Supervisor: Dr Anke Hein, School of Archaeology

Tell us a little about your work and the new methods, if any, that you learnt about

“The initial aims of our project were to bring light to female experiences within the field of Chinese archaeology, predominately by tracing these archaeologists through online sources.
As a group, we systematically worked through the Chinese Archaeological Yearbook, which details archaeology graduates across China, and through a list of founding female scholars, to create a database of information to later be analysed and uploaded to a site called academictree.org. This website is an open-source visualisation tool to make material lineages of scholars. Before we made profiles of the female scholars we’d been researching, the site lacked next to any information regarding Chinese archaeology.”

What, do you think, were the most important things you learned?

“In terms of practical skills, this project has allowed me to learn data cleaning and database creation skills that will be useful in the future. It has also showcased the importance of such databases and online archival knowledge. My supervisor, Anke, has been particularly influential in furthering my ability to synthesise information from several sources to create new methodology. I am also very appreciative of Anke’s suggestions regarding how to materialise theory into a working methodology.”

How has the project affected your approach to postgraduate study/thoughts about your area of research?

“Generally, I am much more motivated to explore a PhD as an option, and Anke has provided me the materials and the support to aid my application in the future. I have a better idea of what research might entail, and my confidence in my ability to complete a PhD is growing. Thanks to UNIQ+, I also know I may be able to afford a PhD with the right funding! Overall, this experience has showcased that further study and a career in research is viable, rewarding, and enjoyable, and I’m overwhelmingly glad about the project I was assigned and the two months of research overall.”

Karim’s work focussed on protective symbiosis pattern 
Supervisor: Dr Ailsa McLean, Department of Biology

Tell us a little about your work and the new methods, if any, that you learnt about.

“The behavioural data recording process utilised a two-chamber olfactometer, a tool designed to gauge the responses of parasitoid wasps. By introducing the wasps to this apparatus, we could monitor their chamber preferences. In addition to behavioural observations, the study required infecting plants to delve into protective symbiosis patterns. To achieve this, various aphids, each harbouring different symbiotic bacteria, were introduced to the plants. Through this comprehensive methodology, we aimed to shed light on the multifaceted interactions between parasitoid wasps, aphids, and plants and contribute to a deeper understanding of ecological dynamics, as well as the intricate strategies that organisms employ for survival and adaptation.”

What, do you think, were the most important things you learned?

“The project taught me the importance of self-assurance. Initially, I faced challenges, but as I became adept at the lab's methodologies, my confidence grew. This shift transformed the project into a personal accomplishment, showcasing the value of perseverance and adaptability.”

How has the project affected your approach to postgraduate study/thoughts about your area of research?

“My time at Oxford yielded significant insights that have left a lasting impact. The guidance from my supervisor and postdoc was invaluable. Their unwavering support not only helped me navigate the project's challenges but also inspired me to consider a future in research. Witnessing their successful careers motivated me to aspire towards a PhD and pursue a career as a researcher. As I contemplate future steps, the lessons in mentorship and self-confidence will undoubtedly shape my decisions and approach in pursuing further academic and research endeavours.”

Find out how Ming used large-scale assessment data to examine inequality in educational achievement 
Supervisor: Mr Mobarak Hussain, Nuffield College

Tell us a little about your work and the new methods, if any, that you learnt about.

“Our initial aims were to simply investigate educational inequalities using PISA data. However, our supervisor introduced to us many dimensions that we could approach the problem with.
Our research used five OLS regression models, which regressed achievement on indicators of socioeconomic status, personal level controls, and school fixed effects to determine the effects of different social origins on school achievement. These regression models were applied to all three subject areas in which achievement was measured to determine whether there was a differing effect of social origins on achievement in different subjects.”

What, do you think, were the most important things you learned?

“Although I had used STATA before in my undergraduate studies, and also had studied educational inequalities before from an economics lens, I had never studied the area from a sociology point of view, or used STATA in a research setting before. Therefore, there was a learning curve with the work. With this being my first time gaining formal research experience, one of the most important things that I learned was how to balance being proactive with asking questions whilst also learning how to work independently in an effective manner.”

How has the project affected your approach to postgraduate study/thoughts about your area of research?

“One of the differences between the working style expected during the internship compared to my experience of undergraduate study was that I was expected to solve problems and learn different methods myself, whilst having the support of my supervisor when I needed, rather than being told exactly everything that I had to do. This more independent working style, combined with the learning curve which comes with researching an unfamiliar area, meant that I had to become very self-motivated, and not rely on others setting hard deadlines. I also had to improve my communication skills in terms of being able to convey my ideas and questions to my supervisor in an effective manner. Both of these things were difficult to do at first, but as the internship progressed, I found that I learn very effectively in this way and have become much more comfortable with it.”

Will shares his experience researching royalism and popular culture during the English Civil War 
Supervisor: Dr Sarah Mortimer, Faculty of History

Tell us a little about your work and the new methods, if any, that you learnt about.

“The initial aims of the project were to investigate how aristocratic death was sensationalised and memorialised in print. The result of this research was to produce a 1,000-word blog to be published on the history faculty website, the History of Parliament website, and potentially elsewhere. It would also contribute to the biographies being written by the History of Parliament House of Lords 1640-1660 section. My write-up is primary source-based, with little secondary input. This is illustrative of the breadth of material available, and how it has been able to answer (or try to answer) the questions I have been asking around Falkland’s death.”

What, do you think, were the most important things you learned?

“Most importantly, I have begun to learn how to manage my time in a research setting. Initially, I had struggled to do this in a new environment, however after a couple of weeks, I became used to planning my time each day effectively.

I have further developed my skills with primary resources, particularly in navigating them. Working in a different period to my usual work, I have learned to ask new questions of the sources given the context.”

How has the project affected your approach to postgraduate study/thoughts about your area of research?

“The project has confirmed that further study is the right path for me. I feel confident now that my Masters proposal will work, and that I have what it takes to pursue a PhD. Oxford has provided a great many connections so that when I put a PhD proposal together, I can draw upon the experiences and advice of new friends, academics and researchers.

I have also learned that supervision really matters. I had a fantastic supervisor for my undergraduate dissertation, so finding that at Oxford, too, made the project worthwhile. Sarah and David provided weekly meetings where we could discuss progress, ideas and receive advice. They were very generous with their time and I am truly grateful.”

Clíodhna’s work focused on International Health Professionals and Workforce Crisis in the NHS 
Supervisor: Dr Attakrit Leckcivilize, Nuffield Department of Clinical Medicine 

Tell us a little about your work and the new methods, if any, that you learnt about.

“The initial aim of my project was to gain an understanding of the UK policies that affect overseas workers in the NHS. During my first week at Oxford, I was provided with qualitative research methods training and received instructions on how to use the Bodleian Library website to help aid my research for my topic. When completing research, I created an easy-to-read table which contained all of the useful research articles I came across. This table was recommended to me by my supervisor, and allowed me a straightforward and easy way to report research I found, and find it again when needed. I will most definitely be using this table format in later projects within my academic career and am entirely grateful this format was taught to me.”

What, do you think, were the most important things you learned?

“The most crucial thing I learned about myself throughout this project was my ability to gain confidence quickly within new environments, despite my initial shyness and hesitation when speaking to new people. This project required me to speak to various new people from different age groups and walks of life, and while this originally seemed daunting, I now have a newfound confidence.

I have also found the best methods of motivating myself, and I believe these methods can be applied to the final year of my university course, as well as any other academic courses I may pursue.”

How has the project affected your approach to postgraduate study/thoughts about your area of research?

“My communication skills have drastically improved since beginning this project, particularly in a workplace setting, as I had never worked in an office setting before this project. I have developed methods of avoiding my shyness and introverted style of communication, and have instead developed a new confidence and set of communication skills that have left me confident that I will be able to communicate effectively within an academic or professional setting in future endeavours.”

Read about Rajib’s work on the integration of AI in clinical contexts 
Supervisor: Dr Qiang Zhang, Division of Cardiovascular Medicine 

Tell us a little about your work and the new methods, if any, that you learnt about.

“When starting my project, my initial objectives revolved around creating a comprehensive understanding of the integration of AI in clinical contexts. A pivotal part of this experience involved understanding how code is deployed into clinical environments for testing. Throughout this project, I used various tools to develop and package the code effectively. Building on my past experience with Python, I improved the code by adding a graphical user interface using the Tkinter library. I followed a practical approach to break down tasks and solve problems, progressing through development, testing, and deployment for each task. This method allowed me to track my progress and stay on top of my work.”

What, do you think, were the most important things you learned?

“My collaborative skills greatly improved during this project as I had to closely liaise with not only my academic supervisor, but also present my weekly progress to a small academic group consisting of various professors, where I was able to gain invaluable feedback on my work, allowing me to improve over the seven weeks. I also think my communication and social skills improved greatly, not only was I exposed to a new academic group to learn from and get to know, but I was also exposed to a whole new cohort of students from various background throughout UNIQ+, which was different to my normal university course - it prepared me for future scenarios where I will meet people who don’t quite have the same background as me.”

How has the project affected your approach to postgraduate study/thoughts about your area of research?

“My confidence in academic environments has increased significantly, being surrounded by academic peers of various levels and having exposure to legitimate research has provided me with a wealth of experience I will carry with me throughout my ongoing career. The support I received by my peers left me with a greater confidence in carrying out research in academic settings.”

Rhian’s work focused on Oral History and the lived experience of epilepsy in low to middle income countries 
Supervisor: Dr Sloan Mahone, Faculty of History

Tell us a little about your work and the new methods, if any, that you learnt about

“The general aim of this project was to engage with material surrounding neurology and epilepsy in low to middle income countries. We used a combination of medical journal articles, history books, interviews and transcripts for a variety of different outputs. This project enabled me to engage with different kinds of source material and methodological approaches.”

What, do you think, were the most important things you learned?

“Throughout this internship, I have learnt a lot of things about myself. This internship has boosted my confidence. It has taught me that I am knowledgeable enough to be in, and I can feel comfortable within, these spaces. Being able to manage my own time over the course of this internship has benefitted me. It has taught me that I work best when being able to manage my own time and I am dedicated and committed enough to stick to the schedule that I give myself.”

How has the project affected your approach to postgraduate study/thoughts about your area of research?

“This project has shown me that research is a career path that I believe would be best suited to my skillset and working style. My communication skills have also improved. Throughout this programme, there have been lots of opportunities to present and speak to others about my findings. In particular, the history weekly check-ins have been useful for bouncing ideas off other interns as well as lectures and PhD students. Meetings with other teams across the world for this project and presenting our Oral History Guide to the Global Epilepsy team has also improved my communication skills. It has taught me how to speak in a formal setting as well as networking with others.”

Read about Abidemi’s research on the role of microbiota in bacterial infection 
Supervisor: Dr Emily Stevens, Department of Biology

Tell us a little about your work and the new methods, if any, that you learnt about.

“One of the primary aims I pursued was to acquire comprehensive knowledge within the domain of my research project. including understanding the existing literature, methodological approaches, and foundational concepts related to the role of microbiota, encompassing their protective and predisposing functions in bacterial infections. My supervisor demonstrated exceptional support by providing me with relevant papers to read well in advance of the project's commencement, affording me ample time to assimilate this crucial background knowledge. Consequently, I commenced my project well-prepared and significantly enlightened regarding its core objectives.”

What, do you think, were the most important things you learned?

“One of the most valuable lessons I have learned from my research experience is the recognition that research is characterised by a substantial degree of trial and error. This nature of research not only highlights the importance of perseverance but also reinforces the idea that setbacks and failures are an integral part of the journey towards discovery in research. Embracing this reality has enhanced my resilience and instilled in me a sense of curiosity and determination, propelling me forward in the pursuit of knowledge and novel approaches.”

How has the project affected your approach to postgraduate study/thoughts about your area of research?

“My participation in this project has been instrumental in helping me discover my interest and passion for research, thereby instilling within me a strong motivation to pursue and consider further studies and a prospective career in research.”